commit to user
33
Post- Reading
Activity
1. Giving feedback to students’ answer
or students’ discussion.
2.
Giving assessment to the result of discussion of each pair.
1. Giving Individual Task
a Giving worksheet to each
student. b
Asking each student to answer the questions in their students’
worksheet related to the text independently.
c Giving feedback to students’
answer.
The table above shows the Teaching Reading Using Think Pair Share
Method Compared to Direct Instruction Method. It can be concluded Think Pair Share gives students the opportunity to thoughtfully respond to questions in
written form and to engage in meaningful dialogues with other students around these issues. Asking students to write and discuss ideas with a partner before
sharing with the larger group gives students more time to compose their ideas. This format helps students build motivation, encourages greater participation and
often results in more thoughtful discussions. Meanwhile, Direct Instruction Method seems can satisfy the learners since they only become the follower and
depend on the teacher during the teaching and learning process. They only wait the teacher’s explanation about the text to get information or messages from the
text.
E. The Concept of Motivation
1. Theoretical Definitions
Dornyei 2001: 7 states that motivation explains why people decide to do something, how hard they are going to pursue it and how long they are
willing to sustain the activity. Because human behavior has two basic dimensions,
commit to user
34 direction and magnitude intensity, motivation is closely related with the choice
of a particular action, the effort expended on it, and the persistence with it. Dealing with motivation, Brown 2001: 72 divides the definition of
motivation into two, based on the schools of psychology. They are behaviorist definition and cognitive definition. Behaviorists stress on the role of rewards and
perhaps punishments in motivating behavior. Cognitive definition places the focus on how individual’s conscious attitude, thoughts, beliefs, and interpretation of
events influence behavior; that is, how mental processes are transformed into actions.
Brophy 2004: 3 says that motivation is a theoretical construct used to explain the initiation, direction, intensity, and persistence of behavior,
especially goal-directed behavior. Another similar concept by Elliot, Kratochwill, Cook, and Travers 2000: 332 define motivation as an internal state that arouses
one to action, pushes one in particular directions., and keeps one engaged in certain activities.
According to Coffer in Chaer 2002: 251 motivation is needed by giving stimulate to somebody’s interest. The stimulation given will cause
someone to do something. To stimulate the students mean to motivate them to do something in getting the objective. Motivation is a support, desire, want, reason,
or objective to make someone to do something. A support can be appearing from the students themselves or other persons surrounding them that have them to do
something.
commit to user
35 Elliot, et al. 2000: 332 in Educational Psychology: Effective
Teaching, Effective Learning, define motivation as internal state that arouses us to action, pushes us in particular directions and keeps us engaged in certain
activities. They also state that motivation is an important psychological construct that affects learning and performance in at least four ways. They are:
a. Motivation increases an individual’s energy and activity level Pintrich, Marx, Boyle, 1993. It influences the extent to which an individual is likely
to engage in a certain activity intensively or half heartedly. b. Motivation directs an individual toward certain goals Eccles Wigfield,
1985. Motivation affects choices people make and the results they find rewarding.
c. Motivation promotes initiation of certain activities and persistence in those activities Stipek, 1998. It increases the livelihood that people will begin
something on their own, persist in the face of difficulty, and resume a task after a temporary interruption.
d. Motivation affects the learning strategies and cognitive process an individual employ Dweck Elliot, 1983. It increases the livelihood that people will
pay attention to something, study, and practices it, and tries to learn it in a meaningful fashion. It also increases the likelihood that they will seek help
when they encounter difficulty. Based on explanation, Motivation, like intelligence, cannot be directly
observed. Motivation can only be inferred by noting a person’s behavior, a type of movement as a part of process of taught, desire, emotion, need, interest, curiosity,
commit to user
36 and psychology aspects. In reading process, motivation means all of the energy
and a mental power happening as a way of how people or individuals move their behavior to reach their goal, that is get the ideas, strategies, and message from the
author. In short, the readers try their best to get the meaning of a text as the readers’ creativity.
2. Intrinsic and Extrinsic Motivation
