CHAPTER II THEORETICAL FRAMEWORK
A. Motivation
1. Definition of Motivation
The term motive however, is often confused with the use of term ‘need’, ‘drive’, or ‘purpose’. In psychological literatures these term are often
used synonymously. Mouly,
2
for example, explicitly states that he uses these terms synonymously in his book “Psychological for Effective Teaching”.
Thus is not surprising if these determinants of behavior are encompassed under the umbrella of motivation. In other words, whatever impetus underlie
human behavior, whether called needs, motives, drives, or purpose, they are grouped under the discussion of motivation; since it is argued that motivation
is hypothetical construct postulated by psychologist to explain behavior.
The word “motivation” is familiar to us that are commonly used in our society. But definitely what the word actually refers to is not as simple as it’s
uttered. Based on Cheryl, motivation is the psychological process that arouses, directs, and maintains behavior toward a goal.
3
Psychological process means, series of actions carried out from the mind’s command to do or achieve
something.
4
Penny Ur says that is easy to comprehend the motivated learner than motivation it self. The motivated learner, who is willing or even eager to
2
George, J. Mouly, Psychology for the Effective Teaching, USA: Holt. Rinehart and Winston. Inc. 1964,p. 63
3
Sdorow Cheryl, Lesler M and A. Rickabaugh, Psychology, USA: Mc. Graw Hill Company, 2000, p. 326
4
Martin. H Manser, Oxford Learner’s Pocket Dictionary, New York: Oxford University Press, 1995, p. 329
invest effort in learning activities, makes teaching and learning process more pleasant and easier. There are some characteristics of motivated learner:
5
a. Positive task orientation. The learner is willing to tackle tasks and challenges and has confidence in his or her success.
b. Ego involvement. The learner finds it important to succeed in learning in order to maintain and promote his or her own positive self-image.
c. Need for achievement. The learner has a need to achieve, to overcome difficulties and succeed in what he or she sets out to do
d. High aspiration. The learner is ambitious, goes for demanding challenges, high proficiency, top grades.
e. Goal orientation. The learner is very aware of the goals of learning or to learning activities, and directs his or her efforts towards achieving
them f. Perseverance. The learner is very consistently invests a high level of
effort in learning and is not discourages by setbacks or apparent lack of progress
g. Tolerance of ambiguity. The learner consistently invest a high level of effort in situation involving a temporary lack of understanding on
confusion, he or she can live with this patiently, in the confidence that understanding will be come later.
Motivation is probably the most frequently used catchall term for explaining the success or failure or virtually any complex task. It is easy to
assume that success in any task is due simply to the fact that someone is motivated. It is easy in second language claim that a learner will be successful
with the motivation. Such claims are of course not erroneous; for countless studies and experiment in human learning are shown that motivation is a key
to learning.
5
Penny Ur, A Course in Language Teaching-Practice Theory, GB: Cambridge University Press. 1996,p. 276
Meanwhile, Jeremy Harmer says “motivation is some kind of internal drive that encourages some body to pursue a course of action.
6
Internal drive means a tendency within an organism toward a goal is based on the changes in
the organism process.
7
In addition, Brown defines motivation as inner drive, impulse, emotion or desire that moves one to a particular action.
8
An inner drive is a force within the organism and pushes them to do certain actions toward the goal.
9
Based on those definitions above the writer concluded that motivation is an internal and external drive, which pushes a person to do something
toward a certain goal.
2. Source of Motivation
Kategori