IMPROVING STUDENTS’ MOTIVATION IN LEARNING VOCABULARY USING HYPNOTEACHING: A CLASSROOM ACTION RESEARCH AT THE FIRST GRADE STUDENTS OF MTS. AN-NAJAH SESELA IN ACADEMIC YEAR 2014/2015
THESIS PROPOSAL
BY:
SAMSUL HADI
11.411.335
MATARAM INSTITUTE OF TEACHER’S TRAINING AND EDUCATION
FACULTY OF LANGUAGE AND ART EDUCATION
ENGLISH DEPARTMENT
2015
CHAPTER I
INTRODUCTION
A. Background of the Study
The most important thing in learning language especially English is learning vocabulary because without vocabulary we cannot speak, write, and understand what we are reading and listening. According to Mukoroli (2011: 4); Vocabulary learning is an important and indispensable part of any language learning process. It means that vocabulary is the one that must be taken into consideration in language development.
Vocabulary is one of the language components that have to be taught to the students in learning a foreign language. Since the knowledge and words meaning is essential in both the expressive and receptive aspect of language, vocabulary building is vital to the early language program”. Unfortunately, many students consider learning vocabulary as a tedious job. Because of that, the teacher should look for an effective method to make learning vocabulary easier, more pleasant, and more enjoyable. An effective teacher has a multitude of technique and must be able to select the ones, which the most efficient in leading the learners to the desired terminal behavior.
Based on the researcher observation in MTs. An-Najah Sesela, the researcher found many problems in the classroom when teaching learning process is conducted. In learning process students are difficult to understand the teacher instruction. They feel bored when teacher explain the material and feel lack of motivation in learning English especially in learning vocabulary. Besides that they also lack of vocabulary knowledge because when teacher explains the material they just play each other and ignoring the teacher explanation.
Nowadays, the availability of methods, techniques, and strategies of English teaching are enhanced. The advancement of learning methods can make the learning process more efficient and the expected result. The methods may be a change in the instrumental and environmental input. In the instrumental input that is by changing the factors that affect learners either directly or indirectly such as curriculum, teaching media, learning outcome evaluation tools, facilities or infrastructure, teacher and started forth.
Other learning methods are now being developed is a method of learning hypnoteaching. Hypnoteaching is a learning method that presents the subject matter using the languages of the subconscious because the subconscious is greater dominance of the way the brain works. Hypnoteaching also can develop students’ motivation in learning process by giving the positive words because hypnoteaching is focused on the subconscious mind where the characteristic of subconscious mind is long memory. Moreover, the students will feel relax in teaching learning process because relax condition will make the students understand the material easily and more motivated.
Based on the explanation above, the researcher has the assumption that Hypnoteaching has criteria as the method to improving students motivation in English learning especially vocabulary. So, the researcher and English teacher at MTs. An-Najah Sesela try to find the solution using Hypnoteaching in English learning process. It is focused on the learning vocabulary, motivation students, and comprehension toward the material. The researcher hopes this method can be relevant method to give contribution from the problems of English classroom.
Moreover, the researcher would like to research about students motivation in English learning by using Hypnoteaching. By using that method, the teacher is able to motivate the students by using hypnoteaching.
B. Statement of Problem
Based on the explanation in the background of the study above, the researcher underlines the problems are as follows:
1. How is the application of Hypnoteaching in improving students’ motivation in learning vocabulary of the first grades students of MTs. An-Najah Sesela in the academic year 2014/2015?
2. Can hypnoteaching improve students’ motivation in learning vocabulary of the first grade students of MTs. An-Najah Sesela in academic year 2014/2015?
C. Purpose of the Study
Based on the statement of the problems above, the researcher would like to formulate the purpose of the study In order to know whether the applying Hypnoteaching can improve students’ motivation and vocabulary in English learning of the first grades students of MTs. An-Najah Sesela in the academic year 2014/2015.
D. Significances of the Study
This study is formulated to find out any benefit whether it is theoretical or practical.
1. Theoretical significance
The researcher expects that this study is able to give the theoretical information about the use of hypnoteaching to overcome the difficulties of students’ in teaching learning process especially in learning English vocabulary.
2. Practical significances
a. The findings of the research will make learning process more interesting, pleasing, and the result of the study hopefully will be increased. Besides that, this study is able to upgrade students’ motivation and achievement.
b. The teacher gets new methods that appropriate in English teaching learning process. It can improve creativity’s teacher in English teaching learning process.
c. Improve the quality of the institution especially in complaint teaching and learning process. Confer contribution useful for institution in teaching learning process.
E. Scope of the Study
This study is focused on the application of hypnoteaching in improving students’ motivation in learning vocabulary where the subject of this research is the first grade students of MTs. An-Najah Sesela in academic year 2014/2015.
F. Definition of the Key Terms
1. Hypnoteaching
Hypnoteaching is a teaching method that uses languages that generate subconscious suggestion to the students to fully concentrate. So that, students’ attention will be focused on the material. When teaching learning process is being conducted the students will be fully concentrate to the teacher explanation. According to Yustina (2012: 75) hypnoteaching is a way in hypnotized or suggest students in order to be better and increased achievement.
