CHAPTER I

INTRODUCTION

1.1 Background
The learning process can be described using a variety of learning theory. In
addition, the process can also be described with attention to one important aspect,
namely the motivation of students. Teachers often worry by having students who
are intelligent but have assessed the achievements of the mediocre. In the learning
of the students seemed bored and lethargic, very little use of the mind to solve
problems presented in class, much less actively involved in the learning process.
One way to understand it is to analysis expressed by Romiszowski (1984), that the
low performance can be caused by various factors that comes from within and
from outside the student.

The success of learning is influenced by many factors coming from within and
outside ourselves. External factors such as the learning facilities, how to teach the
teacher, System feedback, and so on. The factors of the students include
intelligence, learning strategies, motivation and so forth. But in fact in a class,
students study or to receive all kinds of lessons delivered by the teacher. Therefore
teachers need pay attention to conditions of external call internal conditions study,
and students learn. So the importance of motivation, the type and nature of
motivation, and learning motivation enhancement effort really needs to be
understood.

1.2 outline of the Problem

1. how student learning styles ?
2. What is the importance of motivation in learning?
3. What are the types of motivation in learning and nature?
4. what efforts increased the motivation of learning?
5.what understanding the motivation of learning?
 CHAPTER II
DISCUSSION

2.1 the importance of motivation and Motivation

There are three events that can be used as a first incident of pemisalan i.e.,
students often learn because it does not know the usefulness of subjects at school.
The motivated students is low, due to lack of information. The second event, the
motivation of learning students decreased, due to external disturbances. On both
occasions, the learning motivation of students become better after the teacher
changed the conditions of student learning eksten. The third event, students have a
high learning motivation. Although the teacher did not help the students, but
students are able to overcome the distractions and barriers to their learning.

1. Understanding motivation
The term motivation is derived from the Latin word movere means "moves".
Based on this understanding of the meaning of motivation being developed.
Wlodkowski (1985) describe motivation as a condition that cause or give rise to a
certain behavior and give direction and endurance (persistence at such behaviour.
Ames and Ames (1984) defined as a motivational perspective, owned a person
about himself and lingkunganya. For example, a student who believes that he has
the skills required to perform a task, will be motivated to do the task. This positive
self concept becomes its driving force for kemauannya.
Motivation can also be described as "objective to be achieved through a particular
behaviours" (Cropley, 1985). In this concept, students will be trying to achieve a
goal because it stimulated by benefits or advantages to be gained. The motivation
of the students reflected through perseverance that is not easily broken to achieve
success, although it was faced with various difficulties. Motivation is also shown
through the intensity of work in order to perform a task.
There are students in mental strength that became the driving force of the events.
Power mover comes from various sources. At the first event, the low student
motivation to become better after the students obtain the correct information. On
both occasions, the role of the teacher to raise the motivation of learning students
are very meaningful. In the third incident, self-motivated students classified as
high. So the questions arise such as:
The power of what being a move student learning?
How long is the influential power of dala learning activities?
The power can be kept?
Students learn because of her mental strength was driven by. Mental powers that
be desires, attention, willingness, and ideals. Mental strength that can be classified
as low, or high. There are educational psychologists call mental strength that
encourages the occurrence of such learning as a motivation to learn. In the
motivation of contained the presence of desires, hopes, needs, goals, objectives
and incentives. The State of the soul that are activate, directing, channeling, and
direct individual behavior and attitudes study (Koeswara, 1989; Siagian, 1989;
Schein, 1991; Biggs & Telfer, 1987)
There are three main components in motivation, namely:
The needs of the
Boost
The purpose of
A need occurs when individuals feel there is an imbalance between what he had
and that he expected. As an illustration, students felt that the results of his studies
is low, though it has a full lesson time. He felt he had enough time, but she is less
well arrange learning time. The use of learning time is not sufficient to obtain a
good study results, while it needs a good learning results. Therefore, students
change their ways of learning. The urge is a mental strength to perform activities
in order to meet expectations. The urge is a mental strength-oriented fulfilment of
hope or goal achievement. The goal-oriented impetus at the core motivation. As
an illustration, a grade three JUNIOR has hope to be accepted as the best high
school students in the city. Sisw atersebut low learning outcomes obtained in the
subjects of mathematics and SCIENCE in Deuteronomy months into one. Aware
of this, then the students take additional courses and learn more enterprising. In
Deuteronomy keduua results improve their learning. Aware of their learning
results improve, then the spirit of learning students become high. The goal is to be
achieved by an individual. The purpose of redirecting behavior, in this case the
behavior study. In the case of students taking courses and learning the high morale
suggest that aims at graduating JUNIOR HIGH SCHOOL with satisfactory grades
and received in high school that he wanted.
Maslow divided into five levels of needs, including:
Physiological needs
The need for a secure feeling
The needs of the social
The need for self-esteem, and
The need for self-actualization
Physiological needs with regard to basic necessities like food, clothing, Board.
The need for a sense of security regarding security, physical and psychological.
Social needs with regard to embodiment in the form accepted by the others, a
distinctive identity, a chance to go ahead, feel taken include possession of self-
esteem. The need for self-actualization with regard to individual needs to be
something that suits your ability.
In terms of encouragement, according to Hull motivation evolved to meet the
needs of the organism. Beside that it is also a system that allows the organism can
maintain his survival. The needs of an organism is the cause of the emergence of
encouragement, and encouragement will enable the behaviour returns the
physiological balance of the organism. The behaviour of the organism occurs
caused by a response from the organism, the organism's encouragement and
strengthening of the power of these two things. Hull did indeed emphasize
encouragement as motivation the prime mover's behavior, but later also did not
completely reject the presence of the influence factor in external factors. In this
incentives (reward or punishment) affect the intensity and quality of the behavior
of organisms.
In terms of goals, then the destination is the giver of direction on behavior. If the
destination trercapai then needs are met for "a while". If trepenuhi, then the needs
to be satisfied, and the mental impulse to do "suspended".
The old mental powers dala is along the individual task of human development.
According to Havighurst the development tasks include the infancy, students,
youth, young adulthood, middle age middle aged, and adulthood.
According to the Monks, mental strength or strength of motivation can be
maintained. The journey of human behavior, including the learning behaviors can
be strengthened and developed. According to the Monks, understand-understood
interaksionis understood the task of development, and emancipation theory
recognizes the importance of the maintenance of the strength of the motivation to
learn. A push from the inside or the mental strength and the influence of outside
influence on the advancement of the individual. The interaction of mental strength
and the luat lingkuan is determined by your responses and personal initiative of
principals (Monks, Knoers, Siti Rahayu, 1989, Koeswara; Biggs & Telfer; 1987).

