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TEACH READING COMPREHENSION VIEWED FROM
STUDENTS’ MOTIVATION
An Experimental Study at the Eleventh Grade Students of MAN 2 Metro in the Academic Year of 2012/2013
THESIS
By:
TAURICHA ASTIYANDHA
NIM. S891108113
ENGLISH EDUCATION DEPARTMENT
GRADUATE SCHOOL
SEBELAS MARET UNIVERSITY
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The Effectiveness of Think Pair Share Method to Teach Reading
Comprehension Viewed from Students’ Motivation
An Experimental Study at the Eleventh Grade Students of MAN 2 Metro in the
Academic Year of 2012/2013
By:
TAURICHA ASTIYANDHA NIM. S891108113
This thesis has been approved by the Consultants of English Language Education Department of Graduate School
of Sebelas Maret University Surakarta on: January 11, 2013
Consultant I
Prof. Dr. Sri Samiati Tarjana NIP. 19440602 196511 2 000
Consultant II
Dra. Diah Kristina, MA, Ph.D NIP. 19590505 198601 2 001
Approved By
The Head of English Language Education Department Graduate School of Sebelas Maret University
D r . A b d u l A s i b , M . P d
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THE EFFECTIVENESS OF THINK PAIR SHARE METHOD TO TEACH
READING COMPREHENSION VIEWED FROM STUDENTS’ MOTIVATION
(An Experimental Study at the Eleventh Grade Students of MAN 2 Metro in the Academic Year of 2012/2013)
By
TAURICHA ASTIYANDHA S891108113
This thesis has been examined by the Board of Thesis Examiners of English Education
Department of Graduate School of Sebelas Maret University on January 29 th, 2013
Board of Examiners Signature
Chairman Dr. Abdul Asib, M.Pd (………)
NIP. 19520307 198003 1 005
Secretary Dra. Dewi Rochsantiningsih, M.Ed, Ph.D (………)
NIP. 19600918 198702 2 001
Examiners 1. Prof. Dr. Sri Samiati Tarjana (………)
NIP. 19440602 196511 2 000
2. Dra. Diah Kristina, MA, Ph.D (………)
NIP. 19590505 198601 2 001
The Director of Graduate School of
Sebelas Maret University,
Prof. Dr. Ir.Ahmad Yunus, M.S NIP. 19610717 198601 1 001
The Head of English Language Education Department of Graduate School of Sebelas Maret University,
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iv
This is to certify that I myself write this thesis entitled The Effectiveness of
Think Pair Share Method to Teach Reading Comprehension Viewed from
Students’ Motivation (An Experimental Study at Eleventh Grade Students of
MAN 2 Metro in the Academic Year of 2012/2013). It is not a plagiarism or made by
others. Anything related to other’s workis written in quotation, and the source of which
is listed on the references.
If this pronouncement then proves incorrect, I am ready to accept any academic
punishment, including the withdrawal or cancellation of my academic degree.
Surakarta, 2013
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TAURICHA ASTIYANDHA. NIM: S891108113. 2013. The Effectiveness of Think
Pair Share Method to Teach Reading Comprehension Viewed from Students’ Motivation (An Experimental Study at the Eleventh Grade Students of MAN 2 Metro in the Academic Year of 2012/2013). THESIS. Consultant I: Prof. Dr. Sri Samiati Tarjana; II: Dra. Diah Kristina, MA, Ph.D. English Education Department, Graduate School, Sebelas Maret University.
This research is aimed at finding out; (1) Think Pair Share is more effective than Direct Instruction Method to teach reading comprehension; (2) Students who have high motivation have better reading comprehension than students who have low motivation; and (3) There is an interaction between teaching methods and students’ motivation in teaching reading comprehension.
The research was an experimental study. It was carried out at MAN 2 Metro in the Academic year of 2012/2013. The population was the XI students of MAN 2 Metro in the Academic Year of 2012/2013. It consists of nine classes (306 students). The research used cluster random sampling to get the sample. It consists of two classes: (1) 34 students of XI A3, and (2) 34 students of XI A4. There are two instruments in the form of test for collecting data: (1) 40 items of motivation questionnaire and (2) 40 items of reading test. The two instruments were valid and reliable after both were tried out to the XI A5. The data were the result of reading test and analyzed by multifactor analysis of variance 2x2 (ANOVA). Then, it was analyzed by Tukey test.
The result of data analysis shows that: (1) Think Pair Share Method is more effective than Direct Instruction Method to teach reading comprehension because Fo(7.501) > Ft (3.99) and qo (3.87) > qt (2.89); (2) Students having high motivation have better
reading comprehension than the students having low motivation because Fo(7.848) >
Ft(3.99) and qo(3.96)> qt(2.89) and; (3) There is an interaction between teaching methods and
students’ motivation in teaching reading comprehension because Fo(39.385) > Ft(3.99), and
the result of Tukey testshows that: (a) for the studentshaving high motivation, Think
Pair Share Method differs significantly from Direct Instruction method to teach reading because qo between A1B1 and A2B1(9.08) > qt (2.98) and Think Pair Share is more effective
than Direct Instruction Method to teach reading comprehension because the mean of A1B1(78.06) > A2B1(61.12); and (b) for the students having low motivation, Direct
Instruction Method is significantly different from Think Pair Share Method to teach reading comprehension because qo between A2B and A1B2(3.54) > qt(2.98) and Direct
Instruction Method is more effective than Think Pair Share Method to teach reading
comprehension because the mean of A2B2(67.65) is higher thanA1B2(61.00)
Based on the result of the research, it can be concluded that Think pair Share Method is an effective method to teach reading. The research also shows that the effect of teaching methods depends on level the students’ motivation.
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vi
“You may never know what results come up from your action. But if you do nothing, there will be no results.”
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vii
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viii
In the name of ALLAH SWT, the Almighty God, the writer would like to thank
for the blessing, health, and aspiration in leading her to complete this thesis.
I would also like to express my gratitude to Prof. Dr. Ir. Ahmad Yunus, M.S as
the Director of Graduate School of Sebelas Maret University must be thanked for the
permission to write this thesis and for the time to allow the writer to have the thesis
examination. I would like to express my sincerest gratitude to Prof. Dr. Sri Samiati
Tarjana as my first consultant, for invaluable guidance, unceasingly encouraged me and
granted priceless advice and suggestions. My sincerest respect is addressed to Dra. Diah
Kristina, MA, Ph.D., as my second consultant for all the guidance and given many
useful suggestions. Without it, this hard work would not have taken the shape. My
honor also goes to Dr. Abdul Asib, M.Pd, the Head of English Department for having
approved this thesis.