2. Students’ Motivation
Students’ motivation is important thing as a necessary during teaching learning process to push students to be more interested in learning because motivation in an important part in learning something. In this case, the students just focused on the material because the brainwave of students is in Alfa condition so that, the students just focused on one thing, which is material or teacher explanation. According to (Lai: 2011: 16) Students’ motivation is viewed as a necessary precondition for the exercise of critical thinking skills and abilities.
3. Learning Vocabulary
Learning vocabulary means learning to know new word, it can be got from text or others thing. In this phase, students will use their subconscious mind in receiving the new words by visualizing and imagining the words or pictures. According to (McCarten, 2007: 18) Learning vocabulary is a challenge for learners, partly because of the size of the task, and partly because of the variety of vocabulary types to be learned, including single words, phrases, collocations, and strategic vocabulary, as well as grammatical patterning, idioms, and fixed expressions.
CHAPTER II
REVIEW OF RELATED LITERATURE
A. Vocabulary
1. Definition of Vocabulary
Vocabulary is the most important element in a language. We cannot speak a language well if we do not master it no matter how well we learn grammer, how successfully the sound of foreign is mastered, without words to express a wider range of meaning. There some definition of vocabulary that stated by some expert, they are: Caroline (2005: 121) said that vocabulary is the collocation of words that an individual knows. So, language is arranged by so many words and phrases. He adds that vocabulary is a collection of words or phrases in language. It means that vocabulary is a language component which gives information or explanation in a language terms.
Moreover, there is another definition of vocabulary, it is: according to Hiebert (2005: 3) that vocabulary is the knowledge of meanings of words. It means that vocabulary is the one that must be taken into consideration in language development. Another expert explains that vocabulary can be defined roughly as the words the teachers teach in foreign language (Penny Ur, 1995: 60).
Based on those statements above definition of vocabulary above the researcher concludes that, vocabulary is the list of word in a language with meaning and definition and it is very important to develop students’ ability in learning speaking, listening, reading, and writing as the fundamental in learning language and to apply in their life with meaningful. Besides that, vocabulary also is a word or a sound which represents a certain meaning as an utterance unity. It is the most important part in language learning. To achieve four skills, a student must have acquired the vocabulary, and a student needs to increase their vocabulary mastery too. It is clear that vocabulary is a fundamental of language. So, there is no language without vocabulary.
2. Types of Vocabulary
Basically, there are two types of vocabulary in teaching. It includes active and passive vocabulary. According to Haycraft (1978: 44) gives a distinction between active and passive vocabulary. Active vocabulary is the words that students can understand, pronounce correctly and use constructively in speaking and writing. Passive vocabulary is the words that students recognize and understand when they occur in context, but which learners cannot produce correctly themselves.
a. Active Vocabulary
Words in which students will need to understand and also use themselves. In teaching, active vocabulary, it is usually word spending tie by giving example and asking question, so that students can really see how the word is used.
b. Passive Vocabulary
Words which students want to use themselves. To save time, it is often best to present it quickly with the simple example. If it appears as a part of a text or dialogue, we often leave students to guess the word from the context.
According to Harmer (1991: 159) active vocabulary refers to vocabulary that students have been taught or learnt and which the students will recognize when they meet them but which they will probably not be able to produce. It means that active vocabulary is productive learning referring to speaking and writing, while passive vocabulary is receptive learning referring to reading and listening.
Nation (2000: 15) divides vocabulary in texts into four kinds; high frequency word, academic words, technical words, and low frequency words. Moreover, vocabulary which is related to the words knowledge, there are also two kinds of it; receptive and productive vocabulary where productive vocabulary is the set of words that an individual can use when writing or speaking. They are words that are well-known, familiar, and used frequently. Conversely, receptive or recognition vocabulary is the set of words for which an individual can assign meanings when listening or reading, and it is sometimes unfamiliar (Hiebert & Kamil, 2005: 3). Dealing with these terms, it covers all aspects of what is involved in knowing a word, and there are three aspects involve in it; meaning, form and use (Nation, 2000: 39-40). For more detail, these aspects can be seen in the following table.
Table 01
Aspect of Word Knowledge
Form
|
Spoken
|
R
|
What does the word sound like?
|
P
|
How is the word pronounced?
| ||
Written
|
R
|
What does the word look like?
| |
P
|
How is the word written and spelled?
| ||
Word part
|
R
|
What parts are recognizable in this word?
| |
P
|
What word part s are needed to express the meaning?
| ||
Meaning
|
Form and meaning
|
R
|
What meaning does this word form signal?
|
P
|
What word form can be used to express this meaning?
| ||
concept and referents
|
R
|
What is included in the concept?
| |
P
|
What items can the concept refer to?
| ||
Associations
|
R
|
What other words does this make us think of?
| |
P
|
What other words could we use instead of this one?
