e. Textbooks provide administrators and teachers with a complete program.
The series is typically based on the latest research and teaching strategies. f.
Good textbooks are excellent teaching aids. Theyre a resource for both teachers and students.
g. Good textbooks are excellent teaching aids. Theyre a resource for both
teachers and students.
4. The disadvantages of textbook material
The disadvantages of textbook material in Jabberwocky article,
2014 are as follows:
a. The textbook is designed as a the sole source of information.
b. Textbook is old or outdated .
c. Textbook questions tend to be low level or fact-based.
d. Textbook doesnt take students background knowledge into account.
D. Motivation
1. Definition
The terms motivation according to the language teachers is describing the successful or unsuccessful learners Dornyci, 2001: 5. This
reflects the belief that during the lengthy and often tedious process of mastering a foreign language, the learner‟s enthusiasm, commitment, and
persistence are key determinants of success or failure. Indeed, in the vast majority of cases learners with sufficient motivation can achieve a working
knowledge of foreign language, regardless of their language aptitude or
other cognitive characteristics. Without sufficient motivation, however, even the brightest learners are unlikely to persist long enough to attain any
really useful language. Henson and Eller 1997: 371 in Educational Psychology for
Effective Teaching explain that motivation is a way of explaining how people are aroused by an event, how they direct their behavior toward the
event, and how they sustain that behavior for lengths of time. In other words, motivation deals with why individual get motivationed and react to
those that get their attention. Motivational beliefs help students from an intention to learn. Moreover, they also explain that individuals who are
very motivationed and pay particular attention to certain events will involve whole-heartedly in those events and if they do so they will have an
intention to learn more and more. Students can be motivated to perform well because of factors such as motivation, curiosity, the need to obtain
information or solve a problem, or the desire to understand. Brown in Chaer 2002: 251 says that motivation is a short self-
support, emotion, or a want that lead somebody to do something. Yellon and Weistein in Burhan 2000: 3 agree with Brown and say that a motive
is what causes somebody to do something in certain way. Asking somebody to do something means leading somebody to achieve the goal
using certain way. Lanbert in Chaer 2002: 251 states that motivation is a reason to get the whole objective. Somebody must do something in order
to get the whole objective. Miller in Burhan 2000: 3 interprets that
motivation is a concept of organisms that leads somebody to an action. In conclusion, motivation in language learning is a support coming from
learners‟ sell or another person who causes a strong desire to require the second language.
Lightbown and Spada 1999: 56 state that in second language learning, motivation is a complex phenomenon which can be defined in
terms of two factors: learners communicative need and their attitudes toward the second language co
mmunity. In a teacher‟s mind, motivated students are usually those who share enthusiastically in class, express
motivation in the subject-matter, and study a great deal. Teachers are easily recognizing characteristics such as these. They also have more
opportuni ty to influence these characteristics than students‟ reasons for
studying the second language or their attitudes toward the language and it speaker. If we can make our classrooms places where students enjoy
coming because the content is motivationing and relevant to their age and level of ability, where learning goals are challenging yet manageable and
clear, and where the atmosphere is supportive and non-threatening, we can make a positive contribution to students‟ motivation to learn.
Brown 2001: 2 states that motivation is the amount to which you create alternatives about goals to pursue and the effort you will devote to
that pursuit. In the classroom, when learners have opportunities to make their own choices about what to pursue and what not to pursue, as in a
cooperative learning context, they are fulfilling this need for autonomy
