INTRINSIC MOTIVATION IN THE CLASSROOM

NAMA:

CLASS:                                                            

INTRINSIC MOTIVATION IN THE CLASSROOM

One of the more complicated problems of second language learning teaching has been to define and apply the construct of motivation in the classroom. One the one hand, it is an easy catchword that gives teachers a simple answer to the mysteries of language learning. “Motivation is the difference,” I have heard people say, “between success and failur.

A.    Defining motivation

Motivation is the extent to which you mak choices about (a) goals to persue and (b) the effort you will devote to that persuit. A third way of looking at motivation involves a constructivist view that emphasizes social context and personal choices.

1.      A behavioral definition

A behavioral psychologist like Skinner or Watson would stress the role of rewards (and perhaps punishment) in motivating behavior. In Skinner’s operant conditioning model, for example, human beings, like another living organisms, will persue a goal because they perceive a reward for doing so. This reward serves to reinforce behavior to cause it to persist.

Reiforcement theory is a powerful concept for the classroom. Learners, like the provebial horse running after the carrot, persue goals in order to receive externally administered rewards: praise, gold stars, grades, certificates, diplomas, scholarship, careers, financial independence, and ultimately, happiness.

2.      Cognitive  definitions

A number of cognitive psychological viewpoints offer quite a different perspective on motivation. While rewards very much a part of the whole picture, the difference lies in the sources of motivation and in the power of self-reward. Three different theories illustrate this side of motivation.

a.       Drive theory

Those who human drives as fundamental to human behavior claim that motivation stems from basic innate drives. David Ausubel (1968) elaborated on six different drivers:

1.      Exploration

2.      Manipulation

3.      Activity

4.      Stimulation

5.      Knowledge

6.      Ego enhancement

b.      Hierarchy of needs theory

One of the most widely cited theories of motivation comes from Abraham Maslow (1970), who, in the spirit of drive theory, elaborated further to describe a system of needs within each human being that propel us to higher attainment. Maslow’s theory tells us that what might be inarppropriately viewed as rather ordinary classroom routines may in fact be important precursors to motivation for higher attainment.

c.       Self-control theory

Certain cognitive psycologist (for instance, Hunt, 1971) focus on the importance of people deciding for themselves what to think or feel or do. We defined ourselves by making out own decisions, rather than by simply reacting to others. Motivations is highest when one can make one’s own choice wheter they are in short term or long term contexts. When learners get things shoved down their throats, motivation can wane, according to this branch of theory, because those learners have to yield to others’ wishes and commands.

3.      A constructivist definition

A constructivist vie of motivation places even futher emphasis on social context as well as individual personal choices (Wlliams and Burden, 1997, p. 120). Each person is motivated differently, and will therefore act on his or her environtment in ways that are unique.

Motivation is something that can, like self-esteem, be global, situational, or task oriented. Learning a foreign language requires some of all three levels of motivation. Motivation is also typically examined in terms of the intrinsic and extrinsic motives of the learner, which we will now consider.

B.     Intrinsic and Extrinsic Motivation

For several decades, research on motivation in the field of second language acquisition research has been strongly influenced by the work of Robert Gardner and his associates (Gardner, 1985; Gardner and Lambert, 1972; Gardner & MacIntyre, 1991).

Remember two important points. First, the research by Gardner and his colleagues centered on a dichotomy of orientation, not motivation. Orientation means a context or purpose for learning; motivation refers to the intensity of one’s impetus to leara. The intensity or motivation of learner to attain that goal could be high or low.

Second, integrative and instrumentalorientations are not to be confused with intrinsic and extrinsic motivations! They are separate issues. One (integrative/ instrumental orientation) is a dichotomy and refers only to the context of learning. Extrinsically motivate behaviors, on the other hand, are carried out it anticipation of a rewards from outside and beyond the self.

Intrinsic motivation is of course not the only determiner of success for a language learner. Sometimes, no matter how much you want to accomplish something or how hard you try, you may not secceed for a host of other reason.

C.    Intrinsic Motivation In Edudation

A curriculum that comes from the administration can be modified to some extent to include student-centered learning and teahing, to allow students to set some-notall, perhaps-of their own learning goals, and to individualize lessons and activities as much as possible. The result: higher student self-esteem,greaterchances for self-actualization, more deciding oneself. Such activities and attitudes on your part appeal to the deeper causes of motivation. They get a need and drives , at self-contro., at balanced, realistic percption of self and even at the simple joy of learning for its own sake.

D.    Instrinsic Motivation In The Second Languange Classroom

The intrinsic motivation principle in achieving your goals as a teacher. Think of yourself not so much as a teacher who must constanly “deliver” information to your students bubt more as afacilitator of learning whose job is set the stage for learning, to start the wheels turning inside  the head of your students, to turn them on their abilities and to help channel those abilities , and to help channel those abilities in fruitful directions.

Eight stategies focus on what the teacher can do to start process creating intrinsic motivation:

1.      Demonstrate and talk about your own enthusiasm for the course material, and how it affect you personally

2.      Take the students’ learning very seriously

3.      Develop personal relationship

4.      Develop a colaborative relationship

5.      Create pleasant and supportive atmosphere in classroom

6.      Promote the development of group cohesiveness

7.      Formulatee group norms explicity and hav them discussed and accepted by the learner

8.      Havee the group norms consistenly observed.

REFERENCE

Brown, H. Douglas. (2007). Teaching by Principle and Interactive Approach to language pedagogy (3^rd Edition). New York: Longman Inc.

Dornyei, Z. (2005). Motivation and “self-motivation.” The psychology of the language learner. Mahwah, NJ: Lawrence Erlbaum Associates.

Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge, UK: Cambridge University Press.

Deci, E. (1975). Intrinsic motivation. New York: Plenum Press.

Raffini, J. (1996). 150 ways to increase intrinsic motivation in the classroom. Needham Heights, MA: Allyn & Bacon.

Gerald

https://scholar.google.co.id/scholar?hl=id&as_sdt=0%2C5&q=gerald+corey&btnG=Kirim

Albert

https://onlinelibrary.wiley.com/doi/abs/10.1111/j.1460-2466.1978.tb01621.x