2. The importance of Motivation in learning

Research on the psychology of many motivational theories about behaviour.
Terteliti in the subject of motivation there are animals that form a human tone of
da. Penelit which uses animals is classified as biological researchers and
Behaviorists. Researchers who use the terteliti man is a cognitive researcher.
Archaeologists have findings that are beneficial to the fields of industry, labor,
marketing rekruting, military affairs, consultation, and education. experts argue
that human behavior motivation comes from public mental strength, instinct,
impulse, necessity, cognitive processes, and interaction.
Learning motivation is important for students and teachers. For students the
importance of learning motivation is as follows:
Aware of the position at the beginning of the learning process, and the end result
Inform about the power of business study, when compared with peers
Direct learning activities
Raising the spirit of learning
Aware of the existence of a learning journey
Motivation is also important study known by a teacher. Knowledge and
understanding of the learning motivation in students is beneficial for teachers, as
follows:
Awaken, enhance, and maintain the spirit of the students to learn to succeed
Used as a teaching strategy study, because the learning motivation of students in
grades various
Improve the circumstance and teachers to select one among an assortment of
roles, such as advisors, facilitators, instructors, friends of encouragement,
discussion, giver of gifts, or teacher educators. The pedagogical role of course in
accordance with student behavior.
Giving opportunities for teachers "to work" pedagogical engineering

2.2 the type and nature of Motivation

The motivation of individual mental strength, as have the levels. Psychiatric
experts have different opinions about these power levels. The disagreements are
generally based on research on learning behavior in animals. Despite their
different opinions about the extent of his powers, but they are generally
seoendapat that motivation can be distinguished into two types of yatu, primary
and secondary motivation motivation.

