Group 5

Robby. Z. Z. N
Anindya Iman Sari
Meilda Lestari

Motivation

Motivation is yet another affective variable to consider. Undouabtedly the most frequently used catch-all term for explaining the success or failure of virtually any complex task, motivation is a star player in the cast of characters assigend to second languange learning.

Theories of Motivation

Theories of motivation. Three different perspectives emerge:

1.      Bebavional perspective, motivation is seen in very matter of fact terms. Skinner, Pavlov, and Thorndike put motivation at the center of their theories of human behavior.

2.      Cognitive terms, motivation places much more emphasis on the individual’s decisions. Ausubel (1968.pp 368-379), for example, indetifed six needs undergirding the construct of motivation:

·         Exploration

·         Manipulation

·         Acitivity

·         Stimulation

·         Knowledge

·         Enhancement

3.      Constructivist view emphasis on social context as well as individual personal choices (Williams & Burden, 1997). Each personal is motived differently, and will therefore act on his or her environment in ways that are unique. The “needs” concpt of motivation in some ways belongs to all three schools of thought: the fulfilment of needs is rewading,requirs choices, and in many cases must be interpreted in a social context. Consider chiledren who are motivated to learn read. Because they perctive the value (reward) of reading, they meet the needs of exploration, stimulation, knowledge, self-esstem, and autonomy and they do so in widely varying ways and schedules and in the context of a society that values literacy. On the order hand, you may be unmotivated to learn a foreign language because you fail to see the rewards. Motivation is something that can, like self-esteem, be global, situational, or task oriented. Motivation is also typically examined in terms of the intrinsic and extrinsic motives of the learner.

Instrumental and Integrative Orientations

Motivation was examined as a factor of a number of different kinds of attidues. Two different clusters of attitudes divided two basic types of what Gardner and Lambert identified as instrumental and integrative orientations to mativation. 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.

Intrinsic and Extrinsic Motivation

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

Intrinsically no apparent reward except the activity itself. People seem to engage in the activities for their own sake and not because they lead to an extrinsic reward aimed bringing about certain internally rewarding consequences, namely competence and self-determination.

Extrinsic motivation is fueled by the anticipation of a reward from outside and beyond the self like money, prizes, grades, and even certain types of positive feedback.