The Important Of Motivation for Learning Second Language

UNIT 1

INTRODUCTION

     Human beings are created by their natural language skills, but are the second language is also one of human’s natural ability? Certainly not, as a second language, third, fourth, and so on which is not  spoken and used everyday, then everyone needs to learn and go through several processes to be mastered it. The process required times of course; some person takes a long time, but not a few who only need a short time. And to go through the process, I believe that humans need motivation to stay afloat in a process.

     Why I think there must be some sort of motivation to learn a second language? Because most people learn at least one language, and often children from a bilingual home learn two languages, apparently with ease. Moreover, these people speak the language, they understand the language, and often they both read and write it, so why should motivation be important? Because that generally language is an integral part of growing up (which provides motivation in its own right), and is necessary to communicate and participate in ones environment. Often, this is not the case for second languages, especially those learned in school. There are many advantages for knowing other languages but they are not absolutely necessary, and as a consequence, motivation (as well as ability) can play an important role in learning a second language. And there are many things that can affect this motivation.

    Motivation has been widely accepted by both teachers and researchers as one of the key factors that influence the rate and success of second/foreign language learning. Motivation provides the primary impetus to initiate learning the second language and later the driving force to sustain the long and often tedious learning process; indeed, all the other factors involved in second language acquisition presuppose motivation to some extent. Without sufficient motivation, even individuals with the most remarkable abilities cannot accomplish long-term goals, and neither are appropriate curricula and good teaching enough on their own to ensure student achievement. On the other hand, high motivation can make up for considerable deficiencies bohinone's language aptitude and learning conditions.

     As we know that motivation its self is divided into two, namely intrinsic and extrinsic. Then how the two forms of motivation are able to help in learning a second language? I hope this paper can tell the importance of motivation in second language acquisition and to demonstrate that it is more complex than merely wanting to learn the language.

On this paper I want to focus on 2 points, they are:

1. How motivations are able to help in learning a second language?

2. What is the different between intrinsic and extrinsic motivation?

 

UNIT 2

Discussion

2.2 The Important Of Motivation In Learning Second Language

      These points are central to understanding by a student general level of  motivation to learn a second language as well as the specific motivation that exists in any language class or other language learning situation. Motivation is a very complex phenomenon with many facets. In fact, in 1981, Kleinginna and Kleinginna presented 102 statements about the construct. It really isn’t possible to give a simple definition of motivation, though one can list many characteristics of the motivated individual. For example, the motivated individual is goal directed, expends effort, is persistent, is attentive, has desires (wants), exhibits positive affect is aroused, has expectancies, demonstrates self-confidence (self-efficacy), and has reasons (motives).

     As we can see some of these characteristics are cognitive in nature, some are affective, and some are behavioural. Motivation to learn a second language is not a simple construct. It

cannot be measured by one scale; perhaps the whole range of motivation cannot be assessed by even three or four scales. It definitely cannot be assessed by merely asking individuals to give reasons for why they think learning a language is important to them.

     When considering motivation and second language learning or acquisition, it is possible to consider two types of motivational constructs. Our research has always contended that there are in essence two types of motivation that should be considered when referring to second language acquisition, and I am not referring here to the integrative-instrumental dichotomy (or even the intrinsic-extrinsic one) that is often discussed in the research literature. I refer instead to the distinction between language learning motivation and classroom learning motivation.

    By language learning motivation, this type of motivation is considered in the socio-educational model of second language acquisition (Gardner, 1985), the social context model (Clément, 1980), the Self determination model (Noels, & Clément, 1996), the Willingness to Communicate model (MacIntyre, Clément, Dörnyei, & Noels,1998), and the extended motivational framework (Dörnyei, 1994) to name a few. It is a general form of motivation relevant in any second language-learning context. It is not a trait, as some individuals contend, but it is a general characteristic of the individual that applies to any opportunity to learn the language. It is relatively stable, because of its presumed antecedents, but it is unable to change under certain 3 conditions. The various models referred to above all agree that it as an attribute with significant implications for the individual; they differ in terms of its antecedents and/or correlates, as well as in how it might be assessed.