| ||
Use
|
Grammatical function
|
R
|
In what patterns does the word occur?
|
P
|
In what patterns must we use this word?
| ||
Collocations
|
R
|
What words or types of words occur with this one?
| |
P
|
What words or types of words must we use with this one?
| ||
constraints on use (register, frequency ...)
|
R
|
Where, when, and how often would we expect to meet this word?
| |
P
|
Where, when, and how often can we use this word?
|
Where R = receptive knowledge, P = productive
Source: Learning vocabulary in another Language by I.S.P Nation (2000)
a. Spoken form
Knowing the spoken form of a word includes being able to recognize the word when it is heard and at the other end of the receptive-productive scale being able to produce the spoken form in order to express a meaning (Nation, 2000: 55).
b. Written form
One aspect of gaining familiarity with the written form of words is spelling (Nation, 2000: 60).
c. Word parts
Knowing a word can involve knowing that it is made up of affixes and a stem that can occur in other words (Nation, 2000: 63). Activities that can be done for vocabulary learners in word part are filling word part tables, cutting up complex, building complex words and choosing a correct form (Nation, 2000: 142).
d. Connecting form and meaning
The strength of the connection between the form and its meaning will determine how readily the learner can retrieve the meaning when seeing or hearing the word form, retrieve the word form when wishing to express the meaning (Nation, 2000: 64).
e. Concept and reference
A notable feature of words that is especially striking when words are looked up in a dictionary is that they have a lot of different meanings. When looking at the range of meanings which may be include for a single word, it may be noticed that some of the entries are quite different from each other (Nation, 2000: 65).
f. Associations
Talking about association, it relates to the semantic relationship between a very large numbers of English words. The relations include the meaning of words and for creating activities to enrich learners’ understanding of words and understand how the lexicon might be the organized also useful to the creation of limited vocabularies for defining words and for the simplification of text.
g. Grammatical functions
In order to use a word it is necessary to know what part of speech it is and notes that the grammatical patterns can fit into (Nation, 2000: 73).
h. Collocations
Nation (2000: 74) states “knowing a word involves knowing what words it typically occurs with”.
i. Constraints on use
Where there are constraints, the clues for constraints on use can come from the way the word is translated into the first language or form the context in which the word is used (Nation, 2000: 75).
From the point of view of receptive and productive knowledge and use, knowing the word underdeveloped involves the following things shown in table 2.
Table 02
What is involved in knowing the word underdeveloped?
From the point of view
| |
Receptive knowledge and use
|
Productive knowledge and use
|
being able to recognize the word when it is heard
|
being able to say it with correct pronunciation including stress
|
being familiar with its written form so that it is recognized when it is met in reading
|
being able to write it with correct spelling
|
recognizing that it is made up of the parts under-, -develop- and -ed and being able to relate these parts to its meaning
|
being able to construct it using the right word parts in their appropriate forms
|
knowing that underdeveloped signals a particular meaning
|
being able to produce the word to express the meaning "underdeveloped"
|
knowing what the word means in the particular context in which it has just occurred
|
being able to produce the word in different contexts to express the range of meanings of underdeveloped
|
knowing the concept behind the word which will allow understanding in a variety of contexts
|
being able to produce synonyms and opposites for underdeveloped
|
knowing that there are related words like overdeveloped, backward and challenged
|
being able to use the word correctly in an original sentence
|
being able to recognize that underdeveloped has been used correctly in the sentence in which occurs
|
being able to produce words that commonly occur with it
|
being able to recognize that words such as territories and areas are typical collocations
|
being able to decide to use or not use the word to suit the degree of formality of the situation (At present developing is more acceptable than underdeveloped which carries a slightly negative meaning) Table 2.1 and the accompanying example of underdeveloped
|
knowing that underdeveloped is not an uncommon word and is not a pejorative word
| |
(Nation, 2000: 41-42)
3. Vocabulary Learning
According to (McCarteen 2007: 21) learning vocabulary is largely about remembering, and students generally need to see, say, and write newly learned words many times before they can be said to have learned them. In learning any languages especially English, vocabulary is the main thing which determines whether or not language learners can be successful in their learning. It has been noted that vocabulary is the most important level of second language knowledge for all learners to develop (Savile-Troike, 2006: 138). However, there is a distinction between which vocabulary elements that learners should learn, it depends on what the learners are aiming for of the language whether it is for academic, interpersonal, or broader communication competence even any other of English for specific purposes.
It is commonly known that learning vocabulary items is not easy thing to do. Moreover, remembering new items or vocabulary is hard; it is supported by Hadfield who notes:
“Words are slippery things: before you know it, they’ve wriggled away and are gone. However, he offers three distinct processes in retaining a new word; they are fix the meaning of the word in their minds (memorizing), make the word in their own (personalizing), and use the word to communicate with others (communicating)” (Hadfield, 1999: 4).
