PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI - core.ac.uk · memahami teks bacaan yang diberikan dalam...

THE INFLUENCES OF INTRINSIC MOTIVATION

AND LEARNING STYLES ON THE CLASSROOM PERFORMANCE

OF EXTENSIVE READING II STUDENTS

A THESIS

Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By Argian Nicko Wiwoho

Student Number: 031214092

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMME DEPARTMENT OF LANGUAGE AND ART EDUCATION

FACULTY OF TEACHERS TRAINING EDUCATION SANATA DHARMA UNIVERSITY

YOGYAKARTA 2008

PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI

i

THE INFLUENCES OF INTRINSIC MOTIVATION

AND LEARNING STYLES ON THE CLASSROOM PERFORMANCE

OF EXTENSIVE READING II STUDENTS

A THESIS

Presented as Partial Fulfilment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By Argian Nicko Wiwoho

Student Number: 031214092

ENGLISH LANGUAGE EDUCATION STUDY PROGRAMME DEPARTMENT OF LANGUAGE AND ART EDUCATION

FACULTY OF TEACHERS TRAINING EDUCATION SANATA DHARMA UNIVERSITY

YOGYAKARTA 2008


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“Every man’s life ends the same way. It is only the details of how he died

that distinguish one man from another.”

Ernest Hemingway

“Success is not final, failure is not fatal;

it is the courage to continue that counts.”

Winston Churchill

“A man who has never gone to school may steal from a freight car; but if he

has a university education, he may steal the whole railroad.”

Theodore Roosevelt

To my beloved family, Ian, and friends who make me learn


_


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ACKNOWLEDGEMENTS

First, my greatest appreciation goes to Allah SWT for all the blessings to

finish this thesis and all the opportunities in this life. Second, my appreciation goes

to my parents who have funded my education, shared a wonderful life, and given

me meaningful experiences to deal with problems in this life.

Third, I would like to express my profound gratitude to my major sponsor,

Made Frida Yulia, S.Pd., M.Pd., and my co-sponsor, Christina Kristiyani, S.Pd.,

M.Pd., for sharing with me the critical thoughts, helpful suggestions, and

encouraging advice. Furthermore, I would like to express my deep gratefulness to

the head of the department, Ag. Hardi Prasetyo, S.Pd., M.A., and all PBI lecturers

who have contributed to the completion of my thesis.

Fourth, my thankfulness also goes to all my PBI mates, who have provided

me sincere supports during my study and the completion of my thesis especially

Dera, Vendi, Bunga, Chandra, Febri, Intika, Rere, Andreas Denny, Ari, Meiske,

Daniel. It has been a remarkable memory to work and go through it all together.

Fifth, I intend to express my deep gratitude to Ian, who has supported me

unwaveringly, helped me unconditionally, and provided a last escapade each time

desperation strikes through. Lastly, my great thankfulness is for those who directly

or indirectly helped and supported me in writing this thesis.

Argian Nicko Wiwoho


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COVER PAGE TITLE PAGE........................................................................................ PAGES OF APPROVAL..................................................................... PAGE OF DEDICATION.................................................................... STATEMENT OF WORK’S ORIGINALITY..................................... ACKNOWLEDGEMENTS.................................................................. TABLE OF CONTENTS..................................................................... LIST OF TABLES................................................................................ ABSTRACT......................................................................................... ABSTRAK.............................................................................................. CHAPTER I INTRODUCTION

A. Research Background............................................................. B. Problem Formulation.............................................................. C. Problem Limitation................................................................. D. Research Objectives............................................................... E. Research Benefits................................................................... F. Definitions of Terms...............................................................

CHAPTER II REVIEW OF RELATED LITERATURE

A. Theoretical Description.......................................................... 1. Extensive Reading............................................................. 2. Intrinsic Motivation........................................................... 3. Learning Styles.................................................................. 4. Classroom Behaviours.......................................................

B. Theoretical Framework.......................................................... CHAPTER III METHODOLOGY

A. Research Method.................................................................... B. Research Participants.............................................................. C. Research Setting..................................................................... D. Research Instrument............................................................... E. Data Gathering Technique...................................................... F. Data Analysis Technique........................................................ G. Research Procedures...............................................................

CHAPTER IV RESEARCH FINDINGS AND DISCUSSIONS

A.The Influence of Intrinsic Motivation and Learning Styles on Learners’ Classroom Performance.................................... 1. Individual Characteristics of the Research Participants..... a. Research Participants’ Intrinsic Motivation................... b. Research Participants’ Learning Styles.........................

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TABLE OF CONTENTS


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2. The Influence of Intrinsic Motivation and Learning Styles on Research Participants’ Classroom Performance

B. Research Participants’ Internal Drawbacks on Classroom Performance............................................................................

1. Research Participants’ Strategy in Overcoming Intrinsic Motivation Drawbacks....................................................... 2. Research Participants’ Strategy in Overcoming Learning Styles Drawbacks...............................................................

CHAPTER V CONCLUSIONS AND SUGGESTIONS

A. Conclusions............................................................................ B. Suggestions.............................................................................

1. For Teachers...................................................................... 2. For Future Research...........................................................

REFERENCES................................................................................... APPENDICES

A. Questionnaire Forms of the Research Participants................. Questionnaire Forms of the Research Participant A1............ Questionnaire Forms of the Research Participant B3.............

B. Observation Results Observation Results of Group A from Meeting 1 up to 10.... Observation Results of Group B from Meeting 1 up to 10....

C. Interview Transcripts Interview Transcript of Research Participant A1................... Interview Transcript of Research Participant B3...................

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Table 3.1 Qualitative Components of the Research Design......... Table 3.2 Behaviours Rubric on Classroom Performance............ Table 4.1 Research Participants’ Perception about the Course.... Table 4.2 Research Participants’ Learning Styles........................ Table 4.3 Research Participants’ Preferences............................... Table 4.4 Learning Behaviour of Research Participant A1.......... Table 4.5 Classroom Performance Summary of Research Participant A1............................................................... Table 4.6 Conduct Behaviour of Research Participant A2........... Table 4.7 Classroom Performance Summary of Research Participant A2............................................................... Table 4.8 Learning Behaviour of Research Participant A3.......... Table 4.9 Classroom Performance Summary of Research Participant A3............................................................... Table 4.10 Emotional Behaviour of Research Participant A4........ Table 4.11 Classroom Performance Summary of Research Participant A4............................................................... Table 4.12 Emotional, Conduct, and Learning Behaviours of Research Participant B1................................................ Table 4.13 Classroom Performance Summary of Research Participant B1............................................................... Table 4.14 Conduct Behaviour of Research Participant B2........... Table 4.15 Classroom Performance Summary of Research Participant B2............................................................... Table 4.16 Emotional, Conduct, and Learning Behaviours of Research Participant B3................................................ Table 4.17 Classroom Performance Summary of Research Participant B3.......................................................... Table 4.18 Emotional Behaviour of Research Participant B4........ Table 4.19 Classroom Performance Summary of Research Participant B4............................................................... Table 4.20 Classroom Behaviours Summary of Research Participants...................................................................

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LIST OF TABLES


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ABSTRACT Wiwoho, Argian Nicko. 2008. The Effects of Intrinsic Motivation and Learning Styles on the Performance of Extensive Reading II Students. Yogyakarta: English Language Education Study Programme, Sanata Dharma University.

The underlying principle that Extensive Reading does not only require the learners to comprehend the texts but also to generate critical notions about them is greatly influenced by each pupil’s individual characteristics. The referred to characteristics originate from inside, recognized as internal factors, as well as outside, recognized as external factors, the learners. The research focused on the internal factors, especially intrinsic motivation and learning styles, since they appeared to give direct influence on the learners’ performance. It calls for an investigation of how intrinsic motivation and learning styles influence each individual performance in the classroom. The learners’ classroom performance was assessed by employing behaviours rubric which covered emotional, conduct, and learning behaviours. In addition, the research also attempted to find out the way how learners overcome the existing drawbacks in carrying out the course assignments.

The research investigated the influence of intrinsic motivation and learning styles on the learners’ performance in Extensive Reading II class and involved eight research participants representing one population consisting of learners with various individual characteristics. Descriptive qualitative was the method best utilized to treat the data. Supported by mainly qualitative data collected from a questionnaire, classroom observation sheets, and interview, the research attempted to figure out (1) how intrinsic motivation and learning styles influence learners’ classroom performance and (2) how learners overcome their internal drawbacks in performing the assigned Extensive Reading II tasks.

The research revealed (1) that intrinsic motivation and learning styles functioned differently among the research participants. Research participants who shared the similar characteristics appeared to demonstrate discrepant performance in the classroom. Furthermore, (2) learners, who were intrinsically motivated and had a particular tendency on either wholistic or analytic, dealt with several problems in carrying out the course assignments. Consequently, they had different ways to overcome the existing drawbacks; some of research participants formed study groups in which each member became a proofreader for the other member. Some others were encouraged to undergo trial and error strategy in doing their projects. The rest were sometimes not enthusiastic about doing the tasks and relied on their peers’ help in completing the assignments.

Based on the findings and discussions, teachers are to design the a suitable materials, select a proper teaching methodology, implement the course design, improve the course administration, and finally re-implement the design based on the obtained feedbacks. Furthermore, the findings and discussions of this research could be generalized and implemented in other classes besides Extensive Reading II course with learners who possess the similar individual characteristics. In the end, the ideal course design to facilitate learners with various range of individual characteristics could be generated and implemented to teaching learning processes.


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ABSTRAK Wiwoho, Argian Nicko. 2008. The Effects of Intrinsic Motivation and Learning Styles on the Performance of Extensive Reading II Students. Yogyakarta: Pendidikan Bahasa Inggris, Universitas Sanata Dharma.

Prinsip dasar Extensive Reading yang tidak hanya menuntut siswa untuk memahami teks bacaan yang diberikan dalam kelas tetapi juga menuntut siswa untuk berpikir kritis tentang inti permasalahan didalamnya sangatlah dipengaruhi oleh karakteristik setiap siswa. Karakteristik yang dimaksud berasal baik dari dalam diri siswa, disebut sebagai faktor internal, dan dari luar diri siswa, disebut sebagai faktor eksternal. Penelitian ini mengacu pada faktor dari dalam diri siswa, terutama motivasi dari dalam diri dan pola pikir, karena faktor tersebut memberikan dampak langsung terhadap kinerja siswa di dalam kelas. Oleh sebab itu dibutuhkan adanya penelitian tentang bagaimana faktor-faktor internal tersebut mempengaruhi kinerja setiap siswa di dalam kelas. Kinerja siswa di dalam kelas akan dikategorikan berdasar rubrik perilaku yang meliputi perilaku emosi, perilaku interaksi, dan perilaku belajar. Selain itu, penelitian ini juga mencoba untuk mencari tahu cara siswa dalam mengatasi masalah-masalah yang mereka hadapi ketika mengerjakan tugas mata kuliah Extensive Reading II.

Penelitian ini mengarah pada pengaruh-pengaruh motivasi dari dalam diri dan pola pikir yang tercermin pada kinerja siswa di dalam kelas Extensive Reading II. Penelitian ini melibatkan delapan peserta yang mewakili satu populasi yang terdiri atas siswa dengan berbagai macam karakteristik. Deskriptif kualitatif menjadi metode yang digunakan untuk menganalisa data yang ada. Dengan dukungan data kualitatif yang diperoleh dari kuisioner, observasi dalam kelas, dan wawancara, penelitian ini mencoba mencari jawaban dari (1) bagaimana motivasi dari dalam diri dan pola pikir siswa memberi dampak pada kinerja siswa di dalam kelas dan (2) begaimana siswa mengatasi masalah-masalah yang mereka hadapi ketika mengerjakan tugas mata kuliah Extensive Reading II.

Dari penelitian ini didapati bahwa (1) motivasi dari dalam diri dan pola pikir mempunyai dampak yang berbeda pada tiap siswa. Peserta yang mempunyai karakteristik yang sama tampaknya menunjukkan kinerja yang berbeda di dalam kelas. Bahkan (2) siswa yang termotivasi dari dalam diri dan mempunyai kecenderungan pola pikir tertentu mengalami beberapa masalah. Maka dari itu, mereka mempunyai cara masing-masing untuk mengatasinya. Sebagian siswa membentuk kelompok belajar sebagai sarana diskusi. Sebagian siswa mencoba langkah trial and error. Sebagian lainnya tidak begitu antusias dalam mengerjakan tugas yang diberikan dan mengandalkan teman lainnya untuk mengerjakannya.

Berdasarkan hasil yang diperoleh dari penelitian ini, guru disarankan untuk merancang sususan materi yang tepat, memilih metode pengajaran yang sesuai, menerapkan desain yang ada dalam kegiatan belajar mengajar, mengevaluasi proses belajar yang berlangsung, dan pada akhirnya menerapkan beberapa perbaikan dari proses yang telah berlangsung. Maka dari itu dapat diperoleh metode yang tepat untuk memfasilitasi siswa-siswa dengan karakteristik yang berbeda-beda tidak hanya terbatas pada kelas Extensive Reading II saja tetapi juga kelas-kelas lainnya dimana terdapat siswa-siswa dengan beragam karakteristik.


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CHAPTER I

INTRODUCTION

The first chapter elicits general overview and description about the

research. It consists of six sections namely research background, problem

formulation, problem limitation, research objectives, research benefits, and

definition of terms that will be used for further elaboration in the following

chapters.

A. Research Background

Grabe and Stoller (2002: 9) defined reading as “the ability to draw meaning

from the printed page and interpret this information appropriately”. Apparently,

reading can be defined loosely as the ability to make sense of written or printed

symbols. The reader uses the symbols to guide the recovery of information from

his or her memory and subsequently uses this information to construct a plausible

relationship and/or interpretation of the author’s message (Mitchell, 1982: 67). No

matter how easy it is to put a definition of reading, an inevitable multifaceted

reading dimension will be encountered frequently.

It is interesting that learners’ performance on reading tasks is not merely

influenced by their ability to absorb what the author intends to say. Learners are

also affected by the personal perception; it is whether they are motivated or not

(Alderson, 2000: 35). Alderson also exposed the facts that a reader may be familiar

with more than 10.000 words yet s/he is normally able to identify any one of these


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words within a fraction of just a second. One can do this despite the fact that the

words are frequently represented by different shapes from the letter to the next.

Individual can even identify words that have been misprinted or misspelt. Another

example is that reader can cope with the fact that a word has different meanings in

different contexts. Readers can combine the individual meaning of a word to

derive the true meaning of the sentences, extended passages, and prose. This

involves their strategy in drawing inferences and calling upon their experiences in

the situation under the same circumstance. This circumstance differentiates

successful from unsuccessful readers. Therefore, it is necessary to focus on the

individual differences namely motivation and learning styles.

The research focuses on the differences among individuals, especially in

how actually beginning readers become fluent readers and what variables affect

their progress. The most important resource for any potential readers to possess is

an awareness of the way in which they use the language (Wallace, 1992: 35).

Learners’ reading performance depends on many potential features. These features

may come from inside as well as outside of the students themselves. Several

examples are the home/family background of the pupils, the prevailing peer

culture, the ethos of school, the quality of the academic staff, and the individual

characteristics of the pupils.

There are some characteristics that are under the control of a classroom

teacher and there are some others that are not. It is significant to consider the

overall picture and recognize what teachers can change and what is beyond their

control. The first two of these factors, the home/family background of the pupils


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and the prevailing peer culture, are generally beyond the control of the educational

institutions. The rest, which are the individual characteristics of the pupils, can be

changed or taken into account to improve learning process significantly.

The researcher, thereby, focuses the investigation on looking for the effects

of one out of many factors on students’ reading performance. Here the researcher

decides to specify the discussion on the internal factors generally known as

individual characteristics and scrutinizes several variables that may affect students’

performance. However, it is not easy to discover how this performance is

implemented unless an idea of what is learned is clear. This means that

understanding the nature of definitions, rules, and procedures which are eventually

utilized by accomplished readers is obviously important. Thus, this research aims

to help teachers and education practitioners to maximize their performance in

carrying out teaching-learning activity.

B. Problem Formulation

The researcher focuses on the research participants’ classroom

performance in relation to their intrinsic motivation and learning styles which will

be elaborated in the two following questions.

1. How do students’ intrinsic motivation and learning styles influence their

classroom performance?

2. How do students overcome their internal drawbacks in performing the

assigned Extensive Reading II tasks?


