The Use of Audio Media to Improve Students Motivation in English Subject at Junior High School, Kupang District-East Nusa Tenggara

Abstract

The learning process is an activity in applying the curriculum in an educational institution to affect the students' achievement. Some determinant factors which affecting the teaching and learning process are teaching methods and learning media which used to teach daily. Some problems were found in public school at Junior high school (SMPN) 3 Amabi Oefeto in Kupang district, East Nusa Tenggara province in academic year 2017/2018. One of these problems is the lack of students' participation in learning English. Information was gained from some students where some teachers were limited in creating an active learning and teaching process has been focused on teachers centred-learning. Besides, some teachers explain that English subject is a difficult subject and in daily communication, they have been using mother tongue to communicate with each other. Data also came from two English teachers by interview. The lack of facilitation affecting them in creating fun and active learning English. In adding, English book is the only media that teachers use. Teachers explained that students' motivation and achievement are not satisfying and not comparable with schools which have complete facilities. The use of learning media at SMP Negeri 3 Amabi Oefeto school in Kupang district has not been fully utilised, some lacks of infrastructure such as; Language laboratory, computers, libraries, and internet networks. The approach used in this research is a classroom action research approach. This research was conducted collaboratively between teachers and the researcher. The results of the analysis showed that students' learning motivation increased. In the initial condition, before using audio learning, the motivation of students learning is 8.3%. In cycle one, after using Audio Learning that students learning motivation increased to 58,3%. It had not been achieved, then the researcher conducted by using cycle two. In cycle two, the students' learning motivation completeness increased to 91,6%. Achievement mastery of students learning motivation from cycle I to cycle II increased to 33.3%.