She owes special thanks to Dra. Dewi Rochsantiningsih, M.Ed, Ph.D, the
secreteray of English Department for great ideas and inspiration in lives. I would also
like to express my gratitude to Prof. Dr. Ir. Ahmad Yunus, M.S as the Director of
Graduate School of Sebelas Maret University must be thanked for the permission to
write this thesis and for the time to allow the writer to have the thesis examination. She
would like to thank you to Drs. H. Moch. Yamin, S. Pd., the headmaster of MAN 2
Metro for his generosity in giving permission to conduct the research and the students of
class XI-A3, XI-A4 and XI-A5 for their cooperation.
The last, there is nothing perfect in this world and this final project is not an
exception. Therefore, suggestions and criticisms are always needed for its betterment. I
hope this final project will be useful for all the readers.
Surakarta, 2013
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ix
TITLE ... i
APPROVAL ... ii
LEGITIMATION ... iii
PRONOUNCEMENT ... iv
ABSTRACT ... v
MOTTO ... vi
DEDICATION ... vii
ACKNOWLEGDMENT ... viii
TABLE OF CONTENTS ... ix
LIST OF TABLES ... xi
LIST OF FIGURES ... xii
LIST OF APPENDICES ... xiii
CHAPTER I INTRODUCTION A. Background of the Study ... 1
B. Problem Identification ... 5
C. Problem Limitation ... 5
D. Problem Statement ... 6
E. Objectives of the Research ... 6
F. The Benefits of the Study ... 7
CHAPTER II LITERATURE REVIEW A. Reading ... 9
1. Definitions of Reading ... 9
2. Purposes of Reading ... 10
3. Teaching Reading ... 11
4. Strategies of Reading ... 15
5. Testing Technique for Reading ... 16
6. Reading Comprehension ... 17
B. Think Pair Share Method ... 20
1. The Nature of Think Pair Share Method ... 20
2. Principle of Think Pair Share of Cooperative Learning 22 3. The Teacher Role in Think Pair Share Method ... 22
4. The Procedures of Think Share Method ... 24
5. The Advantages and Disadvantages of using TPS ... 26
C. Direct Instruction Method ... 27
1. The Nature of Direct Instruction Mathod ... 27
2. The Procedures of Direct Instruction Method ... 28
3. Advantages and Disadvantages of DIM ... 29
D. Teaching Reading Using TPS Compared to DIM ... 30
E. The Concept of Motivation ... 32
1. Theoretical Definition ... 32
2. Intrinsic and Extrinsic Motivation ... 33
3. Instrumental and Integrative Motivation ... 34
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x
F. Review on Related Researches ... 40
G. Rationale ... 46
H. Hypothesis ... 51
CHAPTER III RESEARCH METHODOLOGY A. Research Method ... 52
B. Place and Time of the Research ... 54
C. Profile of Reading Class ... 55
D. Population, Sample, and Sampling ... 55
E. Technique of Collecting Data ... 57
F. Technique of Analyzing Data ... 62
CHAPTER IV THE RESULT OF RESEARCH A. Implementation of the Research ... 70
B. Data Description ... 71
C. Normality and Homogeneity Test ... 79
D. Hypothesis Test ... 81
E. Discussion of Findings ... 86
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION A. Conclusion ... 94
B. Implication ... 95
C. Suggestion ... 96
BIBLIOGRAPHY ... 98
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xi
Table 2.1 Teaching Reading Using TPS Method Compared DIM... 31
Table 3.1 Time Schedule for the Research ... 54
Table 3.2 The Score of Motivation Questionnaire ... 57
Table 3.3 The Design of ANOVA ... 62
Table 3.4 Design for Summarizing ANOVA ... 66
Table 4.1 Frequency Distribution of Data A1 ... 71
Table 4.2 Frequency Distribution of Data A2 ... 72
Table 4.3 Frequency Distribution of Data B1 ... 73
Table 4.4 Frequency Distribution of Data B2 ... 74
Table 4.5 Frequency Distribution of Data A1 B1 ... 75
Table 4.6 Frequency Distribution of Data A2 B1 ... 76
Table 4.7 Frequency Distribution of Data A1 B2 ... 77
Table 4.8 Frequency Distribution of Data A2 A2... 78
Table 4.9 The Result of Normality Test ... 79
Table 4.10 The Result of Homogeneity Test ... 80
Table 4.11 Multifactor Analysis of Variance ... 81
Table 4.12 Mean Scores ... 81
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xii
Figure 2.1 Figure of Think Pair Share ... 25
Figure 4.1 Histogram and Polygon of Data A1 ... 72
Figure 4.2 Histogram and Polygon of Data A2 ... 73
Figure 4.3 Histogram and Polygon of Data B1 ... 74
Figure 4.4 Histogram and Polygon of Data B2 ... 75
Figure 4.5 Histogram and Polygon of Data A1 B1 ... 76
Figure 4.6 Histogram and Polygon of Data A2 B1 ... 77
Figure 4.7 Histogram and Polygon of Data A1 B2 ... 78
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xiii
Appendix 1 Lesson Plan for Experimental Group ... 102
Appendix 2 Lesson Plans for Control Class ... 160
Appendix 3 Blue Print of Reading Test (tryout) ... 218
Appendix 4 Instrument of Reading Test and Answer Key (tryout).... 219
Appendix 5 The Validity and Reliability of Reading Test ... 243
Appendix 6 Blue Print of Reading Test (after tryout) ... 264
Appendix 7 Instrument of Reading Test and Answer Key (after tryout) 265 Appendix 8 Blue Print of Students’ M Q (before tryout) ... 283
Appendix 9 Instrument of Students’ M Q (before tryout) ... 284
Appendix 10 The Validity and Reliability of Students’ Motivation .... 292
Appendix 11 Blue Print of Students’ M Q (after tryout) ... 312
Appendix 12 Instrument of Students’ M Q (after tryout) ... 313
Appendix 13 Students’ Score of Motivation Questionnaire ... 318
Appendix 14 Students’ Score of Reading Test ... 320
Appendix 15 The Tabulating of Motivation and Reading Test Score .. 322
Appendix 16 Data of High and Low Motivation ... 323
Appendix 17 Mean, Median, Mode, and Standard Deviation ... 324
Appendix 18 Result of Normality Test ... 342
Appendix 19 Result of Homogeneity Test ... 354
Appendix 20 Result of F-Test Anova ... 357
Appendix 21 Result of Tukey Test ... 362
Appendix 22 Table of Standard Normal Distribution ... 365
Appendix 23 Table of Lilliefors ... 366
Appendix 24 Table of Chi-Square ... 367
Appendix 25 Table of Tukey ... 368
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xiv
In the name of ALLAH SWT, the Almighty God, the writer would like to thank
for the blessing, health, and aspiration in leading her to complete this thesis.