1. Types of Motivation
The primary motivation is motivation which is based on the basic motifs. The
basic motives generally come in terms of biological, physical or human. Human
beings are creatures of berjasmani, so that his behavior was affected by instinct or
need jasmaninya. MC Dougall for example, argues that the behavior consists of
thoughts about subjective feelings, goals, and drive reach fulfillment. Instinctual
behavior can be activated, modified, triggered spontaneously, and can be
organised. Among the important instinct was to maintain, in search of food,
fleeing, groups, defend yourself, curiosity, build, and mating. (Koeswara, 1989;
Jalaluddin Rachman; 1991)
Another expert, Freud berbndapat that instinct has four characteristics, namely
pressure, sasaram, objects, and the source. Pressure is the force that motivates
individuals to behave. The greater the energy in instinct, then the pressure on
individuals. Instinctual goal is satisfaction or pleasure. Satisfaction is achieved,
when the energy pressure on instinct. According to Freud, energy work nourishes
physical balance. Instinct works throughout life. The change is the way the
gratification or objects of gratification. The behaviour of individuals who satisfy
the instinct can be directly or by pressing. The emphasis of the instinct does not
eliminate the energy. The emphasis of the instinctual nature of entry have to be
unconscious. Human behavior in such a complex, there is a discernible motivation
from natural sadarnya, da tone are derived from nature is not sadarnya (Koeswara,
1989; Sumadi Suryabrata, 1991).
A secondary motivation is motivation to learn.. This is different from the primary
motivation. As an illustration, a hungry person would be interested in food
without learning. For food that people have to work first. In order to work
properly, people have to learn to work. "working fine" is a secondary motivation.
When a person is working well, then he received a paycheck in the form of
money. Money is a secondary motivation boosters. Money is a common amplifier,
to keep people working well.
According to some experts, humans are social creatures. His behavior is not only
affected by biological factors but also social factors factor. Human behavior is
influenced by three important components such as the affective, cognitive, and
konatif. Affective component is the emotional aspects. The component consists of
social motives, attitudes, and emotions. The cognitive component is the
intellectual aspect associated with the knowledge. Konatif component is
associated with a will and a habit of acting (Jalaluddin Rachmat, 1991; Sumadi
Suryabrata, 1991).
Social motivation or a secondary motivation play an important role for human
life. Experts divide the secondary motivation according to different views. For
example, Thomas and Znaniecki classify secondary motivation into desires such
as follows:
 Gain new experience
To get a response
Gain recognition
Gain a sense of security
The behavior is also affected by emotions. Emotions shows that there is a kind of
kegoncangan someone. The Kegoncangan accompanied the process of physical,
behavioural, and awareness. Emotions have a function as:
Generating energy for example, because dicemoohkan people into trying hard so
successful
Givers information on others, such a sad painted face in
Messenger in dealing with others, such as a vibrant speaker raises morale, and
Source of information about a person, such as the acquisition of healthy flavors
The behavior is also affected by the presence of knowledge yangdipercaya,
pengetauan the yangdipercaya is sometimes based on makes sense or not based on
common sense. Such knowledge may encourage the occurrence of behaviors. As
an illustration, people keep smoking with a different motivation. Anyone wants to
demonstrate virility, leisure, and others who want to evoke creativity, although
they are also aware of the dangers of cigarettes.
Oerilaku is also affected by habits and whims. Habitual behavior is settled, takes
place automatically. Most likely, such behavior is a result of learning. Willpower
is strong in goal action. The will of a person arising due to:
A strong desire to achieve goals
Knowledge about how to obtain the purpose
Energy and intelligence
The proper expenses to achieve goals
In other words, habits and one's willingness to raise the motives to behave. The
motivation of learning is reinforced by the existence of consciousness, emotions,
attitudes, habits, and willingness (Sumadu Suryabrata, 1991; Singgih Gunarsa,
