The correlation between students'motivation and English speaking performance : a case study at the intermediate second level of Lbpp Lia Ciputat

THE C
(A Case

Presentej
Fulfi.

lRELATION BETWEEN STUDENTS' MOTIVATION
1.ND ENGLISH SPEAKING PERFORMANCE
udy at the Intermediate Second Level of LBPP LIA Ciputat)

A THESIS
) the Faculty of Tarbiyah and Teacher's Training in Partial
tent of the Requirements for the Degree of Strata I (SI)

MUHAMMAD BACHRUL ILMI

NIM:1981414352

THE I
SYA

ENGLISH DEPARTMENT
::'.ULTY OF TARBIYAH AND TEACHER'S TRAINING
F HIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA

1425H/ 2004 M

TIIJ

(1

Pres'
F

ORRELATION BETWEEN STUDENTS' MOTIVATION AND
ENGLISH SPEAKING PERFORMANCE

ase Study at tile Intennediate Second Leuel of LBPP LIA Ciputat)
A Thesis
ｾ､＠

to the Faculty of Tarbiya and Teacher's Training in Partial
illment of the Requirements for the Degree of Strata I (SI)

MUHAMMAD BACHRUL ILMI
NIM: 1981414352
Approved by
Advisor

Drs. H. Atiq Susilo, M.A.
NIP: 150182900

TI
ｾ＠

ENGLISH DEPARTMENT
E'ACULTY OF TARBIYAH AND TEACHER'S TRAINING
lRIFHIDAYATULLAH STATE ISLAMIC UNIVERSITY
JAKARTA
14245H/2004 M

LEGALIZATION OF EXAJ\1INATION COMMITTEE
P

hesis entitled" THE CORRELATION BETWEEN STUDENTS'

MOTIV,

!ON AND ENGLISH SPEAKING PERFORMANCE" was examined

at exami1

pn session of the Faculty of Tarbiya and Teachers' Training of Syarif

Hidayatu

, State Islamic University Jakarta on Monday, December 3'ct, 2004. This

thesis ha:

!filled the requirement for the Degree of Strata-I (S-I) at the department

ofEnglis
Jakarta, January 61\ 2004

Examination Committee

The I-lea'

_ommittee

The Secretary of Committee

Prof. Dr.
NIP. 150

Committee

Examiner

Examiner II

!\\
｜ｶｾ＠

. \,

Drs. Sya1

M.Pd.

Drs. H. Atiq Susilo, M.A.

NIP. 150.

; 289

NJM: 150 182 900

ACKNOWLEDGEMENT

L

of love and prayers to be prayed to Allab the Almighty for giving the

writer H

)Ve m1d compassion to finish the last assignment in his study. Peace mld

salutatioi

e upon to the noble prophet of Islam, Muhammad SWT, the perfect mffil

mld the t

leader in the world, his family, relatives, and all followers.

1

y people have given contribution while this thesis is processed until it
complete to be presented to the Faculty of Tarbiyal1 and Teacher's

becomes

1

Training

ｾ｡ｲｴｩｬ＠

Ir

Fulfillment of the Requirements for the Degree of Strata I (SI).

1s very meffilingful occasion, the writer would like to express his sincere

gratitude

ｾ＠

have alw

: given their love and care to wm-m the writer's heart so that he can live

until nov

'he writer also thmlks to his 'big bird' dad, Robert L. Wood for his love

and wisd

•that teach the writer feels the wonderful feeling of being a good person

for every

ly, and also to his sisters, Siti Shofaroh mld Nadia Nurul Mabdi who have

always

ｾ＠

writer's l

love to his beloved parents, H. Mahdi Muhtadi mld Siti Jubaedab who

n their support and have been two wonderful sisters. For them, the
: Cffil never be chmlged by anything.

Ir

ldition, the writer would like to express his eno1-mous appreciation mld

gratitude

Drs. H. Atiq Susilo, M.A. as the thesis advisor who has kindly sacrificed

his time t

ive his valuable advices and guidmlce to finalize this thesis.