I would like to express my sincerest gratitude to Prof. Dr. Sri Samiati Tarjana as
my first consultant, for invaluable guidance, unceasingly encouraged me and granted
priceless advice and suggestions. My sincerest respect is addressed to Dra. Diah
Kristina, MA, Ph.D., as my second consultant for all the guidance and given many
useful suggestions. Without it, this hard work would not have taken the shape. My
honor also goes to Dr. Abdul Asib, M.Pd, the Head of English Department for having
approved this thesis.
She owes special thanks to Dra. Dewi Rochsantiningsih, M.Ed, Ph.D, the
secreteray of English Department for great ideas and inspiration in lives. I would also
like to express my gratitude to Prof. Dr. Ir. Ahmad Yunus, M.S as the Director of
Graduate School of Sebelas Maret University must be thanked for the permission to
write this thesis and for the time to allow the writer to have the thesis examination. She
would like to thank you to Drs. H. Moch. Yamin, S. Pd., the headmaster of MAN 2
Metro for his generosity in giving permission to conduct the research and the students of
class XI-A3, XI-A4 and XI-A5 for their cooperation.
The last, there is nothing perfect in this world and this final project is not an
exception. Therefore, suggestions and criticisms are always needed for its betterment. I
hope this final project will be useful for all the readers.
Surakarta, 2013
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1 CHAPTER I
INTRODUCTION
A. Background of the Study
In learning English there are four skills that should be mastered by the
students, those are listening, reading, speaking, and writing. Reading is the
important skill which must be learned and mastered by everyone. By reading, one
can relax, interact with feelings and thoughts, obtain information and improve the
scientific knowledge.
In 2006 KTSP (curriculum of Senior High School), English is defined as
a tool to communicate in the form of oral and written language, namely listening,
speaking, reading and writing. Communicating is to understand and express
information, thoughts, feelings, and develop science, technology, and culture. The
aim of English in Senior High School / Madrasah Aliyah as stated as follows:
“Mata Pelajaran Bahasa Inggris di SMA/MA bertujuan agar peserta didik memiliki kemampuan sebagai berikut: (1) Mengembangkan kompetensi berkomunikasi dalam bentuk lisan dan tulis untuk mencapai tingkat literasi informational, (2) Memiliki kesadaran tentang hakikat dan pentingnya bahasa Inggris untuk meningkatkan daya saing bangsa dalam masyarakat global, (3) Mengembangkan pemahaman peserta didik tentang keterkaitan antara bahasa dengan budaya. ”
Based on the statements above, it can be concluded that a teacher should teach
students in using English to communicate in oral and written language.
Reading is one of the ways to communicate in written form. There are
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purposes (Nuttall, 1996 : 2). Reading is a process of readers combining
information from a text and their own background knowledge to build meaning
(Anderson, 2008: 2-3). Reading needs identification and also interpretation
process which require the reader’s knowledge about the language structure used in
the text and his knowledge about a given topic. It is the complexity that makes
some students less motivated in this kind of activity. They find it difficult to
understand what on the reading passage is since they do not know the method
which can help them to read more effectively and efficiently. This phenomenon
happens in almost every language class.
Reading cannot be separated from comprehension. That is why there
appear a lot problems dealing with reading comprehension. Many English learners
find it difficult to understand the English text. Very often, they get stuck because
of some problems, such as unfamiliar words, their inability in understanding the
context, being reluctant, and so forth. Reading comprehension skills separate the
“passive” unskilled readers from the “active” readers. Skilled readers do not just
read, they interact with the text. Skilled readers, for instance, predict what will
happen next in a story using clues presented in text, create questions about the
main idea, message, or plot of the text, and monitor understanding of the
sequence, context, or characters (Sanders, 2001: 26).
At MAN 2 Metro, English is taught four hours a week with the allocation
of 45 minutes for each meeting. Based on the students’ English classroom
observation, the students in majority found that they were difficult to understand
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School. It was presumably caused by their lacking of vocabulary mastery though
they were anxious to understand the text, even to get the meaning of the text being
read. This condition is caused by many factors such as they rarely read, they are
lazy to open their dictionaries to find the meaning of words available in the text,
etc. These problems may affect their low abilities in understanding the text given.
The students lack of understanding on reading lesson is mainly caused by
an inappropriate teaching method when the teacher attempts to explain reading
materials. The teacher in MAN 2 Metro only uses one method namely Direct
Instruction Method. DI is a fast-paced method of teaching that provides very high
levels of interaction between students and their teacher. Instructional procedures
are based on clear objectives, modeling, high response rate, reinforcement, error
correction, criterion-referenced performance, and practice to mastery (Westwood
Peter, 2008: 11). In this method, the activity is teacher-centered and the students
have lack of opportunities to express their own idea in the class. They just become
the followers and depend on the teacher during learning process. Usually, the
teacher asks the students to read the text, asks the difficult words, and then asks
the students to translate the text.
The teacher’s method to teach reading is the important factor that may
affect the students’ ability in reading comprehension. There are some kinds of
methods that can be applied by the English teacher to develop his/her students’
ability in reading comprehension. In relation to the above situation, the teachers
are hoped to be more creative in choosing the teaching method so that the learning
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with the students’ reading difficulty. Cooperative learning is considered by many
researchers to be “one of the greatest successful stories in history of educational
research” (Slavin in Ehrman, 1998: 245). In cooperative learning, students are
demanded to be active in the class, and they should not be passive learners
because they are the centre of teaching learning process. In this research, the
writer focuses on Think Pair Share. It is a learning strategy developed by Lyman
and associates to encourage student classroom participation. Barkley, et al., (2005:
103) state that Think pair Share is think individually for a few minutes, and then
discuss and compare their responses with a partner before sharing with the entire
class. It is particularly useful for preparing students to participate more fully and
effectively in whole class discussions.
In this research, researcher will use Think Pair Share Method compared
with Direct Instruction Method. The purpose of this research is to identify the
methods used and describe how the methods are used by the teacher in teaching
reading in order to make the students active, motivated in the topic, and developed
the topic discussed. Researcher wants to know which one is more effective
between Think Pair Share and Direct Instruction to teach reading for the eleventh
grade students of MAN 2 Metro 2012/2013.