4. Assessing Vocabulary
To know to what extent language learners master their language, teachers, trainers or even the learners themselves need to train and assess their ability and capability in the particular language. English vocabulary also needs to be assessed to the purpose above. However, vocabulary itself is not a goal, it just one of many elements which help in order to ones can do listening, reading, speaking and writing. A test of vocabulary whether in form of active or passive measures students‟ knowledge of the meaning of certain words as well as the patterns and collocation in which they occur (Heaton, 1988: 9).
There are many ways in assessing English vocabulary. Thornbury offers multiple choice, gap-filing, and C-test (2002: 132). Read, however, also distinguish some kinds of vocabulary test: multiple choice, completion, translation, and matching (Read, 2000: 2). In other hand, Nation has the other words to describe vocabulary test items: true/false test, definition completion test, a sensitive multiple choice test, a translation test (Nation 2000: 558-560). Besides, Ur gives some kinds of it: multiple choices, matching, odd one out, writing sentence, dictation, dictation translation, gap filling, translation, and sentence completion (Ur, 1996: 71-73).
Based on the experts’ explanation above, the researcher uses one of the many ways in assessing vocabulary. The researcher uses the theory of Read in assessing vocabulary to the students. They are as follows:
a. Multiple choice tests; a test where each question provided with at least three item answers and it is answered whether by circling, crossing, or writing the answer choices.
b. Completion tests; a kind of test which requires the test takers to answer the questions by filling the missing word with appropriate vocabulary item or word.
c. Matching tests; a test which is requires students to match the items with the other terms provided in the test sheets.
d. Translation tests; a test where students are required to give an equivalent meaning whether to the target language or native/first language.
B. Motivation
According to Harmer (2007: 98) motivtion is some kind of internal drive which pushes someone to do things in order to achieve something. Teacher should do whatever necessary to motivate their students. The teacher can serve as a source of comfort, hope, confidence, or inspiration as well as the source of frustration, discomfort, anger and fear. They can provide whatever it takes to initiate therapeutic movement. They create a therapeutic setting within which students will be motivated and confident enough to do the things that will help them to discover the kind of thought and behavior that fits their unique circumstances.
The most important thing that a teacher can do is create a “healing environment.” This will motivate the students to undergo the restructuring of events that allows them to apply their newly acquired learning efficiently within a more creative view of themselves and their relationships.
As a teacher we often consider student motivation to be up to the students. Such abstract concepts as attitude and needs are personal and not easy for an instructor to address. Adult educators are dealing with a group of individuals whose needs and motivations are very diverse. Life experience widens the gap between students and creates a diversity that is important in learning. Teachers must meet the challenge of designing instruction that is motivating. There are a number of motivational techniques which have a great bearing on instructional design. The potential benefits of attention to motivation in instructional design are many.
Krashen claims that learners with high motivation, self-confidence, a good self-image, and a low level of anxiety are better equipped for success in second language acquisition. Low motivation, low self-esteem, and debilitating anxiety can combine to 'raise' the affective filter and form a 'mental block' that prevents comprehensible input from being used for acquisition. In other words, when the filter is 'up' it impedes language acquisition. (Krashen in Dwi: 1985).
1. Components of the Motivation to Learn
According to Connie Frith says that there are six components of motivation they are as follows:
a. Curiosity
The behaviorist talks about reward and punishment as being the main influence on learning. Behavior can be focused toward a reward or away from a punishment. Human behavior is far more complex. People are naturally curious. They seek new experiences; they enjoy learning new things; they find satisfaction in solving puzzles, perfecting skills and developing competence.
Ask students in a form of questions or create a problem situation rather than presenting statements of fact. This increases student interest and curiosity to learn more about the topic. Curiosity is a motive that is intrinsic to learning, and thus continued learning is not dependent upon the teacher rewarding learning.
b. Self-Efficacy
This concept of self-efficacy can be applied to the student in learning. Students that harbor hesitate of their ability to succeed are not motivated to learn. Dividing tasks into chunks and providing students with early success is a method of developing confidence in the student. This is described by Driscoll (1994) as performance accomplishments, one of four possible sources of self-efficacy.
The other three she describes include vicarious experience, verbal persuasion and physiological states. Vicarious experience is when the learner observes a role model attaining success at a task. Verbal persuasion is often used as others persuade a learner that he or she is capable of succeeding at a particular task. The final possible source of self-efficacy is physiological states.
This is the “good feeling” that convinces a student of probable success or failure. For example a student may feel physically sick when they arrive at an exam. There is little a teacher can do to alter a student’s physiological state, other than to suggest relaxation exercises or desensitization training to overcome fears and anxiety.
c. Attitude
Every educator has encountered students who are labeled as having a bad attitude. A teacher dealing with a student with an “attitude” is instructed to deal specifically with accrued behavior. Performance evaluations are not to include the term, “bad attitude”.
Rather specific examples of actual situations must be cited of students’ assignment and performance. In an educational setting the performance that we are striving for is learning, which in some cases can be judged through behavior but not always. It is important to point out to students specific behaviors that demonstrate an attitude.
d. Need
The needs of individual students can vary greatly. The most well known and respected classification of human need is Maslow’s hierarchy of needs. There are five levels of need in this hierarchy: (1) Physiological (lower-level) (2) Safety (lower-level) (3) Love and belongings (higher needs) (4) Esteem (higher need) (5) Self-Actualization (higher need). The importance of this to motivation is the lower-level needs must be satisfied at one level before the next higher order of needs become predominant in influencing behavior.
