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t n moitvaitng students t o l earn Engilsh .From the researche r s a w t i e c n e ir e p x
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e quesitons . The fris t
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t vaiton resutl , the researche r foun d fou r step s of how videos e s a e r c n
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c the teache rto grab the students ’atteniton and p
l e
h e dthes tudentst ounderstandt hes ubjectt augh tbetter. , n o it a v it o m ’ s t n e d u t s : d r o w y e
ii i v S B
A TRAK
. 4 1 0 2 . a n it n e l a V , a v o n a
D The Role so fVideo to Moitvate Junio rHigh Schoo l h
si l g n E n r a e L o t s t n e d u t
S .Yogyakatra :The Engilsh Language Study Program , .
y ti s r e v i n U a m r a h D a t a n a S
r a j a g n e
M Bahasa Inggrsikepada murid EFL sangat hl a menantang. Ha l i
n
i rte j kadi arena moitvasi belajar bahasa ingg ir smurid Indonesia masih perlu i
n i l a H . n a k t a k g n it i
d te jradi karena p ola pike rpara siswa bahwa bahasa inggri h
a l a d a
s m atapelajaranyangsusah nd a menyeramkan .Mo itvasiadalahha lyang t
a g n a
s pen itng dalam prose s belajar d an mengajar . Siswa itdak akan n
a k t a p a d n e
m hasi lyangmaksimal aij k mereka itdakmempunyaimoitvasibelajar . h
a d u m g n il a p u t a s h a l a
S untuk memoitvasi isswa adalah dengan meningkatkan h
a r i a
g mereka dalam belajar dan media adalah salah s atu ha lyang dap at n
a k t a k g n i n e
m gairah belajar mereka. Video sudah digunakan d iseluruh dunia a
n e r a
k sekarang video pendidikan sangatmudah untukdigunakan nd a diungguh .s
it a r g a r a c e s
n a it il e n e
P ii n bertujuan untuk mencari peran video dalam memoitvasi a
w s i
s untukbelajarbahasa inggri .s Dar ipengelaman peneilit ,dtiemukanbahwa i
s a v it o
m isswa dalam mempelaja ir Bahasa Inggri s d i SMPK Mate r De i o
g g n il o b o r
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r a c e s n r e d o
m efekit.f Dalam skripsi ini ,peneilit merumuskan ud a rumusan h
a l a s a
m . Yangpertamaadalah“bagaimanavideomeningkatkanmo itvasibelajar a
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u t n
u belajarbahasainggris?” k
u t n
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m Peneilit juga menggunakan ifeld note untuk merekam hasli observa is i
s a v r e s b O
. d liaksanakan dua kal i d i seita pkela .s Observas i yang pertama dilakukanuntukmengetahuiperliaku ila s siswa. Observasikeduadliakukanuntuk
i u h a t e g n e
m perliaku ssiwa setelah guru menggunakan video sebaga i media .
n a r a j a l e b m e p
li s a h i r a
D peneilitan ,peneilit menemukan bahwa video dapat membantu a
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s a h i r a
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a p a d o e d i v a n a m i a g a
b meningkat k an moitvasi eb lajar isswa d an juga n
a k u m e n e
m il ma peran video yang dtiemukan id dalam kelas .Video j uga dapat k
u t n u u r u g u t n a b m e
m mendapatkan perhaitan ssiwa nd a membantu siswa untuk i
m a h a m e
m subjekpelajaranyangdiajarkanlebihbaik. i
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S T N E T N O C F O E L B A T
.. .. .. .. .. .. .. .. .. .. E G A P E L T I
T ...i V
O R P P
A ALPAGES. ... . ii ..
.. .. .. .. .. . E G A P N O I T A C I D E
D ... . v..i ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . Y T I L A N I G I R O S ’ K R O W F O T N E M E T A T
S . ... .. .v ..
I S A K I L B U P N A U J U T E S R E P N A A T A Y N R E
P ... ... ... ... .... .. . .. vi S
B
A TRACT. ... iv i K
A R T S B
A ... ... ... iiv i ..
