Eggen & Don as cited in Long et. al. (2013:137) stated “Motivation is a force that energizes, sustains, and directs behavior toward a goal”. Then, Pintrich and Schunk as cited in Long et. al. (2013:137) stated “The process whereby goal directed activity is instigated and sustained”. Beside that, Gardner as cited in Long et. al. (2013:137) stated “The combination of effort plus desire to achieve the goal of learning the language plus favor able attitudes towards learning the language”. Based on Gardner definition, this definition includes three components: first, effort expanded to reach the goal, second, desire to achieve the goal and third, favorable attitude towards learning language. From some definitions of the experts about motivation above, so researcher thinks that motivation refers to a situation inside and outside of human that causes someone does activities to reach a goal.
Dörnyei as cited in Alizadeh (2016) defined two types motivation, there were intrinsic and extrinsic motivation. Intrinsic motivation refers to the energizes and sustains activities through the spontaneous satisfactions inherent in effective volitional action or something can make someone to be enjoyment, pleasure and interesting. For example; someone enjoy and interest to read a book. Eggen& Don as cited in Long et. at. (2013:138) stated “Intrinsic motivation was the motivation to be involved in an activity for its own sake”. Then, Legault (2016:1) stated “Intrinsic motivation (IM) refers to engagement in behavior that is inherently satisfying or enjoyable.” After that, extrinsic motivation refers to the motives which have functions because of stimulus from outside or not spontaneous from a person and extrinsic motivation come from the other. money, competition, advancement, and pear of punishment. Biggs as cited in Long et. al. (2013:138) stated “Extrinsic motivation is a standing invitation to students to adopt a surface approach.” Then, Legault (2016:1) stated that “Extrinsic motivation (EM) refers to performance of behavior that is fundamentally contingent upon the attainment of an outcome that is separable from the action itself.”
Gardner and Lambert as cited in Mahadi et. al. (2012), there were two types of motivation: integrative and instrumental motivation. Mahadi&Jafari (2012:323) stated “integrative motivation means learning the language with the intention of participating in the culture of its people.” Integrative motivation as the motivation for us to learn of language related to culture. then, Mahadi&Jafari (2012:323) stated “instrumental motivation suggests and implies that a learner learns the language in support of a purpose relating to occupation or further useful motive.”
1. Criteria of Motivation
When someone has motivated with something certainly they will show change in their habit in do something, perhaps they will do better than before. Then, also more active and have good effort to do something. According to Sardiman as cited Silviana (2014), there were some of criteria that someone has motivated:
- Earnest facing the task.
Giving a task was one way for a teacher to know the ability of students to understand about a material. Children who are already motivated will be more diligent in their task. Then, they will not ignore anything around it before the task is done. - Never despairing in facing the difficulty.
When a student gets a difficulty in learning, they continued to try to found a way out of these difficulties until they find a way out. For them the difficulty was not an obstacle for them to despair but it can foster enthusiasm for them to find a way out. - Show an interest to the kind of problems.
Children who are motivated by something they will be certainly have the desire to find solution to problems. This is because they think that the problem can make them learn from something. - More like independently work.
A student who is motivated of course they prefer to do something on their own. They will think that they are capable of completing something assigned by the teacher. This is because they are very confident in what they have. - Bored with the routine tasks.
When a teacher only gives the same form of assignment to the students who are already motivated. Then, the students will feel bored and they are not interested in working on it anymore. This is because a child who has been motivated feel there is no new challenge for them because a child like this curiosity towards everything is very big. - Can defend with his/her opinion.
Motivated students will be also having strong arguments and very difficult to break. This is because they will not easy to accept an argument before they have obtained strong evidence. They will be able to defend their arguments. - Not easy to abdicate something that belief.
Students who have good faith in what they believe means they are motivated by something. This is because they will certainly look for more sources of what he/she believes so that it reinforces what he/she believes. - Like to solve the problems.
