PHYSICAL EDUCATION PROGRAM IN ELEMENTARY SCHOOL: Comparison of Motivation to Learn Table Tennis Using Mini-Pong Based on Gender

Rizal Ahmad Fauzi1 , Indra safari 1, Muhammad Nur Alif1, and Entan Saptani1 
1Primary School Teacher Education Physical Education ,Universitas Pendidikan Indonesia,
Jl. Dr. Setiabudhi No. 229, Bandung,Indonesia
rizalafauzi13@upi.edu

ABSTRACT

Keywords	: modification (mini-pong), learning motivation, and table tennis

Abstract	: This research was conducted based on the problems in table tennis learning in elementary school. The problems include: (1) the standard table is too large for elementary school students (especially in West Java), although some areas have already developed; (2) lack of motivation to learn table tennis, especially in female students; (3) table tennis is not taught in several regions in West Java, Indonesia. The porpose of this research is to examine the difference in students’ motivation in table tenis learning between male and female stundents. In this research, 10 treatments were given. The participants were 35 grade 5 elementary school students, consisting of 20 males and 15 females. Before and after receiving the treatment, the participants had motivation tests and scored using a motivation scale develoved by Marten & Weiber on the pretest and postest. It is concluded that (1) there was a difference in motivation in table tennis learning between male and female students.

1.	INTRODUCTION 
“Table tennis is a sport that has a lot of fans among the people of Indonesia” (Asri, Soegiyanto, & Mukarromah, 2017; Safari, 2016; Pujianto, 2015; Nuansari, Purnomo, & Yunitaningrum, 2016; Jumadi, Simanjutak, & Hidasari, 2017; Helmi, 2016; Hirdausa, Atiq, & Supriatna, 2014). “Table tennis is the most frequent among children, and loses its popularity among adults. However, this function is not monotonous. In general, the tennis table is visibly more popular among men, but nor there is a clear age-related pattern for this gender gap” (Biernat E, Sonia Buchholtz & Justyna Krzepota, 2018). “In the case of children, increasing the popularity of tennis tables should start from teacher-led training” (Herrero, R., Pradas, F., Castellar, C.; Díaz, A, 2016).
Even so, table tennis games are still unfamiliar for elementary school students in several regions in Indonesia, especially in West Java Province. This occurred because the game is not taught in the elementary school level. Hence, the game is only known by students of adolescence as they increase their knowledge and level of education. One of the classic reasons why table tennis is not included in curriculum is that it requires an effective learning method considering the available facilities and infrastructure are quite minimal and inadequate (Pairin, 2013). This is very unfortunate because there are many benefits from the game including  that “the table tennis exerted a greater influence on cognitive functions than other types of exercise did” (Jeoung, B.J., 2014).
In Sumedang city, Indonesia, elementary schools generally have one table for tennis table and some have two tables. However, table tennis material has never been taught to students. The reason is that students' interest in playing table tennis is considered low, unlike in other materials such as soccer, volleyball, and other game materials. The lack of interest (motivation) in students towards table tennis games is due tue the difficulty of students in learning table tennis games.
Another reason is because students experience difficulties when they learn to play table tennis with a standard table. Thus, the students judge that table tennis is difficult to learn. Another problem is that female students seem to be less interested in learning table tennis unlike male students. “In previous research, gender differences have been found in college students’exercise motivation, found that males had a tendency to be more motivated by intrinsic factors, whereas females were more motivated by extrinsic factors” (Egli et al., 2011; Gao & Xiang, 2008; Gillison, Standage, & Skevington, 2006).

2.	MANUSCRIPT PREPARATION
A table tennis game is played by two or four players by hitting a ball over the net using a bat. “Table tennis is a game that uses a table as a field bounded by a net that uses a small ball made of celluloid and the game uses a bat or called a bet” (Sudrajat, Nasuka & Irawan, 2019).
 “Table tennis game skills include: (a) grip, (b) stance, (c) types of strokes, and (d) footwork” (Utama , 2004, p. 2).” There are 4 types of strokes, including: (1) drive, (2) push, (3) chop, and (4) block (Sutarmin, 2007, p. 27-29).
Modifications in general is defined as changing or adjusting certain tools to make them easier to use and cheaper to make. “Modification can be interpreted as an effort to make changes with adjustments both in terms of physical material (facilities and equipment), as well as in purpose and manner (methods, styles, approaches, rules and judgments)” (Bahagia, 2010, p. 13).
Mini-pong is a name of a modified tool from a standard table tennis game tool. It is made by reducing the size of the table as the playing medium. Therefore it is possible for use by elementary school children because of the mini size, with the length of 100-140 cm, width of 65-76 cm. and height of 50-66 cm, or they can be adjusted with the player. This means that it does not have a standard size. These measurements were obtained from several sources including http://sportovarylviv.com.
Motivation is a change in energy within oneself as a strength and drive to meet individual needs (specified goals). "Motivation is a process to increase a motif or motives into actions or behaviors to satisfy or fulfill needs or to achieve goals’ (Nursalim, et al, 2007). Motivation is divided into two types namely intrinsic motivation and extrinsic motivation. Intrinsic motivation is a form of encouragement to learn that comes from within a person and does not need external stimulation. While extrinsic motivation is the encouragement to learn that comes from outside of one’s self (Hapsari, 2005).

3.	METHOD
This research involved fifth grade elementary school students, totaling 20 male students and 15 female students. All research subjects had approval from their parents and the school where they studied. This research was conducted by giving 10 treatments. Before and after the treatments, the subjects were given an instrument.
The motivation scale developed by Marten and Weiber (Hidayat ., 2010) was built by three dimensions of motivational constructs, namely 1) intrinsic motivation, 2) extrinsic motivation, and 3) amotivation. These three dimensions were then developed into seven indicators, namely 1) instrinsic motivation to know, 2) instrinsic motivation toward, 3) intrinsic motivation to experience simulation, 4) external regulation, 5) introjection regulation, 6) identified regulation, and 7) Amotivation.

