Professional Documents
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College of Education
Chapter 1
Introduction
Student’s motivation has always been an interesting research area for teachers,
which also cause disappointments and fear of failure. Dornyei (2002) stated that the
learner’s enthusiasm, commitment and persistence were the key determinant of success
teaching and learning that involves groups of students working together to solve a
learning is based on the idea that learning is a naturally social act in which the participants
talk among themselves (Gerlach, 1994). It is through the talk that learning occurs."
responsibility and accountability (Lejeune, 1999). Collaborative learning is similar to, but
divided vertically (i.e., members work more or less concurrently on different aspects of a
project), whereas in collaborative learning the task is divided horizontally (i.e., members
1999).
Proponents of collaborative learning claim that the active exchange of ideas within
small groups not only increases interest among the participants but also promotes critical
thinking. There is persuasive evidence that cooperative teams achieve at higher levels of
thought and retain information longer than learners who work quietly as individuals. The
The focus of this study is to find why Grade-7 students in the New Era University
English language class and to reveal motivational factors that help students in achieving
Theoretical Framework
The goal of this study is to find why Grade-7 students in the New Era University
English language class. This study used the theories developed as part of second
The diagram below the researcher employed is taken from the Human Motivation
by McClelland (1987).
Theoretical Framework
Figure 1.
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The theory of (learned) needs is one of the most ubiquitous and pragmatic in
1985), needs theory contends that individuals are motivated by three basic drivers:
achievement, affiliation, and power. Winter (1992) argued that these needs not only
motivate individuals, but also include many of the most important human goals and
concerns.
a person’s drive to excel with respect to some established set of standards. Individuals’
achievement needs are satisfied when they are able to actualize their own purposes
McClelland (1961, 1975, 1985) noted that individuals high in this dimension
differentiate themselves from others by their desire to perform at a more advanced level
than their peers. Students are learners who wants to attain success by learning and
experiences. Need for achievement plays an important role on the learner inner desire to
achieve/gain something. The stronger a student's’ desire to achieve things, the higher
possibility that they will perform an excellent job. High achievement needs motivate
Research indicated that individuals with high achievement needs are, generally,
more effective leaders (McNeeseSmith, 1999; Henderson, 1993, 1995). It can be applied
to education, wherein, if a teacher would show to his/her students how it will help them in
such that those who want to maintain high marks and be considered credible leaders
must feel answerable for their performances in the future and that then seeking SLA
Power Needs. The need for power denotes individuals’ desires to be influential.
This could manifest itself in attempts to make others behave, as one would like, or in a
manner that they might not have otherwise (McClelland, 1961, 1975, 1985)
Central to one’s need for power is gaining influence over others (McClelland,
1961, 1975, 1985; Robbins, 2003; Yamaguchi, 2003). Prior research indicated that
expression of power needs might have a mixed effect on how others are perceived
needs whereas teachers, school administrators and others more distal in the
Affiliation Needs. The need for affiliation reflects the desire to have close, friendly,
relationships with others (McClelland, 1961, 1985; Robbins, 2003). Those high in this
dimension tend to spend considerable time seeking interactions with others (McClelland
& Koestner, 1992). Further, those with strong affiliation needs pursue team activities in
which interdependence and cooperation with others are paramount (Yamaguchi, 2003).
Affiliation needs have garnered relatively less critical scholarly attention than the other
two of McClelland’s needs theory (Robbins, 2003) but they still warrant discussion with
respect to motivation.
affiliation needs such that those who are seeking interaction with others and spend time
in socialization. Most students are young learners and young adult/teenager learners who
have a priority on creating social relationship with their community especially in the
current generation. Thus, affect their learning motivation specifically in English class.
Most conversation/social interaction are through internet, apps, or web. They use one
Conceptual Framework
This study focuses on Grade-7 students in the New Era University Integrated
School collaborative learning motivation to their English class. Motivation falls under
In this paper, the researcher focuses on the collaborative learning motivation and why
If the student is motivated to listen to English, she/he will reach the stage of learning.
Throughout this paper we will see what are the factors that can affect the students’
The paradigm (Figure 1) shows how the researcher conducted the study. Inputs
for the information about those areas were obtained from survey questionnaires given to
the respondents.
