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12 Assessment between friends. This technique is done by asking the students to argue the excellence and weaknessess of friends in
various ways.
5. Learning Motivation
Motivation can be described as a series of effort to provide certain conditions, so a person will and want to do something, and if not, it will
seek to eliminate it Sardiman, 2011: 75. Meanwhile, according to Mc. Donald in Sardiman 2011: 73,
motivation is defined as the change energy on a person which marked by a feeling. Learning need motivation, motivation is an essential condition
of learning, so learning achievement will be maximized if there is motivation. Motivation will always determine the intensity of the effort of
learning for students. Learning motivation is defined as the overall driving force within the students who lead, ensure continuity and provide direction
and learning activities, so the expected objectives will be achieved Sardiman, 2011: 75. Motivation can be divided into two kinds there are
intrinsic motivation and extrinsic motivation Sardiman, 2011: 89-91. a. Intrinsic Motivation
. Intrinsic motivation is the motives that no need to stimulated from the outside to be an active. Intrinsic motivation can be considered
as learning activities initiated and passed by an self impulse and the absolute bound in relation to their own learning activities.
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b. Extrinsic Motivation Extrinsic motivation is the motives that need the stimulus from
the outside to be an active. Therefore, extrinsic motivation can be considered as a form of motivation in which learning activities
initiated and passed by encouragement from the outside that is absolutely not related to learning activities. Sardiman 2011: 91-95
mentions several forms and ways to motivate their learning activities in school as follows:
1 Giving Score Score in this case as a symbol of their learning activities.
Student motivation will be stronger if they get nice score, but there are also students who study only to pass the grade only. It shows
the motivation is lacking in substance when compared to students who want a good score.
2 Reward Reward can be a motivation, but it is not always the case,
because the reward of a job may not appeal to someone who is not interest and had no talent for the job.
3 RivalsCompetition Rivals or competition can be used as a motivation tool to
encourage student learning. Competition, both individual and group competition can improve student achievement.
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4 Ego InvolvementSelf Esteem Raising awareness to the students to feel the importance of the
task and take it as a challenge to work hard at the risk of their self esteem. Completion of a well done job is a symbol of pride and
self-esteem. The students will study hard could be due to ego involvement.
5 Giving Examination Students will be keen to learn if they know there will be an
examination. Therefore, giving examination is one of motivation tools.
6 Knowing The Results By knowing the results of the tasks, especially if there were an
increasing, students will be encouraged to be more active in learning to sustain or improve their learning achievement.
7 Compliments Compliments will foster a pleasant atmosphere and heightens
the passion to learn. 8 Penalty
Punishment as negative reinforcement, but when it given correctly and wisely it can be a motivational tool.
9 Desire to Learn Desire to learn means no intention to learn, so the result will
be good.
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10 Interest Motivation is closely connected with the interests, motivations
appear for their needs. The learning process will go easily if it accompanied with interest.
11 Recognized Objectives Recognized formulation will be well received by the students,
it will be a very important motivation tool, because of understanding the goals that will be achieved and they know how
it useful and beneficial, they will be fit to continue learning. Intrinsic and extrinsic motivation is needed in teaching and learning
activities. Students can develop activities and initiatives, and also maintain diligence in conducting learning activities with the motivation. According
to Oemar Hamalik 2005: 92 there are several ways that can do to induce students’ motivation are as follows:
a. Suggests the goals to be achieved in learning activities to students in order to get their attention.
b. Shows relationships, so the students truly understand what is being discussed.
c. Explain the real lesson, use instructional media to further clarify the issues being discussed.
d. Avoid the discussion of abstract things that are beyond the reach of the students think.
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e. Ensure the students to ask questions so the communication takes place on a reciprocal basis.
Sardiman 2011: 83 suggests the characteristics of people who are motivated are as follows:
a. Doing the task diligently b. Doing the task frequently
c. Showing the interest in a subject d. Prefers to work alone
e. Boring with the routine tasks f.
Can hold their argument g. Hard to let the things that they believed
h. Glad to find and solve problems According to Keller in Sugihartono 2013: 78-80, Keller arranged a
set of motivation principles that can be applied to the learning process called ARCS Attention, Relevance, Confidence, and Satisfiction. It
made learning process more interesting, meaningful and challenging to do with 4 stages. The four conditions are as follows:
a. Attention Students’ attention stems from curiosity. Therefore, this curiosity
should receive a stimulus, so the students always paying attention to the material that provided. The teacher can implement various
methods, and always encourages the involvement of students in the
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learning process, and use examples in daily life to make students interested and pay attention to the learning materials.
b. Relevance Relevance shows the relationship between the needed learning
material and conditions of the students. Students’ motivation will be
maintained if students consider what they learned meet personal needs and in accordance with the score.
c. Confidence Feeling confident, competent, or capable is the potential to
interact positively with the environment. Bandura Sugihartono, 2013: 79 developed the concept of self improvement. The concept relates
to personal belief that has the ability to do a task. In order to increase the confidence of students, teachers need to reproduce the experience
of student success, for example by preparing learning activities into smaller parts, raising hopes for success by stating preconditions of
success, and give constructive feedback during the learning. d. Satisfaction
The success in achieving the objectives will produce satisfaction, and students will be more motivated to achieve similar goals.
Satisfaction in achieving goals is affected by the consequences which are accepted by the students, both from inside and outside the student.
To improve and maintain the motivation of students, teachers can
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provide reinforcement in the form of praise, giving a chance and so on.
B. Relevant Research
1. Research conducted by Dwi Windiana Ramadhani 2014 the tittle is Penerapan Model Kooperatif Learning Tipe Team games Tournament
TGT dengan Pendekatan Saintifik untuk Meningkatkan Hasil Belajar Kimia Siswa Kelas X7 MAN 1 Model Kota Bengkulu. The results showed
that the chemistry learning using Cooperative Model Type of Team Games Tournament TGT with a Scientific Approach is improve learning
achievement and student activity. The increasing of student activity known from the average score of student activity observation sheet in the first
cycle: 23 with enough categories, Cycle II: 31 good category, and the third cycle: 35 in both categories. And improving student learning achievement
in the first cycle: the average value of 37.08; absorption of 37.08, and 0 with criteria of minimum mastery not yet completed, the second cycle: the
average value of 73.75; absorption of 73.75, and 66.67 criteria of minimum mastery yet completed, and the third cycle: the average value of
83.75; absorption of 83.75, and 87.50 completeness study with criteria of minimum mastery. This study has the similarity in the form of the use
of Team Game Tournament Type of cooperative learning model as well as the use of learning achievement as research object. The difference of this