     The second class of motivation is classroom learning motivation, specifically the language classroom. This is the type of motivation emphasized by Heckhausen and Kuhl (1985); it is the type characterized by Dörnyeis tripartite pre-actional, actional and post-actional motivation, and is common to educational psychology in general. It is also represented in the

socio-educational model of second language acquisition, though it is considered an integral part of motivation in general (Gardner, 1985). It refers to the motivation in the classroom situation, or in any specific situation. The focus is on the individuals perception of the task at hand, and is largely state oriented. Obviously, it will be influenced by a host of factors associated with the language class. Thus, it is clear that the teacher, the class atmosphere, the course content, materials and facilities, as well as personal characteristics of the student (such as studiousness, etc.,) will have an influence on the individual classroom learning motivation. In the socio educational model, we contend that it will also be influenced by the general language learning motivation referred to above. Of course, in a very real sense, one cannot distinguish between the two types of motivation. They operate on the individual at any given time, but it is meaningful to consider that both of them are operative.

     Just as it is difficult to propose a simple definition of motivation, it is also difficult to provide a simple definition of what it means to learn a second language. In his seminal research on bilingual development, W. E. Lambert (1955; 1956a,b,c) identified what he referred to as two clusters in the process of becoming bilingual, the Vocabulary cluster and the Cultural cluster. In his research, he contrasted the language behavior of three groups of individuals in his study conducted in the USA. One group was comprised of 14 Undergraduates majoring in French, another consisted of 14 graduate students majoring in French, and the third was a group of 14 native French speaking individuals who had lived for at least 7 years in the USA and who used English on a daily basis.

     He compared the three groups on a number of measures of French proficiency and French-English bilingualism involving word association and reaction time measures, and found as 4

expected that performance improved from the undergraduates to the graduates to the French

native speakers. On some measures, however, there were no significant differences among the groups; on others there were no significant differences between the undergraduate and graduate students, while on other measures, the graduate students were significantly better than the undergraduates but significantly inferior to the native French speakers. On the basis of these results, he proposed that there was a distinct pattern in the growth of proficiency and bilingual skills due to experience in the other language. He concluded that there were a series of barriers to overcome in the process of language acquisition. He identified one as a vocabulary cluster, by which he meant the elements of the language, not simply individual vocabulary items. This he felt was a relatively easy stage to master. Another, and much more difficult one, he identified as the cultural cluster. He claimed that to overcome this barrier it was necessary for the individual to make the language part of the self. He also hypothesized that there may be other phases an individual must master in the process of learning a language.

2.2 Intrinsic And Extrinsic

     Intrinsic-extrinsic motivation distinction has been discussed in over 800 publications. There have been mainly two types of definitions of intrinsic and extrinsic motivation in psychology. First, Kruglanski (1975) introduced endogenous-exogenous attribution, which refers to means-goal categories. That is, endogenous action means an end in itself. For example, persons who have endogenous attribution learn English without special reasons and enjoy it. Their goal is only to learn English. Exogenous action refers to “a means that mediates a further goal, one exogenous to it” Kruglanski, 1975, p. 390）. For example, persons who have exogenous attribution study English for external reasons, such as for careers and entrance examinations. Kruglanski stated that endoge-nous action is linked with intrinsic motivation.

     Second, Heider (1958）introduced perceived locus of causality （PLOC）, referring to actions or outcomes which can be perceived as personally caused or as a result of impersonal causes. Personal causality refers to “instances in which P causes x intentionally”（Heider, 1958, p. 100）. For example, persons who have personal causality do it on their own and their goal is to get an object. Impersonal causality refers to instances in which “P may cause x unintentionally merely because his physical or social being exerts some influence on the environment” （Heider, 1958, p. 100). For example, persons who have impersonal causality do something with unconscious motivations and goals.

     In addition, deCharms (1968/1983) expanded Heider’s concept and proposed origin and pawn. “An Origin is a person whoperceives his behavior as determined by his own choosing; a Pawn is a person who perceives his behavior as determined by external forces beyond his control”（deCharms, 1968/1983, p.273. An origin is intrinsically motivated, whereas a pawn is extrinsically motivated（deCharm, 1968/1983).

