xx motivation is related to the behavior, students’ behavior in the learning process that
leads them to achieve the goal.
Elliot, et al. 2000: 332 define motivation as an internal state that arouses people to action, pushes them in particular directions and keeps them engaged in
certain activities. Maltby 1995: 207 defines motivation as what energizes us and directs the activity to achieve the goals. The energy and direction are derived from
the learner’s mind to reach the goals which are as the center of the motivation. He can conclude that motivation is the energy and direction of the
behavior of the people in the learning process that drives them to do a particular action in order to achieve goals.
In this study, the writer defines that learning motivation is as the energy of the people to achieve learning goals that covers curiosity, perseverance, ego-
involvement and positive task oriented in through learning experience.
3. Motivation in Learning Foreign Language
Motivation has an important role in learning. Motivation affects learner’s learning process. It increases a learner’s energy and activity level. Generally, more-
motivated learners achieve higher levels of achievement. Elliot, et al 2000: 332 say that motivation affects learning and performances in four ways. They are: 1
Motivation increases an individual’s energy and activity level; 2 Motivation directs an individual toward certain goal; 3 Motivation promotes initiation of certain
xxi activities and persistence in those activities; and 4 Motivation affects the learning
strategies and cognitive processes an individual employs. Thus, motivation is very important in learning.
Harmer 1993: 3-4 separates motivation in learning foreign language into two main categories: extrinsic motivation, which concerns with factors outside the
classroom, and intrinsic motivation, which concerns with what takes place inside the classroom. He also states that there are two main types of motivation, integrative
motivation and instrumental motivation. Integrative motivation is the wish of the students to integrate themselves into the culture. Instrumental motivation is the wish
to learn language for purposes in career promotion or better jobs. Therefore, integrative motivation comes up from the learner himself while instrumental one
comes up from other sources outside the learners. Elliot, et al. 2000: 233 distinguish two types of motivation; intrinsic
motivation and extrinsic one. Intrinsic motivation is the desire of students themselves to learn, without the need for external motivation. When motivation generates
interest and enjoyment; and a reason of performing the activity lies within the activity itself, this indicates that the motivation comes from the learners’ needs,
wants and desires for their own sake. This motivation exists when the learner learns because of an inner desire to accomplish a task successfully, whether it has some
external value or not.
xxii While extrinsic motivation is rewards and external inducements to students
such as scores, prizes, and other rewards. Students’ reason for doing an activity is to
gain something outside the activity itself. Thus, it is clear that the
extrinsic motivation exists when the learners are motivated by an outcome that is external.
Extrinsically motivated students carried out task in anticipation of reward from outside and beyond themselves.
Intrinsic motivation seems to stay more steadily and gives more contribution to students for learning than extrinsic one.
However, in motivating students to learn, the external stimulus is also needed by the students to reach some goals. This
stimulus can be used to stimulate the students’ motivation toward teaching and learning process.
Good grades, colorful stickers, and praise, for example, are used ubiquitously as extrinsic rewards for competent work and cooperative behavior. To
promote extrinsic motivation of the students, some rewards from outside and beyond them give meaningful contribution to the their extrinsic motivation. It seems
important that the teacher does not only supply on students’ intrinsic motivation, but also supplies extrinsic motivation and stimulates students’ motivation to learn. The
teacher can apply some strategies in maintaining or improving the extrinsic one toward a successful teaching and learning.
4.
Factors Affecting Students’ Learning Motivation
xxiii Motivation arouses, sustains and directs students’ behavior. However, it is
not always in a stable condition. The stable condition can affect the students’ learning process. Knowing the importance of motivation in learning, the teacher
should be aware that there are several factors that affect students’ motivation as proposed by Elliot, et al. 2000: 345-352. They are as follows:
a Anxiety Anxiety may be defined as an unpleasant sensation that is usually experienced as
feelings of apprehension and general irritability accompanied by fatigue, uneasiness and various somatic symptoms. Anxiety can affect students’
classroom performance and achievement.
b Curiosity and Interest According to Loewenstein in Elliot, et al. 2000: 348, curiosity is a cognitively
based emotion that occurs when a student recognizes a conflict between what he or she believes to be true about the world and what turns out actually to be true.
Students become curious if their environment stimulates them. Interest is similar and related to curiosity. Interest is an enduring characteristic expressed by a
relationship between a person and a particular activity or object. c Locus of Control
xxiv Locus of control is the cause of behavior. Internal locus of control is the cause
that exists within the leaner himself, and external locus of control is the cause that comes from outside. For example, if the learner believes that his success is
based on his skill not luck, it is an internal one, and if the learner believes that his success is based on his luck not skill, it is an external one.
d Learned Helplessness It means the reaction on the part of some individuals to become frustrated and
simply stop trying or give up after repeated failure. e Self-efficacy
It is an individual’s belief in his or her own capabilities to control over aspect of his or her lives. The student who believes in his or her ability and has strong
efficacy can focus on his or her work, take an effort on it, minimize difficulty. On the other hand, the student who does not believe in his or her ability, feels
inefficient focusing on his or her work. This condition can exaggerate potential difficulty that can influence motivation.
f Student’s Environment It is the place where students learn. Classroom environment, the multicultural
background of students, medium for study, where they learn can influence the students’ motivation.
5. The Characteristics of Motivated Students