. S T N E M E G D E L W O N K C
A ... ... ... i.x ..
.. .. .. . S T N E T N O C F O E L B A
T ... x ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S E L B A T F O T S I
L ... .. xii F
O T S I
L APPENDICES... . iix i N
O I T C U D O R T N I. I R E T P A H
C ... .1 .... .
A ResearchBackground ... 1 .
B ResearchProblems. ... . 4 .
C ProblemLimtiaiton ... 4 .
D ResearchObjecitves...5 .
E ResearchBenefti s... 5. . .
F DeifniitonofTerms...6 E
R U T A R E T I L D E T A L E R F O W E I V E R . I I R E T P A H
C ... ... .... ...8 .
A Theoreitca lDescirpiton ... .... ... . 8 .
1 Students ’Moitvaitonf o rLearning ... 8 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . n o it a v it o M f o n o it i n if e
D ...8
l a n o it a v it o
M theo ires. ... 9 a
h t s r o t c a
F ti n lfuencemoitvaiton. ... 01 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. n o it a v it o M f o s e p y
T ...1 2
.. .. .. .. . s t n e d u t S d e t a v it o M f o s r o t a c i d n
I ... .13 .
2 Video sonLanguageTeaching ... ... ... 15 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. n o it a t n e s e r P r o f o e d i
V ... .15
ti f e n e
B sonUsingVideosf ort heStudents. ... .16 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . e r u t a e F l a i c e p S ’ s o e d i
V ... . 7 1 l
a i c e p s ’ s e r u t c i p n o it o
M value... .1 8 ..
.. .. .. .. .. .. .. .. .. .. s e l d r u h n o it a c i n u m m o c f o e g d ir b a s a a i d e
M ... .19
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . e t u b ir tt A l a i c e p S ’ s o e d i
i x
o e d i V f o s s e n e v it c ir t s e R d n a s e g a t n a v d
A ...2 1 .
B Theoreitca lFramework. ... .27 ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. Y G O L O D O H T E M . I I I R E T P A H
C ... 2... 9 .
.
A ResearchMethod ... .2 9 .
B ResearchSetitng ... ... ...3 0 .
C ResearchParitcipant s... ... . ... . 03 .
D ResearchI nsrtumen tandDataGatheirngTechnique s. ... . 1.. 3 .
E DataAnalysi sTechnique... ... ... .... 3 2 .
F ResearchProcedure s... .. 23 ..
.. N O I S S U S C I D D N A T L U S E R H C A E S E R . V I R E T P A H
C ... ... .. .... 43
.
A TheEffec to fUsingVideoa saTeachingMedia... .. ... 36 .
B Students ’Behavio rToward sMediaUsed... ... ... 6 .4 .
C HowVideoI ncreaseStudents ’LearningMoitvaiton ... 1..5 .
D TheRole so fVideoonMo itvaitngStudent s... ... ... . 55 ..
S N O I T A D N E M M O C E R D N A S N O I S U L C N O C . V R E T P A H
C ... . .... .. 63 ..
.
A Conclusions... ... ... ... ...63 .
B Recommendaiton s... . ... .. .65 .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. S E C N E R E F E
R ... . 68 .. ..
.. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. .. . S E C I D N E P P
ii x
S E L B A T F O T S I L
.
1 Moitvaitona lTheo ires. ... .9 .
2 7CQuesitonnarieResutl. ... 6....3 .
3 7DQuesitonnarieResult. ... ... 73 .
4 Quesitonnarief ormula... .38 .
5 7CObservationSheet. ... .47 .
ii i x
S E C I D N E P P A F O T S I L
.
1 Quesitonnarie... 1....7 .
2 7CQuesitonnarieResul t... ... ... 37 .
3 QuesitonnarieResu tl. ... .. 47 .
4 7CObservaitonSheet ... .75 .
5 7DObservaitonShee t... 6..7 .