H

ｾ｡ｴｩｵ､･＠

also goes to:

1. Prof.
Syari
2. Drs. ·
Teacl
3. Dra.

Salman Harun, the Dean of Tarbiyah and Teachers' Training Faculty of
idayatullah State Islamic University Jakarta.
:run Mahmud, M.Pd., the Head of English Department of Tarbiyah and
i' Training Faculty.

r Lumbantoruan, the Head of Academic Division of LBPP LIA Ciputat

(Lem

:a Bahasa dan Pendidikan Professional LIA Ciputat/LIA Ciputat

Lang

e and Professional Training Institution).

4. Drs.:
and 1

uki, M. Pd., the Secretary of the Head of English Department ofTarbiyah
fhers' Training Faculty.

5. Mr. I

i the assistant of the Head of Academic Division ofLBPP LIA Ciputat.

6. Mr. I

y and Mrs. Gloria, the English Language Teachers ofLBPP LIA Ciputat.

7. Hise

lasting brothers; Baidhowi, S.Psi, for his guidance so that the writer could

ｦｩｮｳＡｾ＠

8. Mr. I

Hu1111

ｾｴｨ･ｳｩＬ＠

Nurul Huda and Dadan Nugraha, S.Pd.

1b Chirzin, a commissioner of the Indonesian National Commission on
ｾｩｧｨｴｳＮ＠

9. The.

1ily of MRA-Initiatives of Change Indonesia. His best friends; Indra

Fajar.

yas Ichsani, Miftahul Huda, Abdullah Wazin, Khoirul Uman1, S.Pd,

Dand

'!MK, S.Pd., Teguh Khairudin, etc.

10. All fr

ds of MRA-Initiatives of Change all over the world. Especially to Cheryl

Woo<

MRA-IC Australia), John Mills (MRA-IC Australia),

Glen)

Fraser (MRA-IC Australia),

Indor

a), Chris lancaster (MRA-IC Australia), Dick Van Tetterode (MRA-IC

Malcolm and

Francis Halim (MRA-IC Australia-

Neth1

nds), Joty Ter Van Kulve/Ibu Joty (MRA-IC Netherlands), Rennie De

Pous

1RA-IC Netherlands), Nandor Lim (MRA-IC Malaysia), K. Haridas

(MR.

C Malaysia), Siti Hoiriyah (MRA-IC Malaysia), Edward Peter (MRA-IC

U.K.

itain), Cornelio Sommaruga (MRA-IC Switzerland), Dick and Randy

Ruffi

MRA-IC USA), Stephen Young (MRA-IC USA), Altaf Khan (MRA-IC

Kash

-India), Yeon Yuk (MRA-IC South Korea), Ren Jou and Julie Tan

(MR,

C Taiwan), Hiroshi Ishida (MRA-IC Japan), etc.

T

writer does realize that this thesis cannot be considered perfect without

critiques

:I suggestions. Therefore, is such a pleasure for him to get critiques and

suggestic

for this thesis betterment.

Jakarta, I

ember 20'h 2004

Muham1
Writer

l Bachrul Ilmi

TABLE OF CONTENTS

ACKNC

LEDGEMENT .................................................................... .i

TABLE

: CONTENTS .....................................................................iv

CHAPT

I.

INTRODUCTION
A. Background of Study ............................................. !
B. Limitation and Formulation of Problem ...................... 3
C. Objective of Study ............................................... 4
D. Method ofResearch ............................................. 5
E. Organization of Writing ......................................... 5

CHAPTJ

II.

THEORETICAL FRAMEWORK
A. Speaking ........................................................... 7
I. Definition of Speaking ...................................... 7

2. Types ofSpeaking ........................................... 9
3. Elements of Speaking ..................................... .11
B. Motivation ....................................................... 14
I. Definition ofMotivation .................................. 14

2. Intrinsic Motivation ......................................... 20
3. Extrinsic Motivation ....................................... 21
C. Hypothesis ....................................................... 24

CHAPT

RESEARCH METHODOLOGY ANDFINDINGS
ｾｉＮ＠

A. Method ofResearch ............................................ 25

I. Purpose of Research ......................................25
2. Place of Research ......................................... 26
3. Time ofResearch ........................................ .31
4. Techniques of Sampling Taking ....................... .32
5. Techniques of Data Collecting ......................... 32
6. Techniques of Data Analysis .......................... .43
B. Research Findings
I. Description of Data .................................... .44

