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"ABSTRAKPenelitian eksperimental ini dilakukan untuk melihat efektivitas penetapan sasarandalam meningkatkan motivasi berprestasi siswa underachiever. Seorang siswakelas X pada sebuah SMA di Jakarta adalah subyek pada penelitian ini. Siswa inididiagnosa sebagai siswa underachiever, karena prestasi akademiknya tidak sesuaidengan potensinya. Dari hasil pengukuran baseline didapati bahwa subyek tidakmemiliki perencanaan, mudah menyerah dalam mengeijakan tugas, bergantungpada bantuan dari orang lain, dan memiliki hasil keija yang kurang baik.Pemberian program penetapan sasaran SMART dilakukan dalam lima tahap(Cunningham, Krull, Land, dan Russel, 2000), yaitu preliminary, setting thetones, teaching the skills, applying and assessing the skills, dan evaluasi. Hasilpenelitian menunjukkan bahwa penetapan sasaran SMART efektif dalammeningkatkan perilaku positif subyek yang berkaitan dengan motivasi. Melaluipenetapan sasaran, SMART subyek mengalami perubahan dalam pola pikir,perilaku, dan kebiasaan belajar.

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ABSTRACTThis experimental research is held to see the effectiveness of goal settingto improve tenth grade student’s motivation. The subject of this experiment is atenth grade student in Jakarta. This student was diagnosed as an underachieverbecause she didn’t perform as well as her ability. She was unmotivated to learnand to get a good grade. The baseline showed she has no plan in learning, has aquitting behavior, depends on others help, and poor quality work results. TheSMART goal setting program have five steps (Cunningham, Krull, Land, danRussel, 2000), preliminary, setting the tone, teaching the skills, applying andassessing the skills, and evaluation. This research found that SMART goal settingintervention was effective to improve participant’s behaviors that correlated tomotivation. Through this program, participant showed that there were changed inher mind set, behavior, and study habits."

"ABSTRAKSiswa underachiever adalah siswa yang sebenarnya memiliki potensikecerdasan yang berada pada taraf rata-rata bahkan cerdas, tetapi memilikiprestasi yang rendah. Salah satu tipe siswa underachiever adalah coastingunderachiever, tipe yang paling umum dialami siswa. Karakteristik khas darimereka adalah perilaku prokrastinasi yang ekstreem. Penelitian ini bertujuanuntuk membuktikan apakah pemberian program penetapan tujuan danperencanaan strategi belajar efektif untuk meningkatkan keterampilan penetapantujuan dan perencanaan strategi belajar pada siswa coasting underachiever.Subjek dalam penelitian ini adalah seorang siswa coasting underachiever berusia13 tahun 4 bulan. Hasilnya menunjukkan bahwa program berhasil menyentuhaspek kognitif, tetapi belum menyentuh aspek afektif dan psikomotor. Subjekmenjadi tahu adanya kriteria dalam penetapan tujuan dan macam-macam strategibelajar baru yang dapat dilakukannya. Perlunya waktu pemberian program yanglebih panjang disarankan untuk mendorong perubahan dalam aspek afektif danpsikomotor juga.

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Abstract Underachievers are students who actually have the potential of intelligencethat are on the average level of even intelligent, but have low achievement.Coasting underachievers are the most common types of underachievers. Theseindividuals are easily identified by their extreme procrastination. This study aimsto prove whether the goal-setting and learning strategic planning program iseffective to enhance coasting underachiever goal-setting and learning strategicplanning skill. Subject in this study is a coasting underachiever aged 13 years 4months. The result shows that the program succeeded to touch the cognitiveaspect, failed to touch the affective and psychomotor aspects. The subject came toknow the criteria in goal-setting and a variety of new learning strategies that canbe done. The need for the provision of a longer program is recommended toencourage changes in affective and psychomotor aspects as well."

"[ABSTRAKMotivasi membaca merupakan isu penting dalam jenjang pendidikan dasar (Saw,2014). Siswa yang tidak tertarik atau tidak aktif dalam aktivitas membaca di usiasekolah dasar umumnya tidak akan mengembangkan motivasi membaca di usiasekolah menengah dan seterusnya (Pecjak & Kosir, 2004). Untuk dapatmeningkatkan motivasi membaca, banyak strategi yang dapat dilakukan,diantaranya adalah melalui pengajaran strategi membaca dan pembuatan jurnalmembaca. Penelitian ini dilakukan untuk melihat apakah program intervensiberupa pengajaran strategi membaca RAP dan pembuatan jurnal membaca dapatmeningkatkan motivasi membaca pada siswa yang tergolong underachiever. Hasilpenelitian menunjukkan pengajaran strategi membaca RAP dan pembuatan jurnalmembaca dapat meningkatkan motivasi membaca pada siswa yang tergolongunderachiever, namun peningkatan tersebut tidak signifikan.

