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The person‟s self concept They way we see ourselves affect our perception of the world around us.
The way we feel about and perceive ourselves is known as our self-concept. Self- concept is important because hisher mental picture of himselfherself determine
what that person perceives and does. If a person sees himself herself as a competitive person, heshe will be likely to attend to those stimuli in the
environment that relate to opportunities to be competitive. In psychological cases, the person is considered has positive self-concept. It is because his or her picture
of himself or herself is positive. If a person has positive self-concept, he or she will have positive perception. It is because self-
concept influences a person‟s perception of the world around him or her.
2. Theory of Motivation in Learning
a. Definition of motivation
According Woolfolk 1995:330, motivation is defined as an internal state that arouses, directs, and maintains behaviour. In line with Woolfolk, Kleinginna
and Kleinginna as cited in Huitt 2001 state that motivation is an internal condition that not only activates or energizes behavior but also gives it direction.
Moreover, Luthans 1995:141 describes motivation is as a process that starts with a psychological deficiency or need. It activates behavior or a drive that is aimed at
a goal or incentive. From those definitions, the researcher views motivation is as a process of internal condition that activates or maintains behavior in order to
achieve the goal or need.
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b. Motivation to learn
Motivation involves the attitudes and affective states that influence the degree of effort that the learners make to learn language especially English as a
second language. There are four kinds of motivation that have been identified by Ellis 1997:75-76. The first is instrumental motivation that is defined as the
learn ers‟ efforts to learn English because of some functional reasons, to pass an
examination, to get a better job, or to get a place at university. The second is integrative motivation that is learning English because of social identity of the
language learning. The learners learn English because they are interested in the people and culture. The third is resultative motivation that refers to the cause of
English achievement, the result of learning. A person who experiences success in learning English may become more or less motivated to learn. The last is intrinsic
motivation that is explained as the learners‟ arousal or maintenance of curiosity
about their personal feeling in learning English. However, motivation is considered as a highly complex phenomenon in
which the four types of motivation described above should be seen as complementary rather than as distinct and oppositional. Learners can be both
integratively and instrumentally motivated at the same time whereas motivation is resulted from learning. Moreover, motivation is dynamic in nature where it is not
something that a learner has or does not have. It is rather something that varies from one moment to the next. It depends on the learning context or task.
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c. Motivation to learn in school
