Abstract
This research obtains some of the findings which in a word can be described as follows: (1) the step of Introduction (exploration): through study library and observation, it can be found that the quality of writing learning and the need of a better writing learning model, and it is formulated the prototype of writing learning model based on the ARCES motivation, serta dirumuskan prototipe model pembelajaran menulis berbasis motivasi ARCES after the draft is validated by the Indonesian language experts and education technology experts. (2) The step of model development: through development of preliminary model and development of main model and after it is done by monitoring, evaluation, focus group discussion and revision, then it is produced a better writing learning model based on ARCES motivation. (3) The step of model effectiveness examination: through pre-test, treatment, and post-test which is produced writing learning model based on ARCES motivation. From the effectiveness test result of model, it can be concluded that writing learning based on ARCES motivation is more effective (in average value of post test is 83,94) than writing learning conventionally (in average value of post-test is 75,79).
Highlights
The lack of teacher’s creativity in developing writing learning motivation has caused: (a) the attention of students are unable to arouse, (b) the teaching learning is less relevant with the need of students, (c) students are less of self confidence to follow the teaching learning process, (d) the teaching learning process is not interesting and (e) students are unsatisfied with the teaching learning process
Basic problem of this research is development of writing learning model based on ARCES motivation for students of senior high school according to Level Curriculum Set of Education (KTSP)
The important features which is suitable to be discussed at the both groups, that is writing learning conventionally, and development of writing learning model based on ARCES motivation (ARCES Based on Motivation) is as follows: 1. The Discussion of Writing Learning Conventionally
Summary
The lack of teacher’s creativity in developing writing learning motivation has caused: (a) the attention of students are unable to arouse, (b) the teaching learning is less relevant with the need of students, (c) students are less of self confidence to follow the teaching learning process, (d) the teaching learning process is not interesting and (e) students are unsatisfied with the teaching learning process. Teacher develops various in using method, media and strategy which can please students, so their motivation will grow and develop and the result of teaching learning process of Indonesian language can be maximal in cognitive, psychomotor and affective. Halimah Harun (2006: 96) affirms: "Attitude, interest and motivation play an important role in students’ achievement. Teachers ace well students should developed their attitude, interest and motivation in the teaching and learning process to achieve the target of objectives.”. Interest and motivation in studying Indonesian language represents the important duty for teachers and students in teaching learning process. While causative which is from environmental factors is possibility that environment is unable to support them, environment pursues to grow and growth of learning motivation
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