39 more closely to the students‘ everyday interest. We must give them tasks which
they are able to do, rather than risk humiliating them.
3. MOTIVATION
Motivation is the key factor that influences the rate and success of the second or foreign language learning. Ellis 1997 says that motivation has been
seen as a set of beliefs, thoughts, feelings that are turned into action. Being motivated to learn a language is the first impetus since the motivation will bring
the learners to the feelings of enjoyment, challenge to success in learning the language. From the definition above, it can be concluded that motivation is an
inner strength in order to achieve a set of goal which there is a physical or intellectual efforts as well. It influences the success or failure of the second or
foreign language learning. Learners with higher motivation will be more successful than those with lower rate of motivation.
Motivation is undetectable but teacher can check it from the result of the learning process, they are eager to learn the language and they have effort to try
and practice the language at least in the classroom enthusiastically, then it can be concluded that the students have motivation to learn. Dornyei 2001 describes
that the definition of motivation is connected with direction and magnitude of human behavior, those are the choice of particular action, the persistence with it,
the effort expended on it. In other words, motivation is about why people decide to do something, how long they are willing to sustain the activity, and how hard
they are going to pursue it. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
40 Motivation can be described as the willingness to take a role in the learning
process. Many researchers consider motivation as one of the main elements that determine the extent of active, personal involvement in L2 learning Oxford
Shearin, 1994. According to Harmer 2001, motivation is kinds of internal drive, pushing someone to do things in order to achieve something. Brown 2000:
160 states motivation is an inner drive or stimulus, which can be like self-esteem, or task oriented. He also states that success in any task is due simply to the fact
that someone is motivated. Other example is when the students are motivated because they perceive the value of reading, they meet the needs of exploration,
stimulation, knowledge, self – esteem and autonomy. On the other hand, the
students may be unmotivated to learn a foreign language because they think that they cannot take any benefit from that subject, they are only fulfilling a
requirement, and they feel the language is useless in their social environment. The previous explanation shows that self-esteem is a part of motivation
area. Self-esteem is probably the most persistent aspect of any human behavior. Brown 2000 claims no successful cognitive or affective activity can be carried
out without some degree of self-esteem, self-confidence, knowledge of the teacher self, and belief in the teacher own capabilities for that activity. He defines self-
esteem as the evaluation which individuals usually make and maintain with regard to themselves; it expresses an attitude of approval or disapproval, and indicates
the extent to which individuals believe themselves to be capable, significant, successful and worthy. In short, self-esteem is a personal judgment of worthiness
that is expressed in the attitudes that individuals hold toward themselves. Students PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
