EXTRINSIC MOTIVATION
A Paper
Presented To Fulfill the Requirement
of the Task of Teaching English as Foreign Language Methodology 2
Subject
Guided by: Mr. Ahmad Subhan Roza, M.
Pd
Presented
by Group 9:
1.
Miftahul Jannah 1701070121
2.
Lydia Hardijanti 1701070031
3.
Wahyu Suprihatin 1701070209
Class:
B
ENGLISH EDUCATION DEPARTMENT
TARBIYAH AND TEACHING LEARNING FACULTY
STATE
INSTITUTE FOR ISLAMIC STUDIES OF METRO
1441
H/2019 M
PREFACE
Alhamdulillahirabbil`alamin,
thanks to Allah SWT. who give creaters helathy and chance even
creaters can made this paper. This paper is created by several references so
that t hope can help readers more know about the extrinsic motivation.
Thanks
to lecturer of learning English as foreign language, classmates, and the other
who help us to make this paper. We know there’s nobody perfect, so we needs
criticism and suggestion from readers
Oktober, 5th 2019
Group 9
TABLE
OF CONTENT
COVER........................................................................................................... i
PREFACE....................................................................................................... ii
TABLE OF CONTENT................................................................................ iii
INTRODUCTION.......................................................................................... 1
A.
Topic Description................................................................................. 1
B. Definition of Extrinsic
Motivation ...................................................... 2
DISCUSSION................................................................................................. 4
A. The Types of Extrinsic
Motivation ...................................................... 4
B. The Factors of Influencing Extrinsic
Motivation ................................ 5
C.
The Extrinsic
Motivation in Language Teaching.................................. 7
D.
The Roles of Teacher............................................................................ 8
E.
Advantages and
Disadvantages .......................................................... 9
CONCLUSION............................................................................................... 10
REFERENCES.............................................................................................. 11
INTRODUCTION
A.
Topic Description
First of all, motivation is the concept of explaining why
a person or an animal partakes in a certain behavior, usually due to a particular goal direction.
Motivators can include avenues of need reduction like food and water, external incentives to
behavior like prizes or money, and internal incentives like feelings of self-achievement (Gorman,
2004).[1]
On the other hand, in an article Intrinsic and
Extrinsic Motivations: Classic Definitions and New Directions written by
Richard Ryan and Edward Deci (2000), motivation is
defined as to be moved to do something.[2]
Based on the definition
above, motivation is a reason of someone in doing something. Motivation is very
important for everyone in this world, because without motivation someone will
not have a spirit to achieve the goals. Motivation can makes someone to do the
best thing in order to get rewards. For example, the students always do the
homework in order that they can make their parents proud of them.
There
are two kinds of motivation, intrinsic motivation and extrinsic motivation.
Intrinsic motivation is a kind of motivation that comes from our self. In
contrast, extrinsic motivation is a kind of motivation, cause someone doing
something that comes from the outside. Sources
of Extrinsic Motivation include anything coming from an outside
source that is intended to control the initiation or
performance of the work such as environment,
experience, society and others.
Extrinsic motivation should be used carefully, especially
with children and introduce it when there is a reason for
it. Mostly, extrinsic motivation is a good tool when a someone does not show any interest at what he or she is doing or
has lack of skills to be
able to do work completely correct. In fact, these rewards should be given by
small
pieces and should be tied to achieve a specific behavior.
If someone always accept reward after they do something, next they will always
do something if they get rewards but they will not be interested if they do not
get it. In contrast to that statement, sometimes by giving a rewards it will
raise an intrinsic motivation so they will have an interest of doing something
and it will make someone become independent person.
So, we not only discussion about the definition of
extrinsic motivation, but we also will discuss about the types of extrinsic
motivation, the factors of influencing
extrinsic motivation, the extrinsic motivation in
language teaching, the roles of the
teacher when they providing the extrinsic motivation, and the last we discuss
about the aadvantages and disadvantages of extrinsic motivation.
B. Definition of Extrinsic
Motivation
Discuss
about extrinsic motivation, there are so many various of definition. It has a
different definition but the main point is same. The definition will be
explained as following under here.
This kind of motivation - which comes from outside the classroom and
may be influenced by a number of external factors such as the attitude of society, family and peers to
the subject in question -
is often referred to as extrinsic motivation.[3]
Moreover,
extrinsic motivation can be summarize as an individual conducting an
activity is not for
the sake of him or herself, but to satisfy instrumental values of the activity.