Education fits into the realm of achieving higher level needs. Students will not be ready to learn if they have not had their lower level needs met. Children, who are sent to school in a condition hungry, are not able to learn. Their lower needs must be met first.
Competence is an intrinsic motive for learning that is highly related to self efficacy. Student’s beings receive pleasure from doing things well. Success in a subject for some students is not enough. For students who lack a sense of efficacy teachers must not only provide situations where success occurs but also give students opportunities to undertake challenging tasks on their own to prove to themselves that they can achieve.
Learning a skill without an understanding of the process is doomed to be lost. External support, respect and encouragement are important for the student to achieve competence. The achievement of competence itself becomes the intrinsic motivating factor.
f. External Motivators
Active participation provides a stimulating environment and combats boredom. Learning strategies should be flexible, creative and constantly applied. Stimulating learning environments provide variety in of presentation style, methods of instruction and learning materials. Students will learn in boring situation provided with motivators such as fear, pressure and extrinsic goals (grades, job status, and so on). The learning environment under those motivators is often tense and stressful. Grade has value as an external motivator in learning if the process of evaluation is well planned considering motivation theory.
2. The ARCS Model of Motivational Design
Keller’s model of motivational design views motivation as a sequence. First, gain the attention of the learner, and then provide relevance of what you are teaching to their personal goals and needs. The learner gains confidence as the learning process unfolds. The satisfaction of the new knowledge provides Motivation to continue learning.
1. Attention
Gaining and maintaining attention follows many of the same principles as discussed in providing a stimulating learning environment and arousing curiosity. Often it is easy to gain attention at the beginning of a lesson. Sustaining the attention is a challenge. Provide variety in presentations through media, demonstrations, small group discussions, or whole class debates. Likewise, printed text can be varied through different type sizes or fonts or the inclusion of diagrams or pictures.
2. Relevance
Helping students find relevance while learning can be a daunting task for some subjects. Linking what is being taught to something that is familiar and relevant to the student helps in the motivation of that student. Motivation amounts to persuasion for knowledge based subjects that provide the basis for learning future concepts. Often assurances are given that the student will eventually see the relevance of what they are learning.
3. Confidence
Confidence and self-efficacy are closely aligned. Three strategies for developing confidence are outlined by Driscoll (1994).
a. Create a positive expectation for success by making it clear just what is expected of students. Break complex goals into smaller chunks. It is easier to eat an elephant if you do it in small chunks.
b. Provide success opportunities for students. Learners gain confidence if they are given enough assistance to perform a task they are not quite capable of doing on their own.
c. Provide learners with a reasonable degree of control over their own learning. Help them to recognize that learning is a direct consequence of their own efforts.
4. Satisfaction
Satisfaction can be enhanced in a learner by celebrating successes. Often we fail to realize the impact of this on learners. Publicly celebrating success provides reinforcement for the learner receiving the acknowledgment but also motivates other learners to strive for this acknowledgment. Praise is often overlooked as a strong motivator for learners. In a classroom setting it is important to find something to celebrate with all students.
Based on the description above it can be concluded that there are two aspects of the students' motivation driving indicator, namely (1) internal drive: their passion and desire succeed, the urge and need to learn, their hopes and dreams of the future, and physiological factors (2) external drive: their interest in learning activities, the existence of a conducive learning environment.
C. Hypnoteaching
1. Definition of Hypnoteaching
According to CTC (Creativity Teaching Community: 2013) hypnoteaching is the improvisation from a learning method and education. Hypnoteaching is a blend of two words "hypnosis" which shall mean suggesting and "Teaching" which shall mean teaching. According to Yustina (2012: 75) Hypnoteaching is a teaching method that uses languages that generate subconscious suggestion the students fully concentrate and make anxiety to the students.
Hypnosis comes from the word "Hypnos" which is the Greek God of sleep. The word "hypnosis" was first introduced by James Braid, a famous English physician who lived between 1795-1860. Before the time of James Braid, hypnosis is known as mesmerism / magnetism. Some definitions about Hypnosis or already in Indonesian rising become:
a. Hypnosis is a natural state of focused concentration and relaxation. (Goldberg, Bruce. 2006: 14)
b. Hypnosis is the art of communication to influence someone to change the level of consciousness. Achieved by lowering their brain waves from Beta to Alpha and Theta. (Majid : 4)
d. Hypnosis is the art of persuasive communicat which showed for conveying message to the central of human motivation which called subconscious mind. (Nurindra, Yan. 2008: 5)
According to Mail (2000: 12) says that hypnosis is an altered state of awareness affected by total concentration on the voice of the therapist. It will result in measurable physical, neurophysiologic and psychological change which may produce distortion of emotion, image and time. Hypnosis in daily activities, very often we actually experienced. However, we often do not realize that what we have experienced is a series of activities in a conscious state of hypnosis. The following simple events actually a hypnotic. Like when we watch a movie or soap operas on television, sometimes our emotions are too carried away, sometimes crying or sometimes angry about a certain character. Though we consciously know that it is manmade and not merely apparent.
