FACTORS THAT INFLUENCE THE STUDENTS SUCCESS IN LEARNING ENGLISH

By: Name NPM Class : Anidita Orisiana : 07420238 : VF

ENGLISH DEPARTMENT FACULTY OF LANGUAGES AND ARTS IKIP PGRI SEMARANG 2009/2010

 Out Lining

Topic: Learning and teaching process Title: Factor That Influence The Students Success In Learning English Introduction Many kind of language in the world. English is a international language that currently in lingua franca for many people in the world. Body Motivation is some kind of internal drive which pushes someone to do things in order to achieve something. Extrinsic Motivation Intrinsic Motivation Source of Motivation

Condition that always be able in the teaching and learning process Learning Environment Facilities that school has.

The roles of the teacher Teacher as a controller Teacher as an organiser Teacher as an assessor

Teacher as a prompter Teacher as a participant Teacher as a resource Teacher as a tutor Teacher as an observer

Conclussion English is one of international languages that is most frequently used. Many factors that influence the student to success in learning English language are motivation, condition, the teacher and method.

INTRODUCTION

Many kind of language in the world. Such as Greek, Spanish, Italian, Arabian. Every country has their language. Indonesia has Indonesian language, Spain has Spanish, America has American English, England has British English, Australia has Australian English and so on. They have great differences in pronunciation, spelling, vocabulary and grammar. English is a international language that currently in lingua franca for many people in the world. People who wish to learn English have a great number of a reason. Many people want to learning English because they think it is necessary for daily lives. Such as international communication, business, academic study, economic, travel, trade, informational exchange, popular culture and etc. Some people said that study a chance for advancement in their daily lives. It is possible that a good knowledge of a foreign language will help to get a better job than if you only know your native language. This is particularly so of English which is rapidly becoming the language of international communication. Businessmen need English and young person wanting to go into business might well get a better starting position simply because ne/she has a sound working knowledge of the language. Looking at the internet and the world wide web, English is said to have accounted for 80% of computer-based communication, Its Top Dog statuse may have changed in another fifty years, so that it becomes just one of a number of other worlds languages being widely used around the globe (Hammer, 1985:6). English is part of the school curriculum because a decision has been taken by someone in authority. Teacher is necessary need to teach English lesson for four hour in a week. It is not enough time if the teachers can not manage the time well. Many case also influence students success in learning such as motivation, condition, teacher and method. Motivation is accepted for most fields

of learning that it is essential to success that student have to want to do something to successes at it. Without such motivation student will almost certainly fail to make the necessary effort. If motivation is so important, it makes sense to try and develop their understanding of it. Then, Condition is one of important part that has powerful effect to create a good situation. Teacher and method also has relation. When the teacher use wrong method, student will be difficult to understand and confuse to accept the lesson. Some facilities in the school support the students success. Most of them bring students progress for always up to date to follow international developing. Success or lack it plays a vital part. Both complete failure and complete success may be de-motivating. It will be the teachers job to set goals and task at which of the student can be successful or rather task at which teacher could realistically expect the students to be able to achieve.

BODY A. Motivation Motivation is some kind of internal drive which pushes someone to do things in order to achieve something or motivation is some kind of internal drive that encourages somebody to pursue a course of action (Hammer, 1985:51). It seems to be the case that it we perceive a goal (that something we wish to achieve) and if we that goal is sufficient attractive. In discussion of motivation an accepted distinction is made between extrinsic and intrinsic motivation. That is motivation which comes from outside and from inside.Extrinsic motivation is caused by any number of outside factors, for example, the need to pass an exam, the hope of financial reward, or the possibility of future travel. Student who decide to go and study a language usually to do, because they have some goal which they wish to reach. Two main tapes of goal there are integrative motivation and instrumental motivation. In integrative motivation the student is attracted by the culture of the target language community and in the strong form of integrative motivation wishes to integrate himself into that culture. A weaker form of such motivation would be the students desire to know as much as possible. About the culture of the target language community. And in instrumental motivation, the student believes that mastery of the target language will be instrumental in getting a better job or position. The language is an instrument to be used by such a student. Intrinsic motivation is motivation that comes from within the individual. A person (student) might be motivated by enjoyment of the learning process itself or by a desire to make themselves better. Many case that become to source of motivation. The motivation that brings student to the task of learning English can be affected and influenced by the attitude of a number of people, there are society we live in, significant others, the teacher and method. Outside any classroom there are attitudes to language learning and the English language in particular. All these views of language