The Extrinsic Motivation is
further categorised into four extents as External Regulation,
Introjections, Identification,
and Integration. Each
extent of Extrinsic Motivation differs from it combination of Competence and Autonomy (Ryan and
Deci, 2000).[4]
Next,
extrinsically motivated behaviors, are carried out in anticipation of a reward
from outside and beyond the self. Typical extrinsic rewards are money, price,
grades, and even certain types of positive feedback. Behaviors initiated solely
to avoid punishment are also extrinsically motivated, even though numerous
intrinsic benefit can ultimately accrue to those who, instead, view punishment
avoidance as a challenge that can build their sense of competence self and
determination.[5]
On
the other hand, extrinsic motivation is the propensity to take part in
activities because of the reasons which do not link to the activity. These
reasons can be the anticipation of reward or punishment, like being successful
in the exam or getting a good mark (Vansteenkiste, Lens, & Deci, 2006).[6]
Extrinsic motivation is most often associated with the engagement
in activities because they lead to desirable consequences separate from the
activity such as tangible rewards. Hence, the behavior is a means to an end and
not involved in for its own sake (Deci 1972; Lepper et al. 1973; Skinner 1974;
Bandura 1977; Flora 1990; Cameron & Pierce 1994; Gagné & Deci 2005).[7]
Based
on the definitions above, it can be conclude that extrinsic motivation is a
reason of someone to do something or to achieve something which comes from
outside. The reason can be a rewards or something like that.
DISCUSSION
A.
The Types of Extrinsic Motivation
There are some different types of extrinsic motivation. Different
types of extrinsic motivation are proposed by Deci and Ryan (2000: 236) as
following:
1.
External regulation
Such behaviors are performed to satisfy an external
demand or obtain an
externally imposed reward contingency. Individuals typically experience
externally regulated behavior as controlled or alienated,
and their actions have
an external perceived locus of causality (EPLOC; deCharms, 1968). External regulation is the only kind of motivation
recognized by operant theorists
(e.g., Skinner, 1953), and it is this type of extrinsic motivation that
was typically contrasted with intrinsic motivation in
early lab studies and discussions.
2.
Introjected
regulation
The
second types are introjected regulation. Interjection
regulation describes a type of internal
regulation that is still quite controlling because
people perform such actions with the feeling of pressure
in order to avoid guilt or
anxiety or to attain ego-enhancements or pride. Put differently,
introjection represents regulation by contingent
self-esteem. A classic form of introjection is ego involvement (Nicholls, 1984; Ryan, 1982), in
which a
person performs an act in order to enhance or maintain
self-esteem and the feeling
of worth. Although the regulation is internal to the person, introjected
behaviors are not experienced as fully part of the self and thus still have
an
EPLOC.
3.
Identification
Next
types are identification. Here, the
person has identified with the personal importance of a behavior and has thus accepted its regulation as
his or her own. A boy who memorizes spelling lists
because he sees it as relevant
to writing, which he values as a life goal, has identified with the
value of this learning activity.
4.
Integrated regulation
Finally,
the last types of extrinsic motivation are integrated regulation. Integration occurs when identified regulations have been
fully
assimilated to the self. This occurs through
self-examination and bringing new regulations into congruence with one’s other values and needs. The
more one internalizes the reasons for an action and
assimilates them to the self,
the more one’s extrinsically motivated actions become self-determined.
Integrated forms of motivation share many qualities with
intrinsic motivation, being
both autonomous and unconflicted. However, they are still extrinsic
because behavior motivated by integrated regulation is
done for its presumed instrumental
value with respect to some outcome that is separate from
the behavior, even though it is volitional and valued by
the self.[8]
B.
The Factors of Influencing Extrinsic Motivation
There are some factors
that influencing extrinsic motivation. Firstly, the factor is personality. Generally, many people see an association between personality and
the successful acquisition of a second language. While successful student may display different types of
characteristics (they may be extrovert, self-confident, active, passive, independent as well as
introvert or shy), unsuccessful students are more frequently described as demonstrating a lack of
self-confidence and being shy, afraid to express their
opinions and nervous. Whatever their form of behaviour,
students who try to adopt a more flexible attitude
towards the learning of a foreign language seem to have
greater chances of success than those whose affective filter is constantly up.
W. Rivers (1964) has observed that personal motifs such
as fear or anxiety may
combine with learned social motifs such as a desire for status in a group and
for social approval,
creating a series of reactions that may inhibit or work towards progress in a
foreign language.[9]
An anxious learner may try hard to catch up with the group
and acquire proficiency in a language. A friendly/supportive environment may be decisive in such a
situation. But the judgement of classmates can also be harmful, destroying the self-belief in one’s ability
to succeed. Combined with a generalized fear of negative evaluation, it may inhibit or distract the
learner from the task of attending and remembering new items.
