h. Punishment
Punishment can be effective to motivate the students if the teachers understand the principles in giving it to their students. Besides, it can be
said as a negative reinforcement if the teachers do not understand how to use it in order to motivate and improve the students‟ self-esteem.
i. Motivation
There are four things that can be done to evolve motivation as follows: 1
Triggering needs 2
Relating motivation to the students‟ prior knowledge 3
Giving opportunities to obtain a good result 4
Applying a various teaching techniques j.
Goals If the students understanding the goals clearly, they will be triggered to
study continuously to achieve the goals, in this case, their English writing skill Sardiman, 1994: 01.
6. The Functions of Motivation
Sardiman 1994: 85 explains that there are three functions of motivation as follows:
a. An impetus
Motivation as an impetus means it triggers students to take their actions to achieve the goals.
b. A guide
Motivation as a guide means it shows a direction toward the goal which the students want to achieve.
c. A filter
Motivation as a filter means motivation influences students in determining what they should do and what they should not do to achieve the goal.
From the definition of learning motivation, Maslow‟s theory, the
aspects, the forms until the functions of motivation, the writer defines learning motivation as a state of absolutely a privacy of an individual as a
learner which is derived from some key factors such as emotion, issues, actions, goals, principles, theories, aspects, types, forms, and also
functions of learning motivation. Moreover, Wahyuni 2008: 60 propounds that there are three key factors that lead to construct the
definition of learning motivation. The key factors are: firstly, motivation is a state of either cognitive or emotion; secondly, motivation leads to real
action through intellectual andor physical effort; and lastly, motivation is intended to reach out or seek the goal that has been set up previously
before learning process is started. In addition, she 2008: 60-61 also defines as follows:
.... as a state of either cognitive capturing knowing the goal of learning, having inconsistencies between prior knowledge and the subject
will be studied, and having self determination and self control on subject will be studied, or affective capturing having expextation on the subject
will be studied, or affective capturing having expectation on the subject will be studied, having curiosity of something new, and having interest on
the subject will be studied, that leads to real action to reach out or to seek
