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BACKGROUND OF THE STUDY

Motivating students to learn and to speak English has been a major issue for many teachers. English proficiency is a tool to success but teachers today find it difficult to boost the students enthusiasm and interest to speak in English every class discussion. The importance of English serves as a window from any part of the world where opportunities to have a good jobs are there. However, children will not learn English if they have lack of motivation in the classroom. In other words, motivation is a general problem that needs to find English. As Jose P. Rizal has said, the youth are the chance of our future, so that children should be motivated to learn excitedly and happily in the class. Motivation is a complex and difficult task. What excites one may bore another. Motivation is defined as an internal process that directs and monitors behavior and that can cause someone to move towards a certain goal. It has two kinds; the intrinsic motivation which reflects the desire to the something because it is enjoyable and the second one is extrinsic motivation, it includes some forms of incentives given to arouse and sustain interest in an activity. It is important that students need to feel competent if they are going to be motivated in English because of the intrinsic and extrinsic motivation. These two kinds of motivation play an important role in performing the task of the students in English. A students extrinsic and intrinsic motivational factors can therefore have a positive impact on his/her learning in English. Researchers on motivational factors and its relationship in learning English revealed that there are at least 3 major facets that need to be explored 1) students hold a certain beliefs about English and about themselves that play an important role in the development of their responses

in learning in English 2)since interruptions and blockages are part of the learning English, they will apply their own intrinsic and extrinsic motivational factors to continue learning English 3)therefore, students will develop their own styles in learning English. This calls for a study in intrinsic and extrinsic motivational factors that have an impact in teaching-learning English. The researchers are concerned on the relationships of these two kinds of motivation in learning English, hence, this study.

SIGNIFICANCE OF THE STUDY English is viewed by many students in public schools as one of the difficult subjects. In view of this, the factors that contribute to learning of English should be identified. The finding of this study may show whether the students extrinsic and intrinsic motivation are associated with learning English. These findings can be used by English teachers to improve the teachinglearning process in English classes. The results of the study also help English teachers in finding ways to motivate students to learn and speak in English. They may come up with more effective ways to develop interest toward English. Awareness of the students extrinsic and intrinsic motivation in learning English may guide teachers in selecting teaching strategies that are appropriate to their students. For the parents, this study will also help them in motivating their children in the correct way. The result will enable the parents find ways to further support their children in continuing academic endeavors. For the Education Department Directors, this study will encourage them to conduct seminars and using motivation for classroom English teachers and give them further information and training in choosing appropriate motivation and strategies to be used in English classes.

DEFINITION OF TERMS The following terms are defined as used in this study;

Motivation- it is an internal process that directs and monitors behaviour and that can cause someone to move towards certain goal.

Intrinsic motivation- motivation that reflects the desire to the something because it is enjoyable.

Extrinsic motivation- it includes some forms of incentives given to arouse and sustain interest in an activity.

Learning in English- this refers to the students final in English.

Monthly income of the family- this refers to the total salaries of every member of the family.

Parents educational attainment- this refers to the educational background of the parents of respondents.

Reading materials- this refers to any written materials intended to be read at home. English Achievement it is the successful performance of the students in English.

Statistical Package for Social Sciences (SPSS)- was used in following statistical techniques to be able to analyze, interpret and determine the implications of the data gathered. SCOPE AND LIMITATION This study involved to determine the intrinsic and extrinsic motivational factors toward

English. This study also sought to determine whether these two kinds of motivation (intrinsic and extrinsic) where significantly associated with learning English. The subjects of the study were the fourth year students of Upper Bicutan National High School who were enrolled during school year 2011-2012. The average grade of the respondents in English 3 was used to determine their English achievement, sex, monthly income of the family, and parents educational attainment were also used as moderator variables of the study. The descriptive method of research was employed using questionnaires as the source of data supported by interviews.

