HUBUNGAN BENTUK PEMBERIAN TUGAS DENGAN MOTIVASI BELAJAR BAHASA JEPANG SISWA SMAN 1 GONDANG
THE RELATIONSHIP BETWEEN THE FORM OF ASSIGNMENTS AND THE MOTIVATION OF JAPANESE LANGUAGE LEARNING OF STUDENTS OF SMAN 1 GONDANG
Kata kunci: bentuk pemberian tugas, motivasi belajar, bahasa Jepang.
Penelitian ini bertujuan untuk mengetahui hubungan antara bentuk pemberian tugas dengan motivasi belajar bahasa Jepang siswa SMAN 1 Gondang. Pendekatan yang digunakan adalah kuantitatif korelasional dengan sampel 81 siswa kelas XI dan instrumen berupa angket tertutup.
Secara teoritis, motivasi belajar berkaitan erat dengan Self-Determination Theory dari Deci & Ryan, serta konsep minat situasional dari Hidi & Baird. Selain itu, tugas yang menantang, menarik dan bermakna dapat meningkatkan motivasi belajar (Uno, 2016). Penelitian terdahulu oleh Supriadi (2023) membuktikan bahwa penerapan metode pemberian tugas berdampak positif terhadap motivasi belajar siswa.
Hasil uji Spearman menunjukkan hubungan yang kuat dan signifikan antara bentuk pemberian tugas dan motivasi belajar dengan koefisien korelasi 0,667 dan signifikansi 0,000. Penelitian ini juga menemukan bahwa motivasi belajar siswa dipengaruhi oleh 1) keterlibatan aktif siswa dalam mengerjakan tugas, 2) relevansi materi dengan minat mereka, 3) suasana belajar yang mendukung.
Selain itu, tugas praktik langsung seperti presentasi budaya secara berkelompok terbukti menjadi bentuk tugas yang paling memotivasi siswa, dengan 67% siswa menyatakan bahwa tugas tersebut membantu dalam penggunaan kosakata, dan 61% siswa merasa lebih memahami budaya Jepang. Kesimpulannya, bentuk pemberian tugas yang dirancang secara menarik, bermakna, dan kolaboratif memiliki kontribusi positif dalam motivasi belajar bahasa Jepang siswa.
Keywords : assignment types, learning motivation, Japanese language.
This study aims to determine the relationship between assignment types and Japanese language learning motivation among students at SMAN 1 Gondang. A quantitative correlational approach was used with a sample of 81 eleventh-grade students and a closed-ended questionnaire as the instrument.
Theoretically, learning motivation is closely related to Deci & Ryan's Self-Determination Theory and Hidi & Baird's concept of situational interest. Additionally, challenging, interesting, and meaningful assignments can enhance learning motivation (Uno, 2016). Previous research by Supriadi (2023) demonstrated that the implementation of task-based teaching methods has a positive impact on students' learning motivation.
The Spearman test results showed a strong and significant relationship between the form of task assignment and learning motivation, with a correlation coefficient of 0.667 and significance of 0.000. This study also found that students' learning motivation is influenced by 1) active student involvement in completing tasks, 2) the relevance of the material to their interests, and 3) a supportive learning environment.
Additionally, hands-on tasks such as group cultural presentations were found to be the most motivating form of assignment, with 67% of students stating that such tasks helped with vocabulary usage, and 61% feeling they understood Japanese culture better. In conclusion, assignment forms designed to be engaging, meaningful, and collaborative have a positive contribution in enhancing students' motivation to learn Japanese.