Improving
Students’ Motivation Through Collaborative Learning Strategies
CHAPTER
I
INTRODUCTION
1.1.Background of the Study
Most
of teacher still focused their teaching activity on the delivery of a curriculum
to fulfill their target in teaching and learning process. They feel comfortable
if they can teach all of material from curriculum in time. They are rarely
thinking to the growth of their students physically and mentally. It is enough
for them if the students pay attention to the lesson quietly, work alone, and
stop talking. As the result students have traditionally been isolated communicatively
and physically. Teachers have lectured
and students have listened. Teachers-and the textbook-have been the sources of
knowledge and authority in the classroom.
In
the traditional model of the classroom, in which the curriculum is presented
from a textbook on one instructional level, the motivation students may
diminish. Feelings of success and a high motivation in learning only perform by
the students who are accustomed to the textbook-oriented. While those who
cannot master the textbook will be unmotivated and feel unpretentious.
The
academically talented students may not demonstrate their full academic
potential in the classroom. When one instructional level from the curriculum is
presented in a classroom, there will be no opportunity for some