learning will effect the students attitude to the language being studied, and the nature and the strength of this attitude will have a big effect of the degree of motivation the student brings to class and whether or not that motivation continues. Even where adults student have made their own decision to come to class to study English, they will bring with them attitudes from the society they life in. A part from the culture of the world around students their, their attitude to language learning will be greatly effected by the influence of people who are close them. So, significant others is needed. Clearly a major factor in the continuance of students motivation is the teacher. It is worth pointing out that his or her attitude to the language and the task of learning will be vital. Method is vital that both the teacher and student have some confidence in the way teaching and learning take place.Motivation is accepted for most fields of learning that it is essential to success, Without motivation we will almost certainly fail. So, motivation is important to make sense to try and develop understanding.

B. Condition Condition that always be able in the teaching and learning process is learning environment and the facilities that school has. Learning environment is clearly the case that have a great effect on learning and can change a students feel. Classroom that are badly lit and overcrowded interrupt learning language activities. However, the teacher try to make a pleasant classroom, maybe possible to improve the good atmosphere. When the students walk into an attractive classroom at the beginning of a course. It may help to get their motivation for the process going. When they come to unattractive place motivation may not be initiated in this way. What happed in the classroom will be of vital importance in determining their attitude to the language. School facilities also can influence student success in teaching learning process. There good library, complete facility, comfortable classroom and etc. School which have good library can help the students needs to search many kind

of learning material. Complete books has an important part to support student and teachers. Another facility such laboratory more support student to get a new science. Student can make some research for increase their information, their skill and so on. More student depend on good situation and comfortable in the classroom. Large and clean room complete with AC, LCD, computer, screen, whiteboard and other facilities will create teaching and learning process run well.

C. The Teacher Whether the student likes the teacher or not may not be very significant. What can be said, though, is that two teachers using the same method can have vastly different results. In 1970 a study done by Denis Girard attempted to answer this question. A thousand children between the ages of twelve and seventeen were asked to put a list of teacher qualities in order of preference. Students need to know how and for what they are being assessed. We should tell them what we are looking for and what success looks like so that they can measure themselves against this. When students are critised or score poor grades and they then find that other students have suffered less criticism for an equally good or bad performance, they tend to be extremely unhappy. Most of them want credit for good performance and constructive criticism for poor performance. What they do not want is a feeling that they are being unfairly judged. Sometimes, when students are involved in a role-play activity, for example, they lose the thread of what is going on, or they are lost for words (i.e. they may still have the thread but be unable to proceed productively for lack of vocabulary). They may not be quite sure how to proceed. In such situations we want to help but we do not want, at that stage, to take charge because we are keen to encourage the students to think creatively rather than have them hang on our every word. When we prompt we need to do it

sensitively and encouragingly but, above all, with discretion. If we are too adamant we risk taking initiative away from the student. If, on the other hand, we are too retiring, we may not supply the right amount of encouragement. There are also times when we might want to join in an activity not as a teacher, but also as participant in our own right. There are good reasons why we might want to take part in a discussion. For example, it means that we can enliven things from the inside instead of always having to prompt or organize from outside the group. When it goes well, students enjoy having the teacher with the, and for the teacher, participating is often more instantly enjoyable than acting as a resource. The danger of teachers as participants, of course, is that we can easily dominate the proceedings. This is hardly surprising since we usually have more English at our disposal than our students do. But it is also due to the fact that even in the most egalitarian classroom, the teacher is still frequently perceived of as the teacher and tends to be listened to with greater attention than his or her students. It takes great skill and sensitivity to avoid this situation. In some activities it is inappropriate for us to take on any of the roles we have suggested so far. Suppose that the students are involved in a piece of group writing, or that they are involved in preparation for a presentation they are to make to the class. In such situations having the teacher take part, or try to control them, or even turn up to prompt them might be entirely unwelcome. However, the students may still have need of their teacher as a resource. Students might ask how to know information in the middle of an activity about that activity or they might want information about where to look for something a book or website for example. This is where we can be one of the most important resource they have. When we are acting as a resource we will want to be helpful and available, but at the same time we have to resist the urge to spoon-feed our students so that they become over-reliant on us.

