PENGARUH PEMBELAJARAN KOPERATIF TIPE STAD TERHADAP MOTIVASI BELAJAR DAN HASIL BELAJAR MEMBACA PEMAHAMAN BAHASA INGGRIS SISWA KELAS XI SMA NEGERI 2 AMLAPURA
Abstract
Penelitian ini bertujuan untuk mengetahui perbedaan motivasi belajar dan hasil belajar membaca pemahaman bahasa Inggris siswa kelas XI SMA Negeri 2 Amlapura. antara siswa yang mengikuti model pembelajaran kooperatif tipe Student Team Achievement Division (STAD) dan siswa yang mengikuti model pembelajaran konvensional. Penelitian ini tergolong penelitian semu dengan rancangan post-test only control group design. dan jumlah sampel sebanyak 116 siswa. Data motivasi belajar dikumpulkan dengan menggunakan kuesioner dan data hasil belajar dikumpulkan menggunakan tes objektif tipe pilihan ganda. Analisis data menggunakan MANOVA. Hasil penelitian menunjukkan bahwa: Pertama, terdapat perbedaan motivasi belajar dan hasil belajar membaca antara kelompok siswa yang mengikuti pembelajaran koperatif tipe STAD dan kelompok siswa yang mengikuti model pembelajaran konvensional (F=21,485, sig=0,000; p<0,05), Kedua terdapat perbedaan hasil belajar membaca antara kelompok siswa yang mengikuti pembelajaran koperatif tipe STAD dan kelompok siswa yang mengikuti model pembelajaran konvensional (F=33,202, sig=0,000; p<0,05) dan Ketiga, terdapat perbedaan motivasi belajar antara kelompok siswa yang mengikuti pembelajaran koperatif tipe STAD dan kelompok siswa yang mengikuti pembelajaran konvensional (F=10,099, sig=0,000; p<0,05)
Kata Kunci : metode pembelajaran kooperatif STAD, hasil belajar membaca, dan motivasi belajar
This research aims to investigate the difference of learning motivation dan learning achievement of English reading comprehension on eleventh grade students of SMA Negeri 2 Amlapura, between students who followed a cooperative learning model type Student Team Achievement Division (STAD) and those who followed a conventional learning model. This is a quasi-experimental research using pos test only control group design with sample 116 students. Data of learning motivation were collected by using questionnaire and data of learning achievement of English reading comprehension were acquired by using multiple choice test. Data were analyzed using MANOVA. The result shows that; first, there’s a difference on learning motivation and learning achievement of English reading comprehension between students who followed cooperative learning model type Student Team Achievement Division (STAD) and those who followed the conventional learning method simultaneously (F=21,485, sig=0,000; p<0,05). Second, there’s a significant difference on learning achievement of English reading comprehension between students who followed cooperative learning model type Student Team Achievement Division (STAD) and those who followed the conventional learning method (F= 33,202, sig=0,027; p<0,05). Third, there’s a significant difference on student’s learning motivation between students who followed cooperative learning model type Student Team Achievement Division (STAD) and those who followed the conventional learning method (F=10,099, sig=0,000;p<0,05)
keyword : Cooperative Learning STAD, learning Achievement, Learning Motivation
Kata Kunci : metode pembelajaran kooperatif STAD, hasil belajar membaca, dan motivasi belajar
This research aims to investigate the difference of learning motivation dan learning achievement of English reading comprehension on eleventh grade students of SMA Negeri 2 Amlapura, between students who followed a cooperative learning model type Student Team Achievement Division (STAD) and those who followed a conventional learning model. This is a quasi-experimental research using pos test only control group design with sample 116 students. Data of learning motivation were collected by using questionnaire and data of learning achievement of English reading comprehension were acquired by using multiple choice test. Data were analyzed using MANOVA. The result shows that; first, there’s a difference on learning motivation and learning achievement of English reading comprehension between students who followed cooperative learning model type Student Team Achievement Division (STAD) and those who followed the conventional learning method simultaneously (F=21,485, sig=0,000; p<0,05). Second, there’s a significant difference on learning achievement of English reading comprehension between students who followed cooperative learning model type Student Team Achievement Division (STAD) and those who followed the conventional learning method (F= 33,202, sig=0,027; p<0,05). Third, there’s a significant difference on student’s learning motivation between students who followed cooperative learning model type Student Team Achievement Division (STAD) and those who followed the conventional learning method (F=10,099, sig=0,000;p<0,05)
keyword : Cooperative Learning STAD, learning Achievement, Learning Motivation
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PDFDOI: https://doi.org/10.23887/japi.v4i1.1003
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Universitas Pendidikan Ganesha
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