This often happens in the classroom when the teacher asked all students to be quiet and all the students and then silence, the class was silent. That is when the students have been hypnotized by her professor. Similarly, when the lecturer gives the students a joke and laugh, in truth they have been hypnotized by her professor.
Hypnoteaching gives prompt and extensive access to the subconscious. Hypnoteaching concept is a substance that must be mastered by every teacher in teaching. This problem is part of the concept study Hypnoteaching in English teacher. Teacher as part of the elements that exist within each school is a huge figure to materialize an advanced school and professional. Therefore, the lecturers demanded not only make the learning process, but create wonders in the classroom and unleash the potential of students in Hypnoteaching. So in this section we will look at the ability of English teachers in Hypnoteaching concept.
2. The Implementation of Hypnoteaching in Teaching Vocabulary
There are many ways to teach vocabulary more interest and pleasurable. Not only methods applied by teacher in order to improve their vocabulary but also appropriate motivation in language teaching. One of the methods to improve student’s motivation in learning vocabulary is hypnoteaching. It can improve student’s interest and love of English learning. Almost all the students very need motivation in English learning process especially in English vocabulary.
According to Dwi (2012: 80) to get successful in teaching vocabulary by applying hypnoteaching the teacher should consider:
a. Read the text or word several time, in order that the teacher mastering the material.
b. Analyze the text, such as; words, sentences, and pictures etc.
c. Visualize and Imagine sounds clearly so the students understand it. According to Novian (in Yustina 2012: 89), the implementation of hypnoteaching at school can be done through some steps that are as follows:
1. Yelling
Yelling is used to return the students concentration to the learning material by yelling a certain word together. On the contrary, the way students yelling have been approved before. It will make teacher easier to coordinate the student while doing the yelling.
2. Emotional Time
Emotional time is a time for controlling the emotion. Basically, someone emotion can change every second. The students also have the different emotion time. Moreover, it is needed a way to make students in persistent emotion. Besides that, emotional time also needed for training the students emotion.
Emotional time can be divided into three or four sections which remarked by colors or written which as follows:
a. Quite time
It can be remarked with green color or written “quite”. This time shows that the students are asked to be quite and concentrate because there is an important material that will be conveyed by the teacher.
b. Discussion time
It can be remarked with blue or written “discussion”. This time shows that the students are asked to discuss a topic which has been discussed.
c. Free time
It can be remarked by yellow or written “free”. This time shows that the students are asked to abdicate their emotion. The students can laughing, talking with their friends in a moment.
d. Knob time
It can be remarked by red or written “knob”. This time shows that the students active their active learning.
3. Teach and praise
In normal scale, learning process shows that the children remember 20 % of what they read. Children remember 30% of what they hear. Children remember 50% of what they seen. The children remember 50% of what they say. Children remember 90% of what they see, hear, and say.
From the normal scale above, it is needed for teacher to do such a way which make students can achieve percentage 90% in learning process. The way is by making students can see, hear, say and do.
4. Miraculous question
In making a question which increasing students’ achievement, it is needed a special question for building learning process, giving solution, increasing potential and direct students. The effort above is done for making students become more motivated in following the learning process.
3. The advantages and disadvantages of hypnoteaching
According to Yustina (2012: 81) there are some advantages and disadvantages of the hypnoteaching method, they are as follow:
1. Advantages of hypnoteaching
a. Learning process will be more interesting.
b. Teacher can create a various learning process so that student does not feel bored.
c. Learning process will be more dynamic.
d. The material which served by teacher can centralize student attention.
e. The material is easy to be mastered by student so that student more motivated to study.
f. There are many given skill as long as learning process.
g. Learning process is active.
h. Students are able to use their imagination and think creatively.
i. Learning process does not emphasize memorizing, so student absorbing power is faster and outwore.
j. Teacher monitoring to the student will be more intensive.
2. Disadvantages of Hypnoteaching
a. A large number of students in the classroom make teachers feel difficult to give attention one by one to the student.
b. Teachers are necessarily to study and exercise to apply hypnoteaching method.
c. Hypnoteaching method is belonging into a new method and still lack applying by many teachers in Indonesia.
d. Lack of facilities at school to support applying hypnoteaching method.
D. Previous Study
Siahaan (2010) she had seen the effect of hypnoteaching method to improve the students’ outcome on entrepreneurship lesson at SMK PAB 2 Helvetia Medan. The result of her research shows that there is an improvement of student achievement.
Edistria (2012) he have proved that there is an effect of applying hypnoteaching in problem-based-learning toward communication ability and creative thinking of students mathematic at SMPN Negeri 5 Bandung.