1990; Monks, Konoers, Siti Rahayu, 1989).
2. nature of Motivation
The motivation of a person can be sourced from within yourself, which is famous
as the internal motivation, and someone from the outside is known as external
motivation.
In addition, it can also differentiate the motivation of these people and therefore
glad to do it. As an illustration, a student reading a book, because he wanted to
learn the story of the character, not because of school. Motivation indeed push
continues, and energize on behaviour. After the student completes a book, then he
is looking for another book, in this case, the motivation of these has led to the
emergence of the motivation of overachievers. According to the Monks the
motivation of overachievers has emerged at a time when children aged toddler.
This means the motivation of noteworthy, for self discipline is the key to the
success of the study. (Monks, Knoers, Siti Rahayu, 1989; 161-164).
Extrinsic motivation is the urge towards someone's behavior, that are outside of
works that he did. People do something, due to encouragement from the outside as
there are gifts, or avoid punishment. In this case extrinsic motivation also "subject
to change" became the motivation of.
In its place it is known that the experts psychology gave varying pressure on the
motivation. As a result of suggestions about learning also vary. McDougall and
Freud stressed the importance of motivation of. Skinner and Bandura emphasizes
the importance of extrinsic motivation. Maslow and Rogers showed that both of
these motivations are equally important.
Extrinsic motivation a lot done at school and in the community. Rewards and
punishments are often used to enhance learning activities. If students study with a
very satisfying result, then he will get a gift from a teacher or parent. Conversely,
if the study results are not good, or earn less value, then it will be the "warning or
penalty" from teachers or parents. "Warning" is not fun. Learning motivation
increases, because students are not happy to get the "warning" from teachers or
parents. In this case, punishments and rewards, also can be a motivation for
students to learn ekstinsik with vibrant. (Siagia, 1989; Monks, Knoers, Siti
Rahayu, 1989; Biggs 7 Telfer; 1987; Winkel, 1991).
It's good also take notice of the views of Maslow and Rogers who recognized the
importance of extrinsic motivation of and. According to Maslow, motivated
individual to mengaktualisasi themselves. He found 15 characteristics of people
who are capable of self-mengaktualisasi. These characteristics are:
capable of observing a realistic efficiently, what it is and limited of subjectivity
can accept yourself as well as others are reasonably
Behave spontaneous, simple, reasonable and
centered on a problem or task
have a need privacy or independence high
has the freedom and the independent of the environment and heritage; He was
able to discipline themselves active, and responsible for her
can appreciate with respect and and full of passion
may experience peak experience, as embodied in creativity, inventions,
intellectual activity, or activities of friendship
have a sense of attachment, the high humanitarian solidarity
the personal relationship Can reasonably
Has the character of open and free of prejudice
have a high standard of morality
has the sense of humor of the learned
has the creativity in the fields of life, as in pengetahua, or the arts, life skills,
and
have a high autonomy
Mengaktualisasi the self motivation running sesua with the capabilities of each
person. Efforts to satisfy the needs of those self-actualization is certainly not easy.
As an illustration, it can be calculated how difficult a country boy, who struggled
throughout the lifetime, which is later given leads the country, by all the people.
Of motivation extrinsic motivation and can be used as a point of base of
pedagogical engineering teachers. In place of the teachers know of the existence
of the motivation-motivation. To get to know the real motivation, teachers need to
do research. This means that teachers of junior and SENIOR HIGH SCHOOL,
according to the demands of the teaching profession, should study researching
while praktetk educate in the schools.
There are times when teachers face the students who do not yet have a good
learning motivation. In this case we suggest that teachers hold on extrinsic
motivation. By using the amplifier in the form of reward or punishment. The
teacher should correct the self-discipline of students in beremansipasi.