6 SelecitonRub irc :Video. ... .77 .
1
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T EFL students si challenging . Engilsh teacher s in
y tl u c if fi d a e v a h y lt s o m a i s e n o d n
I in moitvaitng the students . I t i sbecause
t n e d u t s n a i s e n o d n
I s have alack o fmoitvaiton in learning ,especially in Engilsh
s L F E . t c e j b u
s tudent sare accustomed to speaki ng in thei rmothe rtongue and
e g a u g n a l w e n a n r a e l d l u o h
s t shati completelydfiferen.tI nI ndonesia ,Engilsh i s
t a h t k n i h t s t n e d u t s n a i s e n o d n I .s t n e d u t s e h t r o f s t c e j b u s g n i y fi r r e t t s o m e h t f o e n o
i tI . tl u c if fi d s i h s il g n
E sno teasy t o changet hei rmind set .Student sneed a new
h t o s y a w g n it a v it o m d n a g n it s e r e t n i n a n i h s il g n E n r a e l o t d o h t e
m ey will l earn
r e h T . y li p p a h h s il g n
E esearche rbeileves tha tstuden ’tsmoitvaiton has a big role
instudents’achievement ,t is hat whyateache rshould beablet oorganizet eaching
i n r a e l d n
a ng acitviites ;they have to deilve rthe mateiral sby using a sutiable
e h T . d o h t e
m teachershould oa ls mastert hel essonwell .Thet eachers houldhavea
g n E e c u d o rt n i o t e u q i n h c e t g n it s e r e t n i n a d n a d o o
g ilsh fo rthem ,so tha tthe
. h s il g n E n r a e l o t d e t a v it o m d n a d e t s e r e t n i e b l li w s t n e d u t
b , n o it a v it o m ’ s t n e d u t s e s a e r c n i s t n e d u t s e h t p l e h o
t ecause ,asOrmrod (2011 )
s e t a t
s , students ’moitvaitonplay sani mpo trantr olei nthelearningproces .s
s e t a t s ) 1 1 0 2 ( d o r m r
O tha tmoitvaiton i ssomething t ha tenergizes ,d riects ,and
, n o it c e ri d r a l u c it r a p a n i m e h t s t n i o p , g n i v o m s t n e d u t s s t e g t i ;r o i v a h e b s n i a t s u s
h t s p e e k d n
a em going .Wtihout moitvaiton ,student swli lobtain nothing .I ti s
s u o i v b
o tha tstudents ’enthusiasm and moitvaiton wli laffec tthei rbehavio rin
S . s s a l
c tudents t ha thave l ow moitvaiton i n l earning Engilsh t end t o bei gnoran t
e v a h o h w s t n e d u t S . n e v i g n o s s e l e h t n o s u c o f t o n o d d n
a high enthusiasm and
i n o it a v it o
m n l earning something willt end t o ge thighe rachievement .Therefore ,
e v i g n o it a v it o m ’ s t n e d u t s t a h t s u o i v b o s i
ti s bigi n lfuencet o t het eachingl earning
.s s e c c u s
s n ir t n i d n a c i s n ir t x e , n o it a v it o m f o s d n i k o w t e r a e r e h
T ic moitvaiton .
l li h c r u h
C (2011) state sthat ext irnsic moitvaiton i sthe desrie to do something
t a h
t i saffectedexternally, f o rexampleschoo lacitviite .s I ntirnsicmoitvaitoni st he
e t e p m o c , e g d e l w o n k f o e s u a c e b r a e p p a t a h t g n i h t e m o s o d o t ll i
w ncy ,o ras enseo f
e c n e d n e p e d n
i (p . 116) . The wliilngnes s to learn something can come from
e v o l y e h t n e h w y ll a c it s a i s u h t n e n r a e l ll i w s t n e d u t S . n o it a v it o m l a n o s r e p ’ s t n e d u t s
n o it a v it o M . e c n e d n e p e d n i f o e s n e s a e v a h r o , l a o g r a l u c it r a p a e v a h , t c e j b u s e h
t si
o s l
a buitlby t heenvrionment .Agood t eacher ,aniceand clean classroom ,good
,s d n e ir
f some interesitng books , o r even nice weathe r can affec t students ’
) 1 1 0 2 ( d o r m r O . n o it a v it o
m statestha tal lstudent saremoitvated i n dfiferen tway .