Nabilah (2012) a students from Indonesia university who had seen the effectiveness of hypnoteaching to improve the result of students at MTs. Huda Cikole, institute of TIK (Computer Information Technique).
Different from previous study, this study is focused on improving students’ motivation in learning vocabulary by using hypnoteaching. This study conducts in MTs. An-Najah Sesela to the first grade students in academic year 2014/2015. There are 25 students and all of the students are female as his subject. It is categorized as classroom action research; the CAR is done on Kemmis and Mc Taggart model which consist of planning, acting, observing, and reflecting. The data will be gathered through quantitative and qualitative data; the quantitative data will be gained by analyzing students’ score of pre-test and post test. Then, qualitative data will be obtained from questionnaire and field notes which is used to write all of the activities during teaching and learning process is being conducted and questionnaire is used to know about the students’ motivation in English learning.
By using hypnoteaching the researcher hopes that the students will be motivated and interested in learning vocabulary.
E. Theoretical Framework
Vocabulary is also the basic components to help the students in mastering language. They will learn the language skill easily if they have enough vocabulary. Furthermore, they are able to express and explore their idea to give information.
In teaching vocabulary, teacher and students find out many problems, therefore, in solving the problems the teacher should have a technique or method. Hypnoteaching is one of the methods for improving the students’ motivation in teaching vocabulary and learning process. Through hypnoteaching activities students are able to generate the positive feelings toward the subject matter, empower students to take responsibility for their own learning, provide more active learning, focus more time on learning, enhance the sense of community among students, and the last boos feelings of self-worth.
According to Dwi (2012: 39) There are some procedures which should be consider in teaching vocabulary that are as follows:
1. Read the text or word several times. In order that the teacher understand the material.
2. Analyze the text, sentence or picture.
3. Visualize and imagine the sound clearly so that the students will be easy to remember the word or sound that they hear.
Based on the statement above the researcher assumes that hypnoeaching is as method may help the students more motivated in learning English especially in learning vocabulary. Likewise, the researcher wants to investigate the application of hypnoteaching for improving students’ motivation in learning vocabulary.
CHAPTER III
RESEARCH METHOD
A. Research Design
The design of this research is classified as Classroom Action Research (CAR). According to Daniel (2013: 11) an action researcher utilizes an appropriate intervention to collect and analyze data and to implement actions to address educational issues. The researcher uses classroom action research Kemmis and Mc Taggart model, which consist of four steps namely: planning, action, observation, and reflection. The research applies in cycle. The figure is below:
Action research spiral by Kemmis & McTaggart (in Hopkins, 2008: 51)
|
B. Setting of the Research
The research will be done at the VII.E grade students in MTS. An-Najah Sesela in academic year 2014/2015. Located on Jl. Raya Sesela, West Lombok.
The schedule can be seen on the table below:
Table 3.1
Research Setting Time
No
|
Activities
|
Month
| ||||||
I
|
II
|
III
|
IV
|
V
|
VI
|
VII
| ||
1.
|
Preliminary study
|
X
| ||||||
2.
|
Research Preparation
| |||||||
Arranging thesis proposal
|
X
|
X
|
X
|
X
| ||||
Making Lesson plan
|
X
|
X
|
X
|
X
| ||||
Preparing Material
|
X
|
X
|
X
|
X
| ||||
Making research instrument
|
X
|
X
|
X
|
X
| ||||
3.
|
Consultation
|
X
|
X
|
X
|
X
| |||
4.
|
Research Implementation
| |||||||
Teaching and Learning
|
X
| |||||||
Observation
|
X
| |||||||
Evaluation and Reflection
|
X
| |||||||
Data analysis
|
X
| |||||||
5.
|
Arranging thesis
|
X
| ||||||
6.
|
Reparation of thesis
|
X
| ||||||
C. Subject and Object of the Research
1. Subject of the Research
The subject of this research is VII.E which consists of 25 students where all of them are female. It was selected based on the researcher’s observation when he was conducting teaching practice. The researcher chooses this class as a sample because during the observation he found that most of the VII.E students of MTs. An-Najah Sesela lack of vocabulary. They often found the difficulties to know the meaning of word in getting information from the English text, and also they are lack of motivation when learning English.
2. Object of the Research
The object of this research is hypnoteahing method to improve students’ motivation in learning vocabulary at the first grade students of MTs. An-Najah Sesela in academic year 2014/2015
D. Research Instrument
In obtaining the data, the researcher uses some instruments to get the data. The instruments in this research are test, questionnaire, and anecdotal field notes.
1. Test
Test is used to find out the students’ achievement before and after the research implementation whether or not it enhanced. The test that will be used in this research is objective test in the form of multiple choices; completion, matching, and translation. The test consists of 50 items.
The tests do not cover all elements of vocabulary knowledge, it was decided by considering that the students of junior high school is not required yet to know and master all of the elements of vocabulary knowledge. The researcher emphasized on the words‟ form and words‟ meaning without including words‟ use
2. Questionnaire
For many reasons, the questionnaire is the most widely used technique for obtaining information from subjects. Meanwhile, questionnaire deals to know the students’ responses toward the teaching learning activity during Classroom Action Research. The researcher provides a questionnaire which consists of 20 questions.