2. Analysis of Data ......................................... .46
3. Test of Hypothesis and Interpretation of Data ..... .49

M

CHAPT

CONCLUSION AND SUGGESTION
A. Conclusion .................................................... 50
B. Suggestion .................................................... .50

BIBLIO

APHY ......................................................................... 51

APPENl

ｾ＠

................................................................................. 54

1

CHAPTER I
INTRODUCTION

A. Back

mnd of Study

A

matter of fact for hundreds years, English has proven its significant role

as a glo

language in connecting people from various cultural backgrounds of

countries

the world. For instance, the United Nations, a world wide organization

commiW

n peace and reconciliation building among people, which members are

almost al

mntries in the world, has stated that English is one of their main official

internati<

'languages to use since it was established in 1945.

Ir

lucational field, many projects which aim to improve a better concept of

educatio1

lr the sake of human beings, such as student exchanges, researches,

semmars

Drkshops, etc-, have been using English as their media of communication.

In additi'

many bibli graphical references which are utilized in many countries,

presentec

English. T us, it may be concluded that English plays an important role

as a glob

mguage.

T

Indonesian government is fully aware that English plays a significant role

m peaking is considered as one of the four skills that the students need to
lea! with both language fom1S and their own psychology in learning it.

d

:he second level intermediate students of LBPP LIA Ciputat are
onsidered as the study object.

e.

,BPP LIA Ciputat as one of LBPP LIA branches focusing on English
eaching-learning process is believed that one of their goals is to educate
\.eir students able to speak English well.

2. F1

iulation of Problem

T

'ormulation of problem in this paper is;

"I

1ere any correlation between students' motivation and English speaking

performa

'?"

C. Obj et

:e of Study

11

study aims to know whether motivation has correlation with learning the

English s:

king skill. The writer hopes this research may become a support material

to get a b1

r way of language teaching.

5

of Research

D. Meth
Ir
1. L
S(

fiting this paper, the writer uses two types of researches as follow;
iry research, which aims to find out some support materials taken from
1 theories

related to the topic discussed.

2. F:

research, which aims to collect the data by taking some samples from

tb

htermediate second level students of LBPP LIA Ciputat from the two

c<

?ared variables. Then, the data will be analyzed by using the product

m

'ent theory. In social science, this field research is known as a quantitative

re

irch.

E. Orga

ation of Writing

T

paper consists of four chapters. The first chapter is introduction which

describes

ebackground of study, the limitation and fonnulation of problem, the

objective

Study, the method ofresearch and the Organization of Writing.

T
First, it

c

'second chapter is theoretical framework which explains two matters.
lains some theories of speaking itself, from general view of speaking,

types of

'aking, to the elements of speaking. Second, it e:xplains the meaning of

motivatic

rom some psychologists and its charactedstics.

T

ｾｩｳ｣ｵｯｮ＠

about research methodology and findings is wiitten in the third

chapter. :

1cludes the method of research, the purpose of research, the place and

time of n

lrch, the techniques of sampling taking, the techniques of data collecting,

and the ti

hiques of data analysis. After the research data is collected, the research

6

result is

1tioned which includes description of data, analysis of data, interpretation

and disc1

.on. Finally, the writer tries to give conclusion, discussion and suggestion

in the frn

1 chapter.

7

CHAPTER II
THEORETICAL FRAMEWORK

A. Spea

lg

s

jking -the faculty of oral communication- is significant to an individual's

living pi

isses and experiences are the faculties of seeing and wallcing. Without

speaking

)ople must remain in almost total isolation from any society. Here people

wish to

phasize that they are not thinking of "speaking" solely terms of formal

occasion

! public speaking as frequently conceived. People are, rather, thinking of

those m2

and very important, daily experiences when they speak to other persons

for purpc

I that range from simple to complex communication.

A

.tated before in the first chapter that speaking is o:ne of the four skills that

i

iificant role in mastering English. It is considered as the most complex

skill thai

te three skills in performing and learning it. In other words, The people

learning

ｾ｡ｫｩｮｧ＠

language

µt also deal with some internal psychological factors inside themselves.

