motivation, however, is more important for the student rather than extrinsic.
Extrinsic motivation is motive which active and function if there is stimulate from outside self. For example, a person studying English
because she wants a get a good position in job. Thus the important not a good value well in order to get a good a job if be seen from purpose
activities inside which be done, indirect with essential what be done it. Therefore extrinsic motivation can be called as motivation which there
are activities studying begun and to be continued based on the drives from outside self which relevance with study activity.
Extrinsic motivation is that which derives from the influence of some kind of external incentives, as distinct from the wish to learn for its
own sake or interest in task. Many sources of extrinsic motivation are inaccessible to the influence of the teacher.
Extrinsic motivation, on the other hand, arises from external contingencies, whenever we act to gain a high grade, win a trophy, is
extrinsically motivated. In essence, extrinsic motivation is an environmentally created reason to initiate or persist in an action.
Extrinsic motivation does not mean a good or important because, possibility of the student’s condition is dynamic, changes and may be
other components in teaching and learning process is minus interest for the students.
B. Learning
1. Definition of Learning
According to Henry Smith, learning is the acquisition of new behavior or strengthening or weakening of old behavior as the result of experience.
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New
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Henry Smith, Psychology in Teaching, USA: Prentice Hall, 1962, p. 260
behavior here means a new action and activity that is done by an organism. He also said that one of the important learning processes is motives or drives.
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David defines learning, as the process whereby an organism changes it is behavior as a result of experience.
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Experiences can be gained from learning. Because students can get knowledge and skill that are very important for students’
life. Meanwhile, Ray lore defines learning as a relatively permanent change of
behavior that occurs as a result of experience or practice.
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Changes in behavior may occur because of a change in the level of motivation of individual. None of
those changes can be considered as learning. Some changes of behavior occur of reason other that experience or practice, some changes of behavior occur as a
result of maturation and some of the result of fatigues. Any changes of behavior that occur as a result of experience or practices is regarded as learning, whether or
not the changes is correct or wrong, good or bad. Based on the definition above, the writer summarize that learning is the
acquisition of a new behavior, that occur as the result of relatively permanent changes and the organisms’ experience or practice.
2. Types of Learning
Theories of learning of course do not capture all of the possible elements of general principles of human learning. Beyond the four learning theories just
considered are various taxonomies of types of human learning and other mental process universal to all. The educational psychologist, Robert Gagne 1965, for
example, ably demonstrated the importance of identifying a number of types of learning, which all human beings use. Types of learning vary according to the
context and subject matter to be learned, but a complex task such as language learning involves every one of Gagne’s types of learning-from simple signal
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Henry Smith, Psychology, …p. 260
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N.L. Gage David. C. Berliner, Educational Psychology, Chicago: Rand Mc nally College Publishing Company, 1975, p. 86
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M. Ray Loree, Psychology of Education, New York: The Ronald Press Company, 1965, p. 193
learning to problem solving. Gagne 1965:58-59 identified eight types of learning.
1. Signal learning. The individual learns to make a general diffuse response to a signal. This is the classical conditioned response of Pavlov.
2. Stimulus-response learning. The learner acquires a precise response to a discriminated stimulus. What is learned is a connection or, in Skinnerian
terms, a discriminated operant, sometimes called an instrumental response. 3. Chaining. What is acquired is a chain of two or more stimulus-response
connections. Skinner has also described the conditions for such learning. 4. Verbal association. Verbal association is the learning of chains that are
verbal. Basically, the conditions resemble those for other motor chains. However, the presence of language in the human being makes this special
types because internal links may be selected from the individual’s previously learned repertoire of language.
5. Multiple discrimination. The individual learns to make a number of different identifying responses to many different stimuli, which may
resemble each other in physical appearance to a greater or lesser degree. Although the learning of each stimulus-responses connection is a simple
occurrence, the connections tend to interfere with one another. 6. Concept learning. The learner acquires the ability to make a common
response to a class of stimuli even though the individual members of that class may differ widely from each other. The learner is able to make a
response that identifies an entire class of object or events. 7. Principle learning. In simplest terms, a principle is an chain of two or more
concept. It functions to organize behavior and experience. In Ausubel’s terminology, a principle is a “subsumer”-a cluster of related concepts.
8. Problem solving. Problem solving is a kind of learning that requires the internal events usually referred to as “thinking”. Previously acquired
concepts and principles are combined in a conscious focus on an
unresolved or ambiguous set of events.
C. English