Solve a problem is a very challenging thing for a student who is motivated. This is because of their curiosity about something.
From some of the characteristics of motivation above, So, can be concluded that the good motivation in learning process will showed good results. Someone has motivated will do the best in everything.
Types of Motivation
Harmer, as cited in Wimolmas. R used the word ‘goal’ to categorize the motivation in second language learning into two types:
- Short-term goal means when students wish to succeed in doing something in the near future, for example, students who want to pass their examination or to get good grade or high scores.
- Long-term goal refers to a wish of students or learners who want to get a better job in the future or to be able to communicate with people who use the language that they study or the target language.
Krashen (1988, p.22) mentioned the following factors which are rather related to motivation that will attempt to relate the second language ability to these two functions.
- Integrative motivation, defined as the desire to be a part of recognized or important members of the community or that society that speak the second language. It is based on interest in learning the second language because of their need to learn about, associate or socialize with the people who use it or because of purpose or intention to participate or integrate in the second language using the same language in that community; but sometimes it involves emotion or affective factors a great deal. (Saville-Troike, 2006, p. 86)
- Instrumental motivation involves the concepts of purely practical value in learning the second language in order to increase learners’ careers or business opportunities, giving them more prestige and power, accessing scientific and technical information, or just passing a course of their study in school. (Saville-Troike, 2006, p. 86).
In the discussion of motivation, Harmer (2007) distinguishes ideas between extrinsic and intrinsic motivation and importantly factors influencing each motivation. He believes that intrinsic motivation comes from inside the individual, such as someone’s enjoyment to a learning process and wish to make him/her feel better. The intrinsic motivation is also related to such factors as “learners’ particular interests and the extent to which they feel personally involved in learning activities” (Ellis,1997, p.76).
While According to Brown as cited in Fahraini. S said that Instrumental motivation is regarded motivation as arising out of a need to learn the L2 for functional or external reasons (Gilakjani et al., 2012). Moreover, Robert Gardner and Wallace Lambert states that instrumental motivation refer to motivation to acquire a language as means for attaining instrumental goals furthering a career, reading technical material, translation and so forth (Gardner:1987:8). This is describing a situation in which the students believe that by mastering of the target language, they will be instrumental in getting a better job, position and status. In addition, Gage and Berliner (1984, p.374) said that intrinsic motivation can be found such as in leaner?s interest, need, hobby and goal.
Furthermore, the motivation is further classified into two main categories as the following:
- Extrinsic motivation refers to a desire to get a reward and avoid punishment. It emphasizes external need to persuade the learner to take part in learning activity (Arnold, 2000, p. 14), such as homework, grade, or doing something to please teachers. Both integrative and instrumental motivations are also grouped under the branch of the extrinsic motivation (Harmer, 1991, p. 4) As extrinsic motivation is based on external outcomes such as rewards and punishment. This motivation could bring a negative impact to the students, because with extrinsic motivation, students do not learn with their strong intention or will but they study it because they are pushed by the interest in the rewards or the punishment. When a student is learning because he is promised rewards or because he wants the rewards, he will be highly motivated to come to classes and learn and achieve the goal that is set for him. But when these rewards are taken away, or sometimes even if they do not see any punishment, the student will not be interested in coming to class and learn the language any longer.
- Intrinsic motivation refers to learning itself having its own reward (Arnold, 2000, p. 14). It means the learners are willingly and voluntarily (not compulsorily) try to learn what they think it is worth or important for them. When students have intrinsic motivation, they have the internal desire to learn and they do not have the need for external outcomes. There are no negative impacts in having intrinsic motivation. In addition, intrinsic motivation pushes the student to learn without rewards, because the need is innate or come from inside or depends on their own will. Lightbown and Spada (1999, p. 56-57) mentioned that teachers do not have many effects on students’ intrinsic motivation since the students are from different backgrounds and the only way to motivate students is by making the classroom a supportive environment.