Motivati1

is considered as one of the psychological materials that affect people in

the learn

process.

1.

D

11ition of Speaking

fl

y G. Tarigan defined that, " ... speaking is a skill of conveying words or

sounds o

ticulation to express or to deliver ideas, opinions, or feelings. Therefore,

plays a

deal not only with their cognitive basis to learn the forms of

8

there ru

purposes (kinds) of speaking, namely to inform to persuade, and to

entertai1

From this definition, it is clearly seen that speaking is the process of

sharing

th another person, or with other persons, one"s knowledge, interests,

attitudes

pinions, or ideas. In addition, delivery of ideas, opinions, or feelings is an

importru

tspect of the process of oral commimication through that a speaker's

concepti

becomes actual to him ru1d his audience.

I

:wise, Andrew Thomas Weaver stated that " ... speaking is an aspect of

human I

avior, and it is learned behavior in the san1e sense that handwriting,

spelling,

table mrumers are learned behavior-even though skills in speaking may

be somt

at more complex. 6 As a behavior, speaking can be learned by some

teaching

rning methodologies.

1

;, it can be conceived that in communication, people use spealdng as the

way in '

ressing their ideas, opinions, or feelings to others by using words or

sounds c

rticulation in order to inform, to persuade, and to entertain that can be

learnt by

hg some teaching-learning methodologies.

5

Henry G.
15
6
Andrew1
printing, p.

igan, Berbicara Sebagai Suatu Ketrampilan Berbahasa, (Bandung: Angkasa, 1981), p.
1as Weaver, et al., The Teaching ofSpeech, (USA: Prentice Hall, Inc., 1959), third

9

1

ps of Speaking

A

onceived before that people use speaking to inform, to persuade, and to

entertain

enneth G. Hance stated that there are three major types of speaking as

2.

follows;

a. S

1king to Inform

T

first type of speaking is speaking to inform. The primary purpose of

informati

;speaking is t.o prese'lt information or message so that it can be clearly

understo1

ｾＨ･ｮｴｨ＠

"Inf

stated that;

requ1
to-pe
resp<
facul
anotl
cons
facili

iative Speaking is widely varied branch of connnunication. It replies to
for information or to convey infmmation. Whether it is a case of personln communication or one person speaking to a group. For examples, in
ｾｳ＠ to a student's request for information about the course he is to take, the
ｾ､ｶｩｳｯｲ＠
gives him a brief-nm-down of requirements. Or suppose, for
• example a couple requests information about a house they have
red buying, an appraiser tells them about the condition of the house, the
i available, and other details". 7

Ir

fdition, Donald C. Bryant and Karl R. Wallace stated that in informative

speaking

, .the speaker desires to supply the knowledge the audience lacks". Thus,

speaking

inform aims to deliver information such as WH questions, that utilized in

speaking

.inform or informative speaking as mentioned by two examples above of a

student's

juest for information about the course he is to take and a couple requests

informati

•about a house they have considered buying.

7

ranee & David C. Ralph, Principles ofSpeaking, (Belmont California: Wordsworth
npany, Inc., 1965) p. 216

Kenneth 1
Publishing

10

s

:king to Advocate

s

king to advocate or persuade is the second type of the three major types

of speak

. Advocacy and information are always found in the same talk; the

speaker i

1ms or reminds his listeners of certain facts, and then he tries to persuade

them to a

m based on those facts, or he tries to change their opinion so that the later

on that cl

ge may produce the desired action. Kenneth stated that;

b.

"Inf
or re
desir
Pare1
let m

uasive speaking, or also called speaking to advocate, the speaker informs
ｾ､ｳ＠
his listeners of certain facts, or he tries to change may produce the
action. For examples, a mother tries to persuade her neighbor to join the
ｾ･｡｣ｨｲ＠
association, or a young boy tells the bully down the street: "You
!one or my father. .. my father can lick your father", etc." 8

Ir

ldition, Donald C. Bryant and Karl R. Wallace stated that persuasive

speaking

verbal communication whose pfrne puri::ose or goal is the influencing of

attitude, ·

ef, or behavior. 9 Persuasion certainly involves an effect and the intention

to produ<

t. The situation that prompts a speaker to try to persuade is an audience's

quandary

out what to believe or not to believe, what to do or not to do.

s

iidng to Entertain

s

king to entertain is the last type of the three major types of speaking, the

other twc

ing information and advocacy. The usage of this type is so specialized, so

distinctiv

and so widely used that it merits special consideration-for practical

c.

