THE EFFECT OF TEACHING STRATEGIES AND INTRINSIC MOTIVATION ON STUDENTS ACHIEVEMENT IN READING COMPREHENSION

Suhermansyah, (2012) THE EFFECT OF TEACHING STRATEGIES AND INTRINSIC MOTIVATION ON STUDENTS ACHIEVEMENT IN READING COMPREHENSION. Masters thesis, UNIMED.

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Abstract

Penelitian ini bertujuan untuk mengkaji apakah (1) hasil belajar siswa dalam pemahaman membaca yang diajarkan dengan strategi DRTA lebih tinggi secara signifikan daripada hasil belajar pemahaman membaca siswa yang diajarkan dengan strategi QAR, (2) hasil belajar siswa dalam pemahaman membaca yang bermotivasi intrinsic tinggi lebih tinggi secara signifikan daripada hasil belajar siswa dalam pemahaman membaca yang bermotivasi intrinsic renda, dan (3) terdapat interaksi antara strategi pengajaran dan motivasi intrinsic siswa terhadap hasil belajar siswa dalam pemahaman membaca. Penelitian ini adalah penelitian eksperimen dengan desain factorial 2x2. Populasi penelitian ini adalah semua siswa kelas VIII tahun ajaran 2011/2012 SMP Negeri 2 Bahorok. Ada 3 kelas paralel yaitu VIIIA, VIIIB, dan VIIIC. Dengan menggunakan teknik random multi klaster terpilihlah dua kelas sebagai sample yaitu VIIIB dan VIIIC. Kelas VIIIC menggunakan stratgi DRTA dan kelas VIIIB menggunakan strategi QAR. Motivasi siswa diukur dengan mengunakan kuisoner. Hasil belajar siswa dalam pemahaman membaca diukur dengan memberikan tes. Data dianalisis dengan menggunakan ANAVA dua jalur dengan menggunakan program SPSS. Berdasarkan analisa ditemukan bahwa (1) strategi DRTA dan QAR secara signifikan mempengaruhi hasil belajar siswa dalam pemahaman membaca (Sig. = 0.031<0.05), hasil belajar siswa dalam pemahaman membaca yang diajarkan dengan strategi DRTA lebih tinggi secara signifikan daripada hasil belajar siswa dalam pemahaman membaca yang diajarkan dengan strategi QAR (73.87>73.80). (2)hasil belajar siswa dalam pemahaman membaca yang bermotivasi intrinsic tinggi lebih tinggi secara signifikan daripada hasil belajar siswa dalam pemahaman membaca yang bermotivasi rendah (80.16>68.28) dan (3) terdapat interaksi antara strategi pengajaran dan motivasi intrinsik siswa dalam mempengaruhi hasil belajar siswa dalam pemahaman membaca (Sig. = 0.010 < 0.05). Ini menunjukkan bahwa siswa yang bermotivasi tinggi mendapatkan hasil yang lebih tinggi jika diajar dengan strategi DRTA dan siswa yang bermotivasi rendah mendapatkan hasil lebih jika diajar dengan strategi QAR.

Item Type: Thesis (Masters)
Contributors:
ContributionNameNIDN/NIDK
Thesis advisorGurning, Busmin195907131986011001
Thesis advisorSetia, Eddy195704121984031001
Call Number: 418.4 Suh e
Keywords: Motivasi; Strategi pengajaran; Kompetensi; Hasil belajar; Bahasa Inggris; Reading comprehension
Subjects: L Education > LB Theory and practice of education > LB1025 Teaching (Principles and Practice) > LB1049 Reading (General)
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Program Pasca Sarjana > Linguistik Terapan Bahasa Inggris
Depositing User: Mrs Yuni Chairani
Date Deposited: 09 Apr 2016 08:13
URI: http://digilib.unimed.ac.id/id/eprint/3570

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