3. Field notes
Field notes are notes of observations made in the field—usually notes made about events as they happen (Kemmis, 2014: 180). Field notes give the description of the situations in every meeting to look of progress or improvement speaking competence of the students.
E. Procedure of the Research
The study will be conducted under the following procedure: preliminary study, planning, implementation the action, observing, and reflection.
1. Preliminary Study
a preliminary study is carried out to get information about the model of teaching and learning English at MTs. An-Najah Sesela, especially in teaching and learning vocabulary. During the teaching and learning process, the researcher teaches the students and at the same time the researcher observed students’ problem specifically in vocabulary. After teaching and learning process, the researcher will discuss between the teacher and the students’ problem in vocabulary.
2. Action
a. Planning
In this phase, the researcher and the collaborator prepare some preparations before implement the research and after knowing what problems the students were facing in preliminary study. Those preparations are as follows:
1) The teaching material which relates to the syllabus and teaching media.
2) Lesson plan in order the teaching process is structured and run well
3) Field notes observation sheets to observe the classroom situation includes the students‟ behavior within the application of the method
4) The classroom equipment such as the students‟ attendance list
5) Questionnaire to know about the students’ respond
6) Test to evaluate the students‟ vocabulary mastery whether or not is enhanced
7) Criteria of success which is aimed to know the criteria and qualification of the students to be known as enhanced
b. Implementing the Action
After planning is finished, the researcher implements the use of hypnoteaching to the first grade students of MTs. An-Najah Sesela in academic year 2014/2015. In implementing this action, the researcher as a facilitator will be carried out the lesson plan while the real teacher plays as observer during the instructional process. This section carries one cycles. It will be conducted based on the schedule that has been arranged before. The implementation of the plan for the cycle is delivered in some meetings in which each meeting takes about 2x45 minutes.
c. Observing
Observing classroom action research is conducted to know and to get complete description objectively about the improvement of the process of the learning and the effect of the action in the form of data. Those data’ are obtained through this observation include quantitative and qualitative data. So that, the researcher gives the students both (pre-test and post-test) in the form of multiple choices, matching, completion and translation test. Meanwhile, the qualitative data is in the form of questionnaire and field notes.
d. Refection
In this activity, both researcher and collaborator analyze the student progress in their motivation and learning achievement whether their vocabulary have progress or not. This progress is analyzed through both post-test and questionnaire toward the implementation of hypnoteaching in the classroom, and it is analyzed based on the criteria of success.
F. Technique of Data Collection
Technique of data collection in this research use qualitative and quantitative data. In this case, the researcher uses three kinds of techniques in collecting the data. The completely explanations are as follows:
1. Test
In collecting the data by using test, the researcher uses pre-test and post-test where pre-test is given before doing an action and post test is given after doing an action. Pre-test is aimed to know to what extent the students’ achievement toward English vocabulary that will be taught; conversely post-test is aimed to know to what extent the students‟ achievement after teaching them English vocabulary by firstly comparing both students‟ achievement in pre-test and post-test.
2. Questionnaire
Questionnaire deals to know the responses of students after they are taught English vocabulary using hypnoteaching method. The questionnaire is consists of 20 (twenty) questions which every question is consist of 5 choices.
3. Field Notes
This form of field notes is filled by the collaborator in this case is English teacher of the first grade in that school on sheets of paper provided during teaching and learning process every meeting, where the observer sit at the corner in front of the class. The location is decided by considering that the observer will be easier in observing the research progress by facing the class.
G. Technique of Data Analysis
1. Quantitative Data
In analyzing the numerical data, the researcher tries to get the average of students’ vocabulary score per action in cycle. It is used how well students’ performance during learning process of vocabulary. One measure of mean score of students can be expressed in symbols as:
M =
Where:
M = the mean score of the students
N = the number of students
(Sugiyono, 2010: 36)
2. Qualitative Data
Besides analyzing the result of the test, the researcher also uses questionnaire to find out students’ response toward hypnoteaching method in learning vocabulary. In analyzing the students’ response, the researcher uses descriptive analysis.
In analyzing the data which is obtained from anecdotal notes observation, the researcher uses qualitative approach with descriptive analysis method. By this method, the researcher tries to describe each meeting of anecdotal notes observation sheet descriptively whether it is in case of the process of hypnoteaching or the students’ behaviors during teaching and learning process.
H. Criteria of Classroom Action Research Success
Classroom action research (CAR) is able to be called successful if it can exceed the criterion that has been determined, that is when there is 75 % of students achieve the target score, and fail if it cannot exceed the criterion that has been determined. In this study, hypnoteaching is success in enhance students’ motivation in learning vocabulary, when the students can pass the target score of the minimal mastery level criterion (KKM). The score of minimal mastery level criterion (KKM) of this school is ≥ 75, 0 where the score is adopted from school agreement.
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