Another important component influencing motivation to
learn is the individual learners’ feelings of competence and self-efficacy. Displaying no signs of
inhibition, they are usually eager to take risks, are not
afraid of making language mistakes and ready to adopt
some of the identity characteristics of another cultural group. Their affective filter is low and they
can grasp much of the comprehensible input they are
faced with. Such people often referred to as “mastery
oriented” tend to understand failure in terms of lack
of effort and seek to improve their subsequent
performance.
Secondly, it is attitudes. In general, most people seem to agree that attitudes and
motivation are closely related to success in language learning. This explains the reason of some people have a much easier time of learning languages
than others; in the same classroom setting, some students
progress rapidly, while others just struggle along
and never achieve command of a second language.
When the only reason for learning a second language is
external pressure, internal motivation may be minimal and attitudes towards learning are likely to be
negated. On the other hand, if students have favourable attitudes towards the foreign language and its
speakers, towards the teacher and the course, they
will probably be more attentive in the class, would take
assessments more seriously and, willing to achieve
more, would look for situations when they can obtain
further practice in the foreign language.
C.
Extrinsic Motivation in Language Teaching
Extrinsic motivation is a
motivation to learn caused by exrnal pressures such as work, because a parent
has sent a learners to class, or the need to gain a qualification in the
language. It contrasts with intrinsic motivation, which is an internal force
such as interest in learning a langage to communicate with other people or for
further personal developmentn general.
EM shows contrast with
intrinsic motivation because extrinsic moves towards the utilitarian purose of
L2 learning, whether to enjoy a reward or avoid comsequences. Present trends
suggesting how well college students master the macro skills of becoming the
same pointed out that extrinsic motivation does not necessarily imply a lack of
determination in behavior. But neither does it imply that the extrinsically
motivated student is driven by self-willed grit and detemination. In fact,
extrinsically motivated actions can vary quite radically with respect to the
degree of self-determination.
The levels of EM in education
include external regulation, introjection, identification, and integrated
regulation. Extent of regulation occurs when the individual is determined by
ethical rewards or tangible benefits. The second type of EM is introjected
regulation. The individual performs the pressure to accomplish activity. This
is not a self-determined action since the individual is reacting to pressure,
not acting out personal choice. L2 learner to keep him or herself from being
publicly known to be able to speak the L.2. The third type, identified
regulation, characterizes the most self-determined form of EM.
In this case, the individual
performs tasks he or she has, their value and importance, relevant to him or
herself. The key word is "important with which the individual invests in
tasks for instances, the individual who is of importance of competency in L2
would allow himself to endure repetitive exercises. The last type of extrinsic
motivation is integrated regulation.Having this kind of motivation, the L2
learmer now decides to continue a certain activity in the target language
because it forms a significant part of his or her individuality. fits in with
the rest of the people life activities and valued goals.
Example:
Exams preparation classes often have a high degree
of extrinsic motivation as learners are attending class to pass an exam, often
for work purposes.
In
the classroom
Many teachers believe that intrinsic motivation is
rare in learners. Learners oftn have a mixture of the two types of motivatio,
or change from one to another.
D.
The Role of Teacher
The
teacher has an important part in giving motivation for the students. Here, the
writers explain the teacher’s role in giving the students extrinsic motivation
of language learning. The teacher’s role in giving extrinsic motivation include
of:
1. The
language teacher is supposed to teach and instruct according to each learner’s level. In the sense that, initially,
the teacher should identify and realize each student’s placement.
2. The
language learner should not be reproached or blamed, or even scorned for not
doing his homework, for making mistake in pronunciation, or for hesitating to
answer question(s) and so on.
3. Teacher
should identify, perceive, and understand the language learners’ social,
cultural, economic, and sentimental features and backgrounds in order to be
able to help them and so that the language learners have a clear image from
themselves and respect their own characters.
4. Teachers
should be kind to their language learners and loving them while being friend
with them. This matter is important and essential especially in the initial and
primary levels of learning that the language learners are susceptible,
vulnerable, and sensitive, and they need love and affection from their teacher
5. Teachers
should admire, respect, and value the students' differences and they should
never contrast the language learners with one another.
6. Teachers
need to promote students alertness, knowledge, inquisitiveness, and curiosity
in the language classes as well as trying to uphold and preserve their
motivation.
7.
