Group
6:
1. Fenni
Anggraeni
2. Yuni
Indrawati
3. Nurmawati
Kolong
4. Romi
Hasim Zahroni
1. Motivation
Undoubtely the most
frequently used catch-all term of explaining the succes or failure of virtually
any complex tasks. Motivation is a star player in the cast of characters
assigned to second language learning scenario around the world. Motivation is
the key to learning in general, in the field of second language acquisition, in
particular, the subject of motivation has garnered plenty of attention based on
Doryei oppinion.
Theory
of motivation
Three diffrent perspectives emerge:
1. Form
a behavioral perspective, motivation is seen in very matter of fact terms.
2. In
cognative terms, motivation places much more emphasis on the individual’s
decisions.
Six needs undergirding the
construct of motivation :
a. The
need for exploration.
b. The
need for manipulation.
c. The
need for activity.
d. The
need for stimulation.
e. The
need for knowladge.
f. The
need for ego enhancement.
3. A
constructivist view of motivation places even further emphasis on social
context as well as individual personal choices. Each person is motivated
diffrently, and depend on his or her environment in ways that are unique.
2. Instrumental
and Integrative Orientation
The instrumental side
of the dichotomy referred to acquiring a language as a mean for attaining
instrumental goal, furthering a career, translation, and reading technical
material. 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. The importance of distinguishing orientation
from motivation is that within either orientation, one can have either high or
low motivatinal intensity.
3. Intrinsic
and Extrinsic Motivation
Intrinsic motivation is intrinsically motivated
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.
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