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C. Problem Limitation

The researcher intentionally chooses Extensive Reading course conducted

by Father Lucianus Suharjanto S.J., S.S., B.S.T since this course considerably

applies learning approach which requires the learners to engage and generate their

own learning experience. Common Extensive Reading courses are conducted in

such a way that learners are required only to draw an analysis based on supplied

texts. However, in the preferred class, learners are required not only to

comprehend new knowledge, to apply the knowledge meaningfully, and to analyze

the information into its smaller parts but also to synthesize the information to

generate a general conclusion that can be inferred from each learner’s personal

viewpoint. Apparently, each conclusion from each individual is different from one

another due to the existing distinctive individual characteristics; they are intrinsic

motivation and learning styles. Besides, the researcher chooses Extensive Reading

II course taught by Father Lucianus Suharjanto S.J., S.S., B.S.T because this class

is apparently different in terms of methodology from the one the researcher

enrolled in previous semester. It requires the students not only to analyse a

particular topic given in the classroom but it also requires the students to come up

with their syntheses about the assigned topic.

With regard to the identified problems, the researcher first concentrates the

investigation on particular domains of individual constituents namely motivation

and learning styles. Next, the investigation evaluates the consequences of

individual characteristics on students’ performance especially in Extensive

Reading II course. One way to assess respondents’ classroom performance is by


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observing their behaviours. Learners’ observed behaviours are emotional

behaviour, conduct behaviour, and learning behaviour. Afterwards, the researcher

classifies the data in order to build descriptive conclusion of the research.

Eventually, the investigation reveals the effects of intrinsic motivation and

learning styles on the learners’ classroom performance in Extensive Reading II

class.

D. Research Objectives

First, the research attempts to look for insight of the nature of intrinsic

motivation and learning styles, especially in Extensive Reading II classroom

performance. It is obvious that both domains, which are intrinsic motivation and

learning styles, could influence the learners’ classroom performance. Therefore,

the researcher deals with the individual characteristics description of intrinsic

motivation and learning styles of each learner as well as their influence on the

learners’ classroom performance. In order to measure the learners’ performance in

the classroom, the researcher made use of classroom observable behaviours rubric

which covers emotional, conduct, and learning behaviours. At this point, the

influence of intrinsic motivation and learning styles on the learners’ classroom

performance could be observed.

Second, it is true by nature that individual characteristics have both

strengths and weaknesses for the learners. Thus, the researcher tries to look for the

major difficulties that the learners find in the classroom. Besides, the researcher

also tries to figure out the way how actually the learners overcome the existing


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drawbacks to carry out the assigned tasks in Extensive Reading II class.

Eventually, the ways how learners overcome the existing drawbacks in the class

could be figured out.

E. Research Benefits

This research is expected to be beneficial for teachers and education

practitioners since it provides an investigative research on factors that affect

students’ classroom performance. Besides, it is also expected to discover

principles that could be used as a basis for improving techniques of teaching

reading and give substantial contribution to English language teaching area.

Correspondingly, all who are involved in education field may acquire elaborate

knowledge and apply the information they obtain.

F. Definition of Terms

A number of terms are going to be utilized in the following chapters.

Therefore, in order to avoid misconception or misunderstanding on the utilized

terms, the researcher supplies definitions and brief points on each term.

1. Individual characteristics

Individual characteristics refer to the distinct features within the learners

such as classroom behaviours and learning preference. Commonly, these attributes

are the results of individual’s learning habit pattern (Riding, 2002: 2). Therefore, it

is apparently different from one another among individuals. However, some of

these features are generalisable to populations which share the typical constituents.


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Each individual feature varies from one another in terms of its application and

visibility. In the research, individual characteristics refer to the learners’ intrinsic

motivation and learning styles. The researcher seeks how these factors influence

the learner’s classroom performance.

2. Performance

The word performance simply implies broad meaning in terms of what it

refers to. With regard to reading domain, it may portray either reading strategies

such as skimming and scanning or course achievement and course progress.

However, in this research, the term performance refers to the learner’s classroom

progress such as weekly assignments accomplishment and classroom individual

presentation (Brown, 2000: 253). Consequently, learners’ performance could be

observed and, therefore, it could help learners to achieve a better performance.

3. Extensive Reading

“Extensive reading is carried out to achieve a general understanding of a

usually somewhat longer text” (Brown, 2001: 313). It is true that most extensive

reading activities are conducted outside of the class ever since there is insufficient

amount of time inside the class to understand the essence of the texts. Besides, it

also requires students to analyze what the subject matter of the text is.

In this study, the setting of the chosen Extensive Reading II class requires

the students not only to understand and to analyze texts supplied by the lecturer

but it also demands the students to analyze additional texts of their own intellectual

interest. The texts of their own choice have to cover popular, scientific, as well as

literary aspects.


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4. Motivation

“Motivation is the direction and intensity of an individual’s behaviour in

situations in which performance can be evaluated according to some standards; the

standards may be personal or may be imposed as external factors” (Stipek,

1993: 9). It is apparent that individual’s performance in particular tasks is affected

by both personal factor, which is called intrinsic motivation, and external factor,

which is called extrinsic motivation. These factors affect students’ performance

significantly and, therefore, the researcher attempts to investigate the influence of

intrinsic motivation on students’ performance in Extensive Reading II classroom.

5. Learning styles

“Style is related to both personality and cognition” (Brown, 2001: 210).

Personality refers to extroversion, self esteem, anxiety, and so forth. On the other

hand, cognition implies left or right brain orientation, ambiguity tolerance, field

sensitivity, and the like. These characterize the consistent and continuing traits,

tendencies, or preference that could distinguish a learner from the others. One

could, for example, tend to be extroverted or right brain oriented whereas someone

else could be introverted and left brain oriented. In this study, the researcher

intends to pay attention to personality and cognition aspects based on the quoted

Brown’s assertion. Firstly, the researcher focuses the investigation on students’

motivation, figures out their learning styles through multiple data sources, and

afterwards correlates the relationship among those factors and their classroom

performance.


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CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter includes two sections, namely theoretical description and

theoretical framework. The first section, which is theoretical description, will take

account of the beneficial related theories to be used in the research, whereas the

second section, which is theoretical framework, will depict the correlation between

the referred to theories and their roles in the development of the research.

A. Theoretical Description

Carrel and Grabe (1993), as cited in Schmitt (2002: 233), pointed out that

interest in second language research and practice, especially in reading skill, has

increased dramatically in the past 15 years. Part of this interest is due to the

increasing recognition that reading ability is critical for academic learning. This

interest is also due to the recognition that reading (either second language or

foreign language reading) represents the primary way that students can learn on

their own beyond the classroom activities. Reading, for either second language or

foreign language readers, is complex and the development of fluent reading

abilities by these readers is a challenging action.

However, it is necessary to understand the notion of learning principle.

Learning is a process in which learners are engaged in particular tasks in order to

accomplish specific objectives; that is, not only to succeed in executing the

objectives but also to obtain new meaningful knowledge which afterwards could


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be applied to another learning experience (Fontana, 1985: 37). Obviously, teacher

is not the only one factor who decides that the learning process is important. In

other words, the learners are able to gain new meaningful knowledge from the on-

going learning process, for each learner.

Teachers evidently cannot fully control the class and expect every student

to succeed in completing the assigned course objectives. At some points, it is

recognizable that some learners could succeed in carrying out the course

objectives, some others could succeed although they encounter numerous

hindrances during accomplishing the assigned tasks, and the rest could fail in

carrying out the delegated objectives. Nevertheless, teachers can actually ‘control’

a class to promote and sustain a better learning process by running a well-

organized and effective classroom arrangement. The question would be ‘how is it

possible for teacher to actually control a classroom?’

First of all, teachers should realize the nature of classroom learning. A

classroom is a place in which each individual learner is given opportunities to

practise and implement their current proficiency for the sake of the learner’s

evaluation and advancement (Fontana, 1985: 63). Apart from these opportunities,

learning process can still take place outside the class yet learning process can be

much better if learners are supervised by classroom teachers. One thing that should

be paid attention to is that teachers only fulfill the role as facilitator of learning

process. In other words, instead of spoon-feeding the learners, teachers are

expected to give more drills which are more meaningful and applicable to the

learners’ real life experience. Therefore, teachers are required to arrange a well-


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organized and effective classroom management in order to provide equal

opportunities for each individual learner to develop the learner’s abilities and

accordingly advance to higher level of proficiency.

Alderson (2000: 32) stated that it has become common practice to divide

research into factors that affect reading into the two major clusters of variables that

are typically investigated. These factors are particularly focusing on, first, the

factors inside the reader and, second, significant aspects outside the reader. There

are a lot more constituents that can be investigated from inside the individual

reader. The constituents that are originally developed from each individual are

generally called reader’s variables. The readers’ variables constitute a number of

different variables for instance reader’s prior knowledge or schemata, motivation,

strategies in reading, emotional stability, learning styles, and so forth. These

variables obviously affect individual’s classroom behaviours and attainment.

Referring to the factors inside the readers, this research focuses its attention on two

minor variables namely intrinsic motivation and learning styles.

1. Extensive Reading

“Extensive reading is carried out to achieve a general understanding of a

usually somewhat longer text” (Brown, 2001: 313). In other words, extensive

reading means reading many articles, books, longer texts or passages without a

focus on classroom exercises that may assess comprehension skills. There are

several reading comprehension test activities namely short-answering question

related to the text, generating a conclusion or personal opinion about the text,


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making a review about the text, and retelling the text in front of the class. Instead

of doing these kinds of comprehension test activities, extensive reading requires

the learners to gain the in depth information and, afterwards, grab what actually

beyond the text is.

It is true that most extensive reading activities are conducted outside of the

class ever since there is insufficient amount of time inside the class to understand

the essence of the texts. Lecturers and/or instructors are only facilitators who guide

and direct the learners to narrow their standpoint. Furthermore, extensive reading

requires learners to analyze what the subject matter of the texts is so that learners

could acquire an elaborate information beyond the written texts.

In this study, the setting of the chosen Extensive Reading II course requires

the students not only to understand and analyze texts supplied by the lecturer but it

also demands the students to analyze additional texts of their own intellectual

interest. The texts of their own choice had to cover popular, scientific, as well as

literary aspects. The course is carried out in fourteen effective meetings.

2. Intrinsic Motivation

Cohen and Dornyei as cited in Schmitt (2002: 171), mentioned that

language aptitude was referred to as a special feature for language learning.

Teachers, learners, and researchers will most likely agree that this is a very

important attribute of learning effectiveness. Learners with high language aptitude

could acquire a second language relatively easy, whereas some other learners with

lower language aptitude could achieve the same level of proficiency by means of


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hard work and persistence. The locus of causality for learners’ hard work and

persistence apparently comes from the learners’ intrinsic motivation.

Intrinsic motivation theorists claim that human being is naturally settled

with learning related activities. Stipek (1993: 59) endorsed that external

reinforcement is not necessarily needed because learning is naturally reinforcing.

Intrinsic motivation is obviously not subject to direct observation because it is an

abstract domain. However, it can still be inferred from continuous observations

which eventually lead to a general pattern. For example, some learners exhibit

interest and enjoyment during completing the supplied tasks whereas some others

do not. In other words, individuals learn best when they engage themselves in

learning activities for their own intrinsic motivation. That is all because they want

to rather than because they have to. Working on tasks for intrinsic motivation is

more enjoyable. It also leads to more beneficial learning results compared to

working on tasks for extrinsic motivation, such as pleasing a person in authority,

obtaining rewards, avoiding punishments, and the like.

3. Learning Styles

It is important to note that language aptitude is not the only factor that

determines whether or not learners can acquire a language (Stipek, 1993: 9). Other

factors that affect learning outcomes are native ability, age, contexts of learning,

background experiences, qualifications, style preferences, availability of time,

quality of the input, and many more. It is worth-noting that learners with low

language aptitude could achieve the same level of proficiency as they who have


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high language aptitude by various other factors, such as individual distinctive

learning styles. It implies that style preference also contributes to the success of

learners’ learning results.

Researchers have observed that learners’ learning approach may vary in a

significantly different manner. Cohen and Dornyei (as cited in Schmitt, 2002: 176)

claimed that the concept of learning styles has been used to refer to these existing

differences. Learning styles seems to be relatively stable since they are formed

from each individual’s past experience and gradually become a habit of learning.

Therefore, teachers may not have such a direct influence on this learners’ variable.

Hereby, learning styles may promote a better language learning.

It is necessary to distinguish learning strategies and cognitive styles.

Learning strategies are flexible whereas cognitive styles are in-built, habitual in

use and fairly fixed. Pupils might develop learning strategies in order to help them

in situations where their styles do not match the task being done (Riding, 2002:

99). Since learning styles is fairly fixed, individuals may find difficulties when

their style does not fit the task assigned. They cannot change their styles but they

can develop strategies to carry out the given tasks at ease. Moreover, it enables

them to effectively encounter particular learning situations. Learning styles are

both individually and culturally motivated. Within a particular context, certain

learning preferences among individuals are evidently seen. It means that not

everyone within a culture group has the same learning preferences but the culture

clearly plays a role in the development of our preferences.


15

In general, there are two major dimensions in learners’ learning

preferences: they are wholistic view and analytic view (Riding, 2002: 23). The

first dimension affects the way in which people think about, view, and respond to

information and situations. This affects the way they learn, organize information,

apply the information, and interact with other pupils. Wholists tend to see a

situation as a whole and are able to have an overall perspective to appreciate its

total context.

For wholists, there is a possible danger that the distinction among parts in

the total context is blurred so that it is very difficult to distinguish the issues that

make up the whole of a situation. The positive strength of wholistic learners is that

they can see the whole picture by the time they consider a particular situation or

information. Consequently, they can have a balanced view and see situations in

their overall context. The negative aspect of wholistic learners is that they find

difficulties in separating out a situation into its smaller parts or subsystems. In

conclusion, wholistic learners are good at grabbing the overall context from a

particular task. Yet, they may find difficulties in working on the details of each

segment which makes up a particular context.

The latter learning styles dimension in learners’ learning preferences,

which is analytic view, sees a situation as a collection of parts and often focus on

one or two aspects of the situation at a time. Since analytic learners tend to focus

on just one aspect of the whole at a time, this may have the effect of distorting,

exaggerating, or making it more prominent than the remaining segments of a


16

system. Thus, there is a possibility that the information is out of proportion to the

total situation.

For the analytics, the positive ability is that they can analyze a situation

into parts and this allows them to come quickly to the heart of any problem. They

are good at seeing similarities and detecting differences. Nevertheless, their

negative aspect is that they may not be able to obtain a balanced view of the

whole. Besides, they may also focus merely on one aspect of a situation excluding

the others and broaden it out of its proper proportion.

4. Classroom Behaviours

This consideration begins with what is generally known as observable

behaviours to the teacher in the classroom. Teachers could notice that some pupils

appear more confident than others, some behave in a cooperative way while others

are disruptive, some attend to the learning tasks while others are not motivated and

poorly organized, and some do well in assessments while others do not. Riding

(2002: 3) classified observable behaviours into three major categories; they are

emotional behaviour, conduct behaviour, and learning behaviour.

a. Emotional Behaviour

Emotional behaviour can be defined as how a student feels about

himself/herself (Riding, 2002: 3). The level of emotional behaviour is apparently

observable in terms of the degree of self-assurance, a quiet self confidence, an ease

in associating with other pupils and environment, and not appearing very nervous


17

or anxious in delivering presentations. In this study, emotional behaviour is one

means to assess the students’ intrinsic motivation and learning styles.

b. Conduct Behaviour

Conduct behaviour can be perceived as students’ attitude in interacting

with others (Riding, 2002: 4). Conduct behaviour can be disruptive/active

misbehaviour, such as verbal interruption, distracting other pupils, inappropriate

moving, physical aggression, or non-disruptive/passive misbehaviour such as

inattention, daydreaming, and not completing work.

Disruptive/active misbehaviour usually reduces the pupils’ performance.

Moreover, this impact is also seen not only on the pupils who are misbehaving but

also of other pupils in the group who are distracted. On the other hand, passive

misbehaviour is less likely to be seen as conduct disorder since it is not disruptive.

It is considerably referred to as learning disorder. Like emotional behaviour,

conduct behaviour is also one means to assess students’ intrinsic motivation and

learning styles.

c. Learning Behaviour

Learning behaviour refers to the individuals’ attention to the lessons,

learners’ interest in the available topics and classroom activities, and learners’

effective organization, perserverance, and communication (Riding, 2002: 5). The

way pupils feel and behave later on determine individuals classroom performance

and, therefore, it influences their learning behaviour. In this study, learning

behaviour is also one way to assess students’ intrinsic motivation and learning

styles.


18

B. Theoretical Framework

There are obviously many factors that could influence learner’s individual

performance. In this research, the researcher intends to seek the impact of the two

referred to variables by monitoring individual’s observable classroom behaviours

and performance. Thereby, this research focuses its investigation on the factors

within the readers, which are intrinsic motivation and learning styles, and their

effects on individual’s performance.

