kelas 4-B 

group 2

dyah nuraini 

emilia nur febriantini

meti wismarini

Motivation

What is motivation?

Motivation is a star player in the cast of characters assigned to second language learning scenarios around the world. Such assumptions are of course not erroneous, for countless studies and experiments in human learning have shown that motivation is key to learning in general.

Theories of Motivation

Various theories of motivation have been proposed over the course of decades of research. Three different perspectives emerge:

1.       From behavioral perspective, motivation is seen in very matter of fact terms. It is quite simply the anticipation of reward. In a behavioral view, performance in tasks- and motivation to do so- is is likely to be at the mercy of external forces: parents, peers, educational requirements and so forth.

2.       In coognitive terms, motivation places much more emphasis on the individual’s decisions, “the choices people make as to what experiences or goals they will approach or avoid, and the degree of effort they will exert in that respect” (keller, 1983,p 389)

Six needs undergirding the construct of motivation

The need for:

      Exploration

      Manipulation

      Activity

      Stimulation

      Knowledge

      Ego enhancement   

3.       A constructivistview of motivation places even further emphasis on social context as well as individual person choices. Each person is motivated differently, and will therefore act on his or her environment in ways that are unique. But these unique acts are always carry out within social and can not be separated from that context.

Motivation is something that can, like self-esteem, be global, situational, or task-oriented. Finally, studies of motivation in SLA often refer to the distinction between integrative and instrumental orientations of the learner, which we now consider.

 Instrumental and Integrative Orientation

                Motivation was examine as a factor of a number of different kinds of attitudes. Two different clusters of attitudes divided two basic types of what gardener and lambert indentified 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 fourth. The integrative side described learners who wished to integrate themselves into the culture of the second language group and become involved in social interchenge in that group.

                A further perspective on the integrative-instrumental construct may be guined by regarding the two orientations simply as two out of a number of possible orientation. Assimilative orientations my described a more profound need to identify almost exclusively with the target language culture, possibly over a long-term period. Likewise, insttrumentality might describe in academic orientation on the one hand, and a career or bussiness orientation, on the other. Motivation intensity then, can have varying degrees any one of these orientation or contexts, and possibly more.

Intrinsic and Extrinsic motivation

                 Intrinsic motivation is activities that are ones for which there is 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 extrisic reward. Intrinsically motivated behaviors are aimed at bringing about certain internally rewarding consequences, namely, feelings of competence and self-determination.

                On the other hand, extrinsic motivation is fueled by the anticipation of a reward from outsite and beyond the self. Typical extriinsic rewards are money, prizes, grades, and even certain types of positive feedback. Behaviors initiated selely to avoid punishment are also extrisically motivated, even though numerous intrisic benefits can ultimately accurue to those who , instead, view punishment avoidance as a challenge that can build their sense of competence and self-determination.