IMPROVING
STUDENTS’ MOTIVATION THROUGH COLABORATIVE 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