     On the basis of these concepts, Deci and Ryan（1985) proposed a self-determination theory. There are different types of extrinsic motivation, some of which are more internalized into the self-concept than others, i.e., more self-determined than others Deci & Ryan, 1985. For example, children who are not initially motivated to perform can be gradually motivated. Ryan, Connell and Deci（1985）stated that there is a shift from extrinsic control to self-regulation under certain conditions: internalization, referring to the process through which organisms transform regulation by external events into regulation by internal events (Ryan et al., 1985 ). Within the field of education, there are four levels of extrinsic motivation: external regulation, interjected regulation, identified regulation, and integrated regulation （Deci & Ryan, 1985, 2002).

     The most autonomous form of extrinsic motivation is integrated regulation. Ryan et al.（1985)stated that “all the various identifications or values that one holds are integrated with one another into a coherent, conflict-free hierarchy, and thus allow for smooth autonomous choice and functioning”（p. 36). Integrated regulation represents full self-determination, which results from the integration of the identification into one’s unified sense of self (Deci & Ryan, 1985). Ryan reported that there was a significant decrease with both age and grade in the degree of extrinsic regulation. Interjected and identified regulations, however, showed little change during grades three through six.

     How different are autonomous extrinsic motivation, such as identified and integrated regulations, and intrinsic motivation? Because identified and integrated regulations are relatively self-determined kinds of extrinsic motivation, they can be considered close to intrinsic motivation（Deci & Ryan, 2002). However, autonomous extrinsic motivation differs from intrinsic motivation. Although learners who have autonomous extrinsic motivation may find activities important for self-selected goals or purposes, learners who have intrinsic motivation might find activities interesting and fun (Deci & Ryan, 2002).

     On the basis of self-determination, Hayamizu（1993）assumes that “two kinds of motivation are located on a continuous dimension not having an absolute border line and that extrinsic motivation may be changed into intrinsic motivation”（p. 86). Hayamizu suggests the construct of a belief of link, which refers to the conviction of the changeability from extrinsic motivation to intrinsic motivation. Hayamizu（1995) also suggests that intrinsic and extrinsic motivations are not dichotomous, but continuous.

UNIT 3

CONCLUSION

     Everyone has to know that in learning a second language it’s important to having motivation. Motivation is a very complex phenomenon with many facets. Actually, it really isn’t possible to give a simple definition of motivation. But let I try to conclude that motivation is the driving force that causes the flux from desire to will in life. There are many cause of motivation, some are cognitive cause, some are affective, and some are behavior cause. And everyone have their own combination causes to create their own motivation.

     Even there are many person have other statement about it, but let we conclude motivation it’s self is divided into two, there are Extrinsic and Intrinsic. Most of motivation in extrinsic are come from outside the person, for example the will to reach some goals. And most of motivation in Intrinsic are come from inside its person.  On the basis of these concepts, Deci and Ryan（1985) proposed a self-determination theory. There are different types of extrinsic motivation, some of which are more internalized into the self-concept than others, i.e., more self-determined than others Deci & Ryan, 1985. For example, children who are not initially motivated to perform can be gradually motivated. Ryan, Connell and Deci（1985）stated that there is a shift from extrinsic control to self-regulation under certain conditions: internalization, referring to the process through which organisms transform regulation by external events into regulation by internal events (Ryan et al., 1985 ). Within the field of education, there are four levels of extrinsic motivation: external regulation, interjected regulation, identified regulation, and integrated regulation （Deci & Ryan, 1985, 2002).

     In conclusion, in the case of orientations, two taxonomies have been important in motivational research: Gardner’s dichotomy of integrative and instrumental orientations and the four types of orientations proposed by Noel et al (2003). In the case of the types of motivation, the most important classifications are Gardner’s integrative and instrumental motivation and Deci and Ryan’s extrinsic and intrinsic motivation.

