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A Thesis Proposal
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For various historical and economic reasons, English has become the dominant
language of the world in the twenty-first century. English is the language of science, air traffic
control, and tourism, the Internet and to a very large extent of trade and export. So that is why
improving the quality in teaching English is very important to prepare the learners of English as
a Foreign Language can be competitive as the human resource in their life.
There are infinite procedures teachers use to achieve desired effects from their
students, but there are general patterns these motivational tools follow. In order for teachers to
communicate with their students, they must identify with their needs on an individual basis
(Gawel, 1997). It is important to think about motivation as the essence of language teaching
because of the stark realities of learning English. The condition which happens in class is the
students feel afraid of English as one of their subject. It is because they feel that English is very
difficult to learn. So that, most students do not have enough motivation to learn and to get
involve in the activity of learning. Because of these adverse conditions, the students have to have
extraordinary motivation in order to succeed at learning English.
From the identification and limitation above, the problem of this research is “Is
the any significant difference between learning motivation of students who are taught using
cooperative learning and those who are taught without it?”
The objective of this research is to find out whether there is any significant
difference between learning motivation of students who are taught by applying Cooperative
Learning and those who are taught without it.
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 (Wikipedia). 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
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 occurs when students work collaboratively towards a common goal
(Panitz,1996). Achievements are positively correlated with the other cooperating students.
Students work together in small clusters or groups.
MOTIVATION
Teacher
Student Material Media Method Evaluation
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 belong to control group. In
this study, the treatment which is given is applying cooperative learning in teaching learning
process.
There are two variables. They are independent and dependent variable. The
independent variable of this study is cooperative learning. This variable is represented by X. The
dependent variable is students’ motivation which is represented by Y.
The selection group for the experiment and non-experiment (control group) will use coin
toss. The experiment group will be given cooperative learning activities and notreatment for the
second group. Here are the distribution of treatment in the research.
Group Class Treatment Number of Student
Experiment 2B Cooperative Learning 40
Control 2A - 40
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 usesProduct Moment Correlation
formula
The technique of data analysis is examining the effects of the results of the
motivational questionnaire. As for the analysis of the motivational questionnaires, each student’s
responses to the some items in the questionnaire are scored with the help of the computer
software of SPSS. The statistical results of the questionnaire are compared for experiment and
control group analysis