e v a h y a m t n e d u t s e n
O h ighmoitvaitoni nclassroomsubjec tmatter ,thesestudent s
e t a p i c it r a p y l e v it c a y a
y a
m have high moitvaiton in the socia lside o fschoo ;l he wli l attend the
a l u c il u c a rt x
e racitviite severydaybu thavelackmo itvaiton i nclassroomacitviite s
) 2 6 3 . p
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n
I the previou s paragraph, there are two kind s o f mo itvaiton , intirnsic
t o m ’ s t n e d u t s h g u o h tl A . n o it a v it o m c i s n ir t x e d n a n o it a v it o
m ivaiton can grow
e h t, y ll a n o s r e
p teache rshould help them to increase thei rmoitvaitonin learning
c n a c n o it a v it o m c i s n ir t x E . h s il g n
E ome from many thing saround the students .
’ s r e h c a e t n e v e d n a d e d i v o r p s k o o b , e r e h p s o m t a m o o r s s a l c , s e it i v it c a m o o r s s a l C
n o it a v it o m s ’t n e d u t s t c e f f a n a c n o it a v it o
m in learning Engilsh .Because teache r
, d o o m r i e h t r o e r e h p s o m t a m o o r s s a l c t c i d e r p t o n n a
c et eh t ache rcan use media .
The teache rcan use the modern media to increase students ’ enthusiasm in
g n i n r a e
l .These days ,educaitona lvideo sare easy to ifnd .An educaitona lvideo
t a h
t si sutiablef ormediaon t eachingEngilsh t oEFLstudent scan easliybef ound
t
a youtube.comandcanbedownloadedeasliy.
o e d i
V s wli lincrease students ’moitvaiton more effecitve than othe rmedia ,
because video shave moving scene t shat i atrtacitve fo rthem .Smaldino (2008 )
s e t a t
s tha tvideo makes ean ffecitvel earning andt eaching process . tIi sbecausea
o e d i
v h asabigi mpactf ort hestudents ’emoiton . tIi sgoodf ort hei rpersona land
g n i d li u b l a n o s r e p a rt n
i (p .142) .Othe rthan increasing students ’moitvaiton in
g n i n r a e
l Engilsh ,videos oa ls le tthe student sobserve a phenomenon t shat i too
d n a , r a w a f o e n e c s a , i m a n u s t , n o it p u r e o n a c l o v s a h c u s e v il n e e s e b o t s u o r e g n a d
e n e c s r e h t
o thati simpossible to be brough tto the class .Videos oa ls give the
.s e c a l
p Video wli lalsogivet heclassskli landcreaitvtiyi n learning ,becausef rom
t n e d u t s , o e d i v a g n i h c t a
w swli lgivefeedbackf ort hei rownknowledge.
