PENGARUH METODE PEMBELAJARAN DISKOVERI DAN MOTIVASI BELAJAR TERHADAP KEMAMPUAN MENGIDENTIFIKASI UNSUR INTRINSIK CERPEN SISWA KELAS XI SMA NEGERI 1 KOTO XI TARUSAN

Abstract

Riche Karnilla 1). Marsis (2. Yetty Morelent (3.
1) Program Studi Pendidikan Bahasa dan Sastra Indonesia
2) Program Pascasarjana Universitas Bung Hatta
E_mail : richekarnilla17@yahoo.com
Abstract: This research is background this study by problems that occur in class XI SMAN 1 Koto
XI Tarusan on aspects of listening. The problem in this research is focused on the ability to
identify short story intrinsic element, because the value of this capability is low and under the
standart. Contributing faktor is the lack of student motivation and learning monotonousnor is
conventional. Threfore, The problem is formulated in this research influence of discovery learning
method for ability and motivation intrinsik elements identify short story class XI student SMAN 1
Koto XI Tarusan. The theory used are M. Nazir (2014), Roestiyah (2012), Suprijono (2012)
Sardiman (2012), Nurgiyantoro (2010), dan Sugiyono (2006). The research is Quasy Experiment
whit a 2x2 factorial design. The population of this study were all students of class XI IPA SMAN
1 Koto XI Tarusan many as 215 people. The sample size was 72 people whit purposive random
sampling techniques were divided into experimental and control classes. Data collection was
conducted trough two instruments, namely nontes (questionnaire) for the motivation to learn and
test (essay) for the ability to identify short story intrinsic element. Discussion and analyzing the
data is done in accordance whit the descriptive-analytic study concept experiments. Based on the
results of the data analysis and discussion can be summarized as follows. First, the ability of to
identify short story intrinsic element of the student taught using discovery learning better is
compared whit the ability to identify short story intrinsic element of student studying
conventionally. Scond, the ability to identify short story intrinsic element of students who have
high motivation to learn conventionally. Third, the ability to identify short story intrinsic element
of the student who have low motivation to learn whit discovery learning better than the ability to
identify short story intrinsic element of the students who have low motivation to learn
conventionally. Fourth, there is no interaction between the user of discovery learning and the
motivation to learn on the ability to indentify the intrinsic element of the short story.
Key words : short story, motivation to learn, discovery learning.