This formula suggests that students will not be motivated unless three components are present. First, they expect they can accomplish the task. Second, they find
value in it. Third, they complete the task in an environment supportive of their basic personal needs.
From that explanation, it is clear that the teacher has a certain role in students motivation by running their role as a teacher. By running their role as a
learning manager, the teacher could create a comfortable environment. Through this role, the teacher also could make the activity or task become valuable. And by
being a demonstrator, he or she could convince the students that they could do the task given because they have already learned about it.
In the setting of this study, one of the task values given from the teacher could be an extrinsic reward. This value seems to be more interesting for the fifth
grade of elementary school then intrinsic terms. By using extrinsic rewards, the students also have challenge to accomplish the task. It could also create such
atmosphere that supports the students in doing the task. But, it is also the teachers duty as the learning manager to manage the use of extrinsic reward and the
teaching learning process.
2.2 THEORETICAL FRAMEWORK
This section delivers the theoretical framework used in this study. In learning, as explained before, motivation still keep important keys in teaching and
learning activity. Through motivation, the students could achieve the better result than when she or he is unmotivated.
There are three theories of motivation which has its own application in learning process. One of the theories is selfdetermination theory. This theory
does not only concern about how people could be motivated but also investigated some harmful points toward motivation and how to prevent with it Deci and
Ryan: 2000. Based on the concept of selfdetermination theory, there are two kinds of motivation which could be occurred in learning. They are intrinsic and
extrinsic motivations Dornyei, 2001: 27 Intrinsic and extrinsic motivations contribute different sources of reasoning
for the person to engage in the activity. Intrinsic motivation is motivation which comes from the learner it self without correlation with outside factor. In this kind
of motivation, students will not think about what they will get if they do an activity because they actually get something when they join that activity. On the
other hand, a student with extrinsically motivated reason will do something if there is an effect that will follow his or her act. For example: a teacher offer A+
for those who could do the exercise in 5 minutes. Then, the students have spirit to do the exercise.
Based on the research, intrinsic motivation is believed to be the ideal motivation in class Stipek, 1993: 67. According to Stipek, it happens because
there are some advantages which could be hold if there is intrinsic motivation in classroom 82 – 83. And extrinsic motivation, she says, is judged as a factor that
could undermine intrinsic motivation or harmful toward the students’s intrinsic motivation 67. Extrinsic reward as the special feature of extrinsic motivation
also has the same character with extrinsic motivation.
The problem is not all of the students have intrinsic motivation in learning, especially for young learners, for example Elementary school students. Students
in this critical age do not really know how to use of their knowledge in the future. Based on the experience, some of them usually learn something because they want
to get good grade. This condition becomes complicated when they have to learn something new for example English. It is very difficult to expect intrinsic
motivation in English class. Deci and Ryan, then, found a solution about that problem. They claimed that
extrinsic reward is not as dangerous as people think. It could be done in teaching learning process by some consideration and management. The teacher has to know
about kinds and aspect of extrinsic reward in classroom and find appropriate time to deliver it in class.
This study is intended to find out how the English teacher in SD Mungkid 1 uses and manages extrinsic reward in her classroom. There are three kinds of
theory will be used to find the answer. The first theory is behavior indices Stipek, 1993: 11 12. This theory will help to find the appropriate time in using extrinsic
reward. There are some indications which could be used in this study. Knowing when extrinsic rewards are used, the theory proposed by Everston,
Emmer, Clements, Sanford and Worsham 1984: 54 and another theory proposed by Deci and Ryan, will be used to find out what types of extrinsic reward usually
used. Finally cognitive evaluation theory will help to find the answer how the teacher manages the use of extrinsic reward in classroom by deciding which
aspect of the extrinsic rewards used by the teacher in this research belong to.
42 CHAPTER 3
METHODOLOGY
This chapter covers all important points that refer to the research implementation. The discussion includes the type of research, setting, participant,
data collection, and data analysis.
3.1 Type of research