2.3 the motivation in learning

In the study of behavior there is a motivation to learn. The learning motivation of
anyone, or extrinsic. Strengthening the learning motivation-motivation is in the
hands of teachers, educators and members of the masyarakatlai. Teachers as
educators in charge of strengthening the motivation study for a minimum of 9
years at the age of compulsory education. The parent in charge of strengthening
the motivation of lifelong learning.

1. The elements that affect the motivation of Learning

Learning motivation exists within students. Within the framework of formal
education, the learning motivation exists within network engineering pedagogical
teacher. With the Act of making the preparation, implementation and learning,
then teachers strengthen the learning motivation of students. On the contrary, is
seen in terms of emancipation of the independence of students, increasing learning
motivation on learning results. Motivation is the psychological facet of learning
progression, that is affected by the condition of the physiological and
psychological maturity of the students. As an illustration, the desire of the child to
read a magazine for example, affected by the readiness of the sensory tools to give
the word. The success of give word of symbol on letters encouraging the desire of
completing the task of reading. (Monks, 1989; Singgih Gunarsa, 1990).

a) goals or aspirations of students

Motivation study looks at children's desires since childhood as the desire of
learning to walk, eat delicious food, scramble game, and so on. The success of
achieving the desire to grow a will work, even in the future goals in life. The
incidence of aspiration has been accompanied by the development of intellect,
morals, will, language, and values of life. The incidence of goals also coupled by
the development of personality.
In terms of the desire independence, emancipation sated can zoom in will and the
spirit of learning. In terms of learning, reinforcement with rewards or punishment
will also be able to change the desire becomes a will, and then the will be goals.
The desire lasted a moment or in a short period of time, whereas a will can take
place in a long time. The will has been accompanied by the calculation with
common sense. Ideals can take place in a very long time, even throughout the
lifetime. Goals will strengthen the motivation of learning as well as extrinsic.
Because the achievement of business goals will memwujudkan self-actualization.
(Monks, 1989:241-260; Schein, 1991: Singgih Gunarsa, 1990:183-199).

b) ability of the students

The wishes of a child needs to be coupled with the ability or skills achieve it. In
summary it can be said that the ability will strengthen the motivation of children
to carry out the tasks of development.

c) conditions of Students
The condition of the students which include physical and spiritual influence the
motivation to learn. A student who is sick, hungry, or rage will interfere with
attention to learn. Instead, a student of healthy, well-fed, and excited will easily
strengthen attention. In other words, physical and spiritual condition will affect
the student's motivation to learn.

d) environmental conditions of students

Environment students can be a State of nature, the environment of place of
residence, his peers, and civic life. As a member of the community so students
could be affected by the surrounding environment. Natural disasters, a slum
dwelling, the threat of a rogue peer, antarsiswa, fights will disturb the solemnity
of the study. Therefore, the condition of a healthy school environment, harmony
of life, order the Association need enhanced mutunya. With a safe, serene, orderly
and beautiful, then the passion and motivation learn easily reinforced.

e) Dynamic elements in learning and learning

Students have feelings, attentions, will, memory, and mind changing thanks to the
experience of life. Experience with peers influence on motivation and learning
behavior. The students in the form of environmental natural environment,
neighbourhood, and the Association has also undergone a change. The cultural
environment of the student in the form of newspapers, magazines, radio, tv, and
movies are increasingly reaching out to students. All of the environmental
mendinamiskan the motivation to learn. Therefore, professional teachers are
expected to take advantage of all that created a nice dynamic conditions for
learning and to motivate learning.

f) Efforts in Teacher Membelajarkan Students

The teacher is a professional educator and also an educator who developed.
Profesionalnyha duty requires him to lifelong learning. As educators, teachers can
select and sort out the good. Participation and the example of choosing the good
behavior is already a membelajarkan efforts of students. Participation and role
model good behavior is one of the membelajarkan efforts of students. The efforts
of teacher membelajarkan students occurred at school and outside school. The
effort of learning at the school include the following:
Organizes orderly learning at school
Build the discipline learned in every opportunity
Fostering orderly learning Association
Fostering an orderly learning environment of the school.
In addition, the effort of learning individually each teacher facing child his
protg include:
The understanding of the student code of conduct obligation in order to learn
Utilization of reinforcement in the form of a gift, the criticism, the penalties are
appropriate
Educate the love of learning.
School teacher in learning effort is inseparable from activities outside of school.
The school's outdoor education center that is important is the family, religious
institutions, Scouts, and other youth education centre. Professional teacher sued
weaves cooperation pendagogis with the education centers. The efforts of
mendidikkan learning "orderly living" is a collaboration of school and out of
school.

2. Improve the motivation of Learning

Learning behavior is one of behavior. A child who reads newspaper ads with the
desire of finding the right school, will obtain satisfaction because he received the
correct information. The behavior of reading in children "school information
seekers" in contrast to the behavior of the child's second reading is different. So
with the motive of learning in students who are reading textbooks. Read with
motivation "looking for something". Teachers at the school face many students
with various learning motivation. Therefore the role of the teacher reminds
motivation learning quite a lot.

a) optimization of the application of the principles of learning

Behavior is learned in school has become a common pattern. In terms of
development, there are students who are just me-too, playful, yet understand avail
study. With his school duties, then they started enjoying learning. Fooling around
is a big part of the fun for the students. Students will realize that playing, learning,
learning, learning motivation grant of enterprising, break, learn more, and then
work is patterns of behavior a reasonable life for anggot amasyarakat.
In the effort of learning, teachers dealing with students and learning materials. To
be membelajarkan, or teach the lesson materials required:
Teachers have learned the lesson materials
Teachers have to understand those parts are easy, medium and difficult
Teachers have mastered ways to learn the material, and
Teachers have understood the lesson material nature.

