The Effectiveness of TPS and STAD Models Against Skills Writing Fantasy Texts Reviewed from Motivation Study Grade VII Junior High School Students
DOI:
https://doi.org/10.55927/eajmr.v3i10.11373Keywords:
Effectiveness, Writing Skills, TPS, STADAbstract
Study This aiming for know the effectiveness of the TPS and STAD models in learning write text fantasy If reviewed from motivation Study student class VII. This research is a quantitative research . The population in this study was S MPN 7 Magelang. The sample in this study used the cluster random sampling technique . The data in this study were the scores of the results of the fantasy text writing skills test and the scores of the learning motivation questionnaire. Data analysis used the anova test and the difference test . The results of the study This show There is a significant difference in the ability to write fantasy texts between grade VII students before and after using the STAD and TPS models in learning write text fantasy , as well as the STAD model more effective compared to with the TPS model in learning write text fantasy If reviewed from motivation Study
References
Brookes, A., & Grundy, S. (2017). Motivation Is The Key Element In Acquiring Writing Skills. International Journal of Teaching and Education , 3(7), 31-24.
Esminarto, Sukowati, S., Suryowati, N., & Anam, K. (2016). Implementation of the STAD model in improving student learning outcomes. Briliant: Research and Conceptual Journal, 1 (1), 16-24.
Haryanti. (2019). Cooperative Learning Type Think-Pair-Share (TPS) as a Literature Learning Model (Recognizing Poetry Texts). Tambora Journal , 3(1), 28.
Isjoni. (2009), Cooperative Learning , Yogyakarta: Student Library.
Lee, J., & Kwon, S. (2023). The role of motivational beliefs in students' academic performance. Journal of Educational Psychology , 115(2), 345-359. https://doi.org/10.1037/edu0000654.
Meng, X., & Hu, Y. (2023). The impact of extrinsic motivation on academic performance in blended learning contexts during the COVID-19 pandemic. Educational Research and Review , 18(4), 254-272.
Newman, D. L., & Goldrick-Jones, A. A. (2019). Enhancing student engagement through the use of think-pair-share: A teaching and learning innovation. Teaching and Teacher Education , 85, 75-84. https://doi.org/10.1016/j.tate.2019.06.011.
Nurgiyantoro, Burhan. (2010). Competency Based Learning . Yogyakarta: BPFE.
Rao, P. (2017). The characteristics of effective writing skills in English language teaching. International Journal of Teaching and Education , 2(6), 11-19. https://doi.org/10.20472/TE.2017.6.2.002
Schunk, D.H., Pintrich, P.R., & Meece, J.L. (2008). Motivation in education: Theory, research, and applications (3rd ed.). Upper Saddle River, NJ: Pearson.
Slavin, R.E. (2021). Cooperative learning and academic achievement: Why does groupwork work?. Journal of Educational Psychology , 113(4), 645-662. https://doi.org/10.1037/edu0000478.
Vacalares, S. T., & Talle, D. (2023). Factors influencing the writing skills of the education students: A descriptive study. World Journal of Advanced Research and Reviews,18(02), 1192-1201. https://doi.org/10.30574/wjarr.2023.18.2.0254.
Voelkl, K. E. (2012). School Identification. In SL Christenson, AL Reschly, & C Wylie (Eds.), Handbook of Research on Student Engagement (pp. 193-218). London: Springer.
Winarsih, Anis Dwi. (2015). Improving the Ability to Write Complex Procedure Texts Through the STAD ( Student Team Achievement Division ) Learning Model in Class X-IPA 3 of SMAN Candipuro Lumajang. Journal of Learning Innovation , 1(2), 125.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Choirul Imsa Hastuti, Maman Suryaman
This work is licensed under a Creative Commons Attribution 4.0 International License.