At this point, it is clear that this research involves intrinsic motivation and

learning styles as its primary discussion. The researcher is aware that both intrinsic

motivation and learning styles are abstract domains; they are not subject to direct

observation but they can be inferred and indicated from several sources namely

continuous observations, inquiry, and clarification through interview. It is also

clear enough that both factors intensely affect individual’s classroom performance.

The researcher attempts to seek the influence of intrinsic motivation and

learning styles on each learner’s performance through particular criteria. In order

to assess the learner’s classroom performance, the researcher observes the research

participants’ classroom behaviours. The intended classroom behaviours covers

emotional behaviour, conduct behaviour, and learning behaviour. Each research

participant is observed during the course. Their observed classroom behaviours

such as being confident or nervous while delivering their personal opinions, being

physically and verbally disruptive to other pupils, being interested in and engaged

in tasks effectively, and so forth are recorded and classified on the observation

sheets.


19

Afterwards, the inquiry results from both questionnaire and interview as

well as these recorded and classified classroom behaviours are used to assess each

research participant’s intrinsic motivation and learning styles. As what is stated in

previous paragraphs, this course requires the learners not only to comprehend new

knowledge, to apply the knowledge meaningfully, and to analyse the information

into its smaller parts but also to synthesize the information to generate a general

conclusion that can be inferred from each learner’s personal viewpoint.

The researcher tries not only to discover how intrinsic motivation and

learning styles sustain each research participant’s classroom performance but also

tries to find out how each learner deals with the emerging difficulties due to the

existing individual characteristics. As a result, the research investigates the

research participants’ individual characteristics namely intrinsic motivation and

learning styles as well as the way how each learner overcomes the encountered

difficulties during performing the assigned classroom tasks.


20

CHAPTER III

METHODOLOGY

The third chapter exposes the applied methodology and elaborates

procedural steps that are utilized during the research. It entails seven sections

namely research method, research participants, research setting, research

instruments, data gathering technique, data analysis technique, and research

procedure.

A. Research Method

The research is descriptive survey and, therefore, it is naturalistic to the

extent that the research takes place in a real world setting and the researcher does

not attempt to manipulate the subject of interest. Patton (2002: 39) asserted, “the

investigated phenomenon unfolds naturally in that it has no predetermined course

established by and for the researcher as it would occur in laboratory or other

controlled settings.” The researcher naturally gathered data from the selected

participants over a period of time in particular settings and afterwards analyzes

data from all members of the same research participants. Then, the researcher

compares the research participants to one another to determine whether there is a

pattern of change or stability in the data (Cates, 1985: 96). Furthermore, it was also

non-manipulative, non-controlling, and open to whatever emerged since there were

lack of predetermined constraints of findings.


21

Another characteristic of descriptive survey research is that it is inductive

and creative (Patton, 2002: 55). The researcher attempted to conduct a natural

setting survey, carried out open-ended data collection, and performed analytical

strategies that hold the factual nature of the data. Interest in the details of the data

to discover important patterns and interrelationship began with exploration of what

to assess. The next step was confirming information guided by general boundary

of what to observe rather than predetermined specific rules. Thus, the qualitative

way of understanding discerned the research results in terms of textual data

featuring frequent use of descriptive forms of analysis and presentation

(Tashakkori and Teddlie, 2003: 250).

The researcher constructed concepts from an inductive analysis of the data.

The inductive analysis, which emphasized exploration and discovery, began with

specific observations and built a particular interest to picture the general pattern.

Information was gathered through open-ended observations as the enquirer came

to understand the pattern that existed in the phenomenon being observed. Inductive

analysis apparently did not require the presence of specified limitation before data

collection began. This was to allow the significant analysis to appear from the

pattern found in the case under study without assuming what the important aspect

would be. The researcher sought to understand the interrelationship among factors

that emerged from the data without making prior assumption. However, it was

necessary to take account of general boundary prior the research began; that was,

by listing several behaviours known as behaviours rubric which includes

emotional, conduct, and learning behaviours to observe.


22

The research conclusion presented a description that was bound to a

particular context, situation, and experience. To some extent, the framework

and/or the logical inference are most likely applicable to other research

populations that share the identical characteristics under the specified

circumstances. In order to describe the research method, the researcher provided a

general framework portraying the research components in Table 3.1.

Table 3.1: Qualitative Components of the Research Design

Components Qualitative Purposes Descriptive interpretation of the findings.

Inductive development of inferences. Research method - Relationship - Sampling - Data collection - Data analysis

- Use of researcher influence and multiple data

sources as a tool for understanding - Stratified and simple random sampling - Adapting to particular unexpected situation - Textual analysis - Descriptive approaches

Validity Internal validity Generalizability

- Descriptive and interpretive validity

(comparing and crosschecking the consistency of information derived at different times by different means)

- Comparable to subjects sharing the similar characteristics under the corresponding context

B. Research Participants

The target population was the students taking class B of Extensive Reading

II (ER-II) course of the English Language Education Study Programme of Sanata

Dharma University in 2006/2007 academic year. The researcher decided to choose

students from 2005 academic year because they comprehensively encountered

reading activities, especially in Extensive Reading II, which naturally differed


23

from Reading I and Reading II. Besides, they were considered to have better

reading sub-skills capability than other students who were still in the first year of

their study.

The researcher determined to access only a class of ER-II for the sake of

administration effectiveness, thorough elaboration, and time manageability.

Moreover, the researcher involved eight participants belonging to the same class to

be assessed during the period of the data collection phase. In order to carry out the

investigation at ease, the research participants were divided into two major groups;

they were high achieving (HA) participants and average achieving (AA)

participants. Subjects who achieved between 3.31 up to 4.00 Grade Point Average

(GPA) were considered as high achieving participants whereas subjects who

achieved GPA within range of 2.75 up to 3.30 were considered as average

achieving participants.

The researcher intended to search for supporting and sustaining factors that

enabled learners to attain a better performance. Learners’ performance could be

measured from, one out of many, their grades. Accordingly, the researcher only

involved students with high achievement and average achievement. In other

words, students with low achievement were left out considering that they might

provide minor contribution to the research.

C. Research Setting

The research was conducted in the English Language Education Study

Programme of Sanata Dharma University during the even semester of 2006/2007


24

academic year. The study and the data gathering process took place in Extensive

Reading II class B taught by Father Lucianus Suharjanto, S.J., S.S., B.S.T. The

classroom setting required the students not only to analyze texts supplied by the

lecturer but also to synthesize additional intellectual interest texts of their own

choice.

In the first four meetings, the students were assigned to determine popular

texts of their own choice. Popular texts referred to general up-to-date topics found

in newspapers, magazines, journals, internet, or other sources. In meeting 5 up to

meeting 7, the students were expected to assemble assignments that were based on

scientific sources which provided theories, such as research reports, journals,

books of particular domain, and the like. In meeting 8 up to meeting 10, the

students had to search literary works which could be related to their previous

topics from popular and scientific field. In the last two weeks, the students had to

compose a final hypothesis that was based on three domains namely popular

reading, scientific reading, and literary reading.

Each week, the students had to compose a report which was based on the

previous text from various viewpoints. The reports and assignments were in the

form of mind mapping, summary, and conclusion of their understanding. The

students were expected to synthesize the relationship among the texts of their

choice and generated a general hypothesis. Later on, they had to present their

hypothesis in front of the class as a partial assessment of the course. Eventually,

this hypothesis was going to be used as a topic of their final essays. At this point, it

was seen that the refered to extensive reading was somewhat different from


25

commonly known reading activities. The purpose was not to test reading

comprehension skill or analysis ability but to measure the higher stage of

comprehension skill that is synthesis ability.

In conclusion, it was visible that students were required to compose weekly

reports or assignments, to present their findings, and to attempt to hypothesize the

findings in front of the class. Apparently, this circumstance became the most

prominent reason in conducting research in the referred to class ever since this was

the first experience for the researcher to cope with such a class.

D. Research Instruments

The researcher employed three research instruments as the means to collect

data. The three research instruments were a questionnaire, observation sheets, and

a semi-structured interview. The goal of utilizing three research instruments was to

triangulate and verify the collected data from each instrument. The data collected

from each research instrument were complementary to each other. The researcher

made use of the three research instruments in order to answer the first problem

formulation. Besides, in order to answer the second problem formulation, the

researcher explored the observation sheets and the semi-structured interview.

The first research instrument, which was a questionnaire, was taken and

adapted from Douglas Brown’s (2000) Teaching by Principles: An Interactive

Approach to Language Pedagogy. The questionnaire was in the form of close-

ended and short answer questions. The question items included in the

questionnaire were aimed to reveal the students’ individual characteristics namely


26

learners’ intrinsic motivation and learning styles. The intrinsic motivation and

learning styles were abstract domains and, therefore, not subject to direct

observation. Instead, it had to be inferred from some indicators such as

questionnaire results, classroom overt behaviours, and interview results.

The second research instrument, which was observation sheet, was carried

out under unobstrusive condition. Webb (1966: 56) asserted that unobstrusive

condition implements a principle in which the researcher is involved as participant

in the preferred class in order to avoid the emergence of observer’s paradox from

the students. Observation sheets were used to record research participants’

activities during the lesson hour. The nature of the observations was unstructured

and, thus, the researcher was able to note down freely about anything relevant to

the research development. Observations took place in natural real life setting

within ten meetings out of fourteen total meetings. The observations were intended

to verify the data gained from the questionnaire and portray the detailed

description of a particular phenomenon. Besides, they also sought and monitored

specific and defined behaviours; they were emotional, learning, and conduct

behaviours that were relevant to the research development.

The third research instrument, which was an interview, was conducted after

distributing the questionnaire and carrying out several observations. It aimed to

explore in depth information from the selected research participants. Interviewees

were interviewed with open-ended questions elaborating unanticipated

circumstances in the classroom. The interview was conducted through prior

appointment with the interviewees. The interview items were semi-structured and,


27

subsequently, pre-determined based on the actually happening events in the

classroom. The interview results captured direct quotations about learner’s

experience, feelings, and personal perspective.

E. Data Gathering Technique

The data gathering process took place in the even semester of 2007/2008

academic year in which Extensive Reading II was carried out. Regarding the three

distinct research instruments, the data gathering process also differed from one

another in terms of time and settings. The first research instrument, which was a

questionnaire, was distributed, collected, and assessed prior to the beginning of the

Extensive Reading II course. After identifying the subjects’ divergent

characteristics, classroom observations were then executed in order to gain factual

data of each subject. Thirdly, the semi-structured interview was put into action

with the purpose of obtaining further information for the sake of the research

analysis clarity.

F. Data Analysis Technique

The researcher classified the findings into several constituents so that it

was easier to compare the participants’ divergent characteristics. The researcher

brought together the collected data and described the influence of components on

students’ performance. Intrinsic motivation and learning styles were indefinable

domains and, thus, they were not subject to direct observations but they were to be

inferred from a number of indicators.


28

One way to assess learners’ intrinsic motivation and learning styles was by

employing multiple data sources; they are a questionnaire, observation sheets, and

an interview. The questionnaire classified the students based on their learning

styles and elicited surface information about both learners’ intrinsic motivation

and learning styles. First of all, the grouping system was carried out by means of

the questionnaire instrument. When research participants preferred to learn one

topic for discussion at a time rather than learning two topics simultaneously, they

were considered as analytic learners. On the contrary, if research participants

preferred to learn two topics for discussion at a time rather than learning topics

part by part, they were considered as wholistic learners. Another consideration was

if research participants were interested in a hierarchical learning system in which

all the materials were arranged in a way based on certain categories, they were

considered as analytic learners. In contrast, if research participants were interested

in a more flexible learning system in which the materials might expand into

another topic, they were considered wholistic learners. At this point, the researcher

could group the research participants into either wholistic or analytic learners and

observe the typical characteristics of each group. The observations resulted on a

number of divergent responses among research participants.

Then, observations were conducted to confirm the consistency of the data

collected from the questionnaire. The observations recorded each learner’s

emotional, conduct, and learning behaviours in considering the learner’s classroom

performance. Emotional behaviour included self-assurance, self-confidence,

cooperation with other pupils and nervousness. Conduct behaviour elicited


29

distraction, interruption, physical aggression, and inattention. Learning behaviour

covered personal interest in the lesson, effective communication, and

perseverance. Both positive and negative behaviours on classroom performance is

summarized in Table 3.2.

Table 3.2: Behaviours Rubric on Classroom Performance

Classroom Performance Positive Behaviours Negative Behaviours

Emotional Behaviour

• Steady state of self confidence. • Not appearing overly anxious

and nervous. • Dynamic participation in the

activities.

• Inconstant state of self confidence.

• Develop the sense of nervousness in a particular circumstance.

Conduct Behaviour

• Carry out relevant activities to the lesson.

• Acceptable physical movements.

• Improper verbal and nonverbal distractions.

• Inappropriate physical aggression.

Learning Behaviour

• Exhibit interest in the lesson. • Lack of interest in the lesson.

Afterwards, the interview was carried out to verify unanticipated

circumstances and gain deeper understanding on the research interest. In

accordance with the first research question, the researcher analyzed the data by

looking for similarities and differences among participants’ responses. These

similarities and differences were concluded from the three research instruments.

Besides, the research respondents’ progress throughout the course was also

monitored. This process continued until the comparative analysis did not

contribute something new anymore – commonly called data saturation. Hence, for

the sake of research effectiveness, the researcher could omit parts that did not

contribute new information any longer.


30

Regarding the second research question, the researcher paid attention to

respondents’ classroom behaviours by means of observation sheets and highlighted

problems generally encountered by each respondent during performing and

accomplishing the given tasks. The researcher could draw conclusions how

research participants dealt with the problems they found during the lesson. The

researcher progressively elaborated a general statement and conclusion well

grounded on the data through induction. Obviously, a conceptual understanding on

the topic that primarily referred to literature review had to be combined with the

researcher’s arguments. Accordingly, the findings and conclusions of the research

were considerably valid. Moreover, in order to provide research internal validity,

the researcher employed the multiple data source strategy. A triangulation can be

achieved by combining the analysis and interpretation of the data collected and the

personal perspective of the researcher.

G. Research Procedures

Firstly, the researcher was aware that the research participants’ language

skills performance could differ from one another. At this point, the researcher

decided to look for the effects of internal factors on particular language skill. For

the sake of efficiency and manageability, the researcher, therefore, specified the

broad topic into a narrow one; the influence of internal factors on students’ reading

performance. It was obvious that internal factor cannot be separated from external

factor. However, external factor was not directly related to the operation of the

internal factor even though they might have causal relationship.


31

The topic concerned was, nevertheless, still too broad since there are many

factors that might affect students’ performance. Consequently, the researcher

determined to focus on one major scope, which was individual characteristics, and

later on this major scope could be subcategorized into two minor constituents,

which were intrinsic motivation and learning styles. The researcher referred to

motivation and learning styles as the two minor constituents due to their

correlation to students’ performance.

The essence was that it described how these components might influence

students’ performance and which one played the major role in it. Later on the

researcher outlined a qualitative research design due to several considerations.

Next, the researcher adapted and designed three research instruments; they were a

questionnaire, observation sheets, and a semi-structured interview.

After considering what information that was needed to complete this

research and arranging it into part of the research instruments, data gathering

process could be executed. The questionnaire was distributed, collected, and

analyzed prior to the Extensive Reading II course initiation. The questionnaire was

designed to seek for information about research participants’ characteristics.

Afterwards, observations could be implemented along with the course progress.

The observations monitored the three perceptible behaviours. The first one was

emotional behaviour; it included self-assurance, self-confidence, cooperation with

other pupils and nervousness. Secondly, it was conduct behaviour; it elicited

distraction, interruption, physical aggression, and inattention. Thirdly, it was


32

learning behaviour; it covered personal interest in the lesson, effective

communication, and perseverance.

The descriptive analysis depicted a combination of the collected data and a

presentation of the researcher’s arguments. The researcher brought together the

collected data and described the influence of constituents on students’

performance. Finally, through induction the researcher progressively elaborated a

general statement and conclusions well grounded in the data.


33

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSIONS

The chapter depicts the results, analysis, the researcher’s arguments, and

discussions which were based on multiple data sources namely a questionnaire,

observation sheets, and interview. The researcher divided chapter four into two

major sections. The first section described the individual characteristics of each

research participant and the influence of intrinsic motivation and learning styles

on each learner’s classroom performance. The second section described the way

how actually research participants overcame the drawbacks in performing the

assigned Extensive Reading II tasks.

A. The Influence of Intrinsic Motivation and Learning Styles on Learners’

Classroom Performance

1. Individual Characteristics of the Research Participants

Learning process is not only determined by the teacher factor but there are

also a number of factors which could influence the process of learning. For

instance, peer group’s influence, learning environment, and home background.