Ibid, p. 2:
Donald C
Corporatio
8

9

ｾＶＹＩＬ＠

yant & Karl R. Wallace, Fundamentals ofPublic Speaking, (New York: Meredith
p. 278

11

reasons

1

speaking
F

Jr no other. Kenneth stated that, " ... spoken entertainn1ent, or called as
entertain is speaking that contains entertainment". 10
examples, a teacher resorts to the entertainn1ent method in teaching-

learning

icess in order to attract his students' attention to the lesson such as by

employir

1umor to put across a serious teaching material that is probably boring.

3.

E

ｾ･ｮｴｳ＠

A

l has been stated before that speaking is a skill of conveying words or

sounds c

[iiculation to express or to deliver ideas, opinions, or feelings, spealdng

has some

pments that have to be considered by any speaker as follow;

a. p

of Speaking

mnciation

A

ine of speaking elements, pronunciation plays a significant role to make

sure that

: words production do not obscure the meaning. According to Longman

Dictiona:

if Contemporary English, pronunciation is considered as the way in which

a langua:

lir a pmticular word is pronounced and it is a particular person's way of

pronoun<

: a word or words. To pronounce is to make the sound of a letter, word,

etc, espe1

ly in the correct way 11

10

Kenneth

11

Sun1mer

Uance & David C. Ralph, Op. cit. p. 247
ella, et. al, Longman Dictionary of Contemporaiy English, (England: Pearson Education

Limited, 21

1,p.1130

12

b. (

mmar

I1

efining grammar, H. Douglas Brown states that grammar is as a system of

rules gc

ning the conventional arrangement and relationship of words in a

sentence

Meanwhile, Carol M. East Man who is a professor of anthropology and

adjunct

J

fessor of linguistics and women studies at the university of Washington

defines

1

lnrnar as a branch of linguistics dealing with ｴｨＱｾ＠

form and structure of

words ·(1

:phology), and their interrelation in sentences (syntax). The study of

grammai

veals how lai1guage works. 13
t people first encounter grammar in connection with the study of their

own or c

second language in school. This kind of grammar is called normative, or

prescript

, because it defines the role of the various parts of speech (see Parts of

Speech)

l purports to tell what is the no1m, or rule, of "cor.rect" usage. Prescriptive

grainmai

'ate how words and sentences are to be put together in a language so that

the speal

will be perceived as having good grammar. When people are said to have

good or·

: grammar, the inference is that they obey or ignore the rules of accepted

usage asi

!ated with the language they speak.
ｾｯｶ･ｲＬ＠

"Sor
meai
sent(
calle
reco1
12

H. Doug

Francisco l
13

Contribu

Carol M. Eastman states that;

grainmarians are more concerned, however, with detem1ining how the
arrangement of the basic word-building units (morphemes) and
e-building units (constituents) can best be desciibed. This approach is
lescriptive grammar. Descriptive grammars contain actual speech forms
j from native speakers of a particular language and represented by means
ｾｦｵｬ＠

3rown, Teaching by Principles: An Interactive Approach to Language Pedagogy, (San
University: Addison Wesley Longman, Inc, 2001), Second Edition, p. 362
by Carol M. Eastman, Ph. D., Microsoft Encarta Encyclopedia 2004, All right reserved.

l

13

ofv.
neve

en symbols. Descriptive grammars indicate what languages--often those
bfore written down or otherwise recorded-are like structurally". 14

c. "

tbulary

1bulary is defined as the "words" in foreign language. Words are
perceive•

; the building blocks upon which a knowledge of a second language can

be built.

