MOTIVATION/GROUP 5/ANI SUKMA SARI/FATHIMATUZZAHROH

NAME            : ANI SUKMA SARI                       (2130730015)

                        : FATHIMATUZZAHROH             (21307300)

CLASS           : IVA

GROUP         : 5

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 THEORY OF MOTIVATION

            There are three different perspectives emerge:

·         A behavioral perspective, motivation is seen in very matter of fact term. In a behavioral view, performeance in tasks-and motivation to do so- is likely to be at the mercy of external force: parents, teachers, peers, and so forth.

·         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.

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

Motivation also typically examined in terms of the intrinsic and extrinsic motives of the learner. Finally, studies of motivation in second language acquisition often refer to the distinction between integrative and instrumental orientations of the learner. Here, the differences between them.

ü INSTRUMENTAL AND INTEGRATIVE ORIENTATIONS

                        Two different clusters of attitudes divided two basic types of what Garner and Lambert identified as instrumental and integrative orientations to motivation.

·      The instrumental side of the dichotomy referred to acquiring a language as a means for attaining instrumental goals: furthering a career, reading technical material, translation, and so forth.

·      The integrative side described learners who wished to integrate themselves into the culture of the second language group and become involved in social interchange in that group.

ü  INTRINSIC AND EXTRINSIC MOTIVATION

There are two kinds of motivations:

·           Intrinsic motivation activities are ones for which there is no apparent reward except the activity itself.

·           Extrinsic motivation is fueled by the anticipation of a reward from outside and beyond the self.

To sum up, the intrinsic-extrinsic continuum in motivation is applicable to foreign language classrooms around the world ( for example, Warden and Lin, 2000; Wu, 2003; Csizer and Dornyei, 2005).