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E . Theresearch focuse son 29 student so f7C clas sand 30 student so f7D
o g g n il o b o r P i e D r e t a M K P M S f o s s a l
c in academic year 2013/2014. The
o e d i v f o e s u e h t y l p p a l li w r e h c r a e s e
r in l earning procedure t e Tx.t he researche r
h c a e n i s e m it o w t n o it a v r e s b o e h t t c u d n o c l li
w class .Theuseo fvideoast eaching
. h s il g n E g n i n r a e l n i n o it a v it o m ’ s t n e d u t s e s a e r c n i o t d e t c e p x e s i a i d e m
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a EngilshTeachero fSMPKMaterDe iProboilnggo
e t e h t s p l e h h c r a e s e r s i h
T acher so fSMPKMate rDe iProboilnggo t o ifnd
p l e h o t y a w t s e b e h
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b Student so fSMPKMaterDe iProboilnggo
m i a s i h c r a e s e r s i h
T e d tosolvestudents ’problemin l earningEngilsh .The
i h t f o s g n i d n
if sresearch wli lhelp the student so fMate rDe iJunio rHigh
. n o it a v it o m r i e h t e s a e r c n i o t l o o h c S
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c Student s o f Eng ilsh Language Educa iton Study Program o f Sanata
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h c r a e s e r s i h
T i s also beneifcia l fo r student s o f Engilsh Language
t S n o it a c u d
E udy Program o f Sanata Dharma Universtiy a s future Engilsh
t u f e h t p l e h n a c s g n i d n if h c r a e s e r e h T . s r e h c a e
t uret eacherst oknowwha tkind o f
o t d e s u e b n a c a i d e
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. 1 R ole
r o i v a h e b a s i e l o
R t shati expected bypeoplef romsomeonet ha thasastatus ,
) 3 9 9 1 ( n o tr o
n i s e it i v it c
a a dfiferen tway .Rolei saffected byasocia lcondiitonextirnsically ro
y ll a c i s n ir t n
i andi sstable ,butt hei mpac tmigh tbedfiferentf romwhati sexpected
.s n o s a e r e m o s f o e s u a c e
b Therefore the role o fvideo mean sa behavio rthati s
. o e d i v e h t m o r f e l p o e p y b d e t c e p x
e Thebehavio rherei sexpectedt oi n lfuencet he
.s y a w e m o s n i s t n e d u t s
.
2
Mo itva itons n i a t s u s d n a , s t c e ri d , s e z i g r e n e t a h t g n i h t e m o s s i n o it a v it o M
“ behavior ;i t
m e h t s p e e k d n a , n o it c e ri d r a l u c it r a p a n i m e h t s t n i o p , g n i v o m s t n e d u t s s t e g
g n i o
g .”Ormrod( 2011).Churcill( 2011 )descirbe smoitvaitona saperson’si nterna l
t n o it c e ri d d n a n o it a g it s n
i ha tin lfuence sthei rbehavio .r In educaitona lcontext ,
. g n i h t e m o s n r a e l o t e ri s e d ’ s t n e d u t s s i n o it a v it o
m Moitvaiton wli lpush the
h t e m o s n r a e l o t s t n e d u t
s ing .A moitvated studen tha shighe rdesrie in learning
n u n a h
t moitvatedstudents.
.
3 Intrinsicmo itva iton
t a h t g n i h t e m o s o d o t ll i w e h t s i n o it a v it o m c i s n ir t n i t a h t s e t a t s ) 1 1 0 2 ( ll i c r u h C
r a e p p
a s becauseo fknowledge ,competency ,o rasenseo findependence.I ntirnsic
v it o
m aiton meanst hat t hemoitvaiton come sfrom t hei nne rsel fof t hestudents .
n a h t e v it c e f f e e r o m s i y ll a n r e t n i s t n e d u t s e h t m o r f s e m o c t a h t n o it a v it o M
l a u d i v i d n i ’ s t n e d u t s h ti w s l a e d t i e c n i s y ll a n r e t x e s e m o c t a h t n o it a v it o m
. y r o t c a f s it a s
.
4 Extrinsicmo itva iton
g n i h t e m o s o d o t e ri s e d e h t s i n o it a v it o m c i s n ir t x e t a h t s y a s ) 1 1 0 2 ( l li h c r u h C
t a h
s t n e d u t s e h t t a h t n o it a v it o m e h t t a h t s n a e
m havecomesf roms itmulaitonf romthe
o e l p o e p r e h t
o rthings .Student sthatdo no thave int irnsic moitvaiton can be
. n o it a v it o m c i s n ir t x e y b d e p l e
h Thestudent swli lhaveextirnsicmoitvaitonwhen
. y ti v it c a n i a tr e c a o d o t g n i h t e m o s y b d e t a l u m it s e r a y e h t
.