Another factor that also determines the success of teaching reading is the
students’ motivation. Brown in Chaer (2002: 251) says that motivation is a short
self support, emotion, or a want that lead somebody to do something. Yellon and
Weistein in Burhan (2000: 3) agree with Brown and say that motivation is a
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to do something means leading somebody to achieve the goal using certain way.
Based on the above phenomena the writer intends to investigate about The
Effectiveness of Think Pair Share Method to Teach Reading Comprehension
Viewed from Students’ Motivation for the eleventh grade of MAN 2 Metroin the
Academic Year of 2012/2013.
B. Problems Identification
Based on the background of the study, there are some problems that can be
identified as follows:
1. Why do the students have difficulties to understand the text?
2. What factors cause the students low understanding of the text?
3. Is Think Pair Share more effective than Direct Instruction in teaching reading
comprehension?
4. Does the students’ motivation influence their reading comprehension?
5. Is there any interaction between motivation and teaching method to teach
reading comprehension?
C. Problems Limitation
The writer is aware that all the above problems are impossible to be
answered because of the writers’ limited ability and the time allotment provided.
Therefore, the problems of this study are limited to some related variables. In this
case, the researcher only focuses on Think Pair Share and Direct Instruction
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Direct Instruction Method will be put as the control one. Furthermore, the
teaching will be concentrated on the teaching of reading comprehension for
Madrasah aliyah Negeri students. The students who will be chosen are the
eleventh grade of MAN 2 Metro in the academic year of 2012/2013. Meanwhile,
the motivation will be used as an attribute variable, because it is believed that
students’ motivation is another factor that will influence the students in reading
comprehension.
D. Problems Statement
Based on the background of the study above, the writer formulates the
problems in the form of research questions as follows:
1. Is Think Pair Share more effective than Direct Instruction to teach reading
comprehension for the eleventh grade students of MAN 2 Metro 2012/2013?
2. Do the students having high motivation have better reading comprehension
than those having low motivation for the eleventh grade students of MAN 2
Metro 2012/2013?
3. Is there any interaction between the teaching Method and students’
motivation to teach reading comprehension for the eleventh grade students of
MAN 2 Metro 2012/2013?
E. Objectives of the Research
Based on the above formulation of the problems, this study is primarily
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1. Whether or not Think Pair Share Method more effective than Direct
Instruction Method to teach reading comprehension for the eleventh grader
students of MAN 2 Metro in the academic year of 2012/2013.
2. Whether or not the students who have high motivation have better reading
comprehension than those who have low motivation for the eleventh grade of
MAN 2 Metro.
3. Whether or not there is an interaction between teaching methods and
students’ motivation on the students’ reading comprehension.
F. The Benefits of the Study
The result of this study is intended to give contributions in teaching
English both theoretically and practically. Theoretically, this study will support
the theories on language teaching and learning, especially those related to this
study. Then, practically the benefits of this study are placed into some intensions
as follows:
1. For the students
a) The students’ English reading comprehension increases.
b) The students are trained to be capable of reading texts using Think Pair
Share method.
c) The students’ vocabulary will increase automatically.
d) It will give an enjoyable learning situation which can improve students’
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2. For the teachers
a) They can use Think Pair Share as an alternative method in teaching
reading.
b) It stimulates the teacher to find a new method which is appropriate for
teaching reading.
c) The result of this study can be used as a starting point of being creative
students in doing something, especially in reading the English texts.
3. For the other researchers
a) The result of this study can be used as a reference of conducting further
relevant research.
b) The result of this study can be used as a thinking framework of finding out
another solution to solve students’ problem in comprehending the English
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LITERATURE REVIEW
A. Reading
1. Definitions of Reading
According to Aebersold and field (1997: 15), reading is what happens
when people look at a text and assign meaning to the written symbols in the text.
The similar definition is stated by Nuttall (1996: 4-7) defines reading as a way to
get meaning (message) from a text. In other word, it presents about the process of
communication as the sender encodes a message in a text.
Another definition is proposed by Davis in Alderson (2000: 9-10) defines
skills of reading.
They are recalling word meanings, drawing inferences about the meaning of a word in context, finding answers to questions answered explicitly or in paraphrase, weaving together ideas in the content, drawing inferences from the content, recognizing a writer’s purpose, attitude, tone and mood, identifying a writer’s method, following the structure of a passage, distinguishing facts and opinion, analyzing structure, annotating, paraphrasing, and summarizing.
According to Munby in Alderson (2000: 10-11) distinguishes the
following reading “micro skill”: recognizing the script of a language, deducing the
meaning and use of unfamiliar lexical items, understanding explicitly stated
information, understanding information when not explicitly stated, understanding
conceptual meaning, identifying the main point or important information in
discourse, and distinguishing the main idea from supporting detail. According to
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Sandra (1994: 6), reading is an active process. The students worked intensively,
interacting with the text in order to create meaningful discourse.
Based on the theories above, it can be concluded that reading is a
complexed process to obtain symbolized in written or printed language. Reading
involves some processes that are used to get meaning from written text. It is not
only an activity involving printed material as the media in order to process and
gain information but also the comprehending process.
2. Purposes of Reading
Reading as interpreting means reacting to a written text as a piece of
communication. In other words, we assume some communicative intent on the
writer’s part which the reader has some purposes in attempting to understand.
Wallace (1992: 4). Purpose determines how people read a text.
Wallace (1992: 6-7) classifies the reading purpose into three categories:
a. Reading for survival
Reading for survival refers to some kinds of reading in response to our
environment. It serves immediate deeds or wishes, for example a “STOP”
signs for motor rider.
b. Reading for learning
Reading for learning serves the wider role of extending our general
knowledge of the world. A good deal of reading to support learning takes
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aloud a text either individually to the teacher or to the whole class with, as
may become evident on questioning, little understanding of its context.
c. Reading for pleasure
While reading for survival involves an immediate response to a situation and
reading for learning is also goal oriented, reading for pleasure is done for its
own sake.
Based on the purpose of reading above, teaching reading in Senior High
School is focused on reading for learning. The students are trying to comprehend
or understand the message in the selection of essential facts. One indication that a
student already comprehends the selection is when he or she can answer the
questions based on the selection.
