T he Understanding of Motivation

goal. These in line with Woodworth Marquis in their book ‘Psychology” p.337: A motive is a set predisposes the individual of certain activities and for seeking certain goals. While motivation is gift or motive’s arousal or thing become motive. Specifically, motivation is motive or thing, which has become active in certain time, especially if the needs to achieve the goals feel insist. Another definition, which said by Atkinson, “Motivation refers to the factors that energize and direct behavior”. 39 At it most basic level, motivation is some kind of internal drive which pushes someone to do things in order to achieve something. Marion Williams and Richard Burden as cited in Harmer’s book suggest that motivation is a ‘state of cognitive arousal’ which provokes a ‘decision to act’ as a result of which there is ‘sustained intellectual andor physical effort’ so that person can achieve some ‘previously set goal’. 40 According to Dr. H. Abin Syamsuddin Makmun, MA, although many experts defining motivation with different styles and ways. However, the essence is pointing to the same goals, that motivation is: a. A power or forces or energy, or b. A complex state and preparatory set in individual or organism to move motion, motive to certain way, whether consciously or not. 41 In order to explain about what is motivation many Psychologists has proposed many kind of theories based on ideology they embraced. The differences of that motivation theory are occur because motive and motivation is a concept, which cannot be perceived, even if can be concluded from symptom that shows. The theories are: 1. Instinct theory 39 Abd. Rachman Abror, Psikologi Pendidikan, Yogyakarta: PT. Tiara Wacana Yogya, 1993, p.114 40 Jeremy Harmer. The Practice of Language Teaching; completely revised and updated .England: Pearson Education Limited, 2001, third edition, p.51 41 Abin Syamsudin Makmun, Psikologi Pendidikan, Bandung: PT Remaja Rosdakarya, 2003, p.37 This theory considers our all minds and acts are derived from instinct that brought from the day borned. Figure of this theory is William McDougall 1871- 1938. 2. Drive-reduction theory. Since 1920, instinct theory has been changed by drive concept, drive is a condition created by biological need, like need for food, water, sex, or avoiding illness. This condition encourage organism to repair need. Specifically, this theory makes motivation based into physical needs that cause the condition of tension or drive; and then organism try to reduce that drive by do something in order to complete need. Biological needs drive act because the body tend to protect constant internal environment or homeostasis. Thereby, any kind of act did by organism to reduce drive called ‘homeostasis act’. 3. Incentive theory. This incentive theory emphasize on the important of external conditions as source of motivation. These conditions can be positive incentive, which closed by organism, or negative incentive, which avoided by individuorganism. So, incentive can create act either instructing it. 4. Psychoanalytic theory. This theory proposed by Sigmund Freud 1856-1939, he considers that our entire act determined by power and impulse from inside in unconscious level of work. This theory emphasize on two basic drives; sex and aggression. These motives arise at baby hood; however, if the parents forbid the expression, it’s mean that they pressed. Nevertheless, the tendency of depressed still active as unconscious motive and get the expression by teared or symbolic. 5. Social learning theory. This theory emphasize on interaction between act and environment by centering patterns of act developed by individual to overcome the environment not to be centered into instinct drive. 42 Ngalim Purwanto states five theories about motivation, there are: 42 Abror, Psikologi Pendidikan…, p.117- p.118 1. Hedonism theory. Hedone is Greek language which means favorite, happiness, or enjoyment. Hedonism is an ideology in philosophy that consider main goal of human is seeking happiness hedone secularly. According to Hedonism, human intrinsically is creature, which emphasize life with full of happiness and enjoyment. Therefore, in facing problems that need solving; human tend to choose solve alternative which can arise happiness rather than resulting difficulty, hard, suffer, etc. the implication of this theory is assumption that all people will tend to avoid difficult things or consist of high risk and prefers to do something that arise happiness for themselves. 2. Instinct theory. Basically, human has three main instincts; there are: - Self defense instinct. - Self developing instinct, and - Self-developingdefending gender instinct. With these main instincts, daily habits or acts of human have impetus or motivated by these instincts. Therefore, according this theory; to motivate someone should be based on instinct that purposed or need to be developed. 3. Learning reaction theory. This theory considers that act or human behavior is not based on instincts, but based on patterns of act that learning from culture in place that people lived. 4. Impetus theory. This theory is combination between ‘instinct theory’ and ‘learning reaction theory’. Impetus is kind of instinct, but it is only wide power of drives to general direction. 5. Requirement theory. This theory considers that act which done by human physically for completing needs, whether physic or psychological needs. Therefore, according to this theory; if a leader or educator want to give motivation to someone, heshe should know first what needs in person is required. 43 In learning activity, successful and working is not only determined by intellectual factor, but also non-intellectual factors including motivation is one kind of the factors. Therefore, learning motivation can be determined as entire physical drive inside of student that cause learning activity; guarantee teaching and learning continuity and give direction into that learning activity for the shake of reaching target Winkel, 1987, p.92. It is important role because it can make grow up spirit, comfort to learn. Furthermore, there are many kind of the motivation function that related to any kind of activity especially in learning activity; according to Cecco there are four types of motivation function in learning process activity. There are: 1. Arousal function – to invite the student for learning. In education, arousal determined as readiness or general attention of students, which tried, by the teacher to involve them in learning. 2. Expectancy function – things that should do after instruction is over new capability. This function requiring the teacher to keep or change student’s successful or failed in reaching instructional goal. 3. Incentive function – give reward to the next achievement. This function requiring the teacher gives reward to students who have good achievement by encouraging in the next step to reach instructional goal. So, incentive is main object or symbol that used for adding this activity. 4. Disciplinary function – use reward and punishment to control digressing act. This function requiring the teacher to control digressing act by using reward and punishment. Punishment refers to a stimulator, which students want to avoid. The combination between punishment and reward deeply as disciplinary technique called restitution. All of these functions are the teacher’s function in order to motivate students. 44 43 Ngalim Purwanto, Psikologi Pendidikan…, Pp.74- Pp.78 44 Abror, Psikologi Pendidikan…, Pp .115- Pp.116 From all statement above, the writer concludes that motivation is an impulse energy that causes or stimulate a person to act. This means a person’s act is depend on motivation constitute it. A motivation is something that is required to do activities. In other word, without motivation someone or person could not do any kind of activities.

