arcs model in english as a foreign language class

133 Pages·2012·1.77 MB·English

ARCS MODEL IN ENGLISH AS A FOREIGN
LANGUAGE CLASS
(A Descriptive Study at the Eleventh Grade of MA NU Salafiyah
Demak in the Academic Year of 2015/2016)

A FINAL PROJECT
Submitted in Partial Fulfillment of the Requirement for Gaining the
Degree of Bachelor of Education in English Language Education

By:
SITI MAHMUDAH
Student Number: 113411012

EDUCATION AND TEACHER TRAINING FACULTY
WALISONGO STATE ISLAMIC UNIVERSITY
SEMARANG
2016
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DECLARATION OF ORIGINALITY

I am, the student with the following identity:

Name : SITI MAHMUDAH
Student Number : 113411012
Departement : English Language Education

Certify that this thesis is definitely my own work. I am completely
responsible for the content of this thesis. Other writer’s opinion or
finding included in the thesis are quoted or cited in accordance with
ethical standards.

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ADVISOR NOTE
Semarang, 06 june 2016

To
The Dean of Islamic Education and Teacher Training Faculty
WalisongoState University

Assalamu’alaikumWr. Wb.

I inform that I had given guidance, briefing, and correction to
whatever extent necessary of the following thesis identification:

Title : ARCS Model in English as a Foreign Language
Class (A Descriptive Study at the Eleventh Grade
of MA NU Salafiyah Demak in the Academic Year
of 2015/2016)
Name : Siti Mahmudah
Student Number : 113411012
Department : English Language Education

I state that this thesis is ready to be submitted to Islamic Education
and Teacher Training Faculty Walisongo State Islamic University to
be examined at Munaqosyah Session.

Wassalamu’alaikum. wr. wb.

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BSTRACT
Title : ARCS Model in English as a Foreign
Language Class (A Descriptive Study at the
Eleventh Grade of MA NU Salafiyah Demak
in the Academic Year of 2015/2016)
Name : SITI MAHMUDAH
NIM : 113411012

English is one of the hard lessons for students. Learning with
ARCS Model is expected to reduce the students’ difficulties in
learning. With this model teacher expected to be able to motivate her
students in learning and increase the qualities of students’ learning.
ARCS Model was applied at MA NU Salafiyah Demak because the
English language teacher at the school perceived that the model made
students’ more motivated in learning English.
The question this research are (1) How is the implementation
of ARCS model in Listening, speaking, reading, and writing classes at
the eleventh grade of MA NU Salafiyah Demak in the academic year
of 2015/2016? (2) How is the students’ perception on the use of
ARCS Model? (3) What factors underlie the implement of ARCS
model in EFL Class?
This is a qualitative research. Data collection was done by
using observation, questionnaire, and interview. The data were
collected and analyzed by using qualitative descriptive analysis
techniques.
The result showed that (1) the implementation of ARCS
model in EFL Class at MA NU Salafiyah Demak are: First, teacher
always trying to arouse the attention of students in learning using
various methods such as; speech, discussion, demonstration and
others, variety of learning media such; a simple media and modern
media; using humor. Second, teacher tries to show the objectives and
benefits of learning according to the needs of students; and
enthusiasm. Third, teacher improve students’ confidence with their
ability by showing the expectation of success; arrange learning
process; and give good constructive feedbacks. Fourth, teacher
creating students’ satisfaction by use of praise; give an opportunity to
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show the capability of students; and give opportunity to help their
friends. (2) Students are more motivate when teacher teach in class
using ARCS model motivational learning. (3) Factor underlie in
implementation of ARCS Model, that are the ability of students, the
condition of students, and the environment of students.

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DEDICATION

This thesis is dedicated to:
1. My beloved Father (Abdul Muhyi) and My Beloved Mother
(Siti Khalimah) who always devote their affection, give
advice and pray till the writer finished in arranging this thesis.
Thanks for giving me spirit.
2. My beloved Brother and Sister (Zimamus Surur, Siti
Ma’unah, Ahmad Munif,M.SI) who always support me
finished in arranging this thesis. Thanks for giving me
spirit.
3. K.H. Dr Ahmad Izzudin, M.Ag., and Hj. Aisyah, S, Ag., as a
guardian of Life Skill PPDN Bringin Semarang who always
give me their guidance patiently, thanks for your guidance.
4. My big family who give me support.

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