The Influence of Interactive Learning Model vs Direct Learning Model and Achievement Motivation on Learning Outcomes English Discourse Reading Comprehension Grade VIII Kupang

Abstract

The study had three issues, namely: (1) whether there are differences in learning outcomes reading comprehension of discourse between students taught by using the model of interactive learning and hands-on learning; (2) whether there are differences in learning outcomes reading comprehension of discourse between students who have high achievement motivation and low achievement motivation; and (3) whether there is an interaction between the learning model interactive and hands-on learning and achievement motivation on learning outcomes.
The purpose of research is (1) To test whether there is any difference in learning outcomes reading comprehension of discourse between students taught by using the model of interactive learning and learning directly, (2) To test whether there is any difference in learning outcomes reading comprehension of discourse between students who have high achievement motivation and low achievement motivation, and (3) To test whether there is interaction between the learning model and achievement motivation on learning outcomes reading comprehension of discourse.
The subjects were students of class VIII (C and D) SMP II Kupang. Which was randomized number C grade students 36 people and the number of class D 34 people. This research was analyzed descriptively by using SPSS window version 16.00. The procedure research begins by preparing the syllabus; lesson plans, teaching materials, test instrument, achievement motivation instruments. The results showed that (1) Interactive Learning Model is superior compared with a mean of 61 848 Direct Learning Model with a mean of 55 368. (2) There are significant differences in learning outcomes between students who are highly motivated high achievers with a mean of 64 779, while the mean motivated underachieving students at 52 436 and (3) There is an interaction between the learning model and achievement motivation on learning outcomes. English reading comprehension of discourse is evident with a mean value of student learning outcomes that are subjected to interactive learning model with high achievement motivation amounting to 69 023, while the mean value of student learning outcomes that are subjected to interactive learning model with low achievement motivation as much as 54 673. Students who receive treatment direct instructional model with high achievement motivation earn a mean learning outcomes by 60 536 while students who get treatment direct instructional model with low achievement motivation gets a mean value of 50 199.