Optimization of the dynamic element b) learning learning dam

A student will learn by his own personal seutuh. The role of will, mind, attention,
fantasy, and the other fixed on the ability to learn. Even so the ketertujuan not
always run smoothly. The disagreement is caused by physical or mental fatigue, or
the ups and downs of the energy of the soul. At one point the student feeling
disappointed, and as a result the willingness of learning decreases. Or even though
his feelings of disappointment, he was able to overcome it, and kemuan and the
spirit of learning is reinforced. Instead, a friend studying environment,
newspapers, radio, magazines, tv, the teacher, the parent will also be
memperngaruhinya. There is a friends learn that desperate, there are unruly.
Elements of the environment that encourages, da also tone inhibits learning
activities. The decision will learn actively, or to suspend the study, in the student's
own.
Teachers are educators and tutors of learning. Teachers better understand the
limitations of time for students. Often students off guard about assessing learning
opportunities. Therefore, teachers can seek optimization of dynamic elements that
exist within existing students and students in the neighborhood. The optimization
endeavors are as follows:
provide an opportunity in students to uncover obstacles learned hers
Maintain an interest, willingness, and the spirit of his studies so as to
materialize the follow-up study
Ask the opportunity on the parents or guardians, to give the opportunity to
students to beraktualisasi yourself in learning
Utilizing elements of environment that encourages learning, media-media that
disturbed the concentration of learning must be prevented
the use of time in an orderly, joyous atmosphere of the amplifier and is centered
on the learning behavior; at this level the teacher imposes effort "learn is self-
actualization students"
 Teachers stimulate students with reinforcement gives the confidence that he can
overcome all obstacles

c) Optomalisasi utilization of the experience and ability of students

The behavior of student learning is a series of follow-up follow-up learning every
day. Learning behavior every day left of school lesson schedule.
The teacher is "driving" the journey of learning for students. As the driving force,
then teachers need to understand and take note of the difficulty-difficulty students.
As a facilitator of learning, teachers are expected to monitor the level of difficulty
learning experience, and immediately helped overcome the difficulties of
learning. "help overcome learning difficulties" to be given before a desperate
students. Teachers are obliged to use the learning experience of students in
managing traffic and students learn. The efforts of these students experience
utilization optimization can be done as follows:
Students read assigned material learned before; each reading materials students
can study noted things to Dodos, notes the difficult things that subsequently
submitted to teachers
Teachers learn things that are difficult for students
Teachers solve things to Dodos by finding ways of solving it
Teachers taught "how to solve" and educate the courage of overcoming
difficulties
invites Teachers and students experience and overcome the difficulties
Teacher gives a chance to students who are able to solve the problem to help his
colleagues who experience difficulties
Teacher gives reinforcement to students who managed to overcome their
learning difficulties herself

CHAPTER III
COVER
3.1 Conclusions
Behavior study conducted by the pebelajar. On the pebelajar there is a mental
power mover of learning. Mental power of desire and willpower, attention, or the
ideals it is called learning motivation. The main components of the motivation is
the need, encouragement, and the purpose of the pebelajar. Very important
learning motivation is understood by students or teachers
Some experts operates in terms of the particular facet of motivation. Maslow
distinguishes five levels of needs. McCleland suggested three types of basic
needs. While the Hull showed the importance of the needs of the organisms in the
development of motivation.
As mental strength, motivation can be distinguished into two types: primary and
secondary motivation motivation. As for the nature of the motivation of
differentiated into internal and external motivation. Beside that, there are also
experts who distinguish the presence of motivation and extrinsic.
The existence of the view of some experts that emphasize a particular facet facet
on the motivation of the teachers Act thus hinted at tactical and creative in
managing the learning motivation of students. We appreciate learning motivation,
mental strength and is an experienced pebelajar in learning. From the side of the
students, the motivation needs to be switched on continuously to achieve optimal
learning outcomes and the impact of the companion, which further raises the
lifelong learning programme. The teacher, learning motivation on pebelajar are on
the scope of the program and follow instruction. Therefore, the teacher a chance
to improve, develop and maintain a motivation study with optimization.