5 Video
Video sare al lthe kind so fprogram which can be normally seen a tthe
e r u t a e f : D V D r o V T n o , a m e n i
c d flims ,documentaires ,commercials ,game
s w o h
s , .etcShermen( 2003).Nugent( 2005)s ayst hatt herearenumber soft eacher s
t n e m e v o r p m i e d i v o r p , t n e t n o c t n e s e r p , c i p o t w e n a e c u d o rt n i o t o e d i v e s u t a h t
d n
a increasestudents ’understanding .Sherman (2003 )statest ha tvideos used i n
s i y l p p u s e h t e s u a c e b g n i h c a e t e g a u g n a l r o f d lr o w e h t r e v o l l
a enormousandt he
. d e w e n e r y lt n a t s n o c d n a p a e h c y l e v it a l e r , y ti l a u q h g i h y r e v e r a s l a ir e t a m
e s u e b n a c o e d i v s y a d a w o
N d a saneffecitvet eaching mediabecausei tha ssome
8 I I R E T P A H C
E R U T A R E T I L D E T A L E R F O W E I V E R
e r a e r e h T . h c r a e s e r e h t f o c i p o t e h t o t d e t a l e r s e ir o e h t f o s t s i s n o c r e t p a h c s i h T
s n o it c e s o w
t in t hischapter .Thef ris tsecitoni sthetheoreitca ldesc irpitonandt he
s i n o it c e s d n o c e
s thetheoreitcalf ramework.
.
A Theoreitca lDescrip iton
.s i s e h t s i h t n i d e s u e b l li w t a h t s e ir o e h t e m o s s e t a t s r e h c r a e s e r e h t n o it c e s s i h t n I
.
1 Students ’Mo itva itonf orLearning
t n e d u t s t a h t s e t a t s ) 8 8 9 1 ( y h p o r
B ’ s moitvaiton to learn i sa student’ s
e li h w h tr o w d n a l u f g n i n a e m s e it i v it c a c i m e d a c a d n if o t y c n e d n e
t , and to rty to
o t d e t a v it o m e r a s t n e d u t s n e h W . m e h t m o r f s ti f e n e b c i m e d a c a d e d n e t n i e h t e v ir e d
a c a r i e h t e k a t y e h t , n r a e
l demicworkseirouslyand rtyt oge tmos tofi .t
.
aDeifni itono fMo itva iton
d n if ) 1 1 0 2 ( d o r m r
O s tha tthe word moitvaiton come s from a Laitn word
’ e r e v o m
‘ whichmeanstoseti nmoiton .Churcill( 2011 )descirbe smo itvaitona s
d n a n o it a g it s n i l a n r e t n i s ’ n o s r e p
a drieciton tha tin lfuence sthei rbehavior .In
, d n a h r e h t
o Ormrod (2011 )desc irbe smoitvaiton a ssomething tha tenergizes ,
a n i m e h t s t n i o p , g n i v o m s t n e d u t s s t e g t i ; r o i v a h e b s n i a t s u s d n a , s t c e ri d
o c l a n o it a c u d e n I . g n i o g m e h t s p e e k d n a , n o it c e ri d r a l u c it r a
p ntext ,moitvaiton i s
ri s e d ’ s t n e d u t
s e to learn something . Wtihou t moitvaiton , student s wli l ge t
. s s a l c n i r o i v a h e b r i e h t t c e f f a l li w n o it a v it o m d n a m s a i s u h t n e ’ s t n e d u t
s Student s
i
wth high moitvaiton tend to ge thighe rachievemen tthan student swtih lowe r
n o it a v it o
m Therefore ,tii sobvioust hats tudents ’moitvaitongivebigi n lfuencet o
s s e c c u s g n i n r a e l g n i h c a e t e h t . s e i r o e h T l a n o it a v it o M . b o f e r a e r e h t t a h t s e t a t s ) 1 1 0 2 ( l li h c r u h
C u rmoitvaitona ltheo ire sand the
. g n i n r a e l r o f s n o it a c il p m i 1 . 2 e l b a
T Moitvaitona lTheory
Y R O E H
T IMPLICATIONSFOR