1wever, a new item of vocabulary may be more than a single word. For

example,

1st office

express i

1gle idea. They are also multi-word idioms such as call it a day, where the

meaning

the phrase cannot be deduced from an analysis of1he word components. 15

and mother-in-law which are made up of two or three words but

v

le W. Brookman defines in his book that "Vocabulary is the stock of

words m

in Language. The more we master the better our performances in all

aspect o

inglish language. Having limited vocabulary is a barrier that presents

students

tn learning a foreign language ... " 16

d. F

pcy

Ir

bency practice, the learners' attention is on the information they are

conunun;

ｾｮｧ＠

items of

er language as preparation for the use of the new items in conversation,

without

itation, even with some e!1'ors. The language use may be guided by

14

oft Encarta Encyclopedia 2004, All right reserved.
\Course in Language Teaching: Practice and Theory, (London: Cambridge University
. 75
,n Early, The Key to English Vocabulary, (London: Macmillan Company, 1991 ), p. J

lbid, Mi<
Penney1
Press, ＱＹｾ＠
16
W. Broo
15

than on the language itself. Fluency practice usually combines new

14

dialogue

·ipts or by materials such as pictures and forms, but information gap and

some fre

1m for the learners to decide exactly what they say are essential in fluency

practice.

e. (

1prehcnsion

last speaking element that becomes a prerequisite m making a

1

conversa

1

speakers

omprehension is defines as the ability to understand something by a

reasonab

:omprehension of the subject or as the knowledge of what a situation is

possible is idea comprehension what is stated and discussed by both

really lik

B. Moti

ion

/l

he beginning of this chapter, according to Jeremy Harmer, learning is

considen

:o become usually more efficient and rapid when the learner is motivated

and atte

re. By his statement, Hatmer tried to show that motivation

correlati1

n succeeding the learning process of students.

1.

E

nition of Motivation

A

>rding to Longman dictionary of contemporary English, motivation is

i

agerness and willingness to do something without needing to b.e told or

defined
17

Paul Da•
2000), p. 5
18
Della Su

has a

,nd Eric Pearse, Succeeding English Teaching, (London: Oxford University Press ,
ers, et. al, Longman Dictionary of Contemporary English, Op. Cit.p. 273

15

forced t1

ｾ＠

it. For example: Jack is an intelligent pupil, but he lacks motivation.

Moreov(

motive is defined as the reason that makes someone do something,

especiall

11hen this reason is kept hidden. For example: the police believes the

motive 1

this murder was jealousy. 19 In addition, Jerome Kagan and Cynthia Jang

mentiorn

that " ... A motive is a state of mind created by the tension between the

unsatisfa

ry reality of the present and the presumably more satisfying state in the

future" 2c
J-

ｾｨ｡ｶｩｯｲｳｴ｣＠

psychologist like Skinner or Watson would stress the role of

rewards

ad perhaps punishment) in motivating behavior. In Skinner's operant

conditio1

;; model, for example human beings, like other living organism, will

pursue a

ial because they receive a reward for doing so. This reward serves to

reinforc<

havior.
louglas brown stated in his book that,

"Al
do v

trem
eatir
othe
intar
F

iviorist would define motivation as the anticipation of reinforcement. We
to heed the credibility of such a definition. The:re is no question that a
lous proportion what we do is motivated by an anticipated reward. From
to exercising to studying and even to altruistic acts of ministering to
there is 'something in it for me'. The emotional overtones of the more
1le reward must not be ignored". 21

1

behavioristic view, motivation is considered as a engine from a living

organisrr

1 perform an action. It can be said that based on 'Stimulus-Respond

19

iers,et.-al,Longman.Dicliena,.y--0fConlempncazy.Englisli,.Op...Cit,;-p,..I}'29-J}' )._
an and Cynthia Lang, Psychology Education: An Introduction, (New York: Hartcourt
•vich, Inc., 1978),p. 246.
Brown, Teaching by Principles: An Interactive Approach to Language Pedagogy, Op.

Dalla-St
Jerome I
Barace J01
21
H. Doug
Cit., p. 73
20

16

theory',

>tivation has a role as a stimulus to stimulate an action which is its

respond.
I:

mtrary, the definition of motivation will be different from a behavirostic

view, ac

ding to a cognitive view. A number of psychological viewpoints offer a

quite dif

\nt perspective on motivation. While according to behaviorists, reward is

consider

ｾｳ＠

sources

· motivation and in the power of self-reward. Three different theories

illustrate

s side of motivation.

a big part, the cognitive psychologists say that the difference lies in the

1

theory of drive by David Ausubel sees that human drives as fundamental

to humi

behavior claim that motivation stems from basic innate drives. He

elaborate

1n six different drives: 22

•

Exp:

ttion; the need for exploration, for seeing 'the other side of mountain', for

prob

the unknown.