3. Teaching Reading
Nunan (2003: 74) explains that there are eight principles in order that
reading class can run well. Those principles are:
a. Exploit the reader’s background knowledge
Background knowledge includes all of the experiences that a reader brings to
a text that can influence reading comprehension. Reading comprehension can
be significantly enhanced if background knowledge can be activated by
setting goals, asking questions, making predictions, teaching structure, and so
on. If students are reading on an unfamiliar topic, you may need to begin the
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b. Build a strong vocabulary base
The basic vocabulary should be explicitly taught and L2 readers should be
taught to use context to effectively guess the meanings of less frequent
vocabulary.
c. Work on increasing reading rate
The teacher must work toward finding a balance between assisting students to
improve their reading rate and developing reading comprehension skills.
d. Teach reading strategies
Strategy of reading means not only knowing what strategy to use, but
knowing how to use and integrate a range of strategies. Achieving the desired
result, students need to learn how to use a range of reading strategies that
appropriate to their purposes for reading. Teaching them how to do this
should be a prime consideration in the reading classroom.
e. Encourage readers to transform strategies into skills
Learners learn and practice specific reading strategies consciously to achieve
desired goals or objectives. The strategies move from conscious to
unconscious; from strategy to skill. So, skill is a strategy that has become
automatic.
f. Build assessment and evaluation into your teaching
There are two assessments that should be included in the reading classroom;
quantitative and qualitative assessments. Quantitative assessment will include
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Qualitative information can include reading journal responses, reading
interest surveys, and responses to reading strategy checklists.
g. Strive for continuous improvement as a reading teacher
The quality of the individual teacher is integral to success of foreign language
readers. Reading teacher need to be passionate about their work. They should
view themselves as facilitators, helping each reader discover what works best.
The good reading teacher actively teaches students what to do. Teachers need
more than classroom and techniques to be success in reading class.
Furthermore, Klingner, et al., (2007: 5) state that the instructional
components that contribute to improve effect sizes in reading comprehension
include:
a. Teacher and students questioning
b. Interactive dialogue between teachers and students
c. Controlling task difficulty and scaffolding instruction
d. Elaboration of steps or strategies and modeling by the teacher
e. Small group instruction
According to Eddie William (1999: 51), there are three main phases need
to be followed in teaching reading activity:
a. Pre-reading activities
Pre-reading activities are aimed to introduce and arouse interest in the topic.
Giving reason to read and some questions related to learners’ background
knowledge, ideas, and opinion would motivate learner’s eagerness to read the
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b. While-reading activities
While reading activities begin with a general or global understanding of the
text, and then move to the smaller units such as paragraphs, sentences, and
words. The aims of these activities are (1) to help understand of the writer’s
purpose; (2) to help understand of the text structure; and (3) to clarify text
content. There are some while-reading activities. Comprehension question,
making lists, and taking notes are while reading type work.
c. Post-reading activities
Traditionally the major, often only, kind of post reading activity consists of
questions which follow a text. The aims of post-reading activities are (1) to
consolidate or reflect upon what has been read; and (2) to relate the text to the
learners’ own knowledge, interests, or views.
From the explanation above, it can be concluded that teacher help
students remember to use and apply what they learn. The aim of teaching reading
is developing the students’ reading skill to search for meaning in the text, actively
using students’ knowledge. A teacher teaches students with some steps in teaching
reading. First, the use of a discussion or questioning that brings out just what the
author said or in other words, in pre-reading; a teacher ask questions related to the
topic before he starts his reading. It is probably more effective to develop desire to
read the article and help them arrive at a literal understanding of the piece to be
read. Then, after the students have completed reading the assigned section, teacher
commit to user 4. Strategies of Reading
Grellet (1998: 4) offers some strategies in reading as follows:
a. Scanning
Scanning is quickly going through a text to find a particular piece of
information. The readers only try to locate specific information (ex: name, a
date, etc) and do not follow the linearity of the passage.
b. Skimming
Skimming is quickly running one’s eyes over a text to get the gist of it. It is
more through activity which requires an overall view of the text and implies a
definite reading competence.
c. Extensive Reading
Extensive reading is reading longer text, usually for one’s pleasure. This is a
fluency activity mainly involving global understanding. Reader has general
understanding without necessarily reading every word.
d. Intensive Reading
Intensive reading is reading shorter texts to extract specific information. This is
more an accuracy activity involving reading for detail. Readers are expected to
understand everything they read and to be able to answer detailed vocabulary
and comprehension questions.
From the theories above, it can be concluded that there are four
strategies of reading, such as: scanning, skimming, extensive reading, and
intensive reading. Scanning is used to find a particular piece of information.
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Extensive reading is a fluency activity mainly involving global understanding.
Meanwhile, Intensive reading is more an accuracy activity involving reading
for detail.
5. Testing Technique for Reading
According to Madsen (1983: 76-79) test of reading comes in a wide
variety of forms and evaluate a broad spectrum of reading activities. These range
from pre-reading concerns (learning the Romans alphabet, for example, or
word-attack skills) to reading comprehension, reading speed, and skimming techniques.
Advanced and more specialized applications include translation, reading aloud,
and reading literature. He also states that there is no need to test comprehension of
an essay if students still have difficulty in understanding a sentence. Sentence
comprehension must precede essay comprehension. Some sentence level
comprehension items are good for beginning students. Here are the techniques for
testing reading comprehension.
a Testing sentence comprehension
1) Picture cues
We will start with question that simply asks for the right picture to be circled.
2) Phrases and sentences cues
One of the simplest forms of sentences comprehension is the true-false
commit to user b Testing passage comprehension
1) Question techniques for beginners
There are two useful approaches for testing beginning students who can read
simple passages. One of these is true-false items and the other is the matching
techniques.
2) Question techniques for more advanced students
There are two useful approaches for testing advanced students. The first is
standard multiple-choice and the second is multiple-choice cloze.
6. Reading Comprehension
Reading cannot be separated from comprehension because the purpose or
the result of reading activity is to comprehend what has been read. Reading
without understanding what has been read is useless. Comprehension takes place
while the person is reading and it needs a set of skills that let him find information
and understand it in terms of what is already known.
a. Definitions of Reading Comprehension
In Oxford Advanced Learner’s Dictionary (1989: 174) the word of
comprehension is defined as:
1) The mind’s act or power of understanding.
2) An exercise aimed at improving or testing one understands of a language
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Therefore, reading comprehension means understanding what has been
read. It is an active process that depends not only on comprehension skill, but also
on the reader’s experiences and prior knowledge.