Suka duka nyelesein PPL 2 yang cuman 2 SKS

     5 hari lagi akhirnya tugas buat bangun puagiiii banget dan pulang ngepres sebelum ngelesin akan segera berakhir. Ya.... selama PPL 2 ini karena sekolahan tempat PPLnya sejam dari rumah, jadi bangun harus super pagi biar bisa berangkat jam 5:45, berangkat pagi sih ngak masalah, yang jadi masalah adalah pulang ngepres ama jam ngursusin. bayangin setiap pulang langsung ketemu wajah anak anak dengan wajah kucel dan bedak yang udah luntur dan non stop sampai jam 8 malam, ngak pernah sempet mandi pula #untung seterong&stok minyak wangi banyak#. 

lanjutan ceritanya nanti ya.....badan dah teriak teriak gegara baru mandi cuman tdi pagi :(

    

     

Carissa

Assalamualaikum warrahmatullahi wabarakatu :) semoga limpahan rahmat dan barokah selalu menyertai kita semua.

In this note you will find everythings about me.
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My name is Carissa Stella Alim and this name means "kekasih bintang yang berilmu". kamu bisa panggil caris atau carissa karena yang manggil stella biasanya cuman usth rina and kalau manggil alim entar yang noleh papah. Biasalah, sebagai umat muslim kami biasanya menyisipkan nama ayah dibelakang nama seorang anak untuk menunjukkan nasab anak tersebut.

Walaupun mamah berasal dari kediri dan papah dari jombang tapi aku lahir dan besar di surabaya campur sidoarjo dan hampir tidak pernah berbahasa jawa. Saat kecil aku tumbuh disekeliling mahasiswa, tepatnya di ketintang, hal itu menyebabkan aku secara ngak sadar selalu mendengarkan mahasiswa berbahasa indonesia karena emang bahasa indonesia kan bahasa pemersatu mahasiswa. Sampai sebesar inipun entah mengapa kondisi selalu membuat aku ngomong bahasa indonesia terus.Walhasil, mulutku itu canggung banget ngeluarin kosakata jawa kecuali "monggo". 

Aku ini orang yang ngak seberapa suka ngomong kecuali emang bener-bener penting. Jadi jangan kaget kalau duduk disebelahku trus aq diem aja, itu bukan berarti pertanda aku ngak suka, tapi emang lagi ngak ada topik penting yang bisa diomongin.

Walaupun aku bukan orang yang 100% disiplin, tapi aku tipikal yang sangat suka kedisiplinan dan selalu berusaha untuk disiplin. So, pembatalan janji tiba tiba, ngak tepat janji, ngak tepat waktu, ngak rapi, adalah hal-hal yang paling sering bikin aku ngrundel dalem ati.

Aku tipikal orang yang perfectionist. Semua harus bener-bener beres , tertata, ada antisipasinya, and bener bener yang terbaik yang bisa aku lakuin. kalau ngak gitu ngak bakal aku bilang done or aq maju. Itu hal yang bikin orang orang kadang ngira aku ngak setuju pendapat mereka, padahal sebenenya aku lagi nyari opsi lain yang mungkin lebih baik.Selama masih ada yang bener-bener bagus kenapa berpuas dengan yang bagus, iya ngak???................ kalau sempurna ngak mungkin ada, kesempurnaan kan cuman milik Penguasa Semesta.

Kalau masalah tugas dan tanggung jawab, trust me. Asal ngak digopo-gopoin it will be done on time dengan usaha paling baik yang bisa aku lakuin. Tapi sometimes, kalau emang aq ngak suka tuh tugas sering terjadi aku ngerjainnya the last minutes dengan usaha pas pasan. 

Buatku keluarga tuh segalanya. Tempat paling nyaman untuk kembali, tempat paling demokratis,tempat paling penuh inspirasi, tempat dimana cinta tulus selalu menanti. Dari kecil sampai sebesar ini apapun aku lakuin bareng keluarga, kecuali sekolah. Entah mengapa aku ngak pernah bosen bareng mereka terus, belanja bareng, jalan bareng, nonton bareng, kalau ngak bareng mereka malah rasanya ganjil.