3.2 Advice
Learning is the daily activities for students of the school. To that end, knowledge
of "learning, as assigned by the teacher" and "learning, because the self
motivation" is important for teachers and prospective teachers. Not only teachers,
motivation is also important for students so that students and teachers are able to
achieve the goals of learning and learning well.
 CHAPTER III
RESEARCH METHODOLOGY

3.1. Location and Time Research

3.1.1. Location
This research was conducted in SMP METHODIST -1 Medan.
3.1.2. Time
When the study conducted in November in the academic year 2016/2017.

3.2. Population and Sample Research

3.2.1. Population
population in this study is a class XI student of SMP METHODIST
-12016/2017 academic year 10 people divided into three classes. On average,
every class there are 18 students.
3.2.2. Research Sample
Sample in this research is a class XI student of SMA Al-Fityan Terrain
Academic Year 2016/2017 taken by cluster random sampling, ie, every class
population is entitled to have the opportunity to become a research sample, as
many as 3 class is clasS IX A,B,C amounting 10.

3.3 Research Methods

this research method using descriptive research method. Descriptive
research is research that only describes what is happening on the ground, the
collected data are grouped according to the type or nature, then made a
conclusion.

3.4 Research Instrument

Instrument to be used in this research is is non-test instrument, in the form

of a questionnaire. Non test instrument used was questionnaire or questionnaires.
According to Nana Syaodih (2010: 219) questionnaire is a technique or way of
collecting data is indirectly that investigators did not directly ask the respondent ,.
Instrument or data collection tool contains a number of questions to be answered
or responded to by the respondent.

3.4.1 Forminstruments

Questionnaire

students questionnaire to MOTIVATION LESSONS

Subjects: ... ... ... ... ... ... ....
Class/Semester: ... ... ... ....
Day/date: ... ... ... ... ... ....
Instructions:
1. In the questionnaire, there are 15 statement. Well consider each statement
in relation to the newly completed learning material you learned, and
specify kebenaranya. Give an answer that actually fit with your
preferences.
2. Consider each statement separately and determine the truth. Jawabanmu
do not be influenced by the response to the statement of another.
3. Make a note of your response on the answer sheet provided, and follow
other instructions that may be provided relating to the answer sheet. Thank
you.
Description alternatives:
1 = do not agree
2 = Doubt doubt
3 = agree
A Choice
No. Statement
Answers
The first time I see this learning process, I believe that this
1 123
learning process easier for me.
At the beginning of the study, there is something of interest to
2 123
me.
3 The learning material is more difficult to grasp than I expected. 1 2 3
After reading the introduction, I am sure that I know what I need
4 123
to learn from this study.
 Complete tasks in this study makes me feel satisfied against the
5 123
results that I have achieved.
Clear to me how this learning material relationships with what I
6 123
know.
Many pages containing much information so it is difficult for me
7 123
to take the important ideas and remember it.
8 The learning material is very interesting. 123
There is a story, picture or sample that showed me how this
9 123
learning material benefits for some people.
10 Complete learning successfully is very important to me. 123
11 The quality of his writing makes me very interesting. 123
Learning is very abstract, making it difficult for me to maintain
12 123
my attention.
While I am working on learning of this, I believe that I can learn
13 123
the contents.
I am very pleased on learning this so I want to know more on
14 123
this subject.
15 The pages of this learning is dry and uninteresting. 123

1.5 Techniques of Data collection

The data collection techniques that can be done that
Questionnaire / Questionnaire. This questionnaire can be obtained from
the study sample with answers. Questionnaire in this study given to
students. Questionnaire or questionnaires that the researchers use,
consisting of a statement in answer cheklist

3.6 Data Processing

Data of the field will be processed with descriptive of the data

processing will be obtained a conclusion.

CHAPTER IV
RESULTS

from research conducted , after a questionnaire or a questionnaire

distributed to students of class XI IPA-2 about 10 students data is as follows:
. Research sample was grade IX with many students amounted to 10 people, as for
the name of the name of the students who will be given another description, the
question form:
 NO The name of the Class
.