The goal of reading is comprehension. (Nunan, 2003: 68) states that
comprehension is ability to understand/generate meaning of text or to connect the
message of the text to background knowledge. To be able to comprehend a text,
reader must use appropriate reading skills.
Nuttall (1996: 168-169) states that the central ideas behind reading are: the
idea of meaning, the transfer of meaning from one to another, the transfer of
message from writer to reader, how we get meaning by reading and how the
reader, the writer, and the text all contribute to the process.
Paris (2005: 20) states “subtests of reading comprehension are entities like
finding main ideas, selecting details, determining word meanings, drawing
conclusions, determining cause-effect relations, and distinguishing fact from
opinion”. Davis in Paris (2005: 20-21) reviewed the literature describing reading
comprehension as a construct and find several hundred skills mentioned. Then, he
sorts them into nine categories, such as: (1) Word meanings; (2) Word meanings
in context; (3) Answer specific text-based questions; (4) Main thought; (5) Follow
passage organization; (6) Text-based questions with paraphrase; (7) Draw
inferences about content; (8) Author’s purpose; and (9) Literary devices.
To be able to comprehend a text, Brown (2001: 307) proposes microskills
and macroskills the students of English as a second or foreign language need to
commit to user 1)Microskills
(a) Discriminate among distinctive graphemes and orthographic patterns of English. (b) Retain chunks of language of different lengths in short-term memory. (c) Process writing at an efficient rate of speed to suit the purpose. (d) Recognize a core of words, and interpret word order patterns and their significance. (e) Recognize grammatical word classes (nouns, verb etc.) systems (e.g. tense, agreement, pluralisation), patterns, rules, and elliptical forms. (f) Recognize that a particular meaning may be expressed in different grammatical forms. (g) Recognize cohesive devices in written discourse and their role in signaling the relationship between and among clauses. (h) Recognize grammatical world classes (nouns, verb etc.) systems (e.g. tense, agreement, pluralisation), patterns, rules, and elliptical forms.
2)Macroskills
(a) Recognize the rhetorical forms of written discourse and their significance for interpretation. (b) Recognize the communicative functions of written texts, according to form and purpose. (c) Infer context that is not explicit by using background knowledge. (d) From described events, ideas, etc. Infer links and connections between events, deduce causes and effects, and detect such relations as main idea, supporting idea, new information, given information, generalization, and exemplification. (e) Distinguish between literal and implied meanings. (f) Detect culturally specific references and interpret them in a context of the appropriate cultural schemata. (g) Develop and use a battery of reading strategies such as scanning and skimming, detecting discourse markers, guessing the meaning of words from context, and activating schemata for the interpretation of texts.
Based on the definition of theories above, it can be concluded that reading
comprehension is receptive language process and thinking process through
meaningful interpretation of printed or written verbal symbols including
understanding the text. In learning reading comprehension, the students should
master some indicators that identifying the purpose of the text or of the author,
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text, determining the implicit information of the text, finding word reference in
the text, and finding the meaning of words or phrases in the text.
B. Cooperative Learning
1. Definition of Cooperative Learning
Cooperative Learning is not a new idea in education. Research over the
last twenty years has identified cooperative learning methods that can be used
effectively at every grade level to teach every type of content. Increasingly,
cooperative learning is being used as teachers‟ main way of organizing
classrooms for instruction. ”Slavin (1995:5) stated that cooperative learning
method share the idea that students work together to learn and responsible for
their teammates‟ learning as well as their own. Cooperative learning method has
indicated that team rewards and individual accountability are essential for basic
skills achievement. Kagan (1992:11) stated that one of the principles approach,
stresses the understanding of key principles involved in cooperative learning
which make cooperatively structured groups different from haphazardly asking
students to study together. This approach is the most abstract, requiring a good
deal of thinking by teachers before the general principles can be translated into
concrete classroom curriculum. Cooperative learning is a strategy where students
can develop their interpersonal, social and academic skills.
From the statement above shows that by conducting cooperative learning
in the class activities improves students’ achievement especially reading ability in
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students work together with their partner in completing the task. Small group
discussion and pair work are the main point of the study.
2. Principle of Cooperative Learning
Johnson and Johnson in Slavin (1995: 129) state five essential elements of
cooperative learning:
a. Positive interdependence – students need to work together to complete the
task.
b. Individual accountability – each student needs to develop a sense of
responsibility towards completing the task and assisting other members.
c. Group and Individual reflection – it is necessary to reflect on the task and
review goals.
d. Small group skills – teachers need to teach interpersonal skills so that the
group functions efficiently.
e. Face to face interaction – physical proximity is required to enable ease of
communication.
3. The Nature of Think Pair Share Method
Think Pair Share is a cooperative learning discussion. This simple but
very useful method is developed by Frank Lyman of the University of Maryland.
Think-Pair-Share is a strategy designed to provide students with “food for
thought” on a given topics enabling them to formulate individual ideas and share
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student classroom participation. Rather than using a basic recitation method in
which a teacher poses a question and one student offers a response,
Think-Pair-Share encourages a high degree of pupil response and can help keep students on
task (Richards and Rodgers, 2001: 198).
Slavin (1995: 132) describes Think Pair Share as follows: When the
teacher presents a lesson to the class, students sit in pairs within their teams. The
teacher poses questions to the class. Students are instructed to think of an answer
on their own, then to pair with their partners to reach consensus on an answer.
Finally, the teacher asks students to share their agreed-upon answers with the rest
of the class.
Barkley, et al., (2005: 104) state, that in Think Pair Share, the instructor
develops and poses a question, gives students a few minutes to thinks about a
response, and then asks students to share their ideas with a partner. Think Pair
Share is particularly effective as a warm-up for whole class discussion. The
“Think component requires students to stop and reflect before speaking, thus
giving them an opportunity to collect and organize their thoughts. The “Pair” and
“Share” components encourage learners to compare and contrast their
understandings with those of another, and to rehearse their response first in a
low-risk situation before going public with the whole class. This opportunity to
practice comments first with a peer tends to improve the quality of student
contributions and generally increases willingness and readiness to speak in larger
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Santa (1996: 5) also explains TPS is a discussion strategy that can be used
as a pre-reading activity, problem-solving strategy, as a follow-up activity. Each
student becomes an active participant. Furthermore, Johnson and Johnson (1987:
192) state that Think-Pair-Share is also robust in terms of reflecting the essential
elements for cooperative learning and discussed earlier in this review. Peer
interaction promotes positive interdependence; the students learn from each other
and have to share ideas to be able to report to the group. Each student is
accountable in this partnership. Interpersonal skills are highlighted in both the pair
and group sharing components and face to face interaction is essential for the
successful operation of TPS.