Kalau masalah temen, aku bukan orang yang pilih-pilih temen sih. Yang jelas kalau temenan harus jujur, kalau ada yang ngak disuka ya bilang ngak suka aja, kalau suka ya bilang suka. Jangan sampek ada yang ditutup tutupin. 

Aku ini tipikal manusia yang ngak nyaman terlalu lama diluar rumah. Selain karena aku cewek ya karena di rumah aku bisa ngelakuin apapun yang aku mau. Mau makan, internetan, nonton tv, ngetik, nyetrika, nyuci, cari ide, semua bisa aku lakuin dirumah. Mau dibilang ngak asyik atau ngak gaul terserah. Kan kesuksesan manusia ngak dipengaruhi tingkat keasyikan and kegaulannya tapi dipengaruhi oleh seberapa besar doa dan usahanya untuk meraih semua impiannya.

Kamar atau rumah yang berantakan biasanya bikin semua ide di otak mampet, jadi sebelum aku ngerjain tugas atau pingin nyari ide hal pertama yang aku lakuin bukannya diem nunggu ide atau brosing tapi mberesin kamar and rumah. Oh ya, entah kenapa dari dulu aku itu ngak bisa konsentrasi dalam keadaan bising. So, aku selalu butuh kondisi sepi untuk hafalan, beajar, ngerjain tugas, mbaca. Dan keadaan yang paling mendukung itu tersedia di kamarku.

Kalau masalah asmara................

Aku ngak suka pakek pacaran dulu, soalnya pingginya punya suami bukan pacar. Aku percaya banget sama kata kata mbah "tresno iku jalaran soko kulino" kalau tiap hari ketemu, nyiapin makan buat suami, nyetrikain baju suami pasti lama lama juga cinta. Kalau ditanya pernah suka orang apa ngak, ya pasti pernah, namanya juga normal. Buatku imam idaman tuh ya yang qurrota a'yun. Bisa mbimbing, nguatin, membentengi,  cerdas, karismatik, ah ....pokoknya gitulah.

Mimpiku simple sih tapi susah juga. Aku pingin jadi ibu terbaik buat anak anakku, istri sholehah buat suami, anak berbakti buat ortu, and manusia yang bermanfaat buat umat.

Hobiku tidur, main game ama  baca buku.Biasanya hari minggu adalah hari paling kondusif untuk memuaskan hasrat tidur, main game and baca buku. that's why i love sunday.

Having you as my friend such a best gift from GOD

Morning :)

Sejak tiga hari lalu karena beberapa alasan tiap malem kerjaanku telfonan n smsan ama si bagus, isfi, sinta, and diah #mereka tuh sohib sohib karib q#. Pas kelar telfonan n smsan entah kenapa selalu ada rasa syukur yang memuncak muncul. Maybe it's because i feel very lucky having them as my friend.

Selama ini hampir semua orang menganggapku beda, aneh, sungkan ngajak ngobrol, dan ngak nyaman disampingku. Actually i know why, it's because I very seldom to open conversation with them.Orang boleh menilai apapun sih, kalau membangun ya dimasukin kalau ngak membangun ya dibuang jauh jauh aja........... yang jelas gimanapun kepribadian n kebiasaanku selama ini pasti ada sebab dan alasanya.

Pada dasarnya sih aku bukan orang yang pendiam, cuman cenderung ngak suka ngomongin hal yang ngak penting. Aku lebih suka tuker pikiran ketimbang ngobrolin fashion, harga barang atau cuman sekedar bercanda. Aku juga bukan orang yang gampang percaya sama orang. Tapi kalau aku udah percaya ama orang i will tell & speak everything bahkan kalau ngak di stop bisa bertahan berjam jam kalau ngobrol.

Selain itu aku tipikal orang yang cenderung punya pendirian dan pemikiran yang kokoh, jadi kalau orang disekitarku ngak punya pendirian dia pasti cenderung ngikut aku. Dan aku ngak suka itu.

Makannya selama ini aku cenderung milih untuk sharing and discuss ama temen temen yang jelas punya pendirian yang kuat juga, biar bisa saling ngasi masukan n ngak malah keikut aku.

