52 cause of motivation. Learners get at needs and drives, at elf-control, at a balanced,
realistic perception of self, and even the simple joy of learning for its own sake. Dornyei states that human behavior has two basic dimensions – direction and
magnitude intensity – motivation by definition concerns both of them. It is responsible for the choice of a particular action and the effort expended on it and the
persistence with it 2001: 7. Nunan states that most studies report a high correlation between motivation and achievement and this correlation is taken as evidence that a
highly motivated students will do well in school 1996: 209. From the statement above it can be concluded that motivation influences the
students to do something in order to get the goal they need. The success and failure in learning or doing something can also be determined by motivation. In other word,
giving motivation to students will lead them to be successful in learning. Motivation can be reached by paying attention to the student’s need and interest.
a. Students’ Needs
Every human being has his own needs in his life. One of Abraham Maslow’s most concepts is that self-actualization. Growth towards self-actualization requires
the satisfaction of a hierarchy of needs. There are five basic needs in Maslow’s theory:
1. Psychological needs. Psychological needs, such as hunger and sleep, are
dominant and the basis of motivation. Unless they are satisfied, everything else recedes. For example, students who frequently do not eat
breakfast or suffer from poor nutrition generally become lethargic and non interacting; their learning potential is severely lowered.
2. Safety needs. These needs represent the importance of security,
protection, stability, freedom from fear and anxiety, and the need for structure and limits. Students who are afraid of school, of poers, of a
53 teacher, or of a parent have their safety needs threatened. and these fears
can effect classroom performance. 3.
Love and belongingness needs. The category refers to our need for family and friends. Healthy, motivated people wish to avoid feelings of
loneliness and isolation. Students who feel alone, not part of the group, or who lack any sense of belongingness usually have poor relationship
with others, which can then affect classroom learning.
4. Esteem needs. These needs encompass the reactions of others to us as
individuals and our opinion of ourselves. We want a favorable judgement from others, which should be based on honest achievement
5. Need for self-actualization. Tendency in spite of the satisfaction of
lower needs feel restless unless we being all that we can be. Encourage students to recognize their potential and guide them into activities that
will enable them to feel both competent and fulfilled Elliot et all, 2000: 335-336.
Maslow believed every human being had the needs range from basic physiological and safety needs, to love and belongingness needs, to esteem, and
finally at the top of the hierarchy the need for self-actualization. They show how a deficit in any one need category will affect student performance. Hungry students,
for example, usually are not scholars, their hunger overwhelms all other concerns. Similarly, fearful students for whatever reason may find it difficult to concentrate
on their studies. Those students who feel rejected and isolated may refuse to participate fully in class activities. Students need to feel that they are worthy
respect, both from ourselves or others, a respect that is based on actual achievement. Students believe that they are doing all that they could be doing.
Motivation encourages person to act and gives energy to get what they need. Paying attention to what they need means giving motivation to the students. It is
stated above that reading is the most difficult skill that is faced by the students, one of the factors is that the reading texts are not interesting. The text cannot fulfill the
learner’s need.
54 Bridley states the objectives needs are those which can be diagnosed by
teachers on the basis of the analysis of personal data about learners along with information about their language proficiency and patterns of language use 1984:
31. Nunan states objective needs analysis and content are commonly linked as subjective needs and methodology, … it is, in fact, also possible to have a
contentsubjective needs dimension learners deciding what they want to learn 1997: 44. In developing a personal approach to teaching, there are some points
that should be regarded, one of them is the difficulties learners’ face and how these can be addressed. Teacher may draw a different principle at different time
depending on the type of class heshe is teaching. One of the principles is teaching should address learners’ need and interest Richard, 2001: 251.
Krasen states that: … considering pure pleasure reading what is read depends on the students
and what is available to him. For some people it may be mystery novels, for others, science, fiction, and for other comic books. The only requirement is
that the story or main idea be comprehensible and that the topic be something the student is genuinely interested in, that he would read in his
first language 1987: 164.
Larsen states that teachers have always known that their students have different strengths. In language teaching fields, some of the differences among students have
been attributed to student’s having different learning or cognitive style 2000: 169. Tudor states that familiarity with a wide range of pedagogical alternatives allows the
teacher to be responsive to learners’ need as a classroom teacher 1996: 249. Urguhart states that the content of the text should be sufficiently familiar to
candidate so that the candidates of a requisite level of ability have sufficient existing schemata to enable them to deplay appropriate skills and strategies to understand the
55 text 1998: 143. Royes and Cunninghan 1978 in Urguhart suggest that texts
selected should be within the knowledge base of the candidates 1998: 143. From the above description it can be seen that in teaching needs analysis is
needed. As a teacher, one should engage all the learners to participate in every learning process. In determining material to be taught, teachers should address
learners’ need and interest.
b. Students’ Interest