Based on the explanation above, it can be summarized that TPS is one of
method in cooperative learning. With Think Pair Share, students are given time to
think through their own answers to the questions before the questions are
answered by others peers and the discussion moves on. Students also have
opportunity to think aloud with another student about their responses before being
asked to share their ideas publicly. This method provides an opportunity for all
students to share their thinking with at least one other student; this increases their
sense of involvement in classroom learning.
4. The Teacher’s Role in the Think-Pair-Share Method
The role of teachers in the Think-Pair-Share Method is very important
because the success of this Method depends on the role of the teacher. There are
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creator, the third is the teacher as the observer, and the fourth is the teacher as the
facilitator and the teacher as the change agent.” In addition, Kessler, (1992:
164-171) defines the key elements of the teacher’s role in Think-Pair-Share method.
They are as follows:
a. The teacher as inquirer.
Teachers are continually examining and questioning student’s belief, values,
and assumption.
b. The teacher as creator
Keys for structuring in the classroom are found in creating the social climate,
setting goals, planning and structuring the task, establishing the physical
arrangement of the classroom, assigning materials and time.
c. The Teacher as Observer
The teacher of cooperative classroom must constantly observe how groups
work. Observation replaces the traditional role of presenting information.
Observation will indicate to the teacher when the groups’ activities are more
or less educative, when the groups are learning or have become bogged down
in unproductive labor.
d. The teacher as facilitator
The role as a facilitator means that the teacher is prepared to step aside to give
the learner a more meaningful role.
e. The teacher as a change agent
The degree of change at the teacher’s level is strongly related to the extent to
commit to user 5. The Procedures of Think-Pair-Share Method
The procedures of how to teach reading using Think Pair Share extracted
from Barkley, et al., (2005: 104) are as follows:
2.1 Figure of Think-Pair-Share Step 1: Think
Teacher poses the question to the class, giving students a few minutes to think about the question, devise individual responses, and students make brief notes about their thoughts.
Step 2: Pair
Teacher asks students to pair with another student nearby. The pairs will then talk with one another using their notes to remind them of the points they wish to make.
Step 3: Share
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From the procedures of TPS above, it is hoped that TPS covers the
indicators of reading. In the pair stage the students will conduct the discussion
between their partner, exchange their ideas and together to find out the
solution/the answer of difficulties/questions (example: identifying the purpose in
reading; determining the main ideas, determining the author’s purpose,
determining the explicit and implicit information from the text, finding word
reference in the text, and finding the meaning of words or phrases in the text).
Besides, the power of share stage can force/motivate the students to be more
accurate to read the text because it is important for the students to share correct
answer to whole class.
6. The Advantages and Disadvantages of Using Think Pair Share Method
There are some advantages of using Think-Pair-Share Method:
a. Opportunities for students to act as resources for each other, thus assuming a
more active role in their learning.
b. Students can practice in peer teaching, which requires that they understand
the material at deeper level than student typically do when simply asked to
produce an exam.
c. Each student has practice it in self-teaching, which is the most valuable of the
entire skill teacher can help them learn.
d. Freedom for teachers to master new professional skills, particularly those
emphasizing communication. Students can practice in peer teaching, which
requires that they understand the material at deeper level than students
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e. Increased frequency and variety of second language practice through different
types of interaction.
Implementation of Think-Pair-Share method in class not only has the
advantages but also disadvantages, such as follow:
a. It takes much time to organize the group
b. If one or two obstinate students don’t participate a whole group or two will
lose out on a piece of the text. (Richards and Rodgers, 2001: 195).
C. Direct Instruction Method
1. The Nature of Direct Instruction Method
The most formalized model of direct instruction is devised by
Engelmann at the University of Oregon, together at various times later with
Becker, Carnine, Silbert, Gersten, Dixon and others. This highly teacher-directed
form of curriculum delivery adopted the capitalized form for its title –Direct
Instruction (DI).
The direct instruction method is highly teacher-directed and is among
the most commonly used. This method includes methods such as lecture, didactic
questioning, explicit teaching, practice and drill, and demonstrations. The purpose
of direct instruction method is to help students learn basic academic content such
as reading in the most efficient, straightforward way. One of the characteristics of
key element in direct instruction model is teacher centrality (Cruiskshank, bainer
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Another definition is proposed by Petterson in Cruiskshank, bainer
and Metcalf (1999: 231), direct instruction method is similar to “traditional
teaching”. Generally reading traditional teaching is directed toward learning
academic content it is also characterized by teacher centered and teacher
dominated classroom. Moreover, Rosenshine (in Cohen, 2008: 4) explains “There
are six functions of each direct instruction lesson, which are: review, presentation,
guided practice, corrections and feedback, independent practice, and weekly and
monthly reviews”. Joyce and Weil (1986: 326) state that the teacher also provides
feedback and correction for the students’ mistake. Direct instructional method is
one of the highest priorities on the assignment and complexion of academic tasks
in the classroom.
In addition, as quoted from Rubina Kausar (2009: 12), Direct
Instruction (DI) refers to academically focused, teacher-directed classroom
instruction using sequenced and structured materials. It refers to teaching
activities where goals are clear to students, time allocated for instruction is
sufficient and continuous and feedback to students is immediate and academically
oriented. On the other hand, in traditional lessons, instructor verbalizes
information to passive note taking by students. Instructor thinks that students have
“empty minds” to be filled with knowledge. Students are expected to record and
absorb knowledge.
Based on the theories above, it can be concluded that Direct
Instruction method is highly structured and teacher directed. Teacher explains a
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teacher’s control. The teacher direction and control occur when the teacher selects
and directs the learning tasks.
2. The Procedures of Direct Instruction Method
According to Rosenshine (in Cohen 2008: 2), the procedures of direct
instruction method as follows:
a. Begin a lesson with a short review of previous learning.
b. Begin a lesson with a short statement of goals.
c. Present new material in small steps, providing for student practice after each
step.
d. Give clear and detailed instructions and explanations.
e. Provide practice for all students.
f. Ask a large number of questions, check for student understanding and obtain
responses from all students.
g. Guide students during initial practice.
h. Provide systematic feedback and corrections.
i. Provide instruction and practice for seatwork, exercises and monitor students
during seatwork.
