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more pleasant, as well as more productive: hence the importance or the topic for the teacher.
3
Motivation is essential of learning to achieve something. Based on the definition illustrated above we can take conclusion that
motivation is a power coming from inside and outside of the individual to do an action.
2. Kinds of Motivation
Motivation can divided into two kinds, intrinsic motivation the urgue to engage in the earning activity for its own sake and extrinsic
motivation that is derived from external incentives. Both or these have an important part to play in classroom motivation, and both at least partially
accessible to teacher influence.
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a. Intrinsic Motivation
Intrinsic motivation, on the other hand, comes from within, and is generally considered more durable and self-enhancing Kohn 1996:274.
Still, although intrinsic motivation gets much better press, it, too, has its weakness. As Kohn argues, because intrinsic motivation “is a concept that
exists only in the context of the individual,” the prescriptions its
proponents offer teachers, are often too radically individualized, or too bland and abstract, to be applied in classroom settings. Perhaps it is the
tradition of separating extrinsic and intrinsic motivation that flawed. Robert Stemberg and Todd Lubart recently addressed this possibility in
Defying the Crowd 1996. The assert that any in-depth examination of the work of high creative people reveals a blend of both types of motivation.
3
Penny Ur, A course in Language Teaching-Practice Theory, Cambridge: Cambridge University Press. 1996, p. 274.
4
Penny Ur, A course in Language Teaching-Practice Theory, ... p. 274.
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b. Extrinsic Motivation
Extrinsic motivation is caused by any number or outside factors,
for example, the need to pass exam, the hope or financial reward, or the possibility of future travel.
5
Penny Ur stated that: extrinsic motivation is that which derives from the influence of some kind of external incentive, as distinct from the
wish to learn for it is own case or interest in task.
6
Extrinsic motivated behaviors, are carried out in anticipation or a reward from outside and
beyond the self. Extrinsic motivation is important in teaching learning process, to
improve or to support their student in learning English, especially reading competence. Intrinsic motivation, however, is more important for the
student rather extrinsic.
3. Purpose of Motivation
Motivation begins with an understanding of human physiology and emotions including the need for safety, respect, thirst, movement, stimulation,
etc. To be sure, teachers cannot satisfy all student needs; they cannot provide a snack for every class.
Students generally feel safe from major physical harm in class, but small issues can be distracting. There may be students in class who others find
threatening due to some past conflict. Teachers should monitor the class or use surveys to identify special issues like fear.
5
Jeremy Harmer, The Practice of English Language Teaching, London: Longman, 1991, p. 51.
6
Penny Ur, A course in Language Teaching- Practice Theory, Cambridge: Cambridge University Press. 1996, p. 277.