When students are working on longer projects, such as pieces of writing or preparations for a talk or a debate, we can act as a tutor, working with individuals or small groups, pointing them in directions they have not yet thought of taking. In such situations we are combining the roles of prompter and resource, acting as a tutor. It is difficult to be a tutor in a very large group since the term implies a more intimate relationship than that of a controller or organizer. However, when students are working in small groups or in pairs, we can go round the class and, staying briefly with a particular group or individual, offer the sort of general guidance we are describing. Care needs to be taken, however, to ensure that as many individuals or groups as possible are seen, otherwise the students who have not had access to the tutor may begin to feel aggrieved. It is essential for us to act as tutors from time to time, however difficult this may be. In this more personal contact the learners have a real chance to feel supported and helped, and the general class atmosphere is greatly enhanced as a result. Nevertheless, as with prompting and acting as a resource, we need to make sure that we do not intrude either too much (which will impede learner autonomy) or too little (which will be unhelpful).We will want to observe what students do (especially in oral communicative activities) so that we can give them useful group and individual feedback. When observing students we should be careful not to be too intrusive by hanging on their every word, by getting too close to them, or by officiously writing things down all the time. Above all we should avoid drawing attention to ourselves since to do so may well distract them from the task they are involved in. It is often useful, when taking notes on students performance-either as a whole class, or for individual students-to have columns not only for what students get wrong but also what they do right, either in their use of actual language or in their use of conversational strategies. Observing for success often gives us a different feel for how well our students are doing.

But even when we are acting as controllers, giving feedback or organizing students, we need to be observing at the same time too, constantly alert to the effect our actions are having, trying to tease out feelings and reactions in the classroom. We need to be able to work and observe simultaneously, listening, watching, and absorbing so that we can create the best kind of rapport between ourselves and our students. Teachers do not only observe students in order to give feedback. They also watch in order to judge the success of the different materials and activities that they take into lessons so that they can, if necessary, make changes in the future. Indeed, one area of teacher development involves just such observation, built into an action research cycle where we pose questions about what we do in the classroom and use observation to answer such questions.

D. Method The method by which students are taught must have some effect on their motivation. If they find it deadly boring they will probably become de-motivated, whereas if they have confidence in the method they will find it motivating. But perhaps this is the most difficult area of all to be certain of. We said earlier that a really motivated student will probably succeed whatever method (within reason) is used. It is also true that different students are more or less sympathetic to any particular method depending upon their expectations.Teachers can easily recall students who felt that there was not enough grammar or enough conversation. Despite various attempts there is unfortunately no research which clearly shows the success of one method over another. What, though, is clear is that if the student loses confidence in the method he or she will become de-motivated.

CONCLUSSION

English is one of international languages that is most frequently used. It is used in many fields like in business, politics, education, literature and so on. Be cause of its role all over affairs. English is mostly learned in non English-speaking countries, and one of them in Indonesia. Many factors that influence the student to success in learning English language are motivation, condition, the teacher and method. Motivation that students have there are extrinsic and intrinsic motivation. Extrinsic motivation come from outside. It caused by any number of factors, for example, the need to past an exam, the hope of financial reward, or the possibility of future travel. And another motivation is intrinsic motivation. It comes from inside that within individual. Learning environment and some facilities that school has, it is also important part to influence student success in learning English. Both conditions above must be able in every learning and teaching process. Other factors are the teacher and method. Both of them have relation, for example, if the teacher uses wrong method, the learning and teaching process can not run well. In teaching and learning process, both students and teacher can develop their language skills. And the goal of teaching learning language is the mastery of the language.