The locus of interest of the research was the factor within each learner. It was

apparent that each research participant was equipped with varied and unique

individual characteristics that greatly influenced his/her performance in learning

process. One example of individual characteristic is intrinsic motivation. Research

participants who were intrinsically motivated theoretically had goals that did not


34

provide direct advantage as those of research participants who were extrinsically

motivated. Intrinsically motivated research participants would establish long term

goals which emphasize the process of learning rather than the results of learning.

Some learners had a tendency to exhibit risk-taking characteristic which

enabled them to do trial and error whereas some others tend to play safe by

avoiding risk-taking in accomplishing an assignment. In another circumstance, it

turned out that some learners preferred to work in group frequently in order to

obtain feedbacks from the peer group while some others preferred to work

individually so that they could measure their true proficiency.

Another domain of individual characteristic is learning styles. Research

participants were generally considered as either wholistic learners or analytic

learners. The nature of learning styles preference represented the way research

participants respond to particular stimuli in the learning environment. Wholistic

and analytic research participants were different from one another in terms of

responses when they encountered particular circumstances. A learning

environment could provide the same stimuli for its pupils. However, these stimuli

could obviously bring about different responses between wholistic and analytic

learners. Learners could not easily switch it on and off since it represented the

way they were. This is in line with Riding’s statement which exposed that

learning styles are constant for the learners and is not something that appears to

change from time to time (Riding, 2002: 22). Furthermore, when learners were

aware of their learning styles, they could develop strategies to make use of their

strengths more effectively and controlled the effect of their weaknesses.


35

The existing diversities from individual characteristics were fairly

beneficial as well as detrimental for the learners in experiencing meaningful

learning under a particular learning environment. It was impossible to eliminate

the detrimental effect of the individual characteristics. Nonetheless, teachers could

attempt to facilitate the beneficial features and diminish the detrimental effects of

the referred to characteristics. Therefore, each learner could be given equal

opportunities which enable the learner to make use of the beneficial individual

characteristics effectively.

a. Research Participants’ Intrinsic Motivation

The questionnaire results showed that each research participant was

intrinsically motivated. It was significantly seen from their answer for the

questionnaire item which required them to elicit their long term purpose in

learning English language. It was worth noting that most of their answers

consisted of “I want to enrich my knowledge about English language not only as

user but also as teacher” or “I want to be able to use English language fluently”

(see Appendix A). However, their intrinsic motivation functioned differently from

one to another when it was related to their classroom performance and observed

classroom behaviours during the course. The emerging differences were noticed

when the researcher inquired about the research participants’ perception about the

course. It was worth bearing in mind that the research participants were divided

into two groups; they were group A, which consisted of research participants with

GPA between 3.3 up to 4.0, and group B, which consisted of research participants


36

with GPA between 2.75 up to 3.29. Some of these differences were presented in

Table 4.1.

Further investigation through the interview turned out that the research

participants’ answers had a common similarity; they intended to gain knowledge

from the lesson and apply the obtained knowledge outside the classroom (see

Appendix C). When the research participants were aware of the knowledge

application outside the class, they were considered as intrinsically motivated

learners. Nonetheless, the analysis and discussion were not merely based on this

assumption. In order to arrive at a deeper level of discussion, the researcher made

use of two other research instruments namely observations and interview to verify

the findings.

Table 4.1: Research Participants’ Perception about the Course

Research Participants’ Perception Group A Group B

Felt confident with his/her ability to succeed in accomplishing the course objectives. 75% 75%

Felt quite uncertain with his/her ability to succeed in accomplishing the course objectives. 25% 25%

Perceived mistakes as encouragement to learn something new. 75% 50%

Perceived mistakes as discouragement that hinder a better learning experience. 25% 50%

Considered that some topics were not interesting. 25% 50%

Considered that some topics were not practical and not directly related to his/her daily life. 50% 50%

Thought that classroom activities were boring. 25% 75%

Considered that the course assignments were burdening. 100% 100%


37

Based on Table 4.1, research participants had varying opinions about the

Extensive Reading II course. They were all intrinsically motivated. However,

their existing discrepant opinions would bring about different performances in the

classroom. Research participants who had a positive perception about the

Extensive Reading II class indeed would respond differently in terms of

behaviours from research participants who had a negative perception. The

behaviours were represented in Table 3.2. It identified the expected behaviours

that could occur in the classroom.

The researcher previously stated that learning was not only determined by

the teacher factor but there were also other factors which could influence the

learning process. These factors originated from both external and internal factors.

Examples of external factors were peer group influence, learning environment,

and home background whereas examples of internal factors are intrinsic

motivation and learning styles. The locus of interest of the research was the

internal factors of the research participants. It was apparent that each research

participant was equipped with varied and unique individual characteristics that

greatly influence his/her performance in learning process. One domain of

individual characteristics was intrinsic motivation. Research participants who

were intrinsically motivated theoretically had goals that did not provide direct

advantage as those of research participants who were extrinsically motivated.

Intrinsically motivated research participants would establish long term goals

which emphasize the process of learning rather than the results of learning.


38

In addition, intrinsically motivated research participants particularly

needed topics for discussion that were interesting and applicable to the real life

setting outside the class. Besides, they also wanted topics for discussion that had

direct relation to their daily life. As a result, they would consider that the

information they obtained from the classroom was meaningful. Further discussion

on the divergent responses of intrinsically motivated research participants would

be exposed on section 2.

b. Research Participants’ Learning Styles

The questionnaire revealed the research participants’ learning styles.

Based on the results, some research participants appeared to be wholistic, whereas

some others apppeared to be analytic. The scoring chart below indicates that a

score of 60 is the midpoint. It means that there is no particular dominance on

either wholistic or analytic if research participant’ score is 60.

Table 4.2: Research Participants’ Learning Styles

64 – 70 Moderately wholistic 57 – 63 No particular dominance on either wholistic or analytic

50 – 56 Moderately analytic Research Participant Questionnaire Results

A1 66

A2 64

A3 54

A4 55

B1 56

B2 64

B3 51

B4 64


39

At this point, it was worth remembering that the research participants were

grouped into either group A or B depending on their GPA. Group A consisted of

research participants with GPA between 3.3 up to 4.0, whereas group B consisted

of research participants with GPA between 2.75 up to 3.29. Some of the research

participants shared the same characteristic; it was whether they belonged to

wholictic learners group or analytic learners group. Even though, some discrepant

responses and behaviours in the classroom among research participants belonging

to the same group were research participant to observation.

The justification process of grouping research participants into either

wholistic or analytic learners continued to a deeper level of investigation. The

researcher made use of observation sheets instrument to validate the questionnaire

results. Besides, the researcher also monitored research participants’ observable

behaviours, which covered emotional, conduct, and learning behaviours, in order

to figure out the answers for the research problem formulation. In practice, the

researcher considered research participants as either wholistic learners or analytic

learners if they demonstrated particular behaviours that indicated the

characteristics of a particular learning style. Table 4.3 illustrated the

characteristics of both wholistic and analytic learners in line with the results of the

research participants’ learning styles. The findings showed that some research

participants shared similar individual characteristics. However, their application

for the sake of performance in the Extensive Reading II class varied from one to

another among research participants.


40

Table 4.3: Research Participants’ Preferences

Brief points Group A Group B

Wholistic Analytic Wholistic Analytic

Working preference • Prefer individual work in completing

the assigned tasks. • Prefer group work in completing the

assigned tasks.

50% - 25% -

- 50% - 75%

Instructions Preference • Prefer detailed verbal explanations

or instructions over written ones. • Prefer demonstrated and illustrated

examples in the instructions.

50% - 25% -

- 50% - 75%

Problem Solving Preference • Looking at problems as a whole and

in general context. • Looking at problems part by part in

a specific context.

50% - 25% -

- 50% - 75%

Tests Preference • Multiple choice questions. • Essay or open-ended questions.

50% - 25% -

- 50% - 75%

Several hints, which could characterize research participants into either

wholistic or analytic learners, could be seen from research participants

preferences. These preferences covered their working preference, instruction

preference, problem solving preference, and tests preference. Table 4.3 displayed

the research participants’ learning styles belonging to each group. The influence

of research participants’ learning styles could be observed from their overt

classroom behaviours and would further be discussed in section 2.


41

2. The Influence of Intrinsic Motivation and Learning Styles on Research

Participants’ Classroom Performance

In the previous section, intrinsic motivation and learning styles resulted in

different responses among the eight research participants. Therefore, it was

necessary to scrutinize each research participant’s classroom behaviours.

Nonetheless, some comparisons between or among research research participants

could be found in order to provide apparent similarities and/or differences.

The research revealed that every research participant was intrinsically

motivated. The research participants answered that they wanted to learn in order

to obtain personal advantages. Further investigation by means of interview

revealed that the referred to advantages did not have to provide direct benefits

such as obtaining good grades and obtaining rewards for them. The research

participants’ answers apparently had a broad similarity; they wanted to be able to

use and apply the obtained information and skills to their field of expertise as

teachers. Nevertheless, intrinsic motivation worked differently when later on the

focus moved to the research participants’ classroom behaviours. Basically, the

major difference between intrinsic and extrinsic motivation lies on the reason why

learners act as they do (Fontana, 1985: 58); whether learners perform an action for

their own sake in order to obtain pleasure and satisfaction such as enjoy doing a

particular activity or learners perform an action in order to obtain extrinsic reward

such as good grades or to avoid punishment.

Based on the interview, the research participants had primary and

secondary purposes. Their primary purpose, considered as intrinsic motivation,


42

was to gain knowledge from the lesson and to apply the obtained knowledge

outside the classroom. Meanwhile, their secondary purposes, considered as

extrinsic motivation, were to achieve good grades, to avoid penalties or extra

assignments, and to acquire rewards. However, the focus of the research was only

the research participants’ intrinsic motivation even though it was impossible to

put aside the existing extrinsic motivation.

Based on the observations, each research participant behaved differently

from one to another. Throughout the course, research participant A1 demonstrated

significantly steady state of self confidence starting from the first meeting of the

course (see Appendix 2). It was seen from her progress inside the classroom. Her

abilities and high state of self confidence allowed her to work both individually

and cooperatively. In addition, she frequently questioned ambiguous part of the

upcoming assignments to the lecturer. However, her wholistic characteristic

encouraged her to be less cooperative and to attempt independent tasks

accomplishment most of the time. In other words, she looked for help only

whenever it was necessary. Her high state of self confidence was not only seen

from her work preference but also from her projects presentation in front of the

class in which she seldom hesitated in presenting her ideas.

Regarding her conduct behaviour, she validated effective communication

by showing appreciation to other students when they delivered their projects

presentation. At some fine points, she felt fatigued because she thought that the

course assigments obviously burdened her since there were many other

assignments that had to be done with the same deadline. Therefore, she sometimes


43

displayed ineffective communication whenever her concentration split. The

interview results revealed that she probably could do the assignments better if she

was given longer time. She perceived the course positively. It meant that whatever

the materials, whether she was interested in them or not, she tried to focus on

accomplishing the course objectives. Her perception about trial and error during

the course did not hinder her to achieve a better result whereas some other

research participants felt frustrated whenever they found difficulties during the

tasks accomplishment.

In relation to her learning behaviour, her wholistic characteristic and

persistent intrinsic motivation facilitated her to maintain her concentration during

the course. It was observable from each meeting in which she tried to listen to

both the lecturer’s explanations and her friends’ projects presentation. Besides,

instead of taking notes while listening to the lecturer’s explanations, she had a

tendency to take notes only on the major parts. This occured in meeting 3, 4, 8,

and 9 as presented in Table 4.4.

Table 4.4: Learning Behaviour of Research Participant A1

Learning Behaviour Meeting 3: Took notes on the important details and major points of lesson. Meeting 4: Focused on the lecturer’s explanation and took notes while listening if necessary. Meeting 8: Took notes while listening if necessary. Meeting 9: Listened to the lecturer’s explanation and took notes if necessary.

In other words, she would listen to the explanation and then summarize the

core whenever it was necessary. The observable classroom performance of

research participant A1 is summarized in Table 4.3.


44

Table 4.5: Classroom Performance Summary of Research Participant A1

Research Participant A1

Meetings 1 up to 10

• Demonstrated constant emotional behaviour by showing steady state of self confidence in the tasks accomplishment.

• Exhibited effective conduct behaviour by appreciating other pupils’ projects presentation during the course.

• Displayed positive learning behaviour which supported the learning experience by showing persistence in carrying out the course objectives.

Almost similar to research participant A1, research participant A2

demonsrated a nearly steady state of self confidence throughout the course.

However, it was clearly seen that at some time during the course administration

she had a tendency to be more dependent on the peers than to herself. This

condition contradicted her nature as a wholistic learner because wholistic learners

would work individually. Further investigation by means of interview revealed

that she had tendency to perceive the the course more negatively. She thought that

some of the available topics for discusion were not interesting. As a result, her

interest in the topics influenced her concentration and attention during the lesson.

Therefore, in some meetings in which she was interested in the available topics

for discussion, she showed high state of self confidence by willingly put forward

her opinion and actively involved in the classroom activities. On the other hand, if

she was not interested in the topics, she demonstrated ineffective emotional

behaviour by exhibiting unsteady state of self confidence.

In relation to her conduct behaviour, her interest once again influenced the

way she behaved to other pupils. She exhibited both verbal and nonverbal


45

distraction to other pupils during the course. If she was not interested in the given

topic for discussion, she frequently talked about other topics that were irrelevant

to the course with her peers. This could be traced in meeting 1, 4, and 8.

Table 4.6: Conduct Behaviour of Research Participant A2

Conduct Behaviour Meeting 1: Provided verbal disturbance for other pupils by talking noisily. Meeting 4: Provided verbal nuisance for other students by talking loudly. Meeting 8: Provided noise diturbance for other pupils by talking loudly during the course.

This also caused her attention to split among the lecturer’s explanation,

classroom objectives, and her peers. This obviously also influenced her learning

behaviour. Successful learning behaviour would be indicated by individual’s

persistent perception. At this point, it was noticed from the observation that she

sometimes well attended the lesson if the topics were interesting and, on the

contrary, she neglected the classroom objectives if the topics were not interesting

for her.



Meetings 1 up to 10

• Demonstrated ineffective emotional behaviour by showing unstable self confidence in the tasks accomplishment.

• Exhibited unsteady conduct behaviour depending on her interest in the available topics for discussion.

• Displayed partially positive learning behaviour which supported the learning experience by attempting to accomplish the course objectives.


46

Different from research participant A1 and A2, who were wholistic

learners, research participant A3 was analytic learner. Based on the observations,

compared to the wholistic learners who mostly had tendency to take notes on the

major parts of the lecturer’s instruction, most analytic learners had tendency to

take notes on all the lecturer’s explanation while listening to it, discussing with

the peers, or doing other activities. This behaviour could be traced in meeting 1, 2,

4, and 5. Regarding her emotional behaviour, she exhibited a gradual development

of self confidence in the classroom. For instance, in meeting 1 she hesitantly

performed the course objectives, in meeting 2 she started to accomplish the given

tasks willingly, and in meeting 3 she began to work effectively by cooperating

with her peers in completing the available assignments.

Table 4.8: Learning Behaviour of Research Participant A3

Learning Behaviour Meeting 1: Listened to the lecturer’s instructions while taking notes. Meeting 2: Paid attention to the lecturer’s explanations while taking notes. Meeting 3: Listened to the lecturer’s instructions while taking notes. Meeting 4: Listened to the lecturer’s instructions while taking notes.

Additional information from the interview revealed that she considered

some of the available topics for discussion were not practical. In other words, she

could not manage to apply the knowledge she obtained from the lesson to the real-

life environment. She thought that the classroom activities were boring. Repeated

pattern of classroom activities such as explanations, instructions, discussions, and

presentations sometimes made her fatigued. In addition, at some points in the

observations, it was seen that she was sometimes disrupted verbally and


47

nonverbally by other pupils’ behaviour. Nonetheless, her positive perception

sustained her concentration. Although sometimes she felt fatigued with both the

classroom assignments and activities, her gradually developed state of self

confidence and trial-error effort facilitated her to remain focused on the course

objectives. She attempted concentrating on the assigned tasks. In conclusion, her

positive perception significantly supported her learning behaviour during the

course.


Research Participant A3 Meeting 1 up to 10

• Demonstrated gradual development of emotional behaviour by showing stable self confidence in the tasks accomplishment.

• Exhibited effective conduct behaviour by attempting to stay focus on the course objectives although sometimes was distracted by other pupils’ behaviour.

• Revealed positive learning behaviour which supported the learning experience as a result of her positive perception regardless of all obstacles.

Research participant A4 was similar to research participant A3 in terms of

learning styles; she was analytic learner. Nevertheless, the observation results

were significantly different from other research participants belonging to group A.

