Understanding Motivation in Education: Intrinsic vs. Extrinsic and Perspectives, Study notes of Psychology

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CHAPTER II

REVIEW OF RELATED LITERATURE

2.1 Motivation Motivation is one word that usually uses in psychology and education. Motivation can give people direction and goal to get what they want to do. In the future, they might not achieve it, but they are still motivated. Success and fail, it is always in the first word but it depends from their action to achieve a goal, identity, hopes and movement to change tomorrow or yesterday. According to (Barker Mike,

1998. as cited in Jacqui Thomas (2003), Motivation is connected with inspiration. It is also, something that pushes people forward in a direction they want to go. Meanwhile, Chamorro et. al (2008) stated motivation is integrated at one point that are actions, effects, minded. It is the result of inactive process that cannot be tested in direct observation. Motivation refers to the behavior (Lai, 2011) as cited in Guay et al., 2010, p.712) Moreover, Gredler et.al (2004) broadly define motivation as the character that used to make real action in doing or nothing. Thus, Motivation is unpredictable, awkward, and sticky proposition when student trying to understand their hopes, interested, curious, desire, and dreams to able thinking about aim and goal in the future. 2.1.1 Perspectives On Motivation Motivation has a lot of explainations from many psychology perspectives in different ways. According to Santrock, J. W (2012), there are four perspectives in motivation: Behavioral, humanistic, Cognitive, and Social.

1. The human perspective The humanistic perspective emphasizes students’ ability for their individual development, self-determination to choose their intention and quality. This perspective related with Abraham Moslow’s (1971) confidence that certain basic need must be met before higher need can be satisfied. According to Maslow’s Hierarchy of needs, individual perspective must be satisfied in this sequence. (see figure 1) Figure 1 (Maslow’s Hierarchy of Needs)
2. The cognitive perspective Cognitive perspective is related to the important of planning goal, managing and evaluating goal (Urdan, 2010). It means that cognitive perspective cancontribute to the success and failure depends on our effort.
3. The social perspective The social perspective is a perspective that rises when someone has the same motive with other people, which are included establishing, keeping, restoring

a warm and close relationship. It means students need to gather and desire to play, talk, and connect in relationship with peers, parents, and teacher. (Grolnick et. al, 2010). 2.1.2 Types of Motivation There are two types of motivation such as intrinsic (internal) and extrinsic (external) motivation. 1) Intrinsic Motivation Intrinsic motivation is the result of an interest in the subject. In other words, it is the joy and satisfaction gained from doing something. Moreover, according to (Ryan and Deci, 2000, pp. 56) as cited in (Oudeyer, Kaplan, & Libration,

2008. intrinsic motivation is defined as doing an activity for their inherent satisfaction rather than for some separable value. An intrinsically motivated activity is not only for external rewards except the activity itself. It means that intrinsic motivation involves the internal motivation to do something for its own sake to get the reward because of their desire. Meanwhile, (Oletić, 2014) Intrinsic motivation was illustrated by the concept of flow. Flow represents the sensation of preoccupation in the joyful actions. For an artist, flow is the place while creating some memorable with acting; for mathematician, while solving the math problem. At any rate, whenever it occurs, students will misplace their time. They will focus on the task without letting any disruptions keep them away from what they are doing (Brophy, 2004)

2) Extrinsic Motivation According to (Saari, 2012) extrinsic motivation refers to a desire to get a reward and avoid a punishment. Meanwhile, a motivation that comes out from outside that influence our mind to accept or choose by a number of external factors such as attitude of society, peers, family and teacher. Extrinsic Motivation is the one motivation that is not chosen by their interest. It means, that people choose their goal to learning language influenced by reward, tangible (e.g, money grades, privileges, etc.) or intangible (e.g., praise). This motivation give negative impact to the students because students do not study to get knowledge but they are struggling by interest in their rewards or the punishment. They will highly motivated to come to class to get reward. However, if the rewards are taken away from their own hand they will get low motivated to attend to class. (Deci, Ryan, et.al, 1991) defined there are four types of extrinsic motivation that are external, introjected, identified, and integrated forms of regulation.

Fig. 1 A Taxonomy Of Human Motivation a. External regulation. External regulation is an event that is carried out due to external factors in self-determined. This action occurs because of encouragement from someone in quotes from teachers and parents so that there is no parent’s confrontation and punishment, offers of reward and praise from the teacher. This is the least self-determined form of extrinsic motivation. (Chue, 2016) b. Introjected regulation introjected regulation is a regulation that refers due to external factors, but in this case, students' have put this external pleasure into themselves. Example for this case someone learns English diligently just not to be ashamed to their friend. Although it looks like their own desire, but they have several reasons that refer to extrinsic factors in determining their activities because it involves coercion or seduction and does not entail true choice.

c. Identified regulation Identified regulation happens when students think that is beneficial for themselves and accepted it as their part in the process to get the benefit for their future. They will do the activity more willingly for personal reasons rather than external pressure. d. Integrated regulation Integrated regulation happens because of the fully of individuals sense. They hope with this sense the can get the result by they accepted in identity, individual values, needs, well job. (Ryan and Deci, 2000) 2.1.3 The Characteristic of students are motivated. According to Ur (2002) as cited in (Daskalovska, Gudeva, & Ivanovska, 2012), The successful or good learner does not only identify from a students that studied language easier but from understanding and the process of learning from the students. The successful learners have a several areas or typical characteristic that can shows, including :

1. Positive task orientation. The students want to challenge their ability to make them confidence in their success.
2. E go- involvement. the students has manage their self in making positive self- image
3. Need for achievement. The students must be success in what has they plan to achieve more in future.
4. High aspirations. Students’ ambitious to challenges, get high grade and proficiency in learning course.

5. Goal orientation. The learner is very aware of the goals of learning or specific learning activities, and directs his or her efforts towards achieving them. 2.2 Translation Reiss (2000) stated Translation is a bilingual process of communication, which aim at the creation of a TL text to SL text. Therefore, through translation, both speakers can understand each other to avoiding misunderstandings and overlapping. Meanwhile, Hatim and Munday, (2004) define Translation is a process to interpretation written in meaning, ideas, or message from SL (Source Language ) to TL (Target language). Being good translation is not easy, we must be confidents to translate from one TL (Target Language) to SL (source Language) and vice versa as the key of communication problem. Both of speakers and listeners, writers and readers needs translation as their way to understand the process and methods of the meaning of their translated from TL into SL(Ghazala, 1995:01 as cited Benfoughal, A. (2010). The translation process is the points for the translator to going to move, starting from reading the SL text words and understanding them to looking for their equivalents in the TL. Translation is not always concerning in meaning as a part of lexical meaning. The process of interpreting meaning involves some aspect as diction, grammatical structure, and cultural context of the source text. Thus, meaning of the source and target text must be comparable.