Characteristics of Project PROJECT-BASED LEARNING

40 Motivation can be described as the willingness to take a role in the learning process. Many researchers consider motivation as one of the main elements that determine the extent of active, personal involvement in L2 learning Oxford Shearin, 1994. According to Harmer 2001, motivation is kinds of internal drive, pushing someone to do things in order to achieve something. Brown 2000: 160 states motivation is an inner drive or stimulus, which can be like self-esteem, or task oriented. He also states that success in any task is due simply to the fact that someone is motivated. Other example is when the students are motivated because they perceive the value of reading, they meet the needs of exploration, stimulation, knowledge, self – esteem and autonomy. On the other hand, the students may be unmotivated to learn a foreign language because they think that they cannot take any benefit from that subject, they are only fulfilling a requirement, and they feel the language is useless in their social environment. The previous explanation shows that self-esteem is a part of motivation area. Self-esteem is probably the most persistent aspect of any human behavior. Brown 2000 claims no successful cognitive or affective activity can be carried out without some degree of self-esteem, self-confidence, knowledge of the teacher self, and belief in the teacher own capabilities for that activity. He defines self- esteem as the evaluation which individuals usually make and maintain with regard to themselves; it expresses an attitude of approval or disapproval, and indicates the extent to which individuals believe themselves to be capable, significant, successful and worthy. In short, self-esteem is a personal judgment of worthiness that is expressed in the attitudes that individuals hold toward themselves. Students PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI 41 with good motivation in learning will judge that they are good in a particular part of language learning, for example students believe that they can give their best performance in English class‘ presentation.

a. Instrumental and integrative orientation

Motivation was examined as a factor of a number of different kinds of attitudes. Lambert in Brown 2000: 162 divided two basic types of attitudes, they are instrumental and integrative orientations to motivation. The instrumental side refers to acquiring language as a means for attaining instrumental goals such as furthering a career, reading technical material, translation, and so forth. The integrative side can be observed when the students wish to integrate themselves into the culture of the second language group and become involved in social interchange in that group. Instrumentality and integrativeness are not actually types of motivation, Dornyei 2001 and Gardner 1991 have noted they are more appropriately termed orientations.

b. Type of Motivation

The most well-known issue in motivation theories is distinctions between intrinsic and extrinsic motivation. Vallerand 1997 in Dornyei 2001 reports the first type of motivation deals with the behavior performed for its own sake in order to experience pleasure and satisfaction, such as the joy of doing particular activity or satisfying one‘s curiosity. The second type involves performing a behavior as a means to an end, that is, to receive some extrinsic reward e.g. good grades or to avoid punishment. Vallerand 1997 has newly posted the existence of three subtypes of intrinsic motivation, those are to learn engaging in an