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98 learning. Therefore, students who are not fully supported by their parents, think
that English is not so important. They do not follow the course for they are not supported by sufficient finance. They also do not have the facility of learning at
their home. In addition, they also lack of parental involvement, lack of responsibility at home, and lack of English language skills as very contributing
factors to their poor motivation. Therefore, it can be concluded that students having high motivation is better than students having low motivation in reading
comprehension.
3. There is an interaction between teaching methods and motivation
Choosing methods of teaching precisely contributes positive impact to the students’ achievement in the end of the teaching and learning process. It is
undeniable that teaching method which is used by the teacher in the class provides a big influence for the success of the teaching and learning process. The teacher’s
goal in conducting the classroom is not only concerned with teaching academic content but also making students develop their motivation in their lives.
According to Coffer in Chaer 2002: 251, motivation is gained by stimulating to somebody’s interest. The stimulation given will cause someone to do something.
Motivation is a support, desire, want, reason, or objective to make someone to do something. Harmer 1989: 5-6 suggests some factors affecting intrinsic
motivation in language learning. One of them is method. The method and technique of teaching have some effects on their motivation. If they find it deadly
boring, they probably become de-motivated, whereas if they enjoy the situation
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99 and have confidence in the method they will find it motivating. The student’s
confidence in the method, the most important factor affecting intrinsic motivation, is largely in the hands of the teacher. Think Pair Share promotes learning
motivation since students are given chance to explore their own learning and
motivated students can perform better learning.
Think Pair Share as one model of cooperative learning, is suitable for students with high motivation as it increases students’ motivation and in turn
increases students’ learning achievement. When highly motivated, students who are taught using good teaching method, the result will be better learning
achievement. Meanwhile, for low motivated students, it is better to teach them using Direct Instruction Method. Low motivation students need guidance and
support in comprehending English Texts and Direct Instruction Method serves the students step by step guidance through its stages. The teacher gives explanation
and gives feedback and direct correction for the students’ mistakes. It is suitable with the characteristics of the students having low motivation. The students are
passive in the class and they just become the followers in the teaching and learning process, so for the students having low motivation Direct Instruction
Method is more effective to teach reading.
It can be concluded that there is a mutual relationship between methods of teaching used Think Pair Share Method and Direct Instruction Method and
the degree of motivation to teach reading. Think Pair Share is more effective than Direct Instruction Method to teach reading for students who have high motivation.
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100 On the other hand, Direct Instruction Method is more effective than Think Pair
Share to teach reading for students who have low motivation.
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101
CHAPTER V CONCLUSION, IMPLICATION, AND SUGGESTION
This chapter states the conclusion, implication, and suggestion for teachers, students, and other researchers based on the findings of the research
discussed in the previous chapter.
A. Conclusion
Referring to the findings of the data analysis discussed in chapter IV, it can be stated as follows:
1. In general, Think – Pair – Share TPS, one of the model of cooperative learning, is more effective than Direct Instruction Method to teach reading
comprehension for the eleventh grade students of MAN 2 Metro in the academic year of 20122013.
2. The students who have high learning motivation have better reading comprehension than those who have low learning motivation in the eleventh
grade students of MAN 2 Metro in the academic year of 20122013. 3. There is an interaction between teaching method and students’ motivation to
teach reading comprehension for the eleventh grade students of MAN 2 Metro 20122013.
Based on those three findings, the conclusion is that Think Pair Share TPS is an effective teaching method for teaching reading comprehension for the
eleventh grade students of MAN 2 Metro.