Man

lation; the need for manipulation for operating -to use Skinner's term -on

the e

ronn1ent and causing change.

Acti

•; the need for activity, for movement and exercise, both physical and

•

•

mern
"

22

Stirn

tion; the need for stimulation, the need to be stimulated by the

env11

ment, by other people, or by ideas, thoughts and feelings.

H. Doug
State Univ

Brown, Principles of Language Learning and Teaching Techniques, (San Francisco

:y: Addison Wesley Longman, Inc, 2000), Fourth Edition, p . 161

17

•

•

Kno

:dge; the need for knowledge, the need to process and internalize the

resu.

of exploration, manipulation, activity, and stimulation, to resolve

cont

ictions, to quest for solution to problems and for self-consistent systems

of kl

r!edge.

Ego

iancement; the need for ego enhancement, for the self to be known and to

be a1

pted and approved by others.

P

/f these drives not so much as reinforces as in behavioristic theory, but as

innate p1

ｾｰｯｳｩｴｮＬ＠

environn

t, to be physically active, to be respective to mental, emotional, or

physical

inulation, to yearn for answers to questions, and to build our own self

compelling the people, to probe the unknown, to control our

motivati1
F

1 other view, particularly constructivist view, an American psychologist,

Abralian:

laslow with his 'hierarchy of needs theory', devised a six-level hierarchy

of motiv

that according to his theory, determine human behavior. Maslow ranks

human n

ls as follows: (I) physiological; (2) security and safety; (3) love and

foelings 1 lelonging; (4) competence, prestige, and esteem; (5) self-fulfillment; and
(6) curio:
.tv

ordinary

.and the need to understand. 23
'ow' s theory shows that what might be inappropriate viewed as rather
ｾｳｲｯｭ＠

routines may in fact be important precursors to motivation for

high atta

ltent. Maslow stated that, " ... For an activity in the classroom to be

23

icarta, © 1993-2003 Microsoft Corporation. All rights reserved.

Microsol

18

consider

'motivating, then, it need not be outstandingly striking, innovative, or

inspiratic

l ... "24

)

ther psychologist, Hunt with his 'self-control theory' focuses on the

importar

of people deciding themselves what to think or foe! or do. He said, "We

define o

elves by making our own decisions, rather than by simple reacting to

others. l\

1vation is highest when one can make one's own choices, whether they are

in short-·

r or long-term contexts".25

F

h his theory,

it shows that students have opportunities to make their own

choices

iut what to pursue and what not to pursue, as in cooperative learning

context,

pents are fulfilling this need for autonomy. When students get things

shoved d

µ their throats, motivation can wane, according to this theory.

Table 1. Three views of motivation26

.

•

vioristic

Cognitive

Constructivist

.

• Anticif

ｾｮ＠

"Desire

:eceive positive

re infore
• Exterm

of reward

lent
ndividual

• Driven by basic human
needs (exploration,

.. Social context
.. Community

manipulation, etc.)
• Social status
• Degree of effort
11

Security of group

.
24

H. Doug
Cit., p. 74
25
Ibid, p. 7
26
H. Doug

lrown, Teaching by Principles; An Interactive Approach to Language Pedagogy, Op.

lrown, Principles of Language Learning, Op. Cit., p. 16 l

19

forces

control

expended

• Internal, interactive

• Internal, individual forces

forces in control

in control

other psychologist from different stem tried to make a general definition
on moti

Ion was James 0. Whittaker. He mentioned, " ... motivasi adalah kondisi-

kondisi

u keadaan yang mengaktijkan atau memberi dorongan kepada makhluk

untuk

rtingkah

terse but

Motivation is a set of conditions or situations activate and encourage any

living th

s to get their purpose that is caused by the motivation) ". 27

laku

mencapai

tujuan

yang

ditimbulkan

motivasi

I

:wise, Muhibbin Syah stated that " .. .pengertian dasar motivasi ialah

keadaan

ternal organisme -baik manusia atau pun hewan- yang mendorongnya

berbuat

uatu ( ... the basic meaning of motivation is the internal condition of an

organisn

whether it is a human or an animal- that stimulates the organism to

perform

action) ". 28 Many other theories of motivation have emerged in the last 20

years fi

1

psychoai

rsis, etc. In fact, no single theories of motivation have been universally

accepted

1t a direction is evident.

