ENGLISH LANGUAGE TEACHING METHOD

INTRINSIC MOTIVATION IN THE CLASSROOM

Lecturer:

Riswanto, M. Pd., Ph. D

Created by:

1. Nidia Faradis
2. Nesti Kartika Sari
3. Nunu Fathul Muflihah
4. Nurmela

ENGLISH DEPARTMENT

FACULTY OF TARBIYAH AND TADRIS

STATE INSTITUTE FOR ISLAMIC STUDIES

2019
 FOREWORD

Thank God we pray to Allah SWT who has giving race, taufiq and hidayah
him, so that we can finish this Scientific Works can be completed properly. In this
Scientific Work we discuss “INTRINSIC MOTIVATION IN THE CLASSROOM.”
With the aim that student know and recognize some of the contents and meanings
contained in it .

The author realizes that this Scientific Work is far from perfection, so the
critism and suggestion of the reader are espected to be improved in the future. Then
we hope this paper can increase knowledge and experience for the readers, for the
future can improve the form and add the contents of the paper for the better.

Finally, the authors hope that this paper can be useful for writers and
readers ,Aamiin.

Bengkulu, Oktober 2019

Author
 LIST OF CONTENTS

TITLEPAGE .........................................................................................................

FOREWORD ........................................................................................................

LIST OF CONTENTS ..........................................................................................

CHAPTER I PRELIMINARY

A. Background ...............................................................................................
B. Problem Identification ...............................................................................
C. Purposes ....................................................................................................

CHAPTER II DISCUSION

A. Defining Motivation ..................................................................................

B. Intrinsic and Extrinsic Motivation ............................................................
C. Intrinsic Motivation in Education .............................................................
D. Intrinsic Motivation in The Second Language Classroom ........................

CHAPTER III CLOSING

A. Conclusion ................................................................................................
B. Suggestion .................................................................................................

BIBLIOGRAPHY
 CHAPTER I

PRELIMINARY

A. Background
B. Problem Identification
C. Purposes
 CHAPTER II

DISCUSSION

A. Defining Motivation
Motivation is the extent to which you make choice about (a) goals to pursue
and (b) the effort you will devote to that pursuit. We can look at theories of
motivation in terms of two opposing camps: one of them is a traditional view of
motivation that accounts for human behaviour through a behaviouristic paradigm that
stresses the importance of rewards and reinforcements. In the other camp are
cognitive psychological viewpoints that explain motivation through deeper, less
observable phenomena.
1. A Behaviouristic Definition
A behaviouristic psychologist like Skinner or Watson would stress the role of
rewards (and punishments) in motivating behaviour. In Skinner’s operant
conditioning model, human beings will pursue a goal because they perceive a
reward for doing so. This reward serves to reinforce behaviour (M&M theory of
behaviour). A behaviourist would define motivation as “the anticipation of
reinforcement”.
Reinforcement theory is a powerful concept for the classroom. Learners pursue
goals in order to receive externally administered rewards: praise, gold stars, etc.
2. Cognitive Definitions
There 3 different theories:
 Drive theory: those who see human drives as fundamental to human behaviour
claim that motivation stems from basic innate drives. Ausubel created 6 different
drives: Exploration, Manipulation, Activity, Stimulation, Knowledge, and Ego
enhancement.
All of these drives act not much as reinforces but as innate predispositions,
compelling us to probe the unknown, to control our environment, to be
 physically active, to be receptive to mental, emotional, or physical stimulation, to
yearn for answers to questions, and to build ou own self-esteem.
 Hierarchy of needs theory: Maslow describes a system of needs within each
human being that propel us to higher attainment. Maslow’s hierarchy is best
viewed metaphorically as a pyramid of needs, progressing from the satisfaction
of purely physical needs up through safety and communal needs, to needs of
esteem, and finally to “self-actualization”.
A key importance here is that a person is not adequately energized to pursue
some of the higher needs until the lower foundations of the pyramid have been
satisfied. For an activity in the classroom to be motivating, it does not need to
outstandingly striking, innovative, or inspirational.
 Self-control theory: the importance of people deciding for themselves what to
think or feel or do. Motivation is highest when one can make one’s own choices,
wheter they are in short-term or long term-contexts.

B. Intrinsic and Extrinsic Motivation

There are two important points:

1. Orientation means a context or purpose for learning; motivation refers to the

intensity one’s impetus to learn. An integrative orientation means that the learner
is pursuing a second language for social and/or cultural purposes where the
learner could be driven by a high level of motivation or a low level. In an
instrumental orientation, learners are studying a language in order to further a
career or academic goal.
2. Integrative and instrumental orientations are not to be confused with intrinsic and
extrinsic motivation. Integrative/Instrumental orientation is a true dichotomy and
refers only to the context of learning. Intrinsic/extrinsic motivation designates a
 continum of possibilities of intensity of feeling or drive, from deeply internal,
self-generated rewards to strong, externally administered rewards.

Edward Deci defined intrinsic motivation this way:

Intrinsically motivated activities are ones for which there is no reward except the
activity itself. Intrinsically motivated behaviours are aimed at bringing about certain
internally rewarding consequences, namely, feelings of competence and self-
determination. Extrinsically motivated behaviours are carried out in anticipation of a
reward outside and beyond the self. (Extrinsic rewards: money, prizes, grades, etc).
Behaviours initiated solely to avoid punishment are also extrinsically motivated.
A research shows that one type of extrinsic reward can indeed have an effect on
intrinsic motivation: the positive feedback that learners perceive as a boost to their
feelings of competence and self-determination.

C. Intrinsic Motivation in Education

An intrinsically oriented school can begin to transform itself into a more

positive, affirming environment, not so much by revolutionizing society but by
shifting its view of the student.

From extrinsic to intrinsic motivation in educational institutions:

EXTRINSIC INTRINSIC MOTIVATIONAL

PRESSURES INNOVATIONS RESULTS

School curriculum Learner-centered Self-esteem

Personal goal-setting Self-actualization

Decide for self

Parental expectations Family values Love, intimacy,
acceptance, respect for
wisdom

Society’s expectations Security of comfortable Community,

(conformist) routines belonging, identity,
harmony,
Task-based teaching
Security

Tests & exams Peer evaluation, Experience

Self-diagnosis Self-knowledge

Level-check exercises

Immediate gratification Long-term goals Self-actualization

(“M&Ms”)
The big picture

“things take time”

Make money Content-based teaching, ESP Cooperation

Vocational education Harmony

Workplace ESL

Competition Cooperative learning Manipulations,

strength, status,
Group work
security
The class is a team

Never fall Risk-taking, innovation Learn from mistakes

 Creativity Nobody’s perfect

D. Intrinsic Motivation in The Second Language 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.

There are activities that capitalize on the intrinsic by appealing to learners’

self-determination and autonomy:

 Teaching writing as a thinking process to develop own ideas.

 Strategies of reading that enable them to bring their information to the written
word.
 Language experience approaches to create own reading materials for others in
class.
 Oral fluency exercises to talk about their interests.
 Listening to an academic lecture in one’s own field of study.
 Communicative language teaching to enable them to accomplish specific
functions.
 Grammatical explanations.
 CHAPTER III
CLOSING
A. Conclusion

From our paper can we conclude that,

B. Suggestion
 BIBLIOGRAPHY

Brown, H. Douglas. (2007). Teaching by Principle and Interactive Approach to

language pedagogy (3rd Edition). New York: Longman Inc.