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B a c k g ro u
D i ffe re nt o ns
 The ' M o ti va ti
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 Literature Review
• Motivation
• Problems in Rural School
• Problems in Urban School
• Factors Affecting Motivation of Students in
Both Area
 Motivation
• Motivation is generally considered to be one of
the primary causes of success and failure in
second language learning. (Richards & Schmidt,
2002:344)
• Motivation is a multifaceted construct that have
behavioral, cognitive and affective opponents.
(Gardner, 2010:23)
• Ongoing changes of motivation overtime.
(Dornyei, 2005:83)
 Problems in Rural Schools
• Some rural communities and schools may
present unique challenges for educators.
Poverty rates are rising in some rural schools.
(Schafft, Prins & Morit, 2008)
• Limited resources require schools to do more
with less. (Monk,2007)
• Parents in rural schools attend school events
more than in urban communities… (Prater,
Bermudez & Owen, 1997)
 Problems in Urban Schools
• These schools have a higher than normal rate of
scholastic failure, truancy, discipline problems,
dropouts, pupil transition and teacher turnover.
Poor health, inadequate motivation, malnutrition,
lack of basic learning skills-all are found to a greater
extent among children in urban areas than among
students in suburbs. (Pinkney, 2000)
• With low parental support, little affection and
involvement, deviant students remain academically
unmotivated. (Bryant, 2002)
• Significantly lower feelings of belonging were
reported in urban schools. (Cooney, 2002)
 Factors Affecting Motivation Of Students in
Both Area
• Students motivation to learn is a chief contributor to
students’ learning outcomes and to students
persistence in school. (Wary, Haertel & Walberg, 1993)
• Effective teachers that help students articulate their
own aspirations can be strongly motivating. (Jeynes,
2010)
• Creating the basic motivational conditions, generating
initial student motivation, maintaining and protecting
motivation and encouraging positive retrospective
self-evaluation. (Dornyei, 2005:11)
• Interactions with other aggressive children in
the school context may support the third step
toward negative outcomes, as aggressive
children affiliate with deviant peers who, by
early adolescence, provide a gateway into
delinquent activities (Cairns, Neckerman, &
Cairns, 1989; Dishion & Skinner, 1989).
• (Baharudin, Chi Yee, Sin Jing, and Zulkefly,
2010) found that academic goals and
academic achievement also varied based on
location.
 References
• Canadian Centre of Science and Education. (2013)
Attributions to Success and Failure in English Language
Learning: A Comparative Study of Urban and Rural
Undergraduates in Malaysia.
• Rebecca Skolnik (2005) Structure of the Urban
Classroom.
• Fatimah Puteh (2012)Increasing Rural Students’
Interest In English And Parents’ Commitment: A
Collaboration Between An Institution Of Higher
Learning And Rural Community.
• 13 Oxford, R., & Shearin, J. (1994). Language
learning motivation: Expanding the theoretical
framework. Modern Language Journal, 78, 12-
28.
• Sulong, M. (1985). Penempatan FELDA:
Perspektif Perancangan Bandar dan Desa,
Kuala Lumpur: Dewan Bahasa dan Pustaka.
• Mian Md. Naushaad Kabir, M.A. ELT, Doctoral
Researcher(2012). Language in India: Strength
for Today and Bright Hope for Tomorrow.
• Robert Rueda and Myron H Dembo ()
Rethinking Learning and Motivation in Urban
School.
• Susana Fernandez Orio (2012)Motivation and
Second Language Acquisition.
• Zolt and Dornyei (2009)Motivation in Second
and Foreign Language Learning.
• Elizabeth Root (1999) Motivation and Learning
Strategies in a Foreign Language Setting: A
Look at a Learner of Korean.
• Sam Redding and Herbert J. Walberg (2012)
Promoting Learning in Rural School.
• Woolfolk, A. (1995). Educational Psychology.
MA: Simon & Schuster Co
Thank You 