Aku bersyukur banget punya neni, kak fika, bagus, kak bowo, isfi, diah, lidya, ovi, sinta, bels, n bang komeng yang selalu mensuport n ngasi banyak pelajaran. Aku dan mereka punya pendirian dan sudut pandang berbeda dalam menilai sesuatu, tapi perbedaan itu entah mengapa malah bikin hubungan kita makin erat hari kehari.

Contoh aja kak bowo. Dia ini manusia super duper disiplin dan pandangannya jauh kedepan, dan itu jauh banget dari aku, kesamaan kita cuman sama sama ngak mau diganggu gugat kalau udah punya schedule. Tapi justru karena beda itu kita jadi nyambung and ada take and give.

Diah juga, dia nih diliat dr luar kayak remaja masa kini, siapapun yang duduk n ngobrol ama dia pasti langsung ngerasa nyaman, tapi dia punya prinsip hidup sendiri, punya usaha besar untuk bisa mencapai apa yang dia mau. Sebenernya cara q ama dia memandang sesuatu tuh beda jauh, apa yang dimataku aneh menurut dia biasa. Tapi disitulah kita bisa saling ngisi, ngasi masukan, ngelebur pandangan, and sama sama saling memacu untuk bisa jadi lebih baik buat lebih banyak orang.

Usaha mereka untuk mempertahankan pendirian mereka walau banyak yang bilang ini itu bikin aku suka banget, dan perjuangan mereka buat mencapai kesuksesan bener bener inspire me. 

Dan satu lagi. Saling menerima semua kekurangan dan kelebihan bikin aku bener bener lucky having them as my friend.

Definition of diglosia ad polyglossia

Diglosia                       : In sociolinguistics, a situation in which two distinct varieties of a language are spoken within the same speech community.

Example                    : "In the classic diglossic situation, two varieties of a language, such as standard French and Haitian creole French, exist alongside each other in a single society. Each variety has its own fixed functions--one a 'high,' prestigious variety, and one a 'low,' or colloquial, one. Using the wrong variety in the wrong situation would be socially inappropriate, almost on the level of delivering the BBC's nightly news in broad Scots.

Polyglossia                  : Is a term that refers to a person's ability to communicate in two or more languages.

Example             : The Netherlands and Switzerland are especially well-known examples. In the Netherlands, children characteristically have instruction in Dutch as a first language, begin a second, third, and fourth (English, French, or German) within a few years of each other, and, if they plan to go to university, add several years of Latin and perhaps some Greek. Most high-school graduates can manage to communicate in two foreign languages; fluency in three or four is common among university graduates.

The definition of code switching and code mixing in sosiolinguistic

1. Code Switching

Definition          : The practice of moving back and forth between two languages or between two dialects or   registers of the same language.

Example         : Students who are bilingual or who come from different cultural backgrounds are noted for their ability to code switch. Since standard English is not their primary language, it takes these students added efforts to speak according to the standard Some are able to code switch fluently from one language to another, while some are unable to switch back and forth with ease.

2. Code Mixing

Definition          : The mixing of two or more languages or language varieties in speech.

Example          : In northern Norway there is village which has become famous among sociolinguists because the language used by the villagers was described in great detail by two sociolinguists, Blom and Gumperz, in the late 1960s. It is called Hemnesberget and all the villagers know and use two distinct kinds of Norwegian. There is the local dialect which is called Ranamal (mal is the Norwegian word for ‘language’), and then there is the standard dialect or standard Norwegian, Bokmal (literally ‘book-language’). Bokmal is used by the teachers in school, it is the language of the textbooks and after a little exposure it is the variety of Norwegian that the pupils use to discuss school topics in school too. Bokmal is used in church services and sermons. It is used when people go into the local government offices to transact official business.And it is used to strangers and visitors from outside. So what does that does that leave for Ranamal?

Ranamal is what people speak to their family, friends and neighbors most of the time. People use Ranamal to each other at breakfast, to local shopkeepers when buying newspaper and vegetables, to the local people they meet the street. (Janet Holmes, 2001: 5)