Definition of Motivation Motivation

14 regarded as intangible rewards. Students who are perceived as having a good academic reputation may often be asked for academic help and are associated with students who excel Gest et al., 2008. Deci and Ryan 1985 found that using rewards in an academic setting resulted in a significant improvement in students’ motivational levels. Moneta and Spada 2009 suggest that individuals who are extrinsically motivated by an expected reward increase their effort to complete the task and earn an incentive. Besides the controversy of intrinsic and extrinsic motivation, Lumsden and Linda 1994 investigated that passion to learn seemed to shrink as children grew. As children grow, learning sometimes becomes compulsion than pleasure. The similar idea is revealed by Goldberg 1994 in Broussard 2002, who points out that an intrinsic orientation toward education switches to a more extrinsic orientation as children increase in age. On the contrary, Zemke and Zemke 1988 argue that there is transition from extrinsic to intrinsic motivation in the college classroom. The students need to come to class to learn because learning is intrinsically motivating, rewarding, exciting and of real benefit to the students. Research on adult learners indicated that learners are most motivated when they see relevance to their learning, engage in the learning process and feel that they can meet their interests and needs ibid. It should be noted that some studies have found significant relationship between specific types of motivation and academic achievement. Intrinsic motivation was found to have a significant effect on students learning and performance in an empirical study Deci et al., 2004. Several studies have shown positive correlations between intrinsic motivation and academic achievement e.g. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 15 Gottfried, 1985, 1990; Harter Connell, 1984; Henderlong Lepper, 1997; Lloyd Barenblatt, 1984. Afzal, Ali, Khan and Hamid 2010 found that students who were intrinsically motivated performed much better academically than students who were extrinsically motivated. Extrinsically motivated students might perform very well in one semester or quiz to achieve a certain reward or goal and then next semester might show poor performance because the reward did not exist anymore. Their performance did not remain constant as a result. While, intrinsically motivated students were truly interested in learning and in achieving high goals. Their overall performance was consistent. On the other hand, recent research conducted to with college-student populations revealed that students who had high extrinsic motivation had positive achievement Barron Harrackiewicz, 2001; Elliot McGregor, 2001; Harackiewicz, Barron, Pintrich, Elliot, Trash, 2002 in Lepper, Corpus Iyengar, 2005. Students who were particularly focused on the extrinsic consequences of their behaviors did particularly well on objective indicators of performance. A study conducted amongst students in KwaZulu-Natal, South Africa, found that factors leading to academic achievement occurred interactively Dass- Brailsford, 2005. For example, family pressure might contribute to a decrease in students’ motivational levels. However, students who were highly intrinsically motivated might counteract these negative factors from their families ibid, 2005. Muller and Louw 2004 assert that extrinsic factors, such as a supportive social environment can foster intrinsic motivation. Davis, Muller and Middleton 2006 state that intrinsic and extrinsic variables are likely to interact with each other to support an individual in reaching their desired targets. 16

c. Highly-Motivated Students

Previously, I have presented the definition of motivation by Richard 1994. Richard 1994, p. 4 states that “motivation is concerned with one’s reasons for learning the language, the strategies used to achieve these goals, the effort put into learning and one’s ability to sustain that effort.” From this definition, it can be inferred that highly-motivated students have their own reasons or goals in language learning, employ some strategies used to achieve their goals and put a big effort to achieve their goals. A highly-motivated student wants a greater responsibility for their own learning Oxford, 1990. Self-directed students gradually gain greater involvement and proficiency. Motivation has strong effect on students’ achievement in numerous studies. Bank and Finlapson 1980 concluded that successful students were found to have significantly higher motivation for achievement than unsuccessful students did. Gottfried 1985 explains that students who were reported to have high academic intrinsic motivation had significantly high school achievement. Also, some previous research on college-student populations uncovered that students who had high extrinsic motivation had positive achievement Barron Harrackiewicz, 2001; Elliot McGregor, 2001; Harackiewicz, Barron, Pintrich, Elliot, Trash, 2002 in Lepper, Corpus Iyengar, 2005.

2. Foreign Language Anxiety FLA

In this section , I review the theories and previous studies’ findings of FLA. This section is divided into 6 smaller sections: a definition of FLA, b types of PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI