Kelas IV B kelompok 4

Leny Mutmafidah

Nikita Nurul Milati

Akhmad Ivan fathoni

 

Motivation

            Motivation is yet another affective variable to consider, but one that is so central and with research foundations that are so pervasive that is deserves a separate category here. Motivation is a star player in the cast of characters assigned to second language learning scenarios around the world.

Theories of motivation

1.      From a behavioral perspective, motivation is seen in very matter of fact terms.

2.      In cognitive terms, motivation places much more emphasis on the individual’s decisions. Identified six needs under girding 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 knowledge

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 (Williams & Burden, 1997, p. 120).

The “needs” concept of motivation in some ways belongs to all there school of thought: the fulfillment of of needs is rewarding, requires choices, and in many cases must be interpreted in a social context.

Three views of motivation

Behavioristic	Cognitive	Constructivist
Anticipation of reward desire to receive positive reinforcement External, individual forces in control	Driven by basic human needs (exploration, manipulation, etc.) Degree of effort expended Internal, individual forces in control	Social context community social status Security of group Internal, interactive forces in control

Motivation is something that can, like self-esteem, be global, situational, or task oriented.

Instrumental and Integrative Orientations

            Motivation was examined as a factor of a number of different kinds of attitudes. Two different clusters of attitudes divided two basic types of what Gardner and Lambert identified as Instrumental and Integrative Orientation 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.

            Some learner in some contexts are more successful in a language if they are integratively oriented, in others in different contexts benefit for an instrumental orientation.

Intrinsic and Extrinsic Motivation

          Intrinsically motivated activities 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 extrinsic 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 outside and beyond the self. Typical extrinsic rewards are money, prizes, grades, and even certain types of positive feedback. Motivation is dependent on the satisfaction first of fundamental physical necessities (air, water, food), then of community, security, identify, and self-esteem. The fulfillment of which finally leads to self-actualization, or, to use a common phrase, “being all that you can be.”