Intrinsic and Extrinsic Motivation Found in Students’ Written Reflection in Play Performance Course

Intrinsic and Extrinsic Motivation Found in Students’ Written Reflection Indonesian Journal of EFL and Linguistics Vol. 3 No. 2, 2018 eISSN: 2503-4197, pISSN: 2527-5070 www. indonesian-efl-journal.org Intrinsic and Extrinsic Motivation Found in Students’ Written Reflection in Play Performance Course Veronica Esti Nugrahani Sanata Dharma University, Indonesia e-mail: Abstract: As other courses, motivation plays important role in Play Performance course. That motivation can be from the students themselves or other factors outside themselves. This study aimed to examine intrinsic and extrinsic motivation of students’ learning in Play Performance course in English Language Education Study Program of Sanata Dharma University by analyzing their written reflection. There was one formulated research question: “To what extent is intrinsic and extrinsic motivation found in students’ written reflection in Play Performance course?” In this study, document or content analysis was employed. The researcher analyzed 41 students’ written reflection in Play Performance course to find the intrinsic and extrinsic motivation. The findings showed some types of both intrinsic and extrinsic motivation. For intrinsic motivation, there were 15 statements which expressed motivation of knowledge; 19 statements expressing motivation of accomplishment; and 38 statements expressed motivation of stimulation. Meanwhile, for extrinsic motivation, it was found 9 statements expressed motivation of external regulation; 1 statement expressed motivation of introjected regulation; and 2 statements of identified regulation. Keywords: intrinsic and extrinsic motivation, Play Performance course, SelfDetermination theory, written reflection Indonesian Journal of EFL and Linguistics, 3(2), 2018 171 Intrinsic and Extrinsic Motivation Found in Students’ Written Reflection 1. INTRODUCTION Motivation is an essential aspect in students learning. It is because if there is no motivation, learning will be meaningless. Students’ motivation influences their learning results (Wimolmas, n.d., p. 904). It might determine whether students have good result or they are failed. Therefore, motivation has important role in learning success. Motivation is a stimulant for achieving a specific target (Ng & Ng, 2015, p. 98). According to Ryan and Deci (2000a), motivation means movement. To be motivated means to be moved to do something. A person who feels no impetus or inspiration to act is thus characterized as unmotivated, whereas someone who energized or activated toward an end is considered motivated (p. 54). It can be drawn from the idea that someone who tends to make some actions, he or she is motivated. In fact, individuals who have incredible abilities will not be able to achieve long-term goals if they do not have sufficient motivation. Students’ engagement in teaching-learning activity is a manifestation of motivation. Li (2013) states that the more students are engaged in the teaching-learning activity, the better they will succeed (p. 4). Motivation has been widely considered; it comes from inside and outside factors of individuals. The inside factors are called intrinsic motivation, whereas the outside is extrinsic motivation. This idea is known as Self-Determination Theory by Deci and Ryan (1985). In this theory, they distinguish between different types of motivation based on the different reasons or goals that give rise to an action (Deci & Ryan, 2000a, p. 55). Intrinsic motivation “concerns behavior performed for its own sake in order to experience pleasure and satisfaction such as the joy of satisfying one’s curiosity” (Maftoon, Birjandi, & Ahmadi, 2013, p. 1632). Meanwhile, they define extrinsic motivation as “performing behavior as a means to an end, i.e., to receive some extrinsic reward (e.g. receiving good marks) or to avoid punishment” (p. 1632). Irvin, Meltzer, and Dukes (2007) state that intrinsic motivation comes from within and is associated with the joy or passion that the task gives the learner rather than any reward it brings. On the other hand, Gedera, Williams, and Wright (2015) argue that extrinsic motivation is something to do with external factors associated with the task such as assessment (p. 14). There have been many studies conducted which are related to intrinsic and extrinsic motivation. A study by Vatankhah and Tanbakooei (2014) finds out that support from others influences EFL learners’ both intrinsic and extrinsic motivation (p. 1917). It claims that those learners who are supported intrinsically and extrinsically are more motivated to learn English (Vatankhah & Tanbakooei, 2014, p. 1917). Moreover, Ng and Ng (2015) argue that L2 learners’ motivation (intrinsic motivation) and the effect of perceived levels of teachers’ commitment (extrinsic motivation) reconfirms that a teacher influences his/her learners’ motivation (p. 30). Meanwhile, other study conducted by Waheed, Kaur, Ain, and Hussain (2015) explores the intrinsic and extrinsic features of Moodle learning management system. It reveals that both the intrinsic motivators (communication module features, course Indonesian Journal of EFL and Linguistics, 3(2), 2018 172 Intrinsic and Extrinsic Motivation Found in Students’ Written Reflection content module features, and course delivery module features) and extrinsic motivator (assignment module feature) significantly influence the students’ perceive learning effectiveness, which results in improve academic performance (p. 10). Play Performance is one of the compulsory courses in English Language Education, Sanata Dharma University. This course implements project-based learning as its teaching approach. Students have opportunity to engage with the language authentically. It demonstrates knowledge and skill in which students show evidence that they have mastered the standards and objectives of the project. Students have to apply all they had learned so that they think and do something new with their previous knowledge and skill. Here, they use their metacognitive skill. The students are divided into some groups to prepare a performance in the end of the semester. During the semester, the students work together as production and artistic groups. As in other courses, Play Performance students also need motivation as an important aspect in their learning process. Therefore, by using the theory of SelfDetermination, this study aims to examine the extent of intrinsic and extrinsic motivation in Play Performance students learning. The research question in this study is “To what extent is intrinsic and extrinsic motivation found in students’ written reflection in Play Performance course?” 2. REVIEW OF LITERATURE 2.1 Motivation The term motivation is derived from the Latin word “movere” which means “to move” (Gedera, et al., 2015, p. 13). Many experts have their own words to define what motivation is. Broussard and Garrison (2004) define motivation as “the attribute that moves us to (...truncated)