Abdul Gani & Zukhruf Umul Pratiwi

Name: Abdul Gani

            Zukhruf Umul Pratiwi

 Motivation:

Motivation is star player in the cast of characters assigned to second language learning scenarios around the world. Such assumptions and countless studies and experiments in human learning.

Ø  A behavioral perspective, motivation In a behavioral view, performance in tasks-and motivation to do so- is likely to be at the mercy of external force: parents, teachers, peers, and so forth.

Ø  In cognitive terms, motivation places much more emphasis on the individual’s decisions, some cognitive psychologists see underlying needs or drives as the compelling force behind our decisions. For example: exploration, manipulation, activity, stimulation, and enhancement.

Ø  A constructivist view of motivation places even further emphasis on social context as well as individual personal choices (Williams and Burden, 1997). We should know that every person has different motivation one to another.

Ø  Instrumental and Integrative Orientation

        The instrumental side of the dichotomy referred to acquiring a language as a means attaining instrumental goal: furthering a career, reading technical material, translation, and so forth. The integrative side described learner who wished to integrate themselves into the culture of the second language group and become involved in social interchange in the group.

Ø  Intrinsic and Extrinsic Motivation

    Edward deci (1975, p. 23) defined intrinsic motivation:

Intrinsically motivated are ones for which there is no apparent reward except the activity itself. Intrinsically motivated are aimed at the bringing about certain internally rewarding consequences, namely, feeling of competence and self-determination.

On the other hand, extrinsic motivation is fueled by the anticipation of a reward from outside and beyond the self. Typically extrinsic are money, prizes, grades, end even certain types of positive feedback.