From the explanations, it can be concluded that the procedure of direct
instruction method has four steps. They are explaining and preparing the students
related to the material, demonstrating and presenting the material, guiding and
giving feedback to ensure that the students work well. Then, the final is giving
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3. The Advantages and Disadvantages of Direct Instruction Method
According to Sanjaya (2009: 66), there are some advantages of direct
instruction method as follows:
a. This method can be followed by a large number of students.
b. This method is economic in time, source and fee.
c. Enables learners to improve their skill of listening accurately and critically
while doing appreciation in the classroom (Joyce and Weil, 1986: 326).
d. Gives clear view on how knowledge is delivered where in general it is not
contained in book.
e. Arouses students to read and look for other reference books after following
the learning process.
Implementation of Direct Instruction method in class not only has the
advantages but also disadvantages as follows:
a. There is only the teacher who is active in the teaching and learning process.
b. Memorizing tends to be the primary aspect of learning where students must
remember facts, which are presented by the teacher.
c. Concerning with facts that students should remember, they become bored and
lose their interest of the lesson.
d. The teacher finds difficult in mastering students’ learning result and interest,
foremost when the learning process is in progress.
e. The information is limited on the teacher’s memory.
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D. General differences about Think Pair share and Direct Instruction
Method
The differences between Think Pair Share and Direct Instruction Method
in the implementation in the class can be seen when it in used to teach the same
[image:45.595.109.519.246.545.2]lesson. Clearly, it could be described through the table below:
Table 2.1 General differences about Think pair Share and Direct
Instruction Method
Aspects Think Pair Share Direct Instruction
Teacher and students role Student center. Teacher center. Learner role Performer active participator. Passive receiver. Organizer and counselor of group
work
Intervener to teach collaborative skills.
Facilitator of the communication tasks.
Materials Materials Complete set of materials for each student.
Materials are arranged according to purpose of lesson. Usually one group shares a complete set of materials.
Types of activities
Any instructional activity, mainly group work to engage learners in communication, involving processes like information sharing, negotiation of meaning and interaction.
Knowledge recall and review, phrasal or sentence pattern practice, role play, translation, listening etc.
Think Pair Share Method is a highly structured form of group work
that focuses on problem solving that can lead students, when directed by a teacher,
to deeper learning and genuine paradigm shifts in their thinking. Meanwhile, The
Direct Instruction Method is probably the instructional format and today it is still
the most common form of instruction. They are passive recipients of knowledge
in an externally driven process. Student efforts and motivation are very
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E.Teaching Reading Using Think Pair Share Method Compared to Direct
Instruction Method
In this research, the researcher uses two methods in teaching reading:
Think Pair Share Method and Direct Instruction Method. The followings are the
[image:46.595.124.510.251.709.2]steps how to teach reading by using those methods.
Table. 2. 2 Teaching Reading Using Think Pair Share Method Compared to
Direct Instruction Method
STEPS Think Pair Share Direct Instruction Method
Pre- Reading Activity
1. Introducing the title of the text and giving guiding questions about the topic which is going to be discussed. 2. Brainstorming about text by giving
questions
3. Explaining the procedure of Think Pair Share Method.
4. Distributing a text.
1. Explaining of the goal and preparing students
a) Explaining about the goal of the lesson.
b) Explaining the procedure of Direct Instruction Method. c) Showing an example about
narrative text and distributing the narrative text entitled to the students. The teacher
introduces the material.
Whilst-Reading Activity
5. Think
a) Asking the students to read the text individually
b) Giving the students “think time” a few moments to think about the answer of the question individually.
6. Pair
a) Dividing students into pairs. b) Giving worksheet to each pairs c) Giving marks to the students to
start pairing up with other students.
d) Guiding the students to analyze the content of the text and monitoring discussion process. 7. Share
a) The teacher calls on some pairs to share their answers with the rest of the class.
b) Asking each pair to give opinion to other pairs. Other pairs give feedback and share their different ideas.
2. Presenting or demonstrating of certain skill
a) Explaining to the students about the characteristics of text, such as; generic structure, linguistics feature, and social function of text to the students. b) Teacher guides the students
through some questions that have correlation with the topic. c) Teacher checks frequently for
understanding of all students and provide immediate corrective feedback when needed.
3. Giving guided practice
a) The teacher asks the students to read few lines from the text. b) The students are asked to
translate the words from the text into their L1. The teacher helps them in translate meanings for these words. c) The answers are checked by
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Post-Reading Activity
1. Giving feedback to students’ answer or students’ discussion.
2. Giving assessment to the result of discussion of each pair.
1. Giving Individual Task
a) Giving worksheet to each student.
b) Asking each student to answer the questions in their students’ worksheet related to the text independently.
c) Giving feedback to students’ answer.
The table above shows the Teaching Reading Using Think Pair Share
Method Compared to Direct Instruction Method. It can be concluded Think Pair
Share gives students the opportunity to thoughtfully respond to questions in
written form and to engage in meaningful dialogues with other students around
these issues. Asking students to write and discuss ideas with a partner before
sharing with the larger group gives students more time to compose their ideas.
This format helps students build motivation, encourages greater participation and
often results in more thoughtful discussions. Meanwhile, Direct Instruction
Method seems can satisfy the learners since they only become the follower and
depend on the teacher during the teaching and learning process. They only wait
the teacher’s explanation about the text to get information or messages from the
text.
E. The Concept of Motivation
1. Theoretical Definitions
Dornyei (2001: 7) states that motivation explains why people decide
to do something, how hard they are going to pursue it and how long they are
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direction and magnitude (intensity), motivation is closely related with the choice
of a particular action, the effort expended on it, and the persistence with it.
Dealing with motivation, Brown (2001: 72) divides the definition of
motivation into two, based on the schools of psychology. They are behaviorist
definition and cognitive definition. Behaviorists stress on the role of rewards and
perhaps punishments in motivating behavior. Cognitive definition places the focus
on how individual’s conscious attitude, thoughts, beliefs, and interpretation of
events influence behavior; that is, how mental processes are transformed into
actions.
Brophy (2004: 3) says that motivation is a theoretical construct used
to explain the initiation, direction, intensity, and persistence of behavior,
especially goal-directed behavior. Another similar concept by Elliot, Kratochwill,
Cook, and Travers (2000: 332) define motivation as an internal state that arouses
one to action, pushes one in particular directions., and keeps one engaged in
certain activities.
According to Coffer in Chaer (2002: 251) motivation is needed by
giving stimulate to somebody’s interest. The stimulation given will cause
someone to do something. To stimulate the students mean to motivate them to do
something in getting the objective. Motivation is a support, desire, want, reason,
