2.8.5. 2 Encouraging motivation
Encouraging motivation belongs to second component of introductory procedure and closure. It can be influenced by out side and within individual
Turney et al. 1983: 74. The outside factors classified as extrinsic and the other one is called intrinsic. The example of extrinsic is reinforcement. The intrinsic is
the motivation inherent in information processing and action, such as curiosity, pursuit of competence, etc.
Concerning motivation, cognitive theories and research consider people as capable of dealing with their surrounding in terms of existing cognitive structure.
This structure is in the form of ordered organization in the individuals’ mind of events and ideas already experienced and internalized. This structure works when
there is new information which does not fit with existing ideas it will try to resolve the problem by modifying itself in some ways as Berlyne 1960, 1978 in
Turney et al. 1983 : 75 say that human beings will try to resolve anomalies in new information received.
In other words, it can be said that it is necessary to encourage someone motivation in order that heshe is able to enhance a new idea and information
heshe receives and construes. Human mind by its nature will be motivated to fit what is new into what has been already known. Consequently, if what is new does
not fit, the existing organization of ideas will be changed in order to incorporate the unknown ones.
Age and personality influence mastery skills, strategies and knowledge. It does not result from random stimuli or drives but from reinforcement, which
come from the intrinsic factor White 1959: 130 in Turney et al. 1983. The reinforcement can encourage motivation.
Because reinforcement can encourage motivation, teachers are expected to be able to apply it appropriately in order that it can reach the goal they want by
helping students to exercise some degree of control over their own actions and by utilizing self-generated stimulations Bandura 1971: 248 in Turney et al. 1998.
Consequently the students are able to perform appropriate behaviors and, in time to find them intrinsically rewarding. Gradually they learn how to reinforce
themselves not depending on others or teachers for reinforcement.
2.8.5. 3 Structuring
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