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ABSTRACTReading motivation is an important issue in elementary school (Saw, 2014). Ifstudents do not become active, engaged readers in elementary school, it isunlikely that they will develop reading motivation in secondary school and later(Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategiesthat can be apllied, such as teaching reading strategies dan making reading diaries.This study is conducted to prove whether RAP reading strategy teaching andreading diaries can enhance reading motivation of underachiever student. Theresult of this study shows that RAP reading strategy teaching and reading diariescan enhance reading motivation of underachiever student, but this enhancement isnot significant.;Reading motivation is an important issue in elementary school (Saw, 2014). Ifstudents do not become active, engaged readers in elementary school, it isunlikely that they will develop reading motivation in secondary school and later(Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategiesthat can be apllied, such as teaching reading strategies dan making reading diaries.This study is conducted to prove whether RAP reading strategy teaching andreading diaries can enhance reading motivation of underachiever student. Theresult of this study shows that RAP reading strategy teaching and reading diariescan enhance reading motivation of underachiever student, but this enhancement isnot significant.;Reading motivation is an important issue in elementary school (Saw, 2014). Ifstudents do not become active, engaged readers in elementary school, it isunlikely that they will develop reading motivation in secondary school and later(Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategiesthat can be apllied, such as teaching reading strategies dan making reading diaries.This study is conducted to prove whether RAP reading strategy teaching andreading diaries can enhance reading motivation of underachiever student. Theresult of this study shows that RAP reading strategy teaching and reading diariescan enhance reading motivation of underachiever student, but this enhancement isnot significant.;Reading motivation is an important issue in elementary school (Saw, 2014). Ifstudents do not become active, engaged readers in elementary school, it isunlikely that they will develop reading motivation in secondary school and later(Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategiesthat can be apllied, such as teaching reading strategies dan making reading diaries.This study is conducted to prove whether RAP reading strategy teaching andreading diaries can enhance reading motivation of underachiever student. Theresult of this study shows that RAP reading strategy teaching and reading diariescan enhance reading motivation of underachiever student, but this enhancement isnot significant.;Reading motivation is an important issue in elementary school (Saw, 2014). Ifstudents do not become active, engaged readers in elementary school, it isunlikely that they will develop reading motivation in secondary school and later(Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategiesthat can be apllied, such as teaching reading strategies dan making reading diaries.This study is conducted to prove whether RAP reading strategy teaching andreading diaries can enhance reading motivation of underachiever student. Theresult of this study shows that RAP reading strategy teaching and reading diariescan enhance reading motivation of underachiever student, but this enhancement isnot significant.;Reading motivation is an important issue in elementary school (Saw, 2014). Ifstudents do not become active, engaged readers in elementary school, it isunlikely that they will develop reading motivation in secondary school and later(Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategiesthat can be apllied, such as teaching reading strategies dan making reading diaries.This study is conducted to prove whether RAP reading strategy teaching andreading diaries can enhance reading motivation of underachiever student. Theresult of this study shows that RAP reading strategy teaching and reading diariescan enhance reading motivation of underachiever student, but this enhancement isnot significant.;Reading motivation is an important issue in elementary school (Saw, 2014). Ifstudents do not become active, engaged readers in elementary school, it isunlikely that they will develop reading motivation in secondary school and later(Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategiesthat can be apllied, such as teaching reading strategies dan making reading diaries.This study is conducted to prove whether RAP reading strategy teaching andreading diaries can enhance reading motivation of underachiever student. Theresult of this study shows that RAP reading strategy teaching and reading diariescan enhance reading motivation of underachiever student, but this enhancement isnot significant., Reading motivation is an important issue in elementary school (Saw, 2014). Ifstudents do not become active, engaged readers in elementary school, it isunlikely that they will develop reading motivation in secondary school and later(Pecjak & Kosir, 2004). To enhance reading motivation, there are many strategiesthat can be apllied, such as teaching reading strategies dan making reading diaries.This study is conducted to prove whether RAP reading strategy teaching andreading diaries can enhance reading motivation of underachiever student. Theresult of this study shows that RAP reading strategy teaching and reading diariescan enhance reading motivation of underachiever student, but this enhancement isnot significant.]"

"[ABSTRAKPenelitian ini hendak melihat efektivitas penetapan tujuan dalam meningkatkan utility value dan motivasi belajar pada siswa underachiever. Penelitian ini merupakan single-subject study. Di dalam program intervensi subjek diajarkan untuk merumuskan tujuan karir dan tujuan akademik serta melihat kaitan antara tujuan dengan aktivitas akademiknya. Hasil penelitian ini menunjukkan bahwa program intervensi berupa penetapan tujuan secara efektif dapat meningkatkan utility value pada siswa underachiever. Adanya tujuan yang jelas dapat membantu subjek meningkatkan prestasinya, yaitu terlihat dari adanya peningkatan skor dalam tugas menceritakan kembali isi bacaan.

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ABSTRACT

This study aim to test the effectiveness of goal-setting intervention program in enhancing utility value and learning motivation of underachiever student. This is a single-subject study. In the program, subject has been taught to formulate his career and academic goals and to explain the connection between his goals and academic activities. The results showed that goal-setting intervention program effectively enhanced utility value of underachiever student. Clear and structured goals has been proven to help student improved his achievement, as seen on the increasing score in the task of retelling a story., This study aim to test the effectiveness of goal-setting intervention program in enhancing utility value and learning motivation of underachiever student. This is a single-subject study. In the program, subject has been taught to formulate his career and academic goals and to explain the connection between his goals and academic activities. The results showed that goal-setting intervention program effectively enhanced utility value of underachiever student. Clear and structured goals has been proven to help student improved his achievement, as seen on the increasing score in the task of retelling a story.]"