8 motivation into two types: extrinsic motivation instrumental motivation and
intrinsic motivation integrative motivation
.
Extrinsic motivation is caused by external factors or outside rewards which have nothing to do with the learning
situation while Intrinsic Motivation is internal sources of motivation such as the satisfaction of learning or accomplishment, Woolfolk 1990, p.303
.
The teachers would not need any incentives or punishment to make the students work if they
are intrinsically motivated
.
The willingness come from their own and they realize that they will get something by learning
.
Besides Woolfolk’s extrinsic motivation instrumental and intrinsic motivation integrative, Cooper and Fishman 1977, p.210 add a type of
motivation named “developmental”
.
Developmental or personal motivation, according to them, refers to motivation relating to personal reason of satisfaction
.
This includes activities such as watching English-dub movies and reading books in the English language
.
In this section, the researcher discusses the factors which might involve the students actively in the learning activities
.
Woolfolk 1990, p.312 categorizes those factors into three main factors
.
In this study, the 1
st
grade students of SMK N 1 Depok might also be influenced by these factors
.
a. Goals
Making a list of goals can be a starting point to look forward
.
As the goals are clearly written on the list, it will be easier to complete those goals
.
Johnson
9 and Johnson as cited in Woolfolk 1990, p.312, explain three different goal
structures
.
Table 2.1 Three different goals
Different Goal Structures Cooperative
Students belief they can reach their goal only if other students will also reach the goal
.
Competitive Students belief they can reach their goal only if other
students do not reach the goal Individualistic Students belief their own try to reach a goal is not related
to other students’ tries to reach the goals
.
According to Dweck as cited in Woolfolk1990, p.313 there are two main categories of goals, performance and learning
.
When the students are focus on how they are judged by others, then the goals can be categorized as performance
goal
.
The students who have this paradigm of goal will try to look smart among their friends; they do not want to look incompetent
.
On the other hand, learning goal is the point to improve, no matter how many mistakes we make, the point is
we have to learn
.
People who have this paradigm of goal tend to see the challenges and keep doing their best when encountering problems in learning
.
b. Needs
A feel of need can motivate someone to do something
.
The needs will directly influence the intrinsic motivation of someone in order to fulfill or satisfy
10 the needs they have
.
According to Kolesnik as cited in Woolfolk 1990, p.313 a need can be defined as any type of deficiency in the human organism or the
absence of anything the person needs, or thinks that he need it, for his overall well-being
.
People who are being motivated by their needs can be seen from their movement towards their needs and satisfy those needs
.
Abraham Maslow, as cited in Woolfolk 1990, p.314 sees human needs as a hierarchy
.
The most essential needs of human being are survival and safety
.
Once these needs are fulfilled, the next level of needs will emerge and stimulated us to fulfill that next level of needs, social needs for belonging and love and needs
for self-esteem
.
When these needs are satisfied, once again, we come to the higher level of needs, self-actualization
.
Here is Maslow’s hierarchy of needs in form of a figure
.
Figure 2.1 Maslow’s hierarchy of needs
Self-actualization Aesthetic appreciation:
order, structure, beauty
Self-esteem: approval and recognition
Intellectual achievement: understanding and exploring
Survival: food, water, shelter Safety: physical and psychological security
Belonging: love and acceptance
11 Maslow, as cited in Woolfolk 1990, p.314, has called four lower levels of
needs above for survival, safety, belonging, and self-esteem as deficiency needs
.
If these needs are not satisfied yet, the motivation to fulfill these needs is increasing, while when these needs are satisfied, the motivation to fulfill them is
decreasing
.
For the three higher level of needs intellectual achievement, aesthetic appreciation, and self-actualization, Maslow has labeled them as being needs
.
When these being needs are fulfilled, the motivation does not cease. Instead, it will increase to find further fulfillment of these needs
.
Unlike the deficiency needs, being needs can never be completely fulfilled
.
The motivation to achieve being needs is always change
.
c. Beliefs about ability
