Motivation

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.

                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                                   

Group 1 - Motivation

Dewi Martila
Atik Dzuriyatul H.
Eni Hasnaul Faiq

MOTIVATION
Motivation is a key to learning in general. It is star player in the cast of the characters assigned to second language learning scenarios around the world.  

Theories of motivation 
Various theories of motivation have been proposed over the course of decades of research. There are 3 different emerge:
1. a behavioral perspective is seen in very matter of fact terms. it is quite simply the anticipation of reward.
2. in cognitive terms, motivation places much more emphasis on the individual's decision. identified six needs undergirding construct of motivation :
    a. exploration
    b. manipulation
    c. activity
    d. stimulation
    e. knowledge
    f. ego enhancement
3. constructivist, social context. each person motivated differently, and will therefore act on his or her environment in ways that are unique.

Instrumental and Integrative Orientation
motivation was examined as a factor of a number of different kind of attitudes. two different divided two basic types of what Gardner and Lambert identified as instrumental and integrative orientation to motivation
the intrumental side of dichotomi referred to aquiring a language as a means for attaining instrumental goals
the integrative side describe learners who wished to integrate them selves into the culture of the second language
the importance of distinguishing orientation from motivation is that within either orientation, one can has either high or low motivational intensity.

Intrinsic and Extrinsic Motivation
Intrinsic motivated activities are ones for which there is no apparent reward except the activity itself.
extrinsic motivation is fueled by the anticipation of reward from outside and beyond the self
the stronger motivator is intrinsic motivation
a successful classroom usually incorporate both intrinsic and extrinsic motivation
 

Class 4-B

Group 2:

- Leny Mutmafidah

- Nikita Nurul Milati

- Ahmad Ivan Fathoni

Risk Taking

            Risk takng is an important characteristic of successful learning of a second language. Learner have to be brave to be willing to try out hunches about the language and take risk of being wrong.

            Some negative ramifications that foster fear of risk taking in the classroom and outside the classroom:

-          In the classroom include a bad grade in the course, a fail on the exam, a reproach from the teacher, a smirk from the classmate, and getting punishment.

-          Outside the classroom: they fear looking ridiculous, they fear to show that they have failed to communicate, and they faer do not take care by others.

Ely (1986) assume that high risk taking will yield positive results in second language learning, however such is not usually the case.

Anxiety

            Spielberger (1983,p.1) defined anxiety as the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system.

            Scovel (1978,p.134) defined more simply that anxiety is associated with feelings of uneasiness, frustration, self-doubt, apprehension, or worry.

            A further by-product of ongoing research on language anxiety has been a debate over whether anxiety is the cause of poor performance in a second language, or the product of less than satisfactory performance.

Empathy

            Empathy is the process of putting yourself into someone else, reaching beyond the self to understand what another person is feeling. Language is one of the primary means of empathizing, but nonverbal communication facilitates the process of empathizing and must not be overlooked. Empathy is not synonymous with sympathy.

Communication erquires a sophisticated degree of empathy. In order to communicate effectively, ypu need to be able to understand the other person’s affective and cognitive states.

So in a second language learning situation, the problem of empathy becomes acute. Not only must learners-speakers correctly identify cognitive and affective sets in the hearer, but they must do so in a language in which they are insecure.

Extroversion

            Extroversion is the extent to which a person has a deep-seated need to receive ego enhancement, self-esteem, and a sense of wholeness from other people as opposed to receiving that affirmation within oneself. Introversion, on the other hand, is the extend to which a person derives a sense of wholeness and fulfillment apart from a reflection of this self from other people.

Exteroversion is commonly though to be related to empathy, but such may not be the case. The extroverted person may actually bahave an an extroverted manner in order to protect his or her ego, with exttoverted bahavior being symptomatic of devensive barries and high ego boundaries. In a comprehensive study on extroversion hypothesized that extrovert students would be more proficient than introverts. In fact, introverts were significantly better than extroverts in their pronounciation.

We need to be sensitive to cultural norms, to a student’s willingness to speak out in the class, and to optimal points between extreme extroversion and intriversion that may vary from student to student.   

  

Kelas IV B

Kelompok 2

- Leny Mutmafidah 

- Nikita Nurul Milati

- Ahmad Ivan Fathoni

 

Risk Taking

            Risk taking is an important characteristic of successful learning of a second language. Learner have to be brave to be willing to try out hunches about the language and take risk of being wrong.

            Some negative ramifications that foster fear of risk taking in the classroom and outside the classroom:

-       In the classroom include a bad grade in the course, a fail on the exam, a reproach from the teacher, a smirk from the classmate, and getting punishment.

-        Outside the classroom: they fear looking ridiculous, they fear to show that they have failed to communicate, and they fear do not take care by others.

Ely (1986) assume that high risk taking will yield positive results in second language learning, however such is not usually the case.

Anxiety

            Spielberger (1983,p.1) defined anxiety as the subjective feeling of tension, apprehension, nervousness, and worry associated with an arousal of the autonomic nervous system.

            Scovel (1978,p.134) defined more simply that anxiety is associated with feelings of uneasiness, frustration, self-doubt, apprehension, or worry.

            A further by-product of ongoing research on language anxiety has been a debate over whether anxiety is the cause of poor performance in a second language, or the product of less than satisfactory performance.

Empathy

            Empathy is the process of putting yourself into someone else, reaching beyond the self to understand what another person is feeling. Language is one of the primary means of empathizing, but nonverbal communication facilitates the process of empathizing and must not be overlooked. Empathy is not synonymous with sympathy.

Communication requires a sophisticated degree of empathy. In order to communicate effectively, you need to be able to understand the other person’s affective and cognitive states.

So in a second language learning situation, the problem of empathy becomes acute. Not only must learners-speakers correctly identify cognitive and affective sets in the hearer, but they must do so in a language in which they are insecure.

Extroversion

            Extroversion is the extent to which a person has a deep-seated need to receive ego enhancement, self-esteem, and a sense of wholeness from other people as opposed to receiving that affirmation within oneself. Introversion, on the other hand, is the extend to which a person derives a sense of wholeness and fulfillment apart from a reflection of this self from other people.

Extroversion is commonly though to be related to empathy, but such may not be the case. The extroverted person may actually behave an an extroverted manner in order to protect his or her ego, with extroverted behavior being symptomatic of defensive barriers and high ego boundaries. In a comprehensive study on extroversion hypothesized that extrovert students would be more proficient than introverts. In fact, introverts were significantly better than extroverts in their pronunciation.

We need to be sensitive to cultural norms, to a student’s willingness to speak out in the class, and to optimal points between extreme extroversion and introversion that may vary from student to student.