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c. Motivation to learn in school
According to Woolfolk 1995:330, motivation focuses on the three basic questions. First, what causes a person to do some action? For example, why does
some students start with their homework as soon as they can while others wait until the last minute or never start at all? Second, what is the level of involvement
in the chosen activity? For example, the teacher asks the students to open the book, are they interested and focused on the reading activity or just going through
the motions? Third, what causes a person to persist or to give up? For example, will the students read the entire a novel assignment or just read some pages at the
end? They may read the novel every page until the middle of the book but they do not read afterwards. It indicate
s that students‟ motivation is not always stabile. The students may consistently persist in some action whereas not to the next
activities. Knowing
that students‟ motivation to learn is unstable, we as teachers should be able to encourage or fill the students with motivation to learn. It is
intended to make the students are able to persist not to give up. As stated by Brophy as cited in Woolfolk 1995, that motivation to learn does not only involve
wanting or intending to learn but also the quality of the students‟ mental efforts. For example, the students persist in the reading activity about ten minutes but they
may less motivation to the other activities, summarizing, paraphrasing, and discussion. It can be concluded that motivation is not always stable.
It would be wonderful if all our students came to us and were filled with their motivation to learn. If they did not, working in school might seem boring or
PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
14 unimportant. Therefore, Woolfolk 1995:336 suggests that teachers should have
three major goals. First is to create a state of motivation to their students. Teacher should be able to ask the students to be productively involved with the work of the
class. The second is to develop the trait of being motivated to learn so that the students will be able to educate themselves throughout their lifetime, Bandura as
cited in Woolfolk 1995. The third is to make our students to think deeply about what they study so that they become thoughtful. Therefore, they are to be
cognitively engaged, Blumenfeld as cited in Woolfolk 1995.
d. The Relationship of Perception, Motivation, and Learning
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