N O I T A V I T O M R O F N O I T A C I L P M I G N I N R A E L t s e r e t n I y r o e h t e s u a c e b d e c n a h n e s i n o it a v it o M e h t s e u l a v s t n e d u t s e h t t n a tr o p m i ti s d n if r o e c n e ir e p x e
Learning i simproved when d e g a g n e y l h g i h e r a s t n e d u t s g n i e b e r a y e h t t a h w h ti w t h g u a t fl e
g n i s u y
B video a smedia ,the theory o fmoitvaiton t uhat s tiable i sthe
t s e r e t n
i theory;moitva itoni senhanced becauset hestudent svaluest heexperience
t n a t r o p m i ti s d n if r
o .Churchill( 2011 )statest ha tstudents’ learning moitvaiton i s
e v a h y e h t e s u a c e b e s a e r c n
i thei nterestt o l earn t hesubjec tbecauset hey ifndt ha t
t c e j b u s e h
t taughtisi mpo trant .Videocan help t hestudentsr eailzet hatt hey need
. o t e v a h y e h t e s u a c e b t o n , ti d e e n y e h t e s u a c e b l l e w t c e j b u s e h t d n a t s r e d n u o t
s t n e d u t s n e h w d e v o r p m i s i g n i n r a e L
“ arehighlyengagedwtihwhatt heyarebeing
) 1 1 0 2 ( ll i c r u h C ” t h g u a
t .
.
c Factorst hatI n lfuenceMo itva iton
o t d e it n e tf o s i d n a t p e c n o c e s u f fi d a s i n o it a v it o m t a h t s e t a t s ) 4 8 9 1 ( e g a G
n o it c e ri d d n a y g r e n e e h t e c n e u lf n i t a h t s r o t c a f r e h t o e h
t o fbehavior .Thefactors
t a h
t in lfuence moitvaiton are interest , need , value , atttiude , aspriaiton , and
. e v it n e c n i
)
1 Mo itva itonandi nterest
n a h t n o it n e tt a r e h g i h a y a p o t d n e t t c e j b u s a n i t s e r e t n i n a h ti w s t n e d u t S
l li w t s e r e t n i h ti w s t n e d u t S . s t n e d u t s r e h t
o fully aware and engage t o t he subjec t
, n o it n e tt a f o l e v e l h g i h e v a h t s e r e t n i h ti w s t n e d u t S . m o o r s s a l c e h t n i t h g u a t t a h t
. n o it c a f s it a s t a e r g d n a , t u p t u o k r o w d e n i a t s u s
)
2 Mo itva itonandneed
e r a d e e n h ti w s t n e d u t
S the studen twho lack so fsomething tha ta given
i v it c
a tyo routcomecanprovide .Thes tudentt ha tneed sachievementhaveahighe r
f o d e e n a h ti w s t n e d u t S . s n o s r e p r e h t o h ti w p i h s n o it a l e r y l d n e ir f y b d e if s it a s
e c n a n i m o
d a resaitsifedbyl eadership ,power ,o rconrto love rothe rperson .s
)
3 Mo itva itonandvalue
s l a o g d r a w o t n o it a t n e ir o n a s i e u l a v
A t hat considered i mpo tranti n one’ s
; s e p y t e u l a v e m o s e r a e r e h T . e fi
l thetheoretica lvalueo rrtuthf o r tisbeautyf o rti s
il o p e h t , e k a s n w
o itca lvalue o rpowe rfo r ti sown sake ,the socia lvalue o rthe
d e n r e c n o c y li r a m ir p s n o s r e p r o e u l a v s u o i g il e r e h t d n a , s n o s r e p r e h t o f o e r a fl e w
. d o G o t p i h s n o it a l e r s ’ e l p o e p h ti w
)
4 Mo itva itonanda tttiude
’ s t n e d u t s e h
T atttiudet oward ssomething consists fo thei rfeeilng sfo ro r
. e b o t g n i h t t a h t e p o h y e h t t a h w t s n i a g
a Atttiudes , ilkemoitves ,arouseanddriec t
. y ti v it c a l u f e s o p r u p
)
5 Mo itva itonandaspira iton
f o d n i k n i a tr e c a r o f e p o h ’ s t n e d u t s s i n o it a ri p s a ’ s t n e d u t
S achievement .