4.	RESULTS AND DISCUSSION
Based on the calculation results using the SPSS program, the following results were obtained:

a.	R Square Test (Simple Regression) in male students

Model Summary	
Model	R	R Square	Adjusted R Square	Std. Error of the Estimate	
Ml	.651a	.424	.392	3.38825	
Predictors: (Constant), Postest male student
	
From the data, it can be seen that the value of the coefficient of determination (R Square) in the experimental class is 0.424. This means that male students’ motivation increased by 42.4%.

b.	R Square Test (Simple Regression) in Female students

Model Summary	
Group 	R	R Square	Adjusted R Square	Std. Error of the Estimate	
Fml	.607a	.368	.319	1.94420	
Predictors: (Constant), Postets female students
	
From the data above, it can be seen that the coefficient of determination (R Square) in the experimental class is 0.368, which means that the motivation of female students is 36.8%).
	
c.	Difference test of the two average values at p-value ≤ 0.05
Variable	t	Sig. 
(2-tailed)	
			
Motivation 
Male >< Female	2,55	0,015	
p .050.05; there were significant differences before and after treatment (there was a significant increase).
p> 0.05: there was no significant difference before and after treatment (there was no significant improvement).

Based on the calculations, the motivation variable to learn table tennis games between male and female students obtained p-sign value 0.015 < 0.05, meaning that there was a significant difference between the motivation to learn table tennis for male students and female students.
At the beginning of learning, most students refused to use mini-pong because they thought that the mini pong they used were very difficult, especially the skills they had were still lacking. In order for the learning process of table tennis to be enjoyable, teachers must try to be able to stimulate students to be motivated because “motivating students is one of the essential tasks physical education (PE) teachers have to face in regular PE classes (Rolf Kretschmann, 2014).’ Therefore “PE teachers have to apply motivational strategies to engage unmotivated students and to sustain motivation in already engaged students” (Rolf Kretschmann, 2014).
This situation did not last long, the learning process gradually gained student responses, because the students were provided with simple games in learning table tennis games using a mini table.
The motivation to learn table tennis games began to appear at the 4th meeting. This can be seen from their involvement in the activity of table tennis. Some students, especially the boys, competed to do more and longer drills. This motivation arised along with their ability which continued to improve. “Student motivation affects every aspect of school life, attendance, academic performance, to extra-curricular activities” (Baranek, 1996).
Learning that uses a peer teaching model and a playful approach encourages students to compete to be the best. Moreover, giving rewards that stimulate extrinsic motivation plays a role in these activities or external factors. “External factors include environmental situational variables (eg motivational climate of the class, teacher’s expertise, school characteristics, social environment, parents' involvement, providing choice), and contextual variables (e.g. curriculum, comprehensive intervention or PE programs, organized sports programs, and PE teachers” (Blanchard et al., 2007; Cloes, 2005; Xu F & Liu, 2013). However, this provoked intrinsic motivation to further strengthen the motivation in students to do their best in the activity of table tennis. First, intrinsic motivation occured when the students participated in class because they enjoyed learning and experiencing the different practices, which is the most self-determined form of motivation (González-Cutre, Sicilia, & Moreno, 2011). “Intrinsic motivation occured when students participate in class because they enjoyed learning and experiencing the different practices, which is the most self-determined form of motivation” (Rolf Kretschmann, 2014).
The motivation that the students had was the impact of the use of learning tools that can accommodate student learning. “Several investigations showed that self-determined positive motivation relates to greater commitment and adherence to the practice of sport” (Standage, Duda, & Ntoumanis, 2003; Moreno et al., 2007). “The use of learning aids in the teaching and learning process can generate new desires and interests, generate motivation and stimulation of learning activities, and even bring psychological influence to students” (Hamalik in Arsyad, 2005, p. 15).
“Learning will attract students' attention so that it can foster learning motivation’ (Sudjana & Rivai in Arsyad, 2005). Male students’ motivation was higher than that of female students, as seen from the male students’ enthusiasm in taking turns in the learning process. Male students tended to want to repeat the table tennis movement more than female students did. “Males were more likely to mention enjoyment, challenge, social recognition, affiliation, competition, and strength and endurance as motivating factors for exercise, whereas females were more likely to state ill-health avoidance, maintain positive health, weight management, and appearance” (Lauderdale et al., 2015). “Studies in the field of motivation and gender show that boys and girls have different motivations and needs for sports” (Azzarito & Solmon, 2009; Crosnoe, 2001; Daley and O'Gara, 1998; Meece, Lienke and Burg, 2006). The two opinions above are in line with the results of the research. Female students were more motivated to play with friends compared to competing with friends, so that they avoid competition between friends. “Boys give more importance to the ‘status’, to ‘show that I am betterthan others,’ or ‘win or defeat the other.’ The girls had higher scores related to the competence, the fair play and sociability” (Gonçalves, Silva and Cruz, 2007).
The motivation shown by male students was rather extrinsic compared to that of the female students which was rather intrinsic. The desire of the male students to look better in front of their friends made their motivation greater than of the female students. Even though the motivation shown by female students was intrinsic, they did not care for their learning ability and rather only in participating, Therefore, it did not encourage greater learning motivation.

5.	CONCLUSION 
Based on the results of the calculation and discussion, it was found that the motivation to learn table tennis by using tool modification (mini-pong) was greater shown by male students compared to female students. This was due to the different motivations that male and female students had when learning. The male students emphasized respect and status from friends and teachers resulting in competition, while female students were more concerned with participating with friends in learning and not care for status.
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