THEORETICAL FRAMEWORK The motivational factors play a crucial role in learning English. When teachers talk about their English classes, they are likely to mention their students enthusiasm or hostility toward English. Similarly, students also comment about liking or hating English. This study contends that motivation has two kinds; the extrinsic and intrinsic motivation. Extrinsic motivation often comes when a person works to achieve a task, knowing he will receive some sort of concrete recognition of his achievement at the end of the process. It includes incentives that are artificial devices that introduced into the methods of teaching for the purpose of stimulating and directing the activity of the learners. Incentives vary according to the sex, brightness, dullness and age of the learners. Malone and Lepper have defined intrinsic motivation more simply in terms of what people will do without external inducement. On the other hand, intrinsic motivation refers to the pupils determination to learn English despite difficulties of English grammar and processes. This study theorizes that the intrinsic factors such as learning interest, motivation and extrinsic factors such as: family support and teachers competence are related to students academic performance. If the students are interested and motivated and have supportive families and good school facilities, most likely they will have good academic performance in school.

One of the most influential writers in the area of motivation is Abraham Maslow (1954). He attempted to synthesize a large body of research related to human motivation. Prior to Maslow, researchers generally focused separately on such factors as biology, achievement or power to explain with energizes, directs and sustains human behavior. Maslow posited a hierarchy of human needs on two groupings: deficiency and growth needs. Within the deficiency needs, each lower need must be met before moving on the next level. Once each of these has been satisfied, if at some future time a deficiency is detected, the individual will act to remove the deficiency. The first four levels are: 1) Physiological: hunger, thirst, bodily comforts, etc. 2) Safety/security: out of danger 3) Belongingness and love: affiliate with others
4) Esteem: to achieve, be competent and gain approval

Reinforcement Theory This theory gives the idea that individual will continue to do a particular behavior if they are reinforced (reinforced). Putting the situations in the learners, they are likely to repeat the behavior they have been doing if they receive something advantageous on their part. Though they experienced difficulty, they will be able to overcome it as long as they look on the good effect they desire to achieve. Basically, this theory is derived from the drive theories wherein it assumed that reinforcement necessarily involved the reduction of basic biological needs. Furthermore, this reinforcement theory is considered as well as mechanistic for it does not focus

on the beliefs, feelings, aspirations, or any other psychological variable, but it is assumed that there is direct link between the consequences on the behavior and the livelihood that it will be repeated (Skinner)

Need/Drive Theory Henry Murray was one of the earliest theorists who investigated the motivation of human beings as well as the ideas of need and drive. In this theory, he postulates that the concept of the need is just like a force within it is a pressure that makes the individual to move in the way the goal will be achieved. Therefore, when the needs of an individual have been activated, the individual is constrained to execute in the processes that reduce or satisfy that need. This desire to act has been called a drive. In other words, when the need is greater, the drive is also greater and the more people will be involved in the goal-directed activity (Parsons, Hinson and Sardo Brown 2001. Educational Psychology)

STATEMENT OF THE PROBLEM This study attempts to determine the extrinsic and intrinsic motivational factors for learning English among 4th year students of Upper Bicutan National High School S.Y 20112012. Specifically, this seeks to answer the following questions;

1. What is the profile of the respondents in terms of: 1.1 sex 1.2 type of reading materials at home 1.3 monthly income of the family 1.4 parents educational attainment 2. what is the level of motivation of the respondents in terms of: a. extrinsic b. intrinsic

3. Is there a significant difference on the level of the respondents motivation in learning English when they are grouped according to the following: 3.1 sex 3.2 monthly income of the family 3.3 parents educational attainment

4. What is the level of academic achievement in English of the respondents based on their average grade in English?

5. Is there a significant relationship between the respondents: a. Academic achievement and intrinsic motivation b. Academic achievement and extrinsic motivation 6. Which of the variables, intrinsic and extrinsic, can predict the English achievement of the respondents?

CONCEPTUAL FRAMEWORK

Independent

Extrinsic motivation - rewards - punishment Intrinsic motivation - enjoyment - Curiosity - Desire to learn

Dependent

English achievement - based on the General Weighted Average during 3rd year high school.

The variables that are listed on the left are the Independent variables and the variable listed on the right are the dependent variables. The framework shows that English Achievement depends on the Extrinsic and Intrinsic motivation.

HYPOTHESES

1. There is no significance difference in the mean level ratings of the respondents motivation in learning English when they are grouped according to sex, monthly income of the family and parents educational attainment.

2. There is no significant relationship between the respondents academic achievement and intrinsic motivation.

3. There is no significant relationship between the respondents academic achievement and extrinsic motivation.