Intrinsic and Extrinsic Motivation Found in Students’ Written Reflection in Play Performance Course
Keywords:
intrinsic and extrinsic motivation, Play Performance course, Self-Determination theory, written reflection
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.
References
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Parsons, R., Hinson, S., Brown, D. (2001). Educational psychology: practitioner – researcher models of teaching. University of Virginia: Wadsworth Thomson Learning.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67
Ryan, R. M., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Ryan, R.M., & Deci, E.L. (2017). Self-determination theory: Basic psychological needs in motivation development, and wellness. New York: The Guilford Press.
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Ushioda, E. (n.d.). Motivation, autonomy and metacognition: Exploring their interactions. In Lasagabaster, D., Doiz, A., & Sierra, J.M. (Eds.), Motivation and foreign language learning: From theory to practice (pp. 31-49). Amsterdam: John Benjamins Publishing Company.
Wong, A. F. L., Quek, C. L., Divaharan, S., Liu, W. C., Peer, J., & Williams, M. D. (2006). Singapore students’ and teachers’ perceptions of computer-supported project work classroom learning environments. Journal of Research on Technology in Education, 38(4), 449–479.
Ary, D., L.C. Jacobs, A. Razavieh, & Sorensen, C. (2010). Introduction to research in education (8th ed.). Belmont, CA: Wadsworth.
Badeleh, M., Enayat, M., Badeleh, M. & Yanesari, H. (2017). The Type and Reliable Predictors of Motivation: A Case of Iranian EAP Learners. International Journal of English Language & Translation Studies. 5(1), 101-110.
Broussard, S. C., & Garrison, M. E. B. (2004). The relationship between classroom motivation and academic achievement in elementary school-aged children. Family and Consumer Sciences Research Journal, 33(2), 106–120.
Chiang, C.L., & Lee, H. (2016). The effect of project-based learning on learning motivation and problem-solving ability of vocational high school students. International Journal of Information and Education Technology, 6(9), 709-712
Dornyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. New Jersey: Lawrence Erlbaum Associates, Inc.
Gardner, R.C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold Publishers.
Gedera, D., Williams, J., & Wright, N. (2015). Identifying Factors Influencing Students’ Motivation and Engagement in Online Courses. In Koh, C. (Ed.), Motivation, leadership, and curriculum design: Engaging the net generation and 21st century learners (pp. 13-22). New York: Springer.
Guay, F., Chanal, J., Ratelle, C. F., Marsh, H. W., Larose, S., & Boivin, M. (2010). Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children. British Journal of Educational Psychology, 80(4), 711–735.
Guthrie, J. T., Wigfield, A., Metsala, J. L., & Cox, K. E. (1999). Motivational and cognitive predictors of text comprehension and reading amount. Scientific Studies of Reading, 3(3), 231-256. doi:10.1207/s1532799xssr0303_3
Harmer, J. (1991). The practice of English language teaching. London: Longman.
Hassard, J. (2000). Science as inquiry. Hoboken, NJ: Pearson Learning.
Howard, J. (2002). Technology-enhanced project-based learning in teacher education: Addressing the goals of transfer. Journal of Technology and Teacher Education, 10(3), 343–364.
Irvin, J. L., Meltzer, J., & Dukes, M. S. (2007). Taking action on adolescent literacy: An implementation guide for school leaders. http://www.ascd.org/publications/books/107034/chapters/ Student-Motivation,-Engagement, and-Achievement.aspx. Accessed 5 October, 2017.
Keller, J. M. (1983). Motivational design and instruction. In C. M. Reigeluth (ed.), Instructional design theories and models: An overview of their current status. Hillsdale, NJ: Lawrence Erlbaum Associates, 386-433.
Leal, E.A., Miranda, G.J., & Carmo, C.R.S. (2012). Self-determination theory: An analysis of student motivation in an accounting degree program. R. Cont. Fin.-USP, 24 (62), 162-173.
Li, Danqing, “Facilitation Motivation: Implementing Problem-Based Learning into the Science Classroom†(2013). Education and Human Development Master’s Theses. Paper 299.
Liu, W.C., Wang, C.K.J, Tan, O.S., Koh, C., & Ee, J. (2009). A self-determination approach to understand students’ motivation in project work. Learning and Individual Differences, 19, 139-145.
Parsons, R., Hinson, S., Brown, D. (2001). Educational psychology: practitioner – researcher models of teaching. University of Virginia: Wadsworth Thomson Learning.
Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25, 54–67
Ryan, R. M., & Deci, E. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68-78.
Ryan, R.M., & Deci, E.L. (2017). Self-determination theory: Basic psychological needs in motivation development, and wellness. New York: The Guilford Press.
Tan, J.C.L., & Chapman, A. (2016). Project-based learning for academically-able students. Boston: Sense Publisher.
Thomas, J. W. (2000). A review of research on project-based learning. Retrieved on October 6, 2017, from http://www.autodesk.com/foundation
Ushioda, E. (n.d.). Motivation, autonomy and metacognition: Exploring their interactions. In Lasagabaster, D., Doiz, A., & Sierra, J.M. (Eds.), Motivation and foreign language learning: From theory to practice (pp. 31-49). Amsterdam: John Benjamins Publishing Company.
Wong, A. F. L., Quek, C. L., Divaharan, S., Liu, W. C., Peer, J., & Williams, M. D. (2006). Singapore students’ and teachers’ perceptions of computer-supported project work classroom learning environments. Journal of Research on Technology in Education, 38(4), 449–479.
Published
2018-09-12
How to Cite
Nugrahani, V. (2018). Intrinsic and Extrinsic Motivation Found in Students’ Written Reflection in Play Performance Course. Indonesian Journal of EFL and Linguistics, 3(2), 171-184. https://doi.org/10.21462/ijefl.v3i2.79
Section
Articles
