Intrinsic of motivation Kinds of Motivation
Extrinsic Motivation is to encourage in an activity as a means to an end. Students will be inspired to study when they can pass their
goals and successful in desirable outcomes such as a reward, teacher praise, friends praise, or avoidance of punishment. It directly will make
them happy in doing their study. Extrinsically, motivated behaviors are carried out in
anticipation or a reward from outside and beyond itself. Some factors come from extrinsic motivation; 1 Teacher, the relationship between
teachers and pupils is of fundamental importance to effective teaching.
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2 Parent, the most important experience for parents and their newborn babies is that of bonding
– boding is so important that when the infant cannot bond to a person because there is no person
available, the infant will bond to an animal or even to an object.
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3 Social, social facilitation can reflect a coactions effect, which is a form
of modeling that occurs when performance is motivated as a result of other performing the same action, or an audience effect that reflects the
energizing of one’s behavior due to the presence of observers.
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Based on the definition above, motivation is the power comes also from outside of students. That it will influence students to motor
their life education in achieving a good value of learning and a good result of achievement itself. Many experts have defined the extrinsic
motivation differently, but it has the same meaning and purpose. Extrinsic motivation is caused by any number or outside factors, for
example, the need to pass exam, the hope for financial reword or the possibility of future travel. Another important point to be kept in mind
is that ultimate purpose of some extrinsic motivations is to influence and enhance the intrinsic ones that come from inside of the students.
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Chris Keryacou, Effective Teaching in the Schools – Theory and Practice, London:
Stanley Tornes, 2009, p. 101
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Margaret Paul, Inner Bonding – Becoming a Loving Adult to Your Inner Child, New
York: HapperCollins Publisher, 1992 p. 80
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Paul R. Pintrich, Motivation in Education – Theory, Research, and Application, New
Jersey: Prentice Hall, 1996, p. 187