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STUDENTS’ MOTIVATION IN TEAM TEACHING IMPLEMENTATION AT SMAN 2 MALANG
THESIS
By:
RANI TRI MUNINGGAR 07360127
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
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STUDENTS’ MOTIVATION IN TEAM TEACHING IMPLEMENTATION AT SMAN 2 MALANG
THESIS
This thesis is submitted to meet one of requirements To achieve Sarjana Degree in English Department
By:
RANI TRI MUNINGGAR 07360127
ENGLISH DEPARTMENT
FACULTY OF TEACHER TRAINING AND EDUCATION UNIVERSITY OF MUHAMMADIYAH MALANG
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This thesis written by Rani Tri Muninggar was approved on January 28th, 2012,
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This thesis was defended in front of the examiners of the Faculty of Teacher Training and Education of University of Muhammadiyah Malang
and accepted as one of the requirements to achieve Sarjana Degree in English Education
On January 28th, 2012
Approved by:
Faculty of Teacher Training and Education University of Muhammadiyah malang
Dean
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M otto and Dedication
“
Y ou W ill F eel H ow
The N ice Successful
Come To Y ou, F rom Y our F ailure”
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ACKNOWLEDGMENT
With the completion of this thesis, I would like to thank the Almighty God for the wonderful Grace, Providence, and Guidance throughout my life. I am fully aware that without the generous helps of many hands, this thesis would not have been completed and would not appear in its present form. To share my debts and thanks, I would like to express my deep appreciation to the following persons from whom I received advice, and help during my study, research, and writing this report.
In this opportunity, the writer would like to express her best appreciation and thanks graditute to:
1. Mrs.Riza Elfana, M.A and Drs.Mas’udi, M.Ed, respectively my first and second advisors, for their generous spent on guiding me to write this thesis. Their precious guidance, invaluable advice, patience, ideas, suggestion, clarification in improving the quality of this thesis and supports have given me easy efforts to complete this thesis.
2. I was indebted to SMAN 2 Malang, especially to Mr. Muhammad Saleh, M.Pd, Ms.Asih Lestari, S.Pd and for giving me permission to conduct my research with all of their cooperation and information in completing this research.
3. My beloved family, Supiran and Tin Mujiatun for their greatest prays, greatest guidance and greatest love; to my brothers and sister, Aris Sasmiko Handoyo and Lukis Dwi Rohmaningsih who always give support, deep attention, and their love to me.
4. My beloved boyfriend, Mr. Opick “Taufik Lubis” for his support, pray, motivate me, and give me strength to face my future life.
5. All my bestfriend who always give inspiring me in writing thesis. Especially for:, Sindi, Imey, Aura, Maulida, Sinta, Dina, Waris, Muklis, Giri, Anwar, and Ony.
And all of my friends whom I cannot mentioned one by one. Thank you very much for the support and constructive motivation. May Allah bless them. Amin Ya Rabbal Alamin.
Malang, January 28th 2012
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CHAPTER II: REVIEW OF RELATED LITERATURE 2.1 The Definition of Motivation ... 7
2.2 Types of Motivation ... 8
2.1.1 Intrinsic Motivation ... 8
2.1.2 Extrinsic Motivation... 9
2.3 Factors of Influencing Motivation ... 9
2.3.1 Factors of Influencing Intrinsic Motivation ... 9
2.3.1.1 Need for Self-Esteem ... 9
2.3.1.2 Need for Self-Fulfillment ... 10
2.3.1.3 Need for Self-Determination ... 10
2.3.1.4 Beliefs ... 11
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2.3.1.6 Expectation ... 12
2.3.1.7 Engaged participant in Learning Communities ... 12
2.3.1.8 Maintaining Identity through Participant in Activities or Group ... 12
2.3.2 Factors of Influencing Extrinsic Motivation ... 13
2.3.2.1 Reinforcement ... 13
2.5.3 Contribution of Team Teaching Implementation for Motivating Students ... 19
CHAPTER IV: RESEARCH FINDINGS AND DISCUSSION 4.1 Research Findings ... 29
4.1.1 The Motivation of Students in Team Teaching Implementation ... 29
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4.2 Discussion ... 33
CHAPTER V: CONCLUSION AND SUGGESTION 5.1 Conclusion ... 35
5.2 Suggestion ... 36
5.2 The teachers ... 36
5.3 Headmaster of SMAN 2 Malang ... 36
5.3 Further Researcher ... 36
REFERENCES
APPENDIX 1 : The Questionnaire Form APPENDIX 2 : The Name of Respondent
APPENDIX 3 : The calculation of Mean and Percentage for Determining Percentage
APPENDIX 4 : The Questionnaire of Respondent Research
APPENDIX 5 : The result of Factors that Influence Students’ Motivation In Team Teaching Implementation
APPENDIX 6 : Table Observation Checklist of Classroom Activity APPENDIX 7 : Result Observation Checklist of Classroom Activity 1 APPENDIX 8 : Result Observation Checklist of Classroom Activity 2 APPENDIX 9 : Documentation
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LIST OF TABLES
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REFERENCES
Arikunto, Suharsimi. 2009. Dasar-Dasar Evaluasi Pendidikan. Jakarta: BumiAksara. Arikunto, Suharsimi. 2010. Prosedur Penelitian. Jakarta: Rineka Cipta.