It was true that every research participant was intrinsically motivated. However,

there were several perceptible distinction on the research participants’ classroom

behaviours. In general, the major difference between research participants

belonging to group A and research participants belonging to group B laid on the

persistence in accomplishing course objectives. This persistence resulted in

positive learning behaviour that could support a better learning experience. Being


48

attentive to the lecturer’s explanation, demonstrating interest in the available

topics, and actively engaged in classroom activities were several examples which

indicated positive learning behaviour.

Regarding the results of the observations and further investigation by

means of interview, research participant A4 was much different from other

research participants belonging to group A. Research participant A4 had a

significant negative perception about herself as well as about the course. In

comparison, research participants A1, A2, and A3 demonstrated a fairly steady

state of self confidence throughout the course. Meanwhile, research participant A4

exhibited a particular degree of uncertainty in the classroom. This was fairly seen

from meeting 1, 3, 5, and 10.

Table 4.10: Emotional Behaviour of Research Participant A4

Emotional Behaviour Meeting 1: Listened to what the peer group said. Meeting 3: Greatly influenced by and dependent on peer group. Meeting 5: Speech defect, hesitation, and frequent short pauses in delivering the presentation. Meeting 10: Hesitation, short pauses, and nearly inaudible voice during the presentation.

In other words, she had a low self confidence even though sometimes she

gradually became confident in performing the assigned tasks. Her unsteady state

of low self confidence was noticed several times during the observations. She had

a tendency to be greatly dependent on her peers most of the times and left out the

assigned classroom objectives. When she delivered her projects presentation in

front of the class, she was obviously nervous by showing frequent hesitation, short


49

pauses, inaudible voice and other speech defects. This circumstance apparently

influenced and discouraged her self confidence because from meeting to meeting

it was clearly seen that she exhibited great dependence on her peers and inconstant

self confidence.

Furthermore, she also perceived that the available topics for discussion

were not practical since she rarely found such a case in real setting environment. It

meant that she could not directly apply the knowledge she obtained from the

lesson to her real life environment. As a result, most of the times when she felt

bored with the supplied topics, she preferred to have a chit-chat with other pupils

and displayed some verbal and nonverbal nuisances to other pupils. Consequently,

the learning experience was fairly meaningless. Further investigation by means of

interview revealed that research participant A4 undeliberately performed such

behaviours since she had less interest in the topics available for discussion.

Therefore, she focused most of her attention only to parts that interested her and

had obvious relevance to her real life experience. She was willing to carry out the

course objectives even though she was not interested in the available topics. The

degree of uncertainty affected the level of success in accomplishing the assigned

task. Her performance was not as good as those of other research participants

belonging to the same group.

In relation to her learning behaviour, she demonstrated common features

that analytic learners would do. She took notes on the lecturer’s explanations and

instructions while doing other activities such as listening to the given explanations

and having discussion with other pupils. Therefore, sometimes she took notes on


50

all details that were exlplained by the lecturer. Nevertheless, she still could not

perform the course assignments satisfactorily. In order to become aware of what

actually she should do with the assigned tasks, she frequently inquired her peers

about what to do and cooperated with them in accomplishing the tasks.


Research participant A4 Meetings 1 up to 10

• Demonstrated unsteady state of emotional behaviour by showing inconstant self confidence in the tasks accomplishment that might discourage better learning process.

• Exhibited detachable positive conduct behaviour by providing verbal and nonverbal distractions and simultaneously showing appreciation to other pupils’ projects presentation.

• Showed partially negative learning behaviour due to her unsteady state of self confidence.

Afterwards, the focus of the discussion turned to research participants

belonging to group B who were considered as average achievers. Three-quarter of

the research participants belonging to group B were analytic learners.

Nonetheless, these similarities did not indicate the same classroom behaviours

among the research samples.

Research participant B1 was analytic learner. She had a greatly negative

perception about the course. Initial investigation by means of observation revealed

that she exhibited an explicit degree of uncertainty throughout the course. Her

repetitive emotional, conduct, and learning behaviours were evidently perceivable

starting from meeting 1 up to meeting 10 (see Appendix 2 for details). It,


51

afterwards, became a pattern that interested the researcher to develop deeper

investigation by means of interview.

The results of the interview showed that she was not interested in the

available topics for classroom discussion, perceived the topics not practical to her

daily life, and considered the classroom activities boring. Her negative perception

about the lesson greatly influenced her classroom behaviours. In relation to her

emotional behaviour, she exhibited a significantly low self confidence since she

frequently was dependent on her peers in accomplishing the assigned tasks.

Several examples from the observations were represented in Table 4.12 below.

Table 4.12: Emotional, Conduct, and Learning Behaviours of Research Participant B1

Emotional behaviour Meeting 1: Paid more attention to the peers than to the lecturer’s explanations. Meeting 5: Hesitation and short pauses occured during delivering the presentation. Meeting 7: Hesitation and evident long pauses occured during delivering the presentation. Conduct Behaviour Meeting 1: Frequent interruption and nonverbal interference to other pupils. Meeting 2: Frequently gave verbal and nonverbal nuisance to other pupils. Meeting 7: Did not appreciated other pupils by not listening to their presentations. Meeting 8: Caught up daydreaming and not focusing on the lesson. Learning Behaviour Meeting 1: Took notes while listening and chitchatting with peer group if necessary. Meeting 2: Kept busy doing irrelevant activities to the course and leaving out the course objectives. Meeting 8: More discussion on irrelevant topics to the course with the peers.

From meeting to meeting, she continuously repeated these actions.

Moreover, her low self confidence was also noticed from her projects presentation


52

in front of the class or in a small group discussion. She exhibited numerous

speech defects in delivering the presentation such as hesitation and frequent long

pauses. In addition, based on the observations, the presentation particularly did

not provide adequate information about her topic.

Furthermore, she established a significantly ineffective conduct behaviour

since she provided major verbal and nonverbal interference to other pupils during

the lesson over and over again. It obviously resulted in the decreased level of self

concentration on the lesson. Due to the existing decreased level of self

concentration, she did not persist in carrying out the course objectives. She

regularly left out the given tasks or passively engaged in the classroom activities

and preferred to have other activities such as daydreaming and chit-chatting with

her peers. In addition, she was sometimes unaware of what to do and, therefore,

she often confirmed the peers what the lecturer’s instruction was. In conclusion,

she evidently had problems in coping with self concentration because her

impersistence in completing the course objectives consistently emerged from time

to time.

Table 4.13: Classroom Performance Summary of Research Participant B1

Research participant B1 Meetings 1 up to 10

• Demonstrated fluctuating emotional behaviour by showing inconstant self confidence in the tasks accomplishment that might discourage better learning process.

• Exhibited considerably negative conduct behaviour by providing frequent verbal and nonverbal distractions.

• Exhibited difficulties in handling self concentration that discouraged better learning behaviour.


53

Similar to research participant B1, research participant B2 was analytic

learner. Nonetheless, he had a rather positive perception about the course.

Regarding his emotional behaviour, it was noticed since the initial period of the

course administration that he possessed a remarkably high self confidence. It

could be inferred from his independence in completing most of the assigned tasks

throughout the course. He had a tendency to learn rather cooperatively than

individually. Further investigation revealed that he considered some available

topics for discussion not interesting and some classroom activities boring.

However, he attempted to work and concentrate on a topic of his own choice for

his final project. Therefore, he frequently preferred to work individually because

he was merely not interested in the supplied topics. His nature of analytic learner

came up later when he delivered the projects presentation (see Appendix 2 and 3).

It was noticed that his presentation was remarkably outstanding in terms of

delivery and preparedness. He did not indicate such a case of speech defect that

happened to other research samples during delivering their projects presentation.

Apparently, he really put much effort in his presentation since it was structurally

ordered from the broad topic into narrow points, provided information adequately,

and described the fine points clearly.

Table 4.14: Conduct Behaviour of Research Participant B2

Conduct Behaviour Meeting 2: Provided physical aggression and nonverbal interference to other pupils. Meeting 4: Did not appreciate other pupils’ presentation by doing irrelevant activities to the course. Meeting 6: Daydreamed at some times during the lesson.


54

Concerning his conduct behaviour, he demonstrated verbal and nonverbal

distraction as well as physical aggression excessively. Further investigation by

means of interview revealed that he was more interested in the peers activities

than in the available topics for discussion and the classroom activities. He, by

some means, did not skip the course objectives but that he was obviously a

distraction source for other pupils. Unfortunately, he exhibited this behaviour

repeatedly from meeting to meeting and it obviously interfered other pupils’

concentration.

In relation to his learning behaviour, he was not different from other

research participants who were analytic learners. He mostly took notes on all

details given by the lecturer while doing other activities. He sometimes could not

follow what to do about the assigned tasks because in some meetings he came

late. Nevertheless, his constant self confidence encouraged him to be actively

involved in the classroom activities in a positive way inspite of all distraction he

provided for other pupils.


Research participant B2 Meeting 1 up to 10

• Demonstrated established emotional behaviour by showing constant self confidence in the tasks accomplishment throughout the course.

• Displayed significant disruptive conduct behaviour by providing frequent verbal and nonverbal interference as well as physical aggresion to other pupils.

• Exhibited partially negative learning behaviour due to his being not interested in the topics available for discussion.


55

Previously, it was mentioned that the major difference between research

participants belonging to group A, who were considered high achievers, and

research participants belonging to group B, who were considered average

achievers lay on the persistence in carrying out the course objectives. Research

participants belonging to group A generally were predisposed to be more

persistent in accomplishing the assigned tasks. Nevertheless, there were various

outcomes from every research participant. When the discussion focused on

research participant A4, she exhibited specific responses due to several specific

reasons such as demonstrating unsteady state of self confidence especially in

delivering the presentation and becoming more dependent on the peers than to

herself. These responses were caused by her considerably negative assumption

about the lesson; it was not practical and did not have direct relationship with her

life. Regarding the various outcomes which could occur during the research, it

was necessary to highlight specific reactions from research participant B3 when

the focus of discussion exposed the research participants belonging to group B.

Research participant B3 was considered as analytic learner and, therefore,

he behaved mostly similar to other analytic learners. One aspect that distinguished

him from the other research participants belonging to group B was his self

persistence in fulfilling the course objectives. Besides, his positive perception

about the course also promoted a better learning experience. Early from the

beginning of the course administration, he displayed a remarkably steady state of

self confidence and gradually developed self concentration during the lesson. His

nature as analytic learner did not hinder him to work independently.


56

Table 4.16: Emotional, Conduct, and Learning Behaviours of Research Participant B3

Emotional Behaviour Meeting 1: Carried out the course objectives fairly independent. Meeting 2: Carried out the course objectives independently. Conduct Behaviour Meeting 1: Verbally distracted by other pupils yet he tried to stay focus on the classroom objectives. Meeting 2: Frequent discussion with peers on the assigned topics. Meeting 5: Appreciated other pupils by listening and responding their presentations. Learning Behaviour Meeting 4: Always took notes on both major and minor parts while listening to the explanation. Meeting 5: Active participation and critical questioning in the classroom discussion. Meeting 8: Paid attention well on the lecturer’s explanation and classroom objectives.

His self confidence was represented by frequent active involvement in

both classroom discussions and small group discussions. Once he came late to

class but he tried to concentrate on the missing instruction by inquiring his peers

and directly adjusted himself. His sense of cooperation encouraged him to be

significantly well-mannered in responding to other pupils’ projects presentation.

Furthermore, he managed to keep his concentration on the supplied tasks even

though he was evidently distracted both verbally and nonverbally by other pupils.

Compared to the other research participants belonging to group B, he

demonstrated the most productive emotional, conduct, and learning behaviours. In

conclusion, this persistence obviously resulted in supportive learning behaviour.

He actively engaged in the classroom activities, frequently involved in both

classroom discussion and small group discussion, provided minor distraction to


57

other pupils, and exhibited self consentration on the lesson. Therefore, he could

undergo a more meaningful learning experience compared to the other research

research participants belonging to group B.


Research participant B3 Meeting 1 up to 10

• Demonstrated noteworthy emotional behaviour by showing constant development of self confidence in the tasks accomplishment throughout the course.

• Displayed significant positive conduct behaviour by highly appreciating other pupils’ project presentation.

• Exhibited effective learning behaviour that without a doubt promoted a better learning experience.

Among all research participants belonging to group B, research participant

B4 was apparently different from the other research participants in terms of

learning styles. Three quarters of the research participants belonging to group B

were analytic learners; they were research participants B1, B2, and B3. On the

other hand, research participant B4 was wholistic learner. It was mentioned that

research participant B3 exhibited specific responses due to several specific

reasons. At this point, it was worth noting that research participant B4 also

displayed a number of distinctive outcomes due to particular specific reasons.

Generally, wholistic learners had tendency to work independently than

cooperatively. Besides, based on the findings on research participants A1 and A2,

they could manage to adapt quite well to the unfamiliar learning environment. As

a result, wholistic learners exhibited a gradual development and steady state of

self confidence. Compared to research participants A1 and A2, who were


58

considered wholistic learners, research participant B4, who was also considered a

wholistic learner, apparently exhibited fairly different behaviours. Research

participant B4 did not show a significant progress of elevated self confidence

during the course. From meeting to meeting, her degree of self confidence was

fairly stagnant. Instead of accomplishing the assigned tasks independently, she

mostly depended on her peers. Furthermore, her projects presentation was fairly

poor because she demonstrated the state of unpreparedness by showing frequent

hesitation, short pauses, and other speech defects.

Table 4.18: Emotional Behaviour of Research Participant B4

Emotional Behaviour Meeting 1: More dependent to the peers than to the lecturer. Meeting 3: Listened to what the peer’s explanation about the course.

Further investigation through interview revealed her partial negative

perception on the course. She was encouraged to try trial and error strategy in

accomplishing the supplied tasks. However, she perceived that some of the

available topics for discussion were impractical. Moreover, she also considered

the repetitive classroom activities such as explanations, discussions, and

presentations boring. These perceptions evidently brought negative impact to her

emotional, conduct, and learning behaviours. In relation to her conduct behaviour,

she exhibited a significantly low self appreciation to other pupils’ projects

presentation because she fairly paid no attention to the presentations and hardly

involved in the classroom discussion. Besides, her boredom led to both disruptive

conduct behaviour such as verbal and nonverbal interference as well as physical


59

aggression and non-disruptive conduct behaviour such as daydreaming and

frequent inattention to the on-going lesson.

This circumstance obviously worsened her learning behaviour. As it was

observed, she repeatedly left out the course objectives and preferred to have out-

of-task discussion with her peers. Sometimes, it was perceptible that she

encountered difficulties in focusing and concentrating on the lesson even though

at some points it was also noticed that she exhibited interest in particular topics

and activities. However, the instability of self confidence and self concentration

on the lesson greatly influenced her classroom behaviours. This became another

proof that illustrated how impersistent research participants belonging to group B

were in general.


Research participant B4

Meeting 1 up to 10

• Demonstrated unstable emotional behaviour by showing inconstant self confidence in the tasks accomplishment throughout the course.

• Displayed negative conduct behaviour by frequently exhibiting both disruptive and non-disruptive behaviours to other pupils.

• Exhibited impersistent learning behaviour that clearly discouraged a better learning experience.

Each research participant demonstrated various tendencies and

discrepancies during the learning. The findings revealed that there were evident

and divergent responses that occured in the process of learning even when the

research participants shared the similar characteristics. This conclusion could be

inferred from the continuous observations of each research participant’s


60

emotional, conduct, and learning behaviours during the course. Table 4.11

represented the general comparison among all research participants and provided

a broad summary of each research participant’s classroom behaviours. Appendix

4 provided more details about the referred to observations.

Table 4.20: Classroom Behaviours Summary of Research Participants

GROUP A: GPA > 3.3 (in scale of 4.0) Research

participant A1 Research



participant A4 Meeting 1-10

Demonstrated effective, steady, and constant emotional, conduct, and learning behaviours which supported the learning process.

Meeting 1-10 Demonstrated ineffective emotional, conduct, and learning behaviours only at initial times which hindered the learner to gain better learning.

Meeting 1-10 Demonstrated gradual development of effective emotional, conduct, and learning behaviours which sustained the learning process.

Meeting 1-10 Demonstrated unsteady state of emotional, conduct, and learning behaviours which discouraged better learning process.

GROUP B: GPA ranges from 2.75 up to 3.29 (in scale of 4.0) Research

participant B1 Research



participant B4 Meeting 1-10

Demonstrated ineffective and fluctuating emotional, conduct, and learning behaviours which greatly hindered the learner to gain better learning.

Meeting 1-10 Demonstrated significantly ineffective emotional, conduct, and learning behaviours during the course which strongly influence the successful learning process.

Meeting 1-10 Demonstrated considerably effective and steady state of emotional, conduct, and learning behaviours throughout the course which promoted better learning.

Meeting 1-10 Demonstrated unsteady state of emotional, conduct, and learning behaviours during the course which obstructed better learning experience.


