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b. Extrinsic Motivation
Extrinsic motivation is caused by any number or outside factors,
for example, the need to pass exam, the hope or financial reward, or the possibility of future travel.
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Penny Ur stated that: extrinsic motivation is that which derives from the influence of some kind of external incentive, as distinct from the
wish to learn for it is own case or interest in task.
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Extrinsic motivated behaviors, are carried out in anticipation or a reward from outside and
beyond the self. Extrinsic motivation is important in teaching learning process, to
improve or to support their student in learning English, especially reading competence. Intrinsic motivation, however, is more important for the
student rather extrinsic.
3. Purpose of Motivation
Motivation begins with an understanding of human physiology and emotions including the need for safety, respect, thirst, movement, stimulation,
etc. To be sure, teachers cannot satisfy all student needs; they cannot provide a snack for every class.
Students generally feel safe from major physical harm in class, but small issues can be distracting. There may be students in class who others find
threatening due to some past conflict. Teachers should monitor the class or use surveys to identify special issues like fear.
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Jeremy Harmer, The Practice of English Language Teaching, London: Longman, 1991, p. 51.
6
Penny Ur, A course in Language Teaching- Practice Theory, Cambridge: Cambridge University Press. 1996, p. 277.
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B. Reading Comprehension
1. Definitions of Reading
Reading is one of the basic skills in learning a language. In this sense, John J. De Boer assumed that reading is viewed as an active process where the
reader employs visual symbols of printed written language to search for and to reach out meaning.
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Its mean that reading is not only get the information from the text passively but also to process it on mind to understand the meaning.
That assumption is in line with a linguist expect, Arthur W. Heilam assumpt that reading is a process of getting meaning from printed word symbols; it is
no merely a process of making conventionalize noise associated with these symbols.
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Regarding those definition above, when a reader to get the meaning of the printed written selection, it is obviously needed agreat number of
mechanical skills and comprehension skills as process. During that process, many things are happening, like the reader is looking at print material,
deciphering the marks on the page in some sense, deciding what they mean and how they related to each other. The reader also is thinking about what
heshe is reading. The reading process related to the language form, while comprehension relates to the language content as the end product.
Most of readers reading as a simple, as speak passive process that involves reading words in a linear fashion and internalizing their meaning one
at a time. Nevertheless, reading is not only translating each word but also involves a cognitive process of understanding a printed message.
Based on the definition above, reading is not only getting meaning from word to word or line to line to understand what we read. But also reading
is a process of thinking. So for each definition has its own activity, it depends on the reading purpose of the reader.
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John J. De Boer, and Martha Dallman, The Teaching of Reading: Revised Edition, New York: Holt, Rinehart and Winston Inc,.1964, p. 17.
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Arthur W. Heilman, Princilpes and Practices of Teaching Reading, Second Edition, Columbus: Charles E. Merill Publishing Co., 1981, p .8.
