development of sub skills students and the scorers consider the aspects of performance. It also tends to be more reliable since the
score is in the form of number. Added to this, Hughes 1989: 97 states that analytic scoring is suitable to obtain diagnostic
information on the text.
h. Media
Media is an important component of teaching English. According to Longman Dictionary for Language Teaching, teaching
materials which involve the use of different kinds of media such as visual and printed media are known as multimedia or mixed media.
The resources of the media itself include technology, audio and video resources, computers, multi-media language labs, projector,
films, and video. Power Point is a kind of visual media. As stated by Harmer
2007: 187, Power Point increases teacher’s capacity to present visual material words, graphic and pictures in a dynamic and
interesting way. Power Point offers a more interesting option where we can mix text and visuals with audiovideo tracks so that pictures
can dissolve and fly onto and off the screen, and music, speech and films can be integrated into the presentation.
As stated by Canning-Wilson 2000 in Maria 2012, anything used to help the student to see an immediate meaning, including
visual material, may give advantage to the student and the teacher by clarifying the message if the visual materials enhance or supplement
the language point. The visual aid also benefits in students’ motivation and focus on the lesson. Kemp and Dayton 1985 in
Maria 2012 mention that visual can boost motivation and maintain attention by making the lesson more interesting.
i. Motivation in Second and Foreign Language Learners
In teaching learning process, as noted in Cook 2008: 136, motivation is the interest that something generates in the students. A
particular exercise, topic or song may interest the students in the class.
Being motivated in learning second or foreign language is considerably important for language learners. As stated by Ellis
1997: 75, motivation involves the attitudes and affective states that influence the degree of effort which learners make to learn an L2.
Therefore, the importance of motivation can be seen in a teaching and learning process through learners’ effort in learning the L2.
Ellis 1997: 75 mentions four kinds of motivation. They are instrumental, integrative, resultative and intrinsic motivation. The
intrinsic motivation deals with the learners’ interest and the extent to which they feel personally involved in learning activities result the
arousal and maintenance of curiosity.
Besides, Brown 2001: 73 underlines that exploration, activity, stimulation and knowledge are essential drives which lead
ones to be physically active, to expect for answers to questions and to build self-esteem. Then, according to Brown 2001: 80, providing
learners writing activities that are able to develop their own ideas freely and openly is essential in the second language classroom.
In terms of the reasons or goals, Ryan and Deci 2000 distinguish two basic types of motivation. They are intrinsic
motivation and extrinsic motivation. Intrinsic motivation refers to doing something because it is enjoyable and interesting and,
meanwhile, extrinsic motivation deals with doing something because it leads to a separable outcome. Therefore, an intrinsically motivated
person moves to act for fun or challenge rather than, in contrast, external pressures or rewards.
The interesting classroom and learning activity seem necessarily essential in order to emerge students’ intrinsic
motivation. According to Deci 1975 in Brown 2001: 76, intrinsically motivated activities are ones for which there is no
reward except the activity itself. Added to this, Harmer 2001: 53- 54 states that the students need to be interested both in the subject
they are studying and in the activities and topics are presented with. So the interesting class is considered to be a vital aspect in arising
and maintaining students’ intrinsic motivation.
There is an interesting question popping up related to intrinsic and extrinsic motivation. That is: does extrinsic motivation enhance
the intrinsic? Extrinsic motivation commonly refers to any number of outside factors that attract people in doing something. In the
context of education, the rewards can come from the teacher, the classmates or even the parents. Brown 2001: 76 mentions that
money, prizes, grades and even certain types of positive feedback are the types of rewards.
Although rewards have relatively had notorious views from some experts, it is does not merely destruct students’ intrinsic
motivation and, moreover, some kinds of reward can enhance students’ intrinsic motivation instead. Based on a research conducted
by Kohn 1990, Brown 2001: 77 concludes that the positive feedback, which kind of extrinsic reward, can influence on intrinsic
motivation in the way that the positive feedback which learners perceive can boost their feelings of competence and self-
determination. Added to this, Nation 2009: 137 asserts that positive feedback on the learners’ writing can increase the amount of writing
and improve their attitude to writing.
3. Mind Mapping Technique