Ary, Donald. 2002. Introduction to Research in Education: Sixth Edition. Holt Rineharted Winston: New York.
Asmani, Jamal. 2010. Micro Teaching Team Teaching. Diva Press: Jakarta.
Benoit, Rebecca. 2001. Team Teaching Tips for Foreign Language Teachers. (Online) http://iteslj.org/Techniques/Benoit-TeamTeaching.html. Retrieved 14 Maret 2011.
Brown, Doughlas. 1994. Teaching by Principles. An interactive Approach to language Pedagogi. Prentice Hall: New Jersey.
Bruce, W Tuckman.1992. Educational Psychologhy From Theory To Application.Harcourt Brace Javanovich,Inc.USA.
Curzon, L.B. 1994. Teaching in Further Education: An Outline of Principles and Practice; Fourth Edition. London: Cassel Education Limited.
Dewi, Restu. 2008. Implementation of Team Teaching In Faculty of Germany Letter At State University of Malang. Malang: Unpublished Thesis of State
University of Malang.
Dimyati & Mudjiono. 2006. Belajar dan Pembelajaran. Jakarta: Rineka Cipta Elliot, N. Stephen. 2000. Educational Psychology, Effective Teaching, Effective
Learning. Boston: Mc Graw Hill.
Feldman, Robert S.1996.Understanding Psychology 4th Edition. McGraw-Hill,Inc:USA.
Folajimi, Fakoya.2009.Research on Teaching Profession & Factors Inhibiting Teaching Profession in Nigeria.University of Ibadan:Nigeria.
Goets, Karin. 2000. Perspectives on Team Teaching. (Online)
http://www.ucalgalery.ca/galery/goetz.html. Retrieved 14 Maret 2011. Henson, T Kenneth.2001.Educational Psychologhy For Effective
Teaching.Wadsworth.USA.
Jang, Syh-Jong.2006. Research on The Effect of Team Teaching Upon Two Secondary School Teachers. Chung-Yuan Christian University: Taiwan.
Kumar, C.J. & Rao, D.B. 2007. Teacher Trend: Humanism and Behaviorism. India: Discovery Publishing House.
Lefrancois, R. Guy.1999. Psychologhy for teaching. Wadsworth.USA.
Main, K. & Bryer, Fiona. 2007. What Does a “Good” Teaching Team Look Like in a
Middle School Classroom? Online Journal. http://itslj.org/karen. retrieved
14 March 2011.
Martiningsih.2009. Penerapan Team Teaching di Sekolah. (Online), (http://www.google.com. Retrieved 14 Maret 2011.
Misrin. 2006. The Implementation of Integrated Teaching at SMP 5 Malang. Malang: Unpublished Thesis State University of Malang.
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Morris, Charles G, & Maisto, Albert A.2003. Understanding Psychology 6th Editition. United States of America:Von Hoffman Press.inc.
Ormrod, Jeanne Ellis.2003. Educational Psychologhy “Developing learners”.United States of America.Merrill Prentice Hall.
Parsons, Richard D.2001. Educational Psychologhy, A practicioner Researcher Models of Teaching.Wardsworth.Canada.
Rini, Dina P. 2007. Implementation of English Team Teaching at SMA Negeri 2 Malang. Malang: Unpublished Thesis of State University of Malang. Stantrock, Jhon W. 2001. Educational Psychology. New York: Mc Graw Hill.
Stantrock, Jhon W.2008. Educational Psychologhy 3rd Edition. Mc Graw Hill. New York.
Sugiyono, 2010. Metode Penelitian kuantitatif, Kualitatif, dan R &D Pendidikan. Bandung: Alvabeta.
Tuckman W. Bruce. 1992. Educational Psychology From Theory To Application. Florida: Harcourt Brace Javanovich, Inc.
Wilson, Gabriel.2006. Journal of The Effect of External Rewards on Intrinsic Motivation. Journal of Hyperplasia Research. Inc.
Woolfolk, Anita. 2007. Educational Psychology. Boston: Pearson.
