41 with good motivation in learning will judge that they are good in a particular part
of language learning, for example students believe that they can give their best performance in English class‘ presentation.
a. Instrumental and integrative orientation
Motivation was examined as a factor of a number of different kinds of attitudes. Lambert in Brown 2000: 162 divided two basic types of attitudes, they
are instrumental and integrative orientations to motivation. The instrumental side refers to acquiring language as a means for attaining instrumental goals such as
furthering a career, reading technical material, translation, and so forth. The integrative side can be observed when the students wish to integrate themselves
into the culture of the second language group and become involved in social interchange in that group. Instrumentality and integrativeness are not actually
types of motivation, Dornyei 2001 and Gardner 1991 have noted they are more appropriately termed orientations.
b. Type of Motivation
The most well-known issue in motivation theories is distinctions between intrinsic and extrinsic motivation. Vallerand 1997 in Dornyei 2001 reports the
first type of motivation deals with the behavior performed for its own sake in order to experience pleasure and satisfaction, such as the joy of doing particular
activity or satisfying one‘s curiosity. The second type involves performing a behavior as a means to an end, that is, to receive some extrinsic reward e.g. good
grades or to avoid punishment. Vallerand 1997 has newly posted the existence of three subtypes of intrinsic motivation, those are to learn engaging in an
42 activity for the pleasure and satisfaction of understanding something new,
satisfying one‘s curiosity and exploring the world, towards achievement engaging an activity for the satisfaction of surpassing oneself, coping with
challenges and accomplishing or creating something, and to experience stimulation engaging in an activity to experience pleasant sensations. Extrinsic
motivation has traditionally been seen as something that can undermine intrinsic motivation: for example, students will lose their natural intrinsic interest in an
activity if they have to do it to meet some extrinsic requirement. Intrinsic motivation usually comes from personal intention, so someone
wants to do an activity because heshe really wants to do it, there is no other reason. Harmer 2001:51 describes intrinsic motivation as motivation which
comes from within the individual. Thus, a person might be motivated by the enjoyment of learning process itself or by desire to make themselves feel better.
Deci in Brown 2000:164 says that intrinsically motivated activities are ones for which there is no clear reward except the activities itself. People seem to engage
in the activities for their own sake and not because they lead to an extrinsic reward. Intrinsically motivated behaviors are aimed to bringing about certain
internal consequences, namely, feelings of competence and self determination. The students realize that they have to do the tasks and study the learning
materials to fulfill their needs. It can be connected to the concept presented by Marsh 1996:27 that intrinsic motivation refers to motivation without any
apparent external reward. Motivation for learning comes entirely from the students‘ intention. Students will be motivated to do a certain task because of
43 some personal factors. They might include needs, interests, curiosity and
enjoyment. One example is when a student wants to do a task of completing the blanks in an English song‘s lyric given by the teacher because this student is
really enjoying the activity to listen to the song and it is a favorable activity for the student.
Motivation becomes the important key for the students to gain success. Dornyei 2001 reports that researchers have emphasized a number of different
factors that determine the expectancy of success, and from an educational point of view the most important aspects include processing one‘s past experiences,
judging one‘s own abilities and competence self-efficacy theory and attempting to maintain one‘s self esteem self-worth theory.
This study investigates motivation in learning the speaking skill. So, it discusses the relationship between students‘ motivation and the improvement of
students‘ speaking skill. Gardner 1991 mentions factor analysis of the relationship among attitudemotivation, aptitudes, and English proficiency yielded
five factors. They were English language achievement, general learning motivation, language aptitude, self-confidence with English, and a dimension
characterized by non-anxiety, non-ethnocentrism, and an interrogative orientation. Gordon in Gardner 1991 gives an example of study related motivation and
English proficiency. In that study, Gordon emphasize the result of ten measures of English proficiency to be one of the instruments to test the learners motivation, so
it is very important to know the outcome of the learning process that can indicate whether the students have high motivation or not.
