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b. Perception on Learning
Perception on learning has relation with belief and concept. Perception on learning has connection with belief about knowledge that can influence students’
behavior toward the learning. It means that perception on learning has a big role in the process of obtaining the knowledge.
There is a system that relates the concept with the environment. The concept is formed by the stimuli that come from the environment. This system is
called interactive system. It has three elements; those are presage, process and product or learning outcome Biggs, 1992: 3-6.
1 Presage
Presage is an indicator of future occurrence. It includes learning conception and learning context such as teachers and school attributes, and also
students’ understanding about knowledge. The examples of presage are educational practices, students’ preparation, and the procedures of assessment.
2 Process
Process is a factor that includes students’ perception on the learning environment and specific learning strategies that they experience in learning tasks.
Learning strategies have a role in influencing the process of learning. An example of process is a process how students learn the target materials during English
teaching-learning activities.
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3 Product
Product or learning outcome is influenced by the learning strategies used. Students can have good learning outcome when the learning strategies that are
used are suitable for them, which can make them have positive perception on the learning. Students’ perception on English learning is influenced by the
implementation of English teaching-learning activities. The three elements above are mentioned in five elements of language
teaching-learning activities that build students’ perception by Champbell 2001: 173-186. Those are 1 the way the teacher teaches the students, 2 what kind of
material that the teacher wants the students to learn, 3 how the students behave in class during the process of learning, 4 what material that the students learn, and
5 what the goals of learning the language are. In perception on learning, the students’ behavior can be changed through
the process of learning. For instance, at first, a student experiences that speaking activity is difficult. However, since speaking activities are adjusted to the
students’ condition and interest, he, then, considers the speaking activities interesting. This theory helps the researcher analyzes parts of perception on
learning using videos from the students that need to be observed.
Theory of Motivation in Learning a.
Definition of Motivation
According to Kleinginna and Kleinginna as cited in Huitt 2001, the definition of motivation is an internal condition that activates behavior and gives
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it ways, desire that strengthens and leads to goal-oriented behavior. Motivation also strengthens the influence of needs and desires on the intensity and direction
of behavior.
b. Importance of Motivation
Motivation is very important in the learning process because according to cognitive approach called attribution theory, motivation influences individual’s
behavior in the learning process. It brings the individual to the success or failure. Motivation refers to goal-directed behavior, and when one is attempting to
measure motivation and attention, it can be directed toward a number of features of the individual. The motivated individual expends effort; he is persistent and
pays attention to the task at hand; he has goals, desires, and aspirations; he enjoys the activity; he experiences reinforcement from success and disappointment from
failure, and he makes strategies to aid in achieving goals. That is, the motivated individual exhibits many behavior, feelings, cognitions, and the individual who is
unmotivated does not. There are two types of motivation: integrative motivation and instrumental
motivation. Integrative motivation is motivation that comes from the students themselves to learn the target language without any outside factors that influence
them. On the other hand, instrumental motivation is motivation that comes because there are factors from outside that force the students to learn the target
language, for instance, they learn English because they have to pass the English exam, or because they want to obtain a job Gardner and Lambert, 1972.