27

Drs. Wa
(Jakm1a: P
28
Muhibbi

various psychological streams such as behaviorism, humanism,

Soemanto, M. Pd., Psikologi Pendidikan: Landasan Kerja Pemimpin Pendidikan,
ｾｩｮ･ｫ｡＠
Cipta, 4"' Edition, 1994) p. 205.
1ah, M.Ed., Psikologi Be/ajar, (Jakarta: Logos, I 999), p. 13

20

I

act, they have similar idea that motivation, whether it is originated from
external force, stimulates people to do something. With regard to its

internal
origin,

1

extrinsic

2.

:ivation is divided into two main motivation which are intrinsic and
ｾｴｩｶ｡ｯｮＮ＠

I

insic Motivation

'

1

intrinsic
'' ... I:
rewa
own
moti
cons

regard to the theory of intrinsic motivation, Edward Deci defined

1tivation as;
hsically motivated act1v1t1es are ones for which there is no apparent
except the activity itself. People seem to engage in the activities for their
ke and not because they lead to an extrinsic reward ... Intrinsically
ed behaviors are aimed at bringing about certain internally rewarding
ences, namely, feelings of competence and self determination ... "29

nwhile, Hamalik oemar states that " ... motivasi intrinsik adalah motivasi
yang ter

:up dalam situasi be/ajar yang bersumber dari kebutuhan dan tujuan-

tujuan s

'a sendiri." (Intrinsic motivation is a motivation included in learning

situation

rrces from the need and goals of the learners' themselves). 30
:ldition, A.M. Sudrman mentions in his book that " .. .motivasi intrinsik

adalah n

(-motif yang menjadi aktif atau berfungsinya tidak perlu dirangsang dari

luar kan

dalam setiap individu sudah ada untuk melakukan sesuatu ... (Motivation

29

Brown, Principles of Language Learning and Teaching Techniques, Op. Cit., p. 164
mar, Kurikulum dan Pembe/ajaran, (Jakarta: Bumi Aksaea 1995), p. 3.

30

H. Doui
Hamalik

21

is motiv

that are active or functioned need not to be stimulated by out forces

because :

. 'de fi-orces " 31
.[Very m
. d'1v1'dua1, t I1ere are ms1

3.

E

!insic Motivation

E

insic motivation is one of distinctive classifications in educational

psycho le

· Peooy Ur mentioned his definition on this, " ... Extrinsic motivation is

that deri'

from the influences of some kind of external incentives, as distinct from

the wish

foam for its own sake or interest in tasks". 32 This external incentives or

external

lmli is that which influences students from the outside encouragement to

learn me

than they are used to be, such as parental approval, offer of a reward,

threat or

1islunent, a good grade, the desire to please parents a11d also experience of

success.

lther words, all of those mentioned is known as 'motivational props'.

E

" .. .E

ard Deci defines extTinsic motivation as;

rewai
pnze:
sole!)
nume
pums
self d

'nsically behaviors, on the other ha11d, are carried out in a11ticipation of a
ｾｯｭ＠
outside and beyond the self. Typical extrinsic rewards are money,
[rades, a11d even certain types of positive feedback. Behaviors initiated
b avoid punishment are also extrinsically motivated, even though
:s intrinsic benefits ca11 ultimately accrue to those who, instead, view
ent avoidance as a challenge that ca11 build their sense of competence a11d
1mination ... " 33

s.

ima11 also mentioned his definition on extrinsic motivation, " .. .Motivasi

ekstrinsiJ

falah motif-motifyang aktif dan be1jungsinya karena adanya perangsang

31

32
33

A.M. Sai
PennyU
H. Doug