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CHAPTER II
REVIEW OF RELATED THEORIES
A. Literature Review
1. Motivation
a. The Definition of Motivation
Motivation is internal and external factors that stimulate desire and
energy in people to be continually interested in and committed to a job, role, or
subject, and to exert persistent effort in attaining a goal. Motivation is the
energizer of behavior and mother of all action (Business Dictionary, 2002).
Motivation is the internal condition that activates behavior and gives
it direction; energizes and directs goal-oriented behavior. The term is generally
used for human motivation but, theoretically, it can be used to describe the
causes for animal behavior as well. This article refers to human motivation.
According to various theories, motivation may be rooted in the basic need to
minimize physical pain and maximize pleasure, or it may include specific needs
such as eating and resting, or a desired object, hobby, goal, state of being, ideal,
or it may be attributed to less-apparent reasons such as altruism, morality, or
avoiding mortality.
b. Types of Motivation
c. The Measurement of Motivation
2. Cooperative Learning
a. Definition of Cooperative Learning
Cooperative learning is defined as a system of concrete teaching
and learning techniques, rather than an approach, in which students are active
agents in the process of learning through small group structures so that students
work together to maximize their own and each other’s learning (Kagan, 1995).
Richards, Platt & Platt (1992) stated that cooperative learning is a
system of teaching and learning techniques in which students were active agents
in the process of learning instead of passive receivers of the product of any given
knowledge. They also pointed out that cooperative learning activities were often
used in communicative language teaching.
Cooperative learning is more than just groupwork. A key difference between
cooperative learning and traditional group work is that in the latter, students are
asked to work in groups with no attention paid to group functioning, whereas in
cooperative learning, groupwork is carefully prepared, planned, and monitored
(Jacobs, 1997; Johnson & Johnson, 1994; Ng & Lee, 1996). Instructional models
and structures have been designed, which teachers can adopt and adapt, to help
the group work operate more effectively by creating an environment for
interactive learning (Abrami et al, 1995).
With so many similarities in essence, cooperative learning was used
as a set of teaching methods or techniques to embody the spirit of
communicative language teaching by activating the students to work together in
small group.
b. The elements of Cooperative Learning
Cooperative learning is a successful teaching strategy in which
small teams, each with students of different levels of ability, use a variety of
learning activities to improve their understanding of a subject. Each member of a
team is responsible not only for learning what is taught but also for helping
teammates learn, thus creating an atmosphere of achievement. Students work
through the assignment until all group members successfully understand and
complete it.
Cooperative efforts result in participants striving for mutual benefit
so that all group members:
gain from each other's efforts. (Your success benefits me and my success
benefits you.)
recognize that all group members share a common fate. (We all sink or
swim together here.)
know that one's performance is mutually caused by oneself and one's
team members. (We can not do it without you.)
feel proud and jointly celebrate when a group member is recognized for
achievement.
Kagan (1995) shown that cooperative learning techniques:
promote student learning and academic achievement
increase student retention
enhance student satisfaction with their learning experience
help students develop skills in oral communication
develop students' social skills
promote student self-esteem
help to promote positive race relations
He also stated that in principle, cooperative learning stuck to the
following five elements,
(1) Positive interdependence
a. each group member's efforts are required and indispensable for group
success
b. each group member has a unique contribution to make to the joint effort
because of his or her resources and/or role and task responsibilities
(2) Individual accountability
a. keeping the size of the group small. The smaller the size of the group, the
greater the individual accountability may be
b. giving an individual test to each student
c. randomly examining students orally by calling on one student to present
his or her group's work to the teacher (in the presence of the group) or to
the entire class
d. observing each group and recording the frequency with which each
member-contributes to the group's work
e. assigning one student in each group the role of checker. The checker
asks other group members to explain the reasoning and rationale
underlying group answers
f. having students teach what they learned to someone else
(3) Group processing
a. group members discuss how well they are achieving their goals and
maintaining effective working relationships
b. describe what member actions are helpful and not helpful
c. make decisions about what behaviors to continue or change
(4) Face-to-face interaction
a. orally explaining how to solve problems
b. teaching one's knowledge to other
c. checking for understanding
d. discussing concepts being learned
e connecting present with past learning
(5) Interpersonal and small group skills
Teaching social skills such as leadership, decision-making, trust-building,
communication, and conflict-management skills.
c. Implementing Cooperative Learning in Teaching English
Cooperative learning as an effective teaching method in foreign
language education is the essential part in teaching English. Further
examinations on cooperative learning and language acquisition could be
inspected through three vital variables of input, output, and context, which
contributed to language acquisition to a great extent (Krashen, 1985; Kagan,
1995). An investigation revealed that cooperative learning had a dramatic positive
impact on almost all of the factors critical to language acquisition (Kagan, 1995).
B. Conceptual Framework
The concept of this study is shown by this following diagram.
Motivation
Strategy
Cooperative Learning
C. Hypothesis
Based on the above stated theory, the hypothesis can be formulated
as follows: “There is a significant difference between motivation of students who
are taught using Cooperative Learning and those who are taught without it”.
CHAPTER III
RESEARCH METHOD
A. Research Type
This research is a quantitative research. This study can be classified
into a quasi-experimental study. The design used is an in-tack group pretest-
posttest design that involves a group of students who belong to the experimental
group and the one belongs to control group. In this study, the treatment which is
given is applying cooperative learning in teaching learning process. (Arikunto ,
2010).
D. Research Instrument
1. Instrument of the research
This study will use questionnaire as the instrument of the research
to gain data to see the significant result of students’ motivation.
2. Validity of the instrument
To see the validity of the instrument, the researcher uses Product
Moment Correlation formula.
Abrami, P.C., Chambers, B., Poulsen, C., DeSimone, C., d’Apollonia, S., &
Howden, J. (1995) Classroom connections - Understanding and using
cooperative learning, Toronto: Harcourt Brace.
Adams, D.N. & Hamm, M.E. (1990) Cooperative learning - Critical thinking and
collaboration across the curriculum, Springfield, IL: Charles C Thomas.
Arikunto. 2006. Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta : PT.
Rineka Cipta.
John, & John (1991). Learning Together and Alone. Minnesota: University of
Minnesota.
Jacobs, et al. (1997). Cooperative Learning in the Thinking Classroom.
Singapore.
Johnson, D.W. & Johnson, R.T. (1994) Learning together and alone (4th ed.),
Needham Heights, MA: Allyn and Bacon.
Kagan, M., Robertson, L. & Kagan, S. (1995) Cooperative learning structures for
classbuilding, San Clemente, CA: Kagan Cooperative Learning.