Teachers should bear in mind that learning a second or
a foreign language means that the learners should also exploit and take
advantage of social proficiencies and not just learn grammar rules.[10]
E. Advantages and
Disadvantages
There are some advantages and disadvantages from
extrinsic motivation, as follows:
1.
The advantages of
extrinsic motivation
In extrinsic
motivation there are some advantages like:
a.
Make the students
incentive to pay attention in learning process.
b.
The students can be
diligent and have a responsibility to do the assignment from the teacher.
c.
It is a way to survive.
2.
The disadvantages of
extrinsic motivation
In extrinsic
motivation there are some disadvantages like:
a.
It is not sustainable.
b.
It provides diminishing
returns.
c.
It makes an activity
less enjoyable.
CONCLUSION
In conclusion of this
motivation is extrinsic motivation should be used carefully, especially
with children and introduce it when there is a reason for
it. Mostly, extrinsic motivation is a good tool when a someone does not show any interest at what he or she is doing or
has lack of skills to be
able to do work completely correct. In fact, these rewards should be given by
small
pieces and should be tied to achieve a specific behavior.
If someone always accept reward after they do something, next they will always
do something if they get rewards but they will not be interested if they do not
get it. In contrast to that statement, sometimes by giving a rewards it will
raise an intrinsic motivation so they will have an interest of doing something
and it will make someone become independent person.
REFERENCES
Brown, H. Douglas. (2000).
Teaching by
Principle An Interactive Approach to Language
Pedagogy.
San Francisco: Longman Press.
Donovan, Nicol. The Effect of Intrinsic and Extrinsic Motivation on
Cognitive
Performance in Humans. The Huron University College
Journal of Learning and
Motivation,
(Huron
University College), Vol 53,
Page 84.
Harmer, Jeremey. (2007).
How to Teach
English Second Edition.
England: Pearson
Education Limited.
Kian, Tan Shen & Wan Yusoff, Wan Fauziah. Intrinsic-Extrinsic Motivation Revisited:
Exploring their Definitions. Malaysia: Faculty
of Technology Management and
Business (University Tun
Hussein), Vol 6, Page 138.
Reinholt, Mia. (22006).
No More Polarization, Please!
Towards a More Nuanced
Perspective on Motivation in Organizations. Denmark: Copenhagen
Business
School.
Ryan, Richard M. & Deci, Edward L. (2000). Intrinsic and Extrinsic Motivations:
Classic Definitions and New
Directions.
Academic Press.
Simona Veronica, Abrudan Caciora. Motivation in
Language Learning. Oradea:
University of Oradea, Faculty of Electric Engineering and Information
Technology. Page 559.
Tengku
Mahadi, Tengku Sepora. Motivation, Its Types, and Its Impacts in Language
Learning. International Journal of
Business and Social Science. Malaysia,
(Universiti Sains Malaysia),
Vol 3, Page 232.
[1]
Nicol Donovan, The Huron University College
Journal of Learning and Motivation: The Effect of Intrinsic and
Extrinsic Motivation on Cognitive Performance in Humans, (Huron University
College), Volume 53, Page 84.
[2] Tan Shen Kian, Wan Fauziah Wan Yusoff, Intrinsic-Extrinsic Motivation Revisited: Exploring their Definitions,
(Malaysia: Faculty of Technology Management and Business University
Tun Hussein), Volume 6, Page 138.
[3] Jeremey Harmer, How to
Teach English Second Edition, (England: Pearson Education Limited, 2007),
Page 20.
[5] H. Douglas Brown, Teaching by Principle An Interactive
Approach to Language Pedagogy, ( San Francisco: Longman Press, 2000), Page 164.
[6] Tengku Sepora
Tengku Mahadi, International Journal of Business and Social
Science: Motivation, Its Types, and Its Impacts in Language Learning, (Malaysia: Universiti Sains
Malaysia),
Volume 3, Page 232.
[7] Mia Reinholt, No More Polarization, Please! Towards a More
Nuanced Perspective on Motivation in Organizations, (Denmark: Copenhagen Business School), 2006, Page 2.
[8] Richard
M. Ryan and Edward L. Deci, “Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions”,
(Academic Press), 2000, Page 62.
[9] Abrudan Caciora Simona Veronica, Motivation in Language Learning, (Oradea: University of Oradea, Faculty of Electric
Engineering and Information Technology), Page 559.
[10] J Tengku Sepora Tengku Mahadi, International Journal of Business and Social Science: Motivation, Its Types, and Its
Impacts in Language Learning,
(Malaysia: Universiti Sains Malaysia), Volume 3, Page 232.
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