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CHAPTER II THEORETICAL FRAMEWORK
A. Motivation
1. Definitions of Motivation
According Harmer, motivation is some kind of internal drive, which pushes someone to do or think in order to achievement.
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This definition shows that motivation comes from inside of the person who functions to encourage
him or her to conduct an activity to achieve her or his purpose. David define motivation is from the base word motive, and motive is
the force that impels a person to move toward a certain goal.
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According to David’s definition of motivation as described above that motivation is a power
that urges human on a moving his self toward what becomes his object. We can also interpret the word “motive” that David mentioned as something
within a person such as as need, ides, organic state, or emotion incities him to actio in orther to realize his imagination. A need, idea organic state, and
emotion in certain time can be power of human to move his self to a course of action.
The word “motivation” is familiar for us that are commonly used in
our society. But definitely what the word actually refers to is not as simple as its utterance. The abstract term motivation on its own rather difficult to define
is easier and more u seful to think in terms of “motivated” learner: one who
willing or even eager to invest effort in learning activities and the progress. Learner motivation makes teaching and learning immeasurably easier and
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Jeremy Harmer, The Practice of English Language Teaching, London: Longman, 1991, p. 3.
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Coleman Engan Davids, Introductory Psychology, New York: Random House, Inc.1982, p. 215.
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more pleasant, as well as more productive: hence the importance or the topic for the teacher.
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Motivation is essential of learning to achieve something. Based on the definition illustrated above we can take conclusion that
motivation is a power coming from inside and outside of the individual to do an action.
2. Kinds of Motivation
Motivation can divided into two kinds, intrinsic motivation the urgue to engage in the earning activity for its own sake and extrinsic
motivation that is derived from external incentives. Both or these have an important part to play in classroom motivation, and both at least partially
accessible to teacher influence.
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a. Intrinsic Motivation
Intrinsic motivation, on the other hand, comes from within, and is generally considered more durable and self-enhancing Kohn 1996:274.
Still, although intrinsic motivation gets much better press, it, too, has its weakness. As Kohn argues, because intrinsic motivation “is a concept that
exists only in the context of the individual,” the prescriptions its
proponents offer teachers, are often too radically individualized, or too bland and abstract, to be applied in classroom settings. Perhaps it is the
tradition of separating extrinsic and intrinsic motivation that flawed. Robert Stemberg and Todd Lubart recently addressed this possibility in
Defying the Crowd 1996. The assert that any in-depth examination of the work of high creative people reveals a blend of both types of motivation.
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Penny Ur, A course in Language Teaching-Practice Theory, Cambridge: Cambridge University Press. 1996, p. 274.
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Penny Ur, A course in Language Teaching-Practice Theory, ... p. 274.
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