61

Intrinsic motivation could influence each research participant’s classroom

performance differently. Intrinsic motivation promoted more positive attitudes

and perceptions about learning experience. However, occasionally the research

participants’ intrinsic motivation was greatly influenced by the level of interest in

the given tasks and classroom activities. Moreover, supported by the existing

intrinsic motivation, each research participant was able to acquire new knowledge

through the learning experience. However, there were distinct responses of

classroom behaviours due to the existing different interest in the topics and

classroom activities.

B. Research Participants’ Internal Drawbacks in Classroom Performance

Since intrinsic motivation and learning styles brought both beneficial and

detrimental effects to the research participants’ classroom performance, it was

essential to lessen the existing detrimental effect on learners’ classroom

performance. This was of importance in order to generate a more effective

learning experience for the learners themselves. Nevertheless, it was impossible to

diagnose every individual and facilitate them based on his/her specific

characteristics since it was obviously time consuming. In most cases, direct

supervisions and observations under a particular circumstance apparently did not

provide reliable and adequate information in order to maximize the effectiveness

of teaching learning process.


62

1. Research Participants’ Strategy in Overcoming the Drawbacks of

Intrinsic Motivation

Intrinsic motivation to complete a particular course objective was clearly

different among research participants who possessed considerably high

achievement and research participants who possessed considerably average

achievement. In the research, the research participants’ achievements were

represented by the Grade Point Average (GPA) they attained during their study.

Research participants who were considerably high-achieving and intrinsically

motivated generally would tend to demonstrate positive behaviours and would

identify the purpose of the course which afterwards could assist them in

encountering real-life setting environment. On the contrary, learners who were

considerably average-achieving and intrinsically motivated generally would tend

to perceive the assignments and classroom objectives rather negatively. Thereby,

these learners focused most of their attention on parts that intrinsically interested

them and had obvious relevance to their lives. In conclusion, the primary

distinction between high achievers and average achievers, based on the findings,

was the persistence to remain on-task with the assigned course objectives during

the lesson.

Based on the findings, intrinsic motivation came into sight differently

depending on the type of tasks that were assigned to the learners. It was revealed

that research participants’ intrinsic motivation was greatly influenced by the

research participants’ level of interest in the lesson. Subject matter or topics

available for discussion became the primary variable that influenced the


63

individual learner’s interest on the lesson in the research. Some research

participants, for example research participants A3, A4, B1, and B4, stated that the

available topics for discussion did not really have direct relevance to their real life

setting environment.

The presented materials are interesting. For example, the way how human brain works, how music influences our personality, and so forth. I obtain the knowledge but somehow I cannot implement what I obtain from the classroom lesson to my expected role as a teacher. So I think it would be better if the topics are related to teaching learning things. (R#A3:I)

Based on the research participants’ answers above, the given new

information was apparently meaningful inside the classroom only and was fairly

not practical to the the real experience. Research participant A3 considered the

topics available for discussion were indirectly related to her role as a student of

teachers training and education faculty. She believed that the new knowledge she

obtained from the lessons was interesting but she could not apply the new

information in her expected role as a teacher. Further discussion through the

interview with research participant A3 revealed several examples; one of the

examples was when she studied about the way brain worked. She assumed the

topic very interesting because she never found such a discussion about the

referred topic. However, she apparently was not able to apply the new information

to teaching learning field.

Besides, the major difficulty that research participants had was the

availability of time that was given in order to finish the assignment (see Appendix

3 for details). Most of research participants stated that the time available for

finishing the given task was fairly inadequate. This was due to the existing steps


64

that required the research participants to select one topic related to the previous

theme, read the text thoroughly, and make a synthesis composition combined with

their own opinion.

Usually, I find some sources at one time, and then I can choose one source to be used for the first assignments. The other sources can be used for the next assignments so I can save my time. But sometimes I also feel confused about the assignments. So, I sometimes work with my friends. (R#B3:I)

When the researcher asked the research participants whether the given

classroom assignments burdened them or not, most of the research participants

answered yes. Research participants assumed that the given classroom

assignments as well as homework assignments burdened them so much because of

the very limited availability of time. Moreover, the very limited time for

consultation with the lecturer also frustrated them. They obviously needed more

guidance since the class greatly demanded independent work and critical thinking.

At this point, there were several aspects that could hinder research

participants’ intrinsic motivation to learn. They were the subject matter or the

topics available for discussion, repetitive classroom activities, and the

unavailability of time for consultation with the lecturer. These aspects greatly

discouraged research participants to learn more seriously. It explained why

sometimes research participants skipped the course objectives and did other

activities irrelevant to the lessons. Nonetheless, research participants also had

ways to keep themselves on task. Some of research participants formed study

groups in which each member became a proofreader for the other member. Some

other research participants were encouraged to undergo trial and error strategy in


65

doing their projects and make some improvements based on the feedbacks from

the lecturer. The rest of research participants sometimes were not enthusiastic

about doing the tasks and relied on their peers’ help in completing the

assignments.

2. Research Participants’ Method in Overcoming Learning Styles

Drawbacks

Learning styles preference would influence the way learners learn,

organize new information, implement meaningful information, and interact with

other pupils (Riding, 2002: 23). In theory, wholistic learners would tend to see a

situation as a whole and are able to have a general perspective. This means that

wholistic learners could have a broad view about the given material and, thus,

their argument might seem shallow. The positive strength of wholistic learners is

that they can see the whole picture by the time they are aware of a particular

situation or information. Consequently, they can have a balanced view and see

situations in their general perspective. The negative aspect of wholistic learners is

that they find difficulties in separating out a situation into its smaller parts or

subsystems. In conclusion, wholistic learners are good at grabbing the general

point of view from a particular task. Nevertheless, they might find difficulties in

working on the details of each segment which makes up a general perspective.

I usually do not write every instruction or explanation that is given by the lecturer. I usually listen to direction and explanation first and I write things that are important later on. If I think that there is nothing important to write or I can really understand the direction without writing it, I will continue listening to the lecturer’s explanation. (R#A1:I)


66

I sometimes take notes on the lecturer’s explanation but mostly I don’t write all of the things. If I forobtain what to do, then I will just ask my friend to re-explain what to do. I usually borrow my friend’s notes about the recent lesson. (R#A2:I) Research participants A1 and A2 were considered wholistic learners in the

research. There were several indicators that characterised research participants A1

and A2. They were particularly able to grab the overall context for example the

lecturer’s explanation and instructions without frequent note taking activity. As a

result, they avoided taking notes while listening to the lecturer’s explanations and

directions. They preferred to listen to the whole explanations and, afterwards,

summarized the information based on their own understanding.

However, they displayed significantly discrepant behaviours in relevance

to their learning styles. As wholistic learners, research participants A1 and A2

naturally had tendency to learn independently than cooperatively. Based on the

findings, research participant A1 made use of her capability effectively by

summarizing all the necessary information from the lesson without relying on her

peers. At this point, the researcher considered her an independent learner. On the

contrary, research participant A2 whose learning style was wholistic,

demonstrated certain opposite behaviour to research participant A1. Naturally,

wholistic learners mostly had tendency to work independently but she frequently

relied on her peers to obtain information about course objectives or instructions

for the assignments. As a result, research participant A2, who perceived that most

of the topics did not interest her much, demonstrated an action that did not suit her

nature as wholistic learner. This could be inferred from her statement below.


67

I think the materials are quite boring because we ever found some of the supplied topics in Reading I and Reading II courses. The difference is that we have to work harder in Extensive Reading II since we not only have to read thoroughly but also to make an argumentative composition about it. Therefore, I sometimes do not really keen on the given topics in the classroom. (R#A2:I)

Instead of carrying out the assigned tasks independently and confidently,

she turned up to mostly work cooperatively with her peers in the given tasks.

Moreover, she occasionally forgot the course objectives because she was unable

to concentrate due to the available distraction that interested her more. In

conclusion, research participants who generally perceived the course negatively,

such as considering the topics available for discussion and classroom activities

boring, and viewing the topics available for discussion impractical, frequently

exhibited ineffective emotional, conduct, and learning behaviours.

On the other hand, analytic learners would discern a situation as a

collection of parts and will often focus on one or two aspects of the situation at a

time. Since analytic learners had tendency to focus on just one aspect of the whole

at a time, this may have the effect of distorting, exaggerating, or making the

details more prominent than the rest segments of a general point of view. Thus,

there is a possibility that the information is out of proportion to the total situation.

For the analytics, the positive aspect is that they can analyze a situation into parts

and this allows them to come quickly to the heart of any problems. Besides, they

may also focus merely on one aspect of a situation excluding the others and

broaden it out of its proper proportion. This was evidently perceptible from

research participant B2.


68

In my opinion, I can do the assignments even though I am not really keen on it. There are two major obstacles that hinder me to do the assignments excellently. First, it is the very limited time available for consultation with the lecturer. Second, I had difficulty in relating my topic, which is about dream, to the final assignment. (R#B2:I)

He considered that the topics available for discussion not interesting and

classroom activities boring. However, he attempted to focus on and put much

effort in his projects presentation. In other words, he managed to handle his part

successfully but he did not do well in relating his work to the broad context of the

course.

Besides subject matter and topics available for discussion, the classroom

activities also appeared to influence research participants’ interest. As a result,

there were some research participants who skipped the assigned tasks and did

other activities irrelevant to the lesson. For example, research participant A3

considered that the topics available for discussion were interesting but they were

also impractical. She not only perceived the repetitive classroom activities boring

but also displayed occasional inattention to the lesson. This circumstance was

apparently prevented by her nature of analytic learner. It was clearly seen that

sometimes she did not well-attend the lesson and was distracted both verbally and

nonverbally by other pupils. However, she tried to remain on-task during the

lesson because she was encouraged to undertake trial and error in carrying out the

course objectives.

The assignments are quite challenging. I still can do it but it really takes much effort. However, what burdens me much was that I sometimes don’t obtain any turns for consultation whereas I really need much assistance in completing the tasks. (R#A1:I)


69

Another extreme example was also observable from research participants

belonging to group B. As what was mentioned previously, the primary difference

between research participants belonging to group A and research participants

belonging to group B was the persistence in carrying out the course objectives

during the lesson. Most research participants belonging to group B apparently

encountered problems with self concentration. For instance, research participants

B1 and B2 who were analytic learners exhibited significant ineffective emotional,

conduct, and learning behaviours. They frequently provided verbal and nonverbal

distractions as well as physical aggressions for other pupils. Therefore, their

concentrations split among the lecturer’s explanations, the course objectives, and

their peers. Nonetheless, research participant B2 considerably put much more

effort in his work than research participant B1 did. It was seen from the individual

projects presentation of research participant B2 that resulted much better from

what research participant B1 attained.

Relating these two dimensions of learning styles to behaviour, there were

several variances that occured during the classroom observations. In general, it is

believed that wholistic learners are likely to be unstructured in their thinking and

thus have poor behavioural control (Riding, 2002: 58). Accordingly, wholistic

learners generally demonstrated immature, disruptive, and verbally aggressive

behaviours such as seen in the observation sheets. In contrast, generally it was

believed that analytic learners were structured and produced behaviours that were

more controlled. Nonetheless, it could lead the learners to fatigue since they had

to keep on task continuously. These were also seen in the observation sheets. In


70

conclusion, analytic learners are more likely to be individual, lack of empathy and

appreciation, and physically aggressive. Regardless typical behaviours that were

exhibited by both wholistic and analytic learners, each of these learners

demonstrated fairly discrepant behaviours from what they were supposed to

behave.

In the research, there were three research participants with wholistic

learning style; they were research participants A1, A2, B4. The rest were analytic

learners; they were research participants A3, A4, B1, B2, and B3. In line with

motivation which resulted in various responses among the involved research

participants, the same notion applied to learning styles preference. In other words,

learning styles could also be influenced by a number of factors and, therefore, it

resulted in diverse responses among the concerned research participants.

Referring to Table 4.20, the typical characteristic of wholistic learners in

terms of classroom behaviours was noticed. Their preference of verbal

explanation over written explanation led them to avoid writing while listening.

Frequently, they listened to the lecturer’s explanation at one time and later on

summarized the explanation based on their own understanding. Furthermore,

referring to research participant A2, she did not appear to take notes frequently

since she already knew what the core of the assigned objectives was. This

conclusion could be drawn from the observation results, interview, and tasks

accomplishment from research participant A2. Move on to research participant

B4, it was quite clear that she sometimes had difficulties in concentrating and

focusing on the given verbal explanations. Further investigation through interview


71

figured out that she suffered loss of concentration due to overwhelming

homework that was given to her.

I sometimes feel burdened with the assignments because there are also other assignments form other courses that have the same deadlines. So, sometimes I attend one lesson but I think about another lesson and, therefore, I miss the lecturer’s explanations and directions for the assignments. (R#B4:I)

At this point, mostly she lost her concentration on the given verbal explanation

and, therefore, she frequently preferred written direction due to lack of focus

during the on-going lesson.

Regarding their classroom performance and classroom presentation,

mostly they could achieve a higher level of clarity than that of analytic learners. It

meant that the wholistic learners, whose preference was generally verbal

explanation, were occasionally poor in performing written assignments but they

excellently performed classroom presentations. Their habit of unstructured

learning in which they listened and took notes based on their own thoughts or

understanding led them to be very general in arranging their compositions.

However, when these wholistic learners were told to deliver a presentation about

their papers, they presented a well arranged and clear explanation. Based on the

repeated classroom observations, it revealed that wholistic research participants

considerably demonstrated higher level of self assurance and/or self confidence

during delivering their presentations. Regardless of the strengths of wholistic

learners, their drawbacks were also apparently noticeable. After taking a look at

their works and comparing them to the works of research participants who were


72

analytic learners, they generated implicit and indirect composition due to their

preference of verbal explanation.

On the other hand, exposing the classroom performance of analytic

learners, it was obviously different. Compared to the wholistic learners whose

preference was verbal explanation, the analytic learners were good at

understanding written direction. This could be inferred from repeatedly occurring

observable behaviour throughout the lesson such as writing while listening. These

analytic learners could fairly understand both verbal and written explanation well.

Nevertheless, they sometimes could not make general inference based on the

verbal instructions given by the lecturer. In other words, they relied on the notes

provided by the lecturer and/or copied their tablemate’s notes on the lecturer’s

directions.

Complete notes on the lecturer’s explanations during the lesson and directions for the assignments are really helpful for me. When it happens that I forobtain the instructions, I just need to take a look at my notes and try to recall them. If only my notes are not really complete, I will borrow my friends’ notes to copy. (R#B1:I)

In conclusion, the analytic learners were significantly better in performing written

tasks over the verbal presentation. Their compositions were structured starting

from the broad topic and moved towards the narrow one. However, the analytic

learners were mostly having troubles when they tried to deliver their opinion

verbally. Most of the times, these learners demonstrated significantly low level of

self-confidence in delivering their presentations. This could be inferred through

the frequently occurring speech defects such as short pauses, hesitation, and

losing their ‘train of thoughts’. This circumstance was primarily caused by their


73

habit of being specific. In their presentations, they only stated the fine points of

their compositions so that they became nervous and anxious when other pupils

inquired the relevance of the details to the broad topic of the course.

Similar to wholistic learners, analytic learners also exhibited several

drawbacks. It revealed that their writing appeared to be much clearer than their

presentation due to the low level of self confidence during delivering their

presentations. This could be seen from the frequently occurring speech defects

such as short pauses, uncertainty in expressing their opinion, and hesitation in

answering the available questions. Regarding all their works which were

considerably more comprehensive than those of wholistic learners, their

performance in classroom presentation was fairly mediocre.

In accordance with the nature of learning styles, the strengths of both

wholistic and analytic learners could facilitate a better learning and, thereby, these

learners could come to the productive habit of mind. However, the existing

weaknesses from both wholistic and analytic learners fairly hindered them to

attain a more meaningful and applicable learning experience. Moreover, the

continuing circumstance in which wholistic learners were considerably poor in

accomplishing their written assignments whereas analytic learners were

significantly poor in delivering verbal explanations could actually be prevented.

However, research participants also had solutions that apparently quite useful in

assisting them to achieve a better classroom performance. Some of the research

participants would work cooperatively with their peers. This allowed them to


74

obtain feedback on their works. Some other research participants would seek help

to their peers only if it was necessary.

The results exposed that some research participants shared similar

individual characteristics; they were intrinsically motivated and either considered

as wholistic or analytic learners. Nevertheless, their application in the classroom

varied from one to another. In most circumstances, research participants would

manage a group discussion outside the class in order to bring down the existing

internal drawbacks.


75

CHAPTER V

CONCLUSIONS AND SUGGESTIONS

A. Conclusions

From the research, it was understood that intrinsic motivation and learning

styles, recognized as internal factors, greatly influenced the research participants’

classroom performance in Extensive Reading II class. It was discovered that the

research participants involved could share similar characteristics; they were

intrinsically motivated and belonged to either wholistic or analytic group.

