11 students will do better and more than necessary. The students will explore and use
all their knowledge and skills in language learning process. Reece and Walker 1997 express that a less capable student who is highly motivated can achieve a
greater success than the more intelligent student who is not well motivated. Motivation makes the journey fun. Students who do not have motivation
might think that the journey to succeed is long and difficult. Differently, students who are motivated will see the long journey as an enjoyable travel. Donald 2008
argues that motivation enables students to endure such difficult times. A motivated individual will enjoy learning the language and will strive to learn the
language Gardner, 1985. In language learning,
“motivation determines the extent of active, personal involvement in language learning
” Oxford Shearin, 1994, p. 121. Motivation leads the students to be self-directed. A highly-motivated student begins to want a
greater responsibility for their own learning. “Self-directed students gradually
gain greater involvement and proficiency ” Oxford, 1990, p. 10.
Motivation has a 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. Clement, Dornyei and Noels 1994 revealed that achievement in English language of Hungarian students was significantly related to motivational
indices. Johnson 1996 found that academic achievement was highly correlated with
students’ motivation. A quantitative study done by Sikhwari 2007 at the University of Venda in South Africa, suggested that highly motivated students
tried to achieve academic success through attending classes regularly and PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
12 participating in class discussions, which resulted in their getting higher marks in
tests and examination.
b. Types of Motivation
Harmer 1998 mentions that motivation can be separated into two main types: intrinsic and extrinsic motivation. Intrinsic and extrinsic motivation are two
major types with which college students are engaged in the process of learning language. Intrinsic motivation basically comes from the students themselves such
as their own goals and the needs to learn e.g. I have direction and goals in learning English, I want my study provides me with opportunities to develop my
knowledge and skills in English. If you are motivated intrinsically, it means that you are doing something because you want to do it or because you make your
own choice to do it. Deci and Ryan 2000, p. 56 state that “intrinsic motivation is
defined as the doing of an activity for inherent satisfactions rather than for some separable consequenc
es.” Dev 1997 views that student who are intrinsically motivated will not need any type of reward or incentive to complete a task. This
type of student is more likely to complete the chosen task and triggered by the challenging nature of an activity.
While extrinsic motivation comes from outside of the students such as parents, environment and class
condition. “Extrinsic motivation is a construct that pertains whenever an activity is done in order to attain some separable outcome”
Deci Ryan, 2000, p. 60. Extrinsic motivation thus contrast with intrinsic motivation. For students, extrinsic motivation variable is the sum of a recognition,
grades, and competition in learning Wigfield, 1997. As suggested by Best, Rulison, Davidson and Welsh 2008, grade was regarded as tangible reward,
13 while good academic reputation, praise and recognition from others were regarded
as intangible reward. Ormrod 2008 says that both types of motivation may not have exactly the
same effect on student learning and performance at the college level. Deci and Ryan 1985 claim that learners who are intrinsically motivated rather than
extrinsically motivated are likely to become more successful and effective learners. Students who are intrinsically motivated to learn are still believed to be
more persistent in language learning, and this persistence contributes to students’ achievement. According to Ushioda 1996, students who are intrinsically
motivated can experience greater pleasure and emotional involvement because the rewards generated from intrinsic motivation are usually positive feelings such as
enjoyment, pleasure, satisfaction, and self-indulgence and students can be always motivated by those internal rewards from the learning itself to persist learning.
While for stude nts who are extrinsically motivated, they “may work efficiently in
the short term in response to external rewards and incentives, but their motivation is unlikely to sustain itself autonomously if the learning experience does not
generate internal or intri nsic rewards” ibid, p. 22. Those students who work for
extrinsic rewards are comparatively passive because if the external reinforcement is not available, they have no reason to do it and they may remain stagnant. Even,
these students may give up learning once the external pressure no longer exists Noels, Clement Pelletier, 2001.
The key of extrinsic motivation is a reward, which can either be tangible or intangible. For example, if students excel, they will attain a good academic
reputation, receive praise and recognition from their significant others which are PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
