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e. Their stage of development – for example, adolescents may be more interested in the opposite sex than in their careers, whereas students undertaking tertiary
education may be more concerned with their future occupation. Based on the factor caused of interest above, there is Maslow’s hierarchy
of needs. Slavin 1997: 348 states that Maslow identifies two types of needs: deficiency needs and growth needs. People are motivated to satisfy needs at the
bottom of the hierarchy before seeking to satisfy those at the top. Table 2. 2 Maslow’s Hierarchy of Needs
Picture 2. Maslow’s Hierarchy of Needs Adapted by Chapman, 2001
2. The Aspects of Interest
a. Aspects of interest based on Ruber are attention, curiosity, motivation
and need.
Ruber in Muhibin Syah 1995: 136 writes that interest is dependent into some aspects such as attention, curiosity, motivation and need. They include as
four psychologically activities related each other and can not be separated. They will be explained below:
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1 Attention Attention is one of the aspects of interest because attention and interest
have a hard relationship. Bimo Walgito 1998: 145 states that attention has a hard relationship with interest. If someone is interested toward something, it will show
the spontaneous attention. Attention is the evidence if someone interested to something. Kartini Kartono 1990: 111 states that attention is the common
reaction from the human being and the conscious which caused the adding of activities, concentrates and the boundary toward the object.
2 Curiosity Loewintein in Elliot, et al., 2000: 348 states curiosity is cognitively
based emotion that occurs when a student recognizes a discrepancy or conflict between what he or she believes to be true about the world and what turns out
actually to be true. Students are believed to feel curious about events that they can neither make sense of nor explain fully. In addition, curiosity occurs when
students encounter unexpected, novel and unpredictable objects. Elliot, et al., 1999: 346 writes that curious behavior is often described by
other similar terms, such as exploratory, manipulate, or active. To identify the origin of curiosity is difficult. Explanations have focused on external factors
something in the pupil’s environment is attractive, or on internal ones human beings need stimulation.
3 Motivation Brown 1994: 152 states that motivation is an inner drive, impulse,
emotion, or desire that moves one to a particular action. Motivation refers to the
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choices people make us to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect.
Elliot, et al., 2000 writes some functions of motivation, they are: a motivation increases an individual’s energy and activity level, b motivation
directs an individual toward certain goals, c motivation promotes initiation of certain activities and persistence in those activities, d motivation affects the
learning strategies and cognitive processes an individuals employs. 4 Need
Kolesnik in Moore 1999: 356 states that a need can be defined as “any type of efficiency in the human organism or the absence of anything the person
requires, or thinks he requires, for his overall well-being”. Obviously, students will enter the class with a wide variety of needs. Moore 1999: 357 writes that
need can be described as deficiency, real or imaginary, that person requires for well-being.
Indeed, Maslow in Moore 1999: 356 writes that human needs function on seven hierarchical levels. The first four, lower-level needs, labeled deficiency
needs, are the needs for survival, safety, belonging, and self-esteem, whereas the tree higher-level being needs comprise the needs for intellectual achievement,
aesthetic appreciation, and self-actualization. The being needs, unlike the deficiency needs, are never truly satisfied; that is, the quest for their fulfillment
only motivates individuals to seek further fulfillment.
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b. Aspects of interest based on Kartini Kartono are cognitive, affective and