1 Baberto IX B

2 Martahan IX A

3 Irma simorangkir IX B

4 Desi Panggabean IX B

5 Gilbert simanjuntak IX C

6 Michael. T IX A

7 Anasthasia IX B

8 Irene IX C

9. Andreas Ancient IX B

10 Feriyanto IXA

Questions item 1

The first time I see this learning process, I believe that this learning process easier
for me. Who chooses

S (agree) = 5 people or about 50%

R (Doubts doubts) = 2 people or approximately 20%

T S (Disagree) = 3 persons, or approximately 30%

The question item 2

At the beginning of the study, there is something of interest to me.

The Choose S (agree) = 2 people or approximately 20%

R (Doubts doubts) = 5 people or about 50%

T S (Disagree) = 3 persons, or approximately 30%

The question of item 3

The Learning Material is more difficult to grasp than I expected. Who chooses

S (agree) = 6 people or approximately 60%

R (Doubts doubts) = 3 people or about 30%

T S (Disagree) = 1, or about 10%

The question of item 4

After reading the introduction, I am sure that I know what I need to learn from
this study

The Choose S (agree) = 3 people or about 30%

R (Doubts doubts) = 5 people or about 50%

T S (Disagree) = 2 people, or about 20% of

Questions item 5

Complete tasks in this study makes me feel satisfied against the results that I have
achieved.

The Choose S (Agree) = 7 persons or approximately 70%

R (Doubts doubts) = 2 people or approximately 20%

T S (Disagree) = 1, or about 10%

Item 6 question

Clear to me how this learning material relationships with what I know.

The Choose S (agree) = 5 people or about 50%

R (Doubts doubts) = 4 people or about 40% of

T S (Disagree) = 1, or about 10%

Question 7 items

Many pages containing much information so it is difficult for me to take the

important ideas and remember it.

The Choose S (Agree) = 8orang or approximately 80%

R (Doubts doubts) = 2 people or approximately 20%

T S (Disagree) =-

Question 8 items The Learning Material is very interesting.

The Choose S (agree) = 4 people or about 40% of

R (Doubts doubts) = 5 people or about 50%

T S (Disagree) = 1, or about 10%

The question of item 9

There is a story, picture or sample that showed me how this learning material
benefits for some people.

The Choose S (agree) = 5 people or about 50%

R (Doubts doubts) = 3 people or about 30%

T S (Disagree) = 2 people, or about 20% of

Question 10 items

Complete learning successfully is very important for me

The Choose S (agree) = 6 people or approximately 60%

R (Doubts doubts) = 2 people or approximately 20%

T S (Disagree) = 2 people, or about 20% of

Question 11 items

The quality of his writing makes me very interesting.

The Choose S (Agree) = 7orang or about 70%

R (Doubts doubts) = 2 people or approximately 20%

T S (Disagree) = 1, or about 10%

Question 12 items

Learning is very abstract, making it difficult for me to maintain my attention.

The Choose S (agree) = 5 people or about 50%

R (Doubts doubts) = 3 people or about 30%

T S (Disagree) = 2 people, or about 20% of

Question 13 items
Regeneration researchers must continue to be done by the Government

The Choose S (agree) = 3 people or about 30%

R (Doubts doubts) = 2 people or approximately 20%

T S (Disagree) = 5 persons, or approximately 50%

Question 14 items

I am very pleased on learning this so I want to know more on this subject. Who
chooses

S (agree) = 5 people or about 50%

R (Doubts doubts) = 2 people or approximately 20%

T S (Disagree) = 3 persons, or approximately 30%

Question 15 items The pages of this learning is dry and uninteresting

The Choose S (agree) = 6 people or approximately 60%

R (Doubts doubts) = 1 person or about 10%

T S (Disagree) = 3orang, or about 30%

 CHAPTER V
CONCLUSIONS AND SUGGESTIONS

5.1 Conclusion
NO STUDENT LEARNING STYLES STUDENTS PERCENT
1 AUDITORY 3 30 %
2 VISUAL 2 20 %
3 KINESTHETIC 5 50 %

5.2 Suggestion
one way that should be done the Indonesian people so as not to be
left behind by other countries is to increase The quality of education first.
By increasing the quality of education means born of human resources will
be the better the quality.
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