Writing

CHAPTER I

INTRODUCTION

1.1.  Background

An effective learning process is parts of educational goals that are difficult to be done by the teacher. This condition is different from the reality that every student has different natural enthusiastic about learning. Consequently, it will influence the students learning processes including what the students’ need or expect. One of initiatives can be done by the teachers is giving motivation that should be transformed to the students in the classroom.

Giving motivation is very important in language learning. It helps making learning successful. However, it is also difficult to apply in the classroom. Because the students have different social background and needs. So, The teacher usually ignores and doesn’t try hard to do it.

It is the teacher’s responsibility to solve this problem. The teacher should use effective strategies to motivate their students. In order that teaching and learning processes run well because of the students’ spirit.

This paper will explain how to motivate the students in order that they can improve their own spirit.

1.2. Problem Statements

This paper will talk about:

1. What are the types of motivation?

2. What are factors that influence motivation?

3. How to motivate the students?

1.3. Objective of Study

The objectives of study of this paper are:

1. To explain the types of motivation

2. To explain factors influencing on motivation

3. To explain the techniques to motivate the students

1.4. Significance of Study

In practical, this paper can help the teacher to motivate the students and encourage the quality of students by their motivation. And for theoretical significances it can be reference for them who have the same topic.

1.5. Definition of Key Term

·   Persistence      : continuing to do something in a firm way.

·   Enrolling         : become or make someone a member of a college or course.

·   Passivity          : not being active or being introvert

·   Dampen           : make sad or less strong.

·   Encourage       : give support, confidence or hope to.

·   Recent             : happened or began a short time ago.

·   Consensus       : general agreement.

CHAPTER II

DISCUSSION

According to Spratt (2005:38) “Motivation is the thoughts and feelings we have which make us want to do something, continue to want to do it and turn our wishes in to action”. Other expert said, “Motivation is the process that stimulates our behavior to take action.” (Arends, 2004:141). Based on the two definitions, we can conclude that motivation is thoughts and feeling process we have and stimulate our behavior to take action that influence why people decide to do something, how long they want to do it, how hard they are prepared to work to achieve it.

2.1. The Types of Motivation

Richard I. Arends (2004:141) Psychologist make the distinction between two major types of motivation:  intrinsic motivation and extrinsic motivation.

v  Intrinsic Motivation. Intrinsic motivation is happened when behavior is sparked internally by one’s own interest or curiosity or just for a pure enjoyment of an experience.

v   Extrinsic Motivation. Extrinsic motivation is happened when individuals are influenced to action from external or environment factors.

Intrinsic motivation refers to motivation that comes from inside an individual such as reflect the desire to do something because of enjoyable. If we have been motivated, we will not think about reward such as praise and award. For example: Writing short story. Because we feel enjoy writing them, or Reading non fiction book, because curious about the topic.

Extrinsic motivation refers to motivation that comes from outside an individual such as reflect the desire to do something because of reward or praise. If people know the reward they will receive. Automatically they will be spiritful to do an activity as an example: The person who only improves their speaking ability because he wants to be the winner in a speech contest.

2.2.     Factors Influencing on Motivation

Motivation as one of the important education aspects also has factors that influence on it and it should be done by the teacher in order to make an effective learning in the classroom.

There are some factors that influence of students’ motivation to work and to learn (Bligh, 1971and Sass, 1989) (Davis, Gross Barbara. 1999. Tools for Teaching, (On Line)) said that interest in the subject matter, perception of its usefulness, general desire to achieve, self-confidence and self-esteem, as well as patience and persistence.

2.3. How to Motivate the Students

Teaching and learning in the classroom are easy to do for the teacher. But, sometimes the teachers do not realize that there is an important aspect that should be known by them. It is How to motivate the students to work and learn.

Teachers have to have strategies in order to motivate their students, and one of the strategies how to give motivation to the students is General Strategies. It means that what the teachers should do to motivate their students by general way that is also influence the students’ motivation.

General Strategies is divided into three steps. They are:

1. Capitalize on students' existing needs.

Students learn best when incentives for learning in a classroom satisfy their own motives for enrolling in the course. Some of the needs your students may bring to the classroom are the need to learn something in order to complete a particular task or activity. The need to seek new experiences, the need to perfect skills, the need to overcome challenges, the need to become competent, the need to succeed and do well, the need to feel involved and to interact with other people. Satisfying such needs is rewarding in it, and such rewards sustain learning more effectively than do grades. Design assignments, in-class activities, and discussion questions to address these kinds of needs. (McMillan and Forsyth, 1991) Davis, Gross Barbara. 1999. Tools for Teaching, (On Line)

It means that before giving motivation to the students, teacher should know first about their students’ need to make them have learning spirit and satisfy in the classroom, and also teacher should have the hole students’ data in order to know what should the teacher do in their teaching and learning processes soon. For example: Teacher asks the students about what they want in teaching and learning processes itself, and what method that students need.   

2. Make students as active participants in learning.

Students learn by doing, making, writing, designing, creating, solving. Passivity dampens students' motivation and curiosity. Pose questions. Don't tell students something when you can ask them. Encourage students to suggest approaches to a problem or to guess the results of an experiment. Use small group work. See "Leading a Discussion," "Supplements and Alternatives to Lecturing," and "Collaborative Learning" for methods that stress active participation. (Source: Lucas, 1990)  Davis, Gross Barbara. 1999. Tools for Teaching, (On Line))

It means that the teacher should guide their students to be independent people in the classroom, let the students solve their subject problem by their initiative. For example: Teacher gives some question related to the subject and make discussion group to answer the question, it is done in order to improve students’ solving problem and opinion about the problem it self. 

3. Ask students to analyze what makes their classes more or less "motivating".

Sass (1989) (Davis, Gross Barbara. 1999. Tools for Teaching, (On Line)) asks his classes to recall two recent class periods, one in which they were highly motivated and one in which their motivation was low. Each student makes a list of specific aspects of the two classes that influenced his or her level of motivation, and students then meet in small groups to reach consensus on characteristics that contribute to high and low motivation. In over twenty courses, Sass reports, the same eight characteristics emerge as major contributors to student motivation:

·         Instructor's enthusiasm

·         Relevance of the material

·         Organization of the course

·         Appropriate difficulty level of the material

·         Active involvement of students

·         Variety

·         Rapport between teacher and students

It means that teacher ask the students to indicate by themselves what aspects that influence their motivation level, and also ask them to analyze the problem and make decision the characteristics that influence high and low motivation. For example: Teacher asks the students to discuss related to the motivation problem, and also make decision about it as their report.

CHAPTER III

CONCLUSION AND RECOMMENDATION

3.1. Conclusion

Motivation is thoughts and feeling processes we have and stimulate our behavior to take action of the important aspects that should be applied by the teacher to make an effective learning in the classroom.

The teacher can motivate the students using three main strategies; they are capitalizing on students' existing needs, making students as active participants in learning and asking students to analyze what makes their classes more or less "motivating".

                           Recommendation

Giving motivation should apply by the teacher in order to make student spirit to learn and to work, and also the teacher have to know the strategies that should be done in order that the teacher can apply it well.