F. Kinds of Motivation

According to Harmer, there are two kinds of motivation, extrinsic motivation and intrinsic motivation: 45 1. Extrinsic Motivation. Extrinsic motivation is caused by any number of outside factors, for example, the need to pass an exam, the hope of financial reward, or the possibility of future travel. 2. Intrinsic Motivation. Intrinsic motivation, by contrast, comes from within the individual. Thus a person might be motivated by the enjoyment of the learning process itself or by a desire to make themselves feel better. According to Dr. H. Abin Syamsuddin Makmun, MA, motivation which come and grow to expand by come from inside of individual called Intrinsic motivation and which come from environment called extrinsic motivation. While Drs. Syaiful Bahri Djamarah says “If a person has motivation inside. Therefore, unconsciously heshe will do an activity without need motivation from outside. In learning activity, intrinsic motivation is needed; especially in self-learning. Drive to learn come from the need, which consist of compulsion to be an educated person or have knowledge. So, intrinsic motivation comes pursuant to awareness with essential goal not attribute or ceremonial. Otherwise, extrinsic motivation is reverse from intrinsic motivation. It is active motives and work because stimulator from outside. Motivation of learning can be 45 Harmer, The Practice of Language Teaching…, third edition, p.51 determined extrinsic if the protege resides in some factors outside the learning situation.” 46

G. The Influence of Role Play and Drills in Stimulating Student’s

Motivation In teaching learning activity, motivation can be considered as a key for encouraging success, the chances of success will be greatly enhanced if the students come to love the learning process. As mentioned in previous section, Role Play can increase motivation of student’s study in learning English conversation. In this case, as Ladouse said “role play uses different communicative techniques and develops fluency in the language, promotes interaction in the classroom and increases motivation”. French and Raven 1959 imply different ways to increase student’s motivation; one of the ways is the use of simulation and game. Although simulation and role-play is different thing, but both of them refer to one goal that is increases interaction, serves obvious view about real life situation, and involving students directly in learning process. Student’s feeling is also important aspect in motivation because as we known feeling is one of element that build motivation. Drills also can increase student’s motivation; because it related to student’s feeling. In previous section, Finocchiaro has said about drills “…when planned carefully and conducted effectively, they contribute to the student’s feeling of security and achievement …”. While Harmer gives statement in order to increase student’s motivation, he said ”If students are continue to be intrinsically motivated they clearly need to be interested both in the subject they are studying and in the activities and topics they are presented with. We need provide them with a variety of subjects and exercises to keep them engaged”. 47 46 Syaiful Bahri Djamarah., Psikologi Belajar, Jakarta; PT Rineka Cipta, 2002, Pp. 115- Pp.117 47 Harmer, The Practice of Language Teaching…, third edition, p.53– p.54