Zamroni.2000. Paradigma Pendidikan Masa Depan. (Online) http:///J:/paradigma-baru-pendidikan-masa depan.html. Retrieved 2 Maret 2011.
CHAPTER I INTRODUCTION
This chapter presents background of the study, statement of problems, purpose of the study, significance of the study, scope and limitation, and definition of key terms.
1.1Background of the study
Teaching is an effort to create the activities of education which has dominant role in creating quality of education. According to Anderson & Burns (1989) teaching is the guidance of learning activities and as an action or series of behaviours, interpersonal, involving a relationship between a teacher and students.To be more specific, teaching is a activities that are noted about teachers such as explaining, deducing, questioning, motivating, taking attendance, keeping, records of works, and students’ progress (Wells G,1982, in Folajimi, 2009).
In addition, Zamroni (2000) said that the teacher is a creator of teaching learning process. When the creator sets up or develops learning activities, the students get opportunities for learning to listen, think, practice, set goals, process feedback the material from the creator and then recycle the material through skill they are trying to master.
From the explanation above, it can be said that the teacher has an important role in teaching learning activities. The successful and failure of teaching are also influenced by teacher. According to Kumar & Rao (2007) the teacher is the pivot of the educational system. Without a good teacher, teaching learning activities will fail.
course. Curzon (1994) assumed that team teaching is a condition where two or more teachers cooperate, deliberately and methodically in planning, presenting and evaluating teaching process. It clarifies that team teaching is model of teaching, but it tends to be seen when the team teacher’s work arrange all of teaching steps.
Curson’s argument makes an understanding that team teaching is assumed to be better way in teaching than solitary teaching. Therefore, some schools prefer to apply team teaching. Team teachers can help students to develop their motivation in learning activities. According to Martiningsih (2009: 5), team teaching is also an effort to increase achievement and motivation of students.
Motivation is needed by students in learning process because it is an energy that support the students to do something that they like and facilitated them in accepting the lesson. Stantrock (2001: 394) stated that a student’s motivation in the classroom involves why the student is behaving in a particular way to which the student’s behaviour is ennergized, directed and sustained. Therefore, motivation has a big influence to the student’s behaviour in learning process.
The model of team teaching can overcome the problem above. The team teachers has to collaborate in planning, evaluating in teaching learning process and compare cooperative formation in order to make students comfortable in the class. Besides, team teaching can bring energy to support student’s motivation to their activities well in classroom. Such opinion is supported by Davis (1995, inYanamandram &Noble, 2006) who assumed that the model of team teaching can develop critical-thinking skill by synthesizing multiple perspective and relating the information to a larger conceptual framework.
Related to the explanation above, the previous research conducted by Dewi (2008) about implementation of team teaching in faculty of Germany letters at State University of Malang, revealed that the result of final test was better than mid test. It was because learning strategies of team teaching to motivate student’s achievement was very good and effective. Another research conducted by Rini (2007) about the implementation of English team teaching at SMA Negeri 2 Malang, found that team teaching gave great contribution in teaching learning process, but she also found the job portion and teaching responsibilities of the team teaching was not clear enough. Besides, she said that team teaching is a better way in teaching than solely teaching.
In this study, the writer investigates students’ motivation in team teaching implemented at SMA Negeri 2 Malang. SMA Negeri 2 Malang is one of the senior high schools which has employed team teachers in teaching learning process more than six years.
1.2Statement of the problems
1. How is the students’ motivation taught by team teachers at SMAN 2 Malang?
2. What are the factors that influence students’ motivation taught by team teachers at SMAN 2 Malang ?
1.3Purpose of the study
1. To get information of the students’ motivation in team teaching implementation at SMA 2 Malang.
1.4Significance of the study
The result of this study is expected to give the following feedback to: 1. The teacher
the writer hopes that this study will give beneficial information for team teachers to improve teachers’s rate of coordination of students motivation, assigment, assesment and feedback.
2. Headmaster of SMAN 2 Malang
The study is expected to give beneficial information for the improvement of the quality of team teaching.
1.5Scope and limitation
This study focuses on the students’ motivation in team teaching implementation and the factors that influence the students’ motivation in team teaching implementation. The limitation of this study is twelfth grade students at SMA Negeri 2 Malang .
1.6Definition of key terms
1. Motivation is something that energizes, directs, sustains behaviour; it gets students
2. Team teaching may be said to operate where two or more teachers cooperate, deliberately
and methodically, in planning, presenting and evaluating teaching process (Curzon, 1994:302). In this study, team teaching is teaching in team in all of steps of teaching process, especially in English teaching.
3. Implementation is the realization of the integrated skill principles in teaching of English