However, intrinsic motivation and learning styles functioned differrently among

the research participants. Consequently, each research participant demonstrated

significantly discrepant emotional, conduct, and learning behaviours from one to

another.

Each research participant demonstrated various tendencies and

discrepancies during the learning. The findings revealed that there were evident

and divergent responses that occured in the process of learning even when the

research participants shared the similar characteristics. This conclusion could be

inferred from the continuous observations of each research participant’s

emotional, conduct, and learning behaviours during the course.

Intrinsic motivation and learning styles could influence each research

participant’s classroom performance differently. Intrinsic motivation promoted

more positive attitudes and perceptions about learning experience. However,

occasionally the research participants’ intrinsic motivation was greatly influenced


76

by the level of interest in the given tasks and classroom activities. Moreover,

supported by the existing intrinsic motivation, each research participant was able

to acquire new knowledge through the learning experience. However, there were

distinct responses of classroom behaviours due to the existing different interest in

the topics and classroom activities. As a result, sometimes research participants

skipped the course objectives, performed other activities irrelevant to the lessons,

were not enthusiastic about doing the tasks, and relied on their peers’ help in

completing the assignments.

From the research, it was understood that research participants dealt with

the limited time that was given to finish the assignments. This circumstance

required research participants to work under pressure. Most of research

participants stated that the time available for finishing the given task was fairly

inadequate. This was due to the existing steps that required the research

participants to select one topic related to the previous theme, read the text

thoroughly, and make a synthesis composition combined with their own opinion.

There were several aspects that could hinder research participants’ intrinsic

motivation to learn; they were the subject matter or the topics available for

discussion, repetitive classroom activities, and the unavailability of time for

consultation with the lecturer. These aspects greatly discouraged research

participants to learn more seriously.

In accordance with the nature of learning styles, the strengths of both

wholistic and analytic learners could facilitate a better learning and, thereby, these

learners could come to the productive habit of mind. However, the existing


77

weaknesses from both wholistic and analytic learners fairly hindered them to

attain a more meaningful and applicable learning experience. Moreover, the

continuing circumstance in which wholistic learners were considerably poor in

accomplishing their written assignments whereas analytic learners were

significantly poor in delivering verbal explanations could actually be prevented.

However, research participants also had solutions that apparently quite useful in

assisting them to achieve a better classroom performance. Some of the research

participants would work cooperatively with their peers. They formed study groups

in which each member became a proofreader for the other member. This allowed

them to obtain feedback on their works. Some other research participants were

encouraged to undergo trial and error strategy in doing their projects and make

some improvements based on the feedbacks from the lecturer. The rest would

seek help from their peers only if it was necessary.

B. Suggestions

1. For Teachers

Teachers who are interested in incorporating internal factors and learners’

performance in a particular classroom should be aware of both strengths and

weaknesses of learners’ characteristics. Learners could be influenced by several

extrinsic factors such as the burden of abundant homework and interpersonal

relation among peers as well as the persisting intrinsic factors such as self

confidence that might influence the state of their mood. At this point, teachers are

the ones to face this impediment in conducting classroom lessons. It would be

impossible for teachers to facilitate each learner based on their personal


78

preference or existing individual characteristics. This is due to conducting

individual analysis, arranging suitable tasks, monitoring individual’s progress,

evaluating and providing feedback for the learner are apparently time consuming

and energy wasting.

As it was found that both intrinsic motivation and learning styles provided

minor drawbacks for each research participant, teachers should be cautious of how

to forestall the learners’ upcoming drawbacks. Besides, it is crucial to understand

the nature of classroom learning in which a classroom is a place where each

individual learner is given opportunities to practise and implement their ability for

the sake of the learner’s evaluation and advancement. In practise, teachers can

design a course outline that requires learners to be active in both composing

weekly written assignments and performing frequent individual presentations.

2. For Future Research

From the research, it was revealed that individual characteristics,

especially intrinsic motivation and learning styles, resulted in discrepant

classroom observable behaviours among the learners. This would bring about

different influences for learners with particular characteristics. As this study does

not attempt to implement the appropriate teaching methodology to facilitate the

existing differences, teachers are suggested to carry out a classroom action

research in accordance with the findings of this research.

Based on the findings and discussions of this research, teachers are to

design the a suitable materials, select a proper teaching methodology, implement


79

the course design, improve the course administration, and finally re-implement the

design based on the obtained feedbacks. Therefore, the existing individual

characteristics differences among individuals which appeared to have discrepant

influence on the learners’ classrooom performance could be facilitated.

Furthermore, the findings and discussions of this research could be generalized

and implemented in other classes besides Extensive Reading II course with

learners who possess the similar individual characteristics. In the end, the ideal

course design to facilitate learners with various range of individual characteristics

could be generated and implemented to teaching learning processes.


80

REFERENCES

Alderson, J. C. 2000. Assessing Reading. New York: Cambridge University Press. Ary, Donald, Lucy Cheser Jacobs, Asghar Razavieh. 2002. Introduction to

Research in Education (6th edition). Boston: Wadsworth Thomson Learning.

Brown, H. Douglas. 2001. Teaching by Principles: An Interactive Approach to

Language Pedagogy. New York: Addison Wesley Longman, Inc. Brown, H. Douglas. 2002. Strategies for Success: A Practical Guide to Learning

English. New York: Addison Wesley Longman, Inc. Cates, Ward Mitchell. 1985. A Practical Guide to Educational Research. New

Jersey: Prentice-Hall, Inc. Cook, Vivian. 1993. Linguistics and Second Language Acquisition. New York: St.

Martin’s Press, Inc. Creswell, John W. 2003. Research Design: Qualitative, Quantitative, and Mixed

Methods Approaches (2nd edition). California: Sage Publication, Inc. Deci, Edward L. 1975. Intrinsic Motivation. New York: Plenum Press. Dornyei, Zoltan. 2001. Teaching and Researching Motivation. Harlow: Pearson

Education, Ltd. Fontana, David. 1985. Classroom Control: Understanding and Guiding

Classroom Behaviour. London: The British Psychological Society. Grabe, William and Fredericka L. Stoller. 2002. Teaching and Researching

Reading. Edinburgh: Pearson Education. Marzano, Robert I., Debra J. Pickering, and Jay McTighe. 1993. Assessing

Student Outcomes: Performance Assessment Using the Dimension Learning Model. Virginia: McREL Institute.

Merriam, Sharan B. 2002. Qualitative Research in Practice: Examples for

Discussion and Analysis. California: John Wiley and Sons, Inc. Mitchell, D. C. 1982. The Process of Reading: A Cognitive Analysis of Fluent

Reading and Learning to Read. New York: John Wiley and Sons Ltd.


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Parel, Chistina P., Gloria C. Caldito, Pilar L. Ferrer, Generoso G. de Guzman, Ceferino S. Sincioso, Rudy H. Tan. 1978. Social Survey Research Design. The Quezon City, The Phillipines: Phillipine Social Science Council, Inc.

Patton, Michael Quinn. 2002. Qualitative Research and Evaluation Methods (3rd

edition. California: Sage Publications, Inc. Raffini, Jean Piaget. 1996. 150 Ways to Increase Intrinsic Motivation in the

Classroom. Massachusetts: Allyn and Bacon. Riding, Richard. 2002. School Learning and Cognitive Style. London: David

Fulton Publishers, Ltd. Scharle, Agota and Anita Szabo. 2000. Learner Autonomy: A Guide to

Developing Learner Autonomy. Cambridge: Cambridge University Press. Schmitt, Norbert. 2002. An Introduction to Applied Linguistics. London: Oxford

University Press, Inc. Stipek, Deborah J. 1993. Motivation to Learn: From Theory to Practice.

Massachusetts: Allyn and Bacon. Tashakkori, Abbas and Teddlie, Charles. 2003. Handbook of Mixed Methods in

Social and Behavioural Research. California: Sage Publication Inc. Wallace, Catherine. 1992. Reading. Oxford: Oxford University Press. Webb, Eugene J., Campbell, Donald T., Schwartz, Richard, and Sechrest, Lee.

1966. Unobstrusive Measures: Nonreactive Research in the Social Sciences. Chicago: Rand McNally.

Woody, Robert Henley, La Voie, Joseph C., and Epps, Susan. 1992. School

Psychology: A Developmental and Social System Approach. Boston: Allyn and Bacon.


APPENDICES


82


83


84


85


86


87


88


89


OBSERVATION RESULTS

GROUP A: GPA > 3.3 (in scale of 4.0)

Description of research samples’ behaviours

Meetings Subject A1 Subject A2 Subject A3 Subject A4

1

Emotional behaviour

• Attempting independent tasks accomplishment.

Conduct behaviour Not yet available.

Learning behaviour • Paid attention by listening

to the lecturer’s explanations.

• Individually accomplished the assigned tasks.

• Taking notes in every important point and instruction.

Emotional behaviour

• Dependent to the peers.

Conduct behaviour • Provided verbal

disturbance for other pupils by talking noisily.

Learning behaviour

• More attention to peers than to the lecturer’s explanation.

• More discussion on irrelevant topics to the course with peers.

Emotional behaviour

• Carrying out the classroom objectives hesitantly.

Conduct behaviour

Not yet available.

Learning behaviour • Balanced attention to the

peers as well as to lecturer’s explanations and instructions.

• Listened to the lecturer’s instructions while taking notes.

• Carried out the classroom objectives although occasionally hesitated in it.

Emotional behaviour

• More dependent on peer group than to the lecturer.

• Listened to what the peer group said.

Conduct behaviour

• Associated with other pupils anytime engaged in accomplishing the classroom objectives.

Learning behaviour

• Took notes while listening to the lecturer’s explanations.

90


2

Emotional behaviour • Attempting independent


Conduct behaviour • Minimum association with

other pupils. • Discussed previous

assignment with other pupils and gave feedback to one another.

• More discussion and cooperation with other pupils on the given tasks.

Learning behaviour

• Carried out the directions seriously.

Emotional behaviour • Carried out the course

objectives independently.

Conduct behaviour • More discussion on the

previous assignment with the peers and gave feedback to one another.

Learning behaviour

• Listened to the lecturer’s instructions.

Emotional behaviour • Carrying out the course

objectives independently.

Conduct behaviour • More discussion with the

peers on previous assignment and gave feedback to one another.

Learning behaviour • Engaged in the classroom

objectives and activities after understanding the lecturer’s instructions.


Emotional behaviour • More dependent to the

peers.

Conduct behaviour • Provided minor verbal

nuisance for other pupils during the course.

Learning behaviour • Did not pay attention to

the lecture. • Did not pay attention to

the lecturer’s instruction. • Chitchatting about

irrelevant topics to the course with the peers.

Emotional behaviour • Attempting independent


Emotional behaviour • Sometimes more

dependent to the peers.

Emotional behaviour • Was not dependent to the

peers.

Emotional behaviour • Greatly influenced by and

dependent on peer group.

91


3

Conduct behaviour

• Discussed previous assignment with other pupils and gave feedback to one another.

Learning behaviour

• Individually evaluated the previous assignment.

• Concentrated on the lecturer’s explanations and directions.

• Questioned ambiguous parts of the following assignment to the lecturer.

• Took notes on the important details and major points of lesson.

Conduct behaviour

• Sometimes was verbally distracted by noise and nonverbally distracted by other pupils’ improper gestures.

• Cooperated with the peer group in accomplishing the given tasks.

Learning behaviour

• Listened to the lecturer’s explanation and questioned the ambiguous parts of the next assignment.

• Hardly took notes. • Leaving out the classroom

tasks and directions for other activities such as chitchatting with other pupils.

Conduct behaviour

• Did not appreciated other pupils by not listening to their opinions.

• Discussed the previous assignment with the peers and gave feedback to one another.

Learning behaviour

• Concentrated on the lecturer’s explanations.

• Questioned further information about the following assignment.

Conduct behaviour

• Verbally distracted by other pupils’ noise.

Learning behaviour

• Concentrated on the lecturer’s explanation.

• Questioned supplementary information about the next assignment.

• Took notes while having discussion with peer group.

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4

Emotional behaviour


Conduct behaviour

• Communicated with other pupils in solving the tasks.

• Reviewed the previous assignment with the peers and gave feedback to one another.

• Worked with peers in order to answer the given questions.

Learning behaviour

• Quietly and seriously focused on the lecture and took notes while listening if necessary.

• Clarified the unclear parts of the next assignment by questioning some problems that might occur.

Emotional behaviour

• Sometimes more dependent to the peers.

Conduct behaviour

• Provided verbal nuisance for other students by talking loudly.

• Reviewed the previous assignment with peers and gave feedback to one another.

Learning behaviour

• Discussed topics irrelevant to the course objectives with other pupils.

• Listened to the lecturer’s explanation without taking notes.

• Questioned and clarified the unclear parts of the assignment.

Emotional behaviour

• Delivered personal opinion about the topics even though sometimes hesitated in asserting it.

Conduct behaviour

• Verbally interrupted other pupils by chitchatting loudly.

• Reviewed the previous assignment with other pupils and gave feedback to one another.

Learning behaviour

• Listened to the lecturer’s explanations and directions.


Emotional behaviour

• Was sometimes more dependent to the peers.

Conduct behaviour

Not available.


the lecture at the beginning of the course by not listening to the instructions.

• Gradually focused on the given instructions and carried out the classroom objectives.

• Took notes while listening to the lecturer’s explanations.

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5

Emotional behaviour


Conduct behaviour

• Appreciated other pupils by listening and responding to their opinion.

• Participated in the classroom activities (group discussion) after a short while.

Learning behaviour

• Did not pay attention to the lesson and busy doing something else.

• Exposed frequent questioning on uncertain parts and showed interest in the lesson.

Emotional behaviour

• Asserted her viewpoint about the topic.

Conduct behaviour

• Appreciated other pupils by listening and responding to their opinions.

• More cooperation with peers.

Learning behaviour

• Participated in the classroom activities by telling the class about her opinion.

Emotional behaviour

• Was not dependent to the peers.

Conduct behaviour • Appreciated other pupils by

listening and responding to their opinions.

• Cooperated with other pupils and participated in classroom discussion.

Learning behaviour • Listened to the lecturer’s

explanation. • Listened to the lecturer’s

instructions while taking notes.

Emotional behaviour

• Speech defect, hesitation, and frequent short pauses in delivering the presentation.

Conduct behaviour • Nonverbally distracted by

other pupils’ aggressive gestures.

• Appreciated other pupils by listening and responding to their opinions.

• Engaged in group discussion.

Learning behaviour

• Did not pay attention to the lecture by doing irrelevant activities to the course.

Emotional behaviour


Emotional behaviour

• Sometimes more dependent to the peers.

Emotional behaviour


Emotional behaviour


94


6


listening and responding to their opinion.

• Evaluated the previous assignment with the peers.

Learning behaviour

• Listened to the lecturer’s and took notes on the important points if necessary.

• Focused on the topic given for discussion with the peer group.

Conduct behaviour • Both verbally distracted

by noise and nonverbally distracted by other pupils’ improper gestures.

Learning behaviour

• Was not attentive throughout the lesson.

• Chatted about irrelevant topics to the course with other pupils.

• Engaged in activities irrelevant to the course such as daydreaming, sending message, and so on.

Conduct behaviour • Nonverbally distracted

other pupils with aggressive gestures.

• Discussed the assigned topics with peers.

Learning behaviour

• Did not pay attention to the lecture.

• Kept chitchatting with peers about irrelevant topics to the lesson.

• Carried out the classroom objectives yet was not attentive to the instructions.

Conduct behaviour • Verbally distracted by

other pupils’ noise interference while taking notes on the lecturer’s instructions.

• Reviewed and evaluated the previous assignment and gave feedback to one another.

• Engaged in classroom objectives by discussing the given topics with the peer.

Learning behaviour

• Continued to take notes on the lecturer’s instructions despite the existing interference.

7

Emotional behaviour


Conduct behaviour

• Appreciated other pupils by listening to their opinions.

• Evaluated the previous

Emotional behaviour


Conduct behaviour

• Did not appreciate other pupils by not listening to their presentations.

Emotional behaviour


Conduct behaviour • Did not appreciated other

pupils’ presentations by not thoroughly listening to

- - - absent - - - 95


assignment with other pupils and gave feedback to one another.

Learning behaviour

• Paid attention to the lecturer’s explanation.

• Requesting deeper elaboration about the discussed topic.

• Discussed the previous assignment with peers.

Learning behaviour

• Not attentive to the lecturer’s explanation.

them. • Discussed the available

topics and cooperated with other pupils to share their opinions.

Learning behaviour


- - - absent - - -

8

Emotional behaviour


Conduct behaviour • Provided verbal distraction

to another pupil during the lesson.

Learning behaviour

• Did not pay attention to the lecture.

