ABSTRAK
This study is aimed at investigating: (1) Whether and to what extent TBL can improve my students’ Learning motivation in teaching English subject; and (2) The difficulties in implementing TBL to enhance students’ learning motivation.
This action research covered 3 cycles which was started from October to November 2016. The procedure of the research consists of identifying the problem, planning the action, implementing the action, observing the action, and reflecting the result of the research. The research was conducted at Junior High School Darul Ihsan Muhammadiyah Sragen from September to November 2016. The subject of the research was the ninth year students of Junior High School Darul Ihsan Muhammadiyah Sragen. This research employed the qualitative data and quantitative data collecting. Observing, distributing questionnaires, interviewing were executed to gain qualitative data, while the quantitative data were
obtained through the percentage of questionnaire. To analyze qualitative data, it used Constant Comparative Method. It consists of four steps: (1) Comparing incidents applicable to each category; (2) Integrating categories and their properties; (3) delimiting the theory and (4) writing the theory. Meanwhile, to analyze quantitative data, it employed descriptive statistics. Based on the result of the research observation and interview, it shows that TBL can: (1) enhance students’ learning motivation. The improvement on students’ learning motivation showed that students have: (a) positive task orientation; (b) need for achievement; (c) high aspiration; (d) goal orientation and (e) perseverance. In addition, the improvement was also indicated from the result of \ questionnaire. The total percentage of questionnaire before the action was 55.14%, meanwhile in the cycle 1 was 58.28%, in
the cycle 2 was 62.53%, and in the cycle 3 was 68.51%. (2) There are some difficulties of TBL when it is applied in enhancing students’ learning motivation including: (a) Avoiding the greater chance of conflict between individual learners which effects to students motivation in doing any activity when TBL is implemented; (b) Some students avoid doing any work in group activities and let others do it all and (c) Ensuring students to consider for individual pre class preparation. However, it is important because Lack of preparation places clear limits on both individual learning and team development. But, based on the result of the research, it can be concluded that students’ learning motivation could be enhanced by using
TBL The results of this study imply that TBL can enhance students’ learning motivation. Therefore, TBL is strongly eligible to be implemented in the teaching and learning process at ninth year students of Junior High School Darul Ihsan Muhammadiyah Sragen, but the teachers have to be able to adjust its procedures with students’ condition, and time allocation they have. However, as some difficulties are found in implementing TBL to improve students’ learning motivation, it is important for the teachers to be able to
identify the problems that they are facing while implementing TBL. The teacher was also suggested to solve the problems by referring to previous study, discussing with the other teachers or senior teachers totalk the problems, and asking directly to students what they are feeling when TBL was implanting.
Keywords: team based learning, students’ learning motivation, classroom action research.