The output is generated from the review of related literatures and studies and the
synthesis of the gathered data. Through this, the researcher determined why Grade–7
learning to their English class or subject. Through the application of related literature and
studies and connected theory used in this research, further expanding the readers
comprehension on the motivation of the learners not just to listen but actively listen to
This is a research on Why Grade-7 Students in the New Era Integrated School
Collaborative learning motivation to their English class conducted during the 1nd
semester of AY 2018-2019.
1. What are the factors that motivate the students’ to perform collaborative activities?
2. What are the strategies used by the teacher to motivate the students in
collaborative learning?
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College of Education
terms of:
b) students’ output
Assumptions
activities.
2. The teacher must be using different strategies that motivate the students for
collaborative learning.
3. The teacher use strategies that thinks effective in terms of some areas of
students learning :
b) students’ output
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SIGNIFICANCE OF STUDY
The findings obtained from this study providing information about Grade–7
acquire new concepts and information and be used in the future to their success.
The Students will be the main beneficiaries of the research. Within the
results, students would become more aware of what motivates them to perform
and understand what is discussed and how they can maintain their inner interest.
collaborative skills. The study also helps teachers to better understand how to
motivate their students’ in collaborative learning and appropriate way for teaching
collaboration.
This study focuses on Why Grade-7 students in the New Era Integrated School
collaborative learning motivation and in their English Language class or English teacher.
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College of Education
specific section and provided questioners to obtain the needed information. The selected
student were enrolled during the school year 2018-2019 at New Era Integrated School in
Definition of Terms
This section presents the definition of terms used in the study. The following terms
are defined to help the reader’s exactly understand the contents of this research. Some
definitions were operationally defined while some were conceptually defined based in the
(Nicholls, 1984)
Motivation as “the process that initiates, guides and maintains goal-oriented behaviours.
Motivation is to know what makes people to work, whether it is performing a task, learning
Methodology
Strongly Disagree
Disagree
Undecided
Agree
Strongly Agree
Agree
6%
Disagree
16%
Strongly Disagree
78%
Very Positive
Positive
Undecided
Negative
Very Negative
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College of Education
10%
15%
Very Positive
Positive
75% Undecided
3) When working in collaborative learning groups or teams do you usually find yourself in
the position of leader?
Yes
No
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College of Education
12%
Yes
No
88%
4) How easy or difficult has it been for you to communicate your thoughts or opinions to
the group?
Very Easy
Easy
Unsure
Difficult
Very Difficult
New Era University
College of Education
16%
27%
Very Easy
Easy
26%
Unsure
15%
Difficult
16%
Very Difficult
5) How easy or difficult has it been for groups you have worked in to agree on a time to
participate?
Very Easy
Easy
Unsure
Difficult
Very Difficult
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College of Education
10%
25%
Very Difficult
65% Difficult
Easy
6) In general, would you say groups that you have worked with have been very effective,
effective, not too effective, or not at all effective?
Very Effective
Effective
Not too Effective
Not at all Effective
Don't Know
10%
10%
Very Effective
12% Effective
68%
Not at all Effective
Don't Know
New Era University
College of Education
Strongly Disagree
Disagree
Undecided
Agree
Strongly Agree
11%
20% Strongly Agree
69% Agree
Disagree
Strongly Disagree
Disagree
Undecided
Agree
Strongly Agree
10%
5%
Strongly Agree
Agree
85% Disagree
New Era University
College of Education
Conclusion
Collaborative learning is an enjoyable learning style, iyt gives the students will to
enjoy learning with their classmate, it is also makes the students learn from different
perspectives and problems that makes them think of a solution. Collaborative learning
makes the students critical thinkers and socialize with their peers, classmates, and finds
that helps them to boost their confidence in sharing their thoughts and ideas about a
certain topic.
example, even though teachers organize different types of student groupings, they do not
culture differences. Collaboration has been applied in many classroom, mostly those have
bigger number of students, this has been used to promote learning from social learning.
Collaboration doesn’t make much sense when the end-goal of a project is that everyone
must learn exactly the same content. Collaboration thrives in environments where roles
are clearly defined. Whether a person is assigned a role, or a role is designated to meet a
need, it gives structure to the group. These roles give students an opportunity for growth
in two areas. The first is that they learn how to take ownership of a project. Without their
role, it will be hard or even impossible for the project to be completed successfully. Their
success equals group and project success. The second area is personal growth.
Collaborative learning should help students discover their own strengths as well as identify