• Took notes while listening if necessary.

Emotional behaviour


Conduct behaviour

• Verbally distracted by other pupils’ aggressive gestures.

• Provided noise diturbance for other pupils by talking loudly during the course.

Learning behaviour

• More discussion and chitchat with peers about irrelevant topics to the course.

• Hardly took notes.

Emotional behaviour


Conduct behaviour

Not available.

Learning behaviour • Did not pay attention the

lesson at the beginning of the course activities.

• Gradually focused on the lecturer’s instruction and carried out the classroom objectives.

Emotional behaviour


Conduct behaviour

• Engaged in small group discussion.


the lesson. • Gradually paid attention to

the lecture and continued to take notes on the classroom objectives.

96


9

Emotional behaviour


Conduct behaviour

• Evaluated and discussed the previous assignment with the peer group.

• Less cooperative with other pupils in accomplishing the given tasks.

Learning behaviour

• Listened to the lecturer’s explanation and took notes if necessary.

Emotional behaviour


Conduct behaviour

• Verbally distracted by other pupils’ noise.

• Discussed and evaluated the previous assignment with peers and gave feedback to one another.

• Worked in group in order to discuss the given topics.

Learning behaviour

• Only listened to the explanation and rarely took notes on important points.

Emotional behaviour


Conduct behaviour

• Discussed and evaluated the previous assignment and provided comments for peers.

Learning behaviour • Paid attention to the

lecturer’s instruction. • Carried out classroom

objectives by discussing the available topics with the peers.

Emotional behaviour


Conduct behaviour

• Provided verbal interference for other pupils by talking noisily.

• Discussed and evaluated the previous assignment with peers and gave feedback to one another.

Learning behaviour

• Took notes while listening to the lecturer’s explanation.

• Talked about irrelevant discussion to the course with the peers.

Emotional behaviour


Emotional behaviour


Emotional behaviour


Emotional behaviour

• Hesitation, short pauses, and nearly inaudible voice during the presentation. 97


10

Conduct behaviour


• More discussion with peer group.

Learning behaviour

• Paid attention to the lesson especially about the final assignments.

Conduct behaviour

• Verbally distracted other pupils by speaking and chatting loudly.

Learning behaviour

• Did not well attend the lecture by listening while chitchatting with peers.

• Did not take notes on the lecturer’s instructions.

Conduct behaviour

• Provided verbal disturbance for others.


Learning behaviour

• Engaged in irrelevant activities to the course such as daydreaming and chitchatting with other pupils.

• Daydreaming during the lesson.

Conduct behaviour

• Discussed and evaluated the previous assignment with the peers and gave feedback to one another.

Learning behaviour • Took notes on the

instructions for the final assignment.

98


GROUP B: GPA ranges from 2.75 up to 3.29 (in scale of 4.0)

Description of research samples’ behaviours

Meetings Subject B1 Subject B2 Subject B3 Subject B4

1

Emotional behaviour

• Paid more attention to the peers than to the lecturer’s explanations.

Conduct behaviour

• Frequent interruption and nonverbal interference to other pupils.

Learning behaviour

• Hesitantly carried out the course objectives since she did not know exactly what the instructions were.

• Did not listen to the lecture well.

• Took notes while listening and chitchatting with peer group if necessary.

Emotional behaviour

• Less cooperative and tend to be more individual in accomplishing the given tasks.

Conduct behaviour

• Provided nonverbal interference to other pupils.

Learning behaviour

• Came ten minutes late to the class.

• Unable to follow the lecturer’s instructions due to being late to class.

• Confirmed to the peers about what actually to do.

Emotional behaviour

• Carried out the course objectives independently.

Conduct behaviour

• Verbally distracted by other pupils yet he tried to stay focus on the classroom objectives.

• Discussed the available topics with the peers.

Learning behaviour

• Paid attention to the lecturer’s explanation and direction.

Emotional behaviour

• More dependent to the peers than to the lecturer.

Conduct behaviour

Not yet available.


the lesson since she paid more attention to his peers’ activites.

• Cooperative with other pupils although sometimes demonstrated irrelevant activities to the course objectives.

99


2

Emotional behaviour

• More dependent to the peer group.

Conduct behaviour • Frequently gave verbal and

nonverbal nuisance to other pupils.

• Engaged in the course objectives and small group discussion.

Learning behaviour

• Kept busy doing irrelevant activities to the course and leaving out the course objectives.

Emotional behaviour

• Not dependent to the peers.

Conduct behaviour

• Provided physical aggression and nonverbal interference to other pupils.

• More discussion on the available topics with the peers.

Learning behaviour

• Engaged in the small group discussion.

• Did not pay attention to the lecturer’s instructions seriously.

Emotional behaviour


Conduct behaviour

• Provided minor verbal distraction to other pupils during the lesson.

• Frequent discussion with peers on the assigned topics.

Learning behaviour

• Engaged in classroom activities.

Emotional behaviour


Conduct behaviour

• Provided minor verbal interference for other pupils.

• More discussion with peers on the available topics.

Learning behaviour

• Carried out classroom objectives by actively engaging in classroom discussion.

Emotional behaviour


Conduct behaviour

• Frequent verbal distraction by talking loudly to other pupils.

• Looked at other pupils’

Emotional behaviour


Conduct behaviour

• Exposed physical aggression and nonverbal interference to other pupils.

Emotional behaviour


Conduct behaviour

• Appreciated other pupils by listening and responding to their presentations.

• Discussed and evaluated the

Emotional behaviour

• Listened to what the peer’s explanation about the course.

Conduct behaviour

• Provided nonverbal interruption to other pupils. 100


3

previous assignments and compared them.

Learning behaviour

• Continued to check the previous work while others were engaged in a new assigned task.

• Unaware to the course objectives and lecturer’s instructions by frequently confirming to the peers what actually to do.

• Took notes while having discussion with peer group.

• Did not appreciate other pupils by not listening to their presentations.

Learning behaviour

• Concentrated on the lecturer’s explanations.

• Took notes on important points while listening to the lecturer’s explanations.

previous assignment with the peers.

Learning behaviour

• Came ten minutes late to the class.

• Tried to follow the lecturer’s instructions and confirmed them to the peers.

• Carried out the classroom objectives.

• Observed and tried to understand other pupils’ presentations.

• Frequently caught up daydreaming during the lesson.

Learning behaviour

• Somewhat had difficulties to focus on the lecturer’s explanation since she kept busy with irrelevant things to the course at the beginning of the lesson.

4

Emotional behaviour


Conduct behaviour

• Frequently gave verbal and nonverbal nuisance to other pupils.

Learning behaviour

• Reviewed the previous assignment.

• Kept busy checking the

Emotional behaviour


Conduct behaviour

• Displayed verbal interruption to other pupils.

• Did not appreciate other pupils’ presentation by doing irrelevant activities to the course.

Emotional behaviour


Conduct behaviour

Not available.

Learning behaviour • Listened to the explanation

while looking for classroom handouts.

• Always took notes on both major and minor parts while

Emotional behaviour

• Hesitations and short pauses occured during delivering the presentation.

Conduct behaviour

• Did not appreciate other students by not listening to their presentations.

• Reviewed the previous assignment with the peers and gave feedback to one 101


previous assignment and comparing it to others’ works.

• Did not pay attention to the lecturer’s directions.

• Copying other pupils’ writing about the lecturer’s instructions and course objectives.


the lecture by reading irrelevant texts to the course throughout the lesson.

• Neither took notes on the important points nor listened to the lecturer’s explanations.

listening to the explanation. • Participating actively in

classroom discussion. • Stayed focus on the

lecturer’s explanation although sometimes joking with the peers to relax him.

another.

Learning behaviour • Listened to the lecturer’s

explanations. • Copied the peers’ notes

without paying attention to the directions.

5

Emotional behaviour


• Hesitation and short pauses occured during delivering the presentation.

Conduct behaviour • Interfered other pupils both

verbally and nonverbally frequently.

Learning behaviour

• Sometimes attending the lesson seriously and some other times leaving out the course objectives by doing some irrelevant activities.

Emotional behaviour


Conduct behaviour

• Numerous verbal interference and distraction to other pupils.

• Displayed high physical aggression which disturbed other pupils.

• Did not listen to other pupils’ presentations.

Learning behaviour

• Did not pay attention well to the lecture.

Emotional behaviour


Conduct behaviour

• Appreciated other pupils by listening and responding their presentations.

Learning behaviour

• Inattentive to the lesson due to existing verbal distraction from other pupils.

• Active participation and critical questioning in the classroom discussion.

Emotional behaviour


Conduct behaviour

• Appreciated other students by listening and responding to their presentations.

Learning behaviour

• Did not pay attention to the lesson because she focused on other things irrelevant to the course objectives.

• Cooperative with other pupils and actively involved in classroom

102


discussion.

6

Emotional behaviour


Conduct behaviour

• Verbally interfered other pupils and apparently not serious in carrying out the classroom activities.

• Reviewed and evaluated the previous assignment with other pupils and gave feedback to one another.

Learning behaviour

• Sometimes attending the lesson seriously and some other times leaving out the course objectives by doing some irrelevant activities.

• Engaged in classroom activities partially serious.

Emotional behaviour


Conduct behaviour

• Daydreamed at some times during the lesson.

Learning behaviour

• Paid attention to the lecturer’s explanation yet still daydreamed during the lesson.

• Took notes on the important points while listening to the lecturer’s instructions.

Emotional behaviour


Conduct behaviour

• Paid attention to the lesson although occasionally performed misbehaviour such as daydreaming.

• Evaluated and discussed the previous assignment with the peers.

Learning behaviour

• Kept focusing on the lecturer’s instruction and accomplishing the classroom objectives.

• Took notes after the lecturer’s explanation.

Emotional behaviour


Conduct behaviour

• Verbally distracted other students by talking loudly.

• Provided nonverbal interference such as physical aggression for other students.

• Evaluated the previous assignment with other pupils and gave feedback to one another.

Learning behaviour

Not available.

Emotional behaviour


• Hesitation and obvious long

Emotional behaviour

• Handled questions after the presentation in a systematic order.

Emotional behaviour


Emotional behaviour


103


7

pauses occured during delivering the presentation.

Conduct behaviour

• Provided verbal interference to other pupils.

• Did not appreciated other pupils by not listening to their presentations.

Learning behaviour

• Did not pay attention to the lecturer’s directions by discussing irrelevant topics to the course with peers.

Conduct behaviour • Provided verbal

interference from time to time to other pupils.

• Did not pay careful attention to the lesson and appreciate other pupils’ presentation.

• Reviewed and evaluated the previous assignment with other pupils and gave feedback to one another.

Learning behaviour

Not available.


seriously listening and responding to their presentations.

• Evaluated the previous work with the peers and gave feedback to one another.

Learning behaviour

• Was attentive to the lecturer’s instruction without taking notes.

• Engaged actively in small group discussion on the available topics.

Conduct behaviour • Provided minor verbal

distraction to the peers. • Did not appreciate other

pupils by not listening and responding to their presentations.

• Cooperated with other pupils and discussed the lecturer’s direction.

Learning behaviour • Attended the lecturer’s

explanations while taking notes.

8

Emotional behaviour


Conduct behaviour

• Provided verbal interference to other pupils.

• Caught up daydreaming and not focusing on the lesson.

Learning behaviour

Emotional behaviour


Conduct behaviour

• Provided verbal distraction and physical aggression to other pupils.

Learning behaviour

• Did not pay attention to

Emotional behaviour


Conduct behaviour

Not available.

Learning behaviour • Paid attention well on the

lecturer’s explanation and classroom objectives.

Emotional behaviour


Conduct behaviour

• Provided verbal nuisance for other students.

Learning behaviour

• Frequently left out the classroom objectives for

104


• More discussion on irrelevant topics to the course with the peers.

• Kept busy doing irrelevant activities to the course and leaving out the course objectives.

• Took notes on the lecturer’s instructions.

the lecture. • Easily influenced by other

things or activities irrelevant to the course.

• Directly wrote down the important points to be accomplished during the lesson.

• Concentrated on classroom activities and listened to other pupils’ opinion.

• Inquired the unclear section by questioning it to the lecturer.

irrelevant activites to the course.

• More discussion on irrelevant topics to the course with the peers.

9 - - - absent - - -

Emotional behaviour


Conduct behaviour

• Provided both verbal and nonverbal distraction to other pupils.

• Discussed and evaluated the previous assignment with the peers and gave feedback to one another.

Learning behaviour

• Became indifferent to the lecturer’s explanations and examples.

Emotional behaviour


Conduct behaviour

• Evaluated the previous assignment with the peers and gave feedback to one another.

Learning behaviour

• Concentrated and listened to the instruction and directly took notes of what was written on the board.

• Tried to focus to the lecturer’s explanation although sometimes did not well-attend the lecture.

Emotional behaviour

• Influenced by the peers since she did not attend the lesson well but paid more attention to the peers.

Conduct behaviour

Not available.

Learning behaviour • Took notes on the

assignment without listening to the lecturer’s explanations.

• Indifferent to the lecturer’s directions and examples. 105


10

Emotional behaviour


Conduct behaviour

• Provided verbal distraction to other pupils.

Learning behaviour

• Individually reviewed and evaluated the previous assignment.

• Did not pay attention to the lesson by doing irrelevant activities to the course.

• Took notes on the instructions for the final assignment.

Emotional behaviour


Conduct behaviour

• Provided verbal as well as nonverbal interference to other pupils.

• Discussed the previous assignment with other pupils.

Learning behaviour

• Left out the course objectives and did not engage in classroom activities.

Emotional behaviour


Conduct behaviour

• Nonverbally distracted by other pupils.

Learning behaviour


• Concentrated on the lecturer’s instruction and classroom objectives.

• Tried to catch up on the lecture even though sometimes was nonverbally distracted by other pupils.

• Did irrelevant activities to the course.

Emotional behaviour


• Evaluated the previous assignment with other pupils and gave feedback to one another.

Conduct behaviour

Not available.

Learning behaviour • Listened carefully to the

lecturer’s explanations and directions.

• Took notes on the major points of the final assignment.

106


107


1. What do you think about the course? “I think the course is quite challenging because we are free to choose our

own passages and then to express our personal opinion about it. But I think I have difficulty to finish the assignments in time because we only have three days to look for the passages and make the composition. Even though, I always submit my assignments in time.”

2. What makes it difficult for you to finish the assignments in time?

“The assignments are also quite challenging. I still can do it but it really needs extra energy. However, what burdens me much was that I sometimes don’t get any turns for consultation. I really need assistance in completing the tasks.”

3. How do you overcome this problem?

“Well, I sometimes work together with my friends and discuss the topics together. After that we can share suggestions to one another.”

4. Do you always work together with your friends?

“No, if possible I try to do the assignments myself. If I do not get a clear idea of what to do, I sometimes ask my lecturer. But sometimes I cannot see the lecturer so I ask my friends.”

5. Do you always take notes on every lecturer’s explanations?

“I usually do not write every instruction or explanation that is given by the lecturer. I usually listen to direction and explanation first and I write things that are important later on. If I think that there is nothing important to write or I can really understand the direction without writing it, I will continue listening to the lecturer’s explanation.”

6. Before the presentation, do you make any preparations such as outlines, texts,

or anything else? “I summarize the presentation into points only. I do not usually make

speech texts for my presentation because I think it is not effective.”

7. In your opinion, what makes the class interesting? “I like the presentations. Because we can share our ideas and our friends

can give us good suggestions. Besides, we can also get some information from our friends’ presentations.”


108

Research Participant B3

1. What do you think about the course? “The course makes us think critically about something. We can share ideas or opinions about something. So, I think it is very interesting because we are free to choose our own topic.”

2. What difficulties do you find during the course?

“Maybe it is about the given time to finish the assignments. We only have maximum three days to finish the assignments. We have to look for the source that is suitable for our topic and then make a composition about it. So I think that is difficult.”

3. How do you overcome this situation?

“Usually I find some sources at one time, and then I can choose one source to be used for the first assignments. The other sources can be used for the next assignments so I can save my time. But sometimes I also feel confused about the assignments. So, I sometimes work with my friends.”

4. What do you usually do during the lecturer gives explanations about the

assignments? “I usually listen to the lecturer’s explanations and take notes on the explanations. If only I forget the instructions, I can just see my notes and try to remember it. But sometimes my notes are not complete so I also borrow my friends’ notes.”

5. Before the presentation, do you make any preparations such as outlines, texts,

or anything else? “Yes, I prepare the complete composition but usually it is only one page long and I also prepare the general outlines of my presentation. So, if I forget the content of my presentation, I just see the outlines and continue the presentation.”

6. In your opinion, what makes the class interesting?

“The presentations. I sometimes ask my friends about topics that are interesting. So, we can give suggestions and share ideas about something new. Besides, we can also get new information from the presentation.”


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