a ri p s a f o l e v e l n i a tr e c h ti
W iton ,student swli l rty andwli lmakeaneffo trt or each
.l a o g e h t
)
6 Mo itva itonandi ncen itve
e h t s i e v it n e c n
I students’recogniitono fhavingacapablitiyo fsaitsfyingan
e h T . e v it o m d e s u o r
a student si smoitvated by cu irostiy have understanding o r
g d e l w o n
k e a she rincenitve .I fachievemen ti she rmo itve ,then success ,honor ,
d a r g d o o g d n
.
d Type so fMo itva iton
l a n o s r e p ’ s t n e d u t s m o r f e m o c n a c g n i h t e m o s n r a e l o t s s e n g n il li w e h T
y ll a c it s a i s u h t n e n r a e l ll i w s t n e d u t S . n o it a v it o
m whent heyl ovet hesubject ,havea
e h t y b s d li u b o s l a n o it a v it o M . e c n e d n e p e d n i f o e s n e s a e v a h r o , l a o g r a l u c it r a p
, s d n e ir f d o o g , m o o r s s a l c n a e l c d n a e c i n a , r e h c a e t d o o g A . t n e m n o ri v n e
it a v it o m ’ s t n e d u t s t c e f f a n a c r e h t a e w e c i n n e v e r o , s k o o b g n it s e r e t n
i on .Ormrod
) 1 1 0 2
( states tha tal lstudent sare moitvated in dfiferen tway .One studen tmay
j b u s m o o r s s a l c n i n o it a v it o m g i b a e v a
h ec tmatte.rThese student smay acitvely
e h t t a h t s e it i v it c a e h t e t a p i c it r a
p teache rgives .Theothe rstuden tmay haveabig
t o
m ivaitonont hesocials ideo fschool ;hewli lattendt heexrtacur ircula racitviite s
y a d y r e v
e bu tlacking moitvaiton on classroom acitviite s(p.362) .There are two
. n o it a v it o m c i s n ir t n i d n a n o it a v it o m c i s n ir t x e , n o it a v it o m f o s d n i k
)
1 IntrinsicMo itva iton
r u h
C cill( 2011 )statest hati nt irnsicmoitvaitoni st hewillt odosomethingt ha t
r a e p p
a s because o fknowledge ,competency ,o ra sense o findependence .So,
e h t f o f l e s r e n n i e h t m o r f s e m o c n o it a v it o m e h t t a h t s n a e m n o it a v it o m c i s n ir t n i
a h t n o it a v it o M . s t n e d u t
s tcomesf romt hes tudentsi nternallyi smoreeffecitvet han
l a u d i v i d n i ’ s t n e d u t s h ti w s l a e d t i e c n i s y ll a n r e t x e s e m o c t a h t n o it a v it o m
. y r o t c a f s it a
s Wooflolk (1980 )descirbe sintirnsic moitvaiton a sfollows ;when a
s e it i v it c a g n it s e r e t n i e m o s g n i o d s i n o s r e
p tha tmakest heperson missed a meal ,
e h s y h w r e h k s a d n e ir f a l it n u y r g n u h s i e h s t a h t e z il a e r t o n l li w e h
s doesno thave
)
2 ExtrinsicMo itva iton
g n i h t e m o s o d o t e ri s e d e h t s i n o it a v it o m c i s n ir t x e t a h t s y a s ) 1 1 0 2 ( l li h c r u h C
t a h
t affected externally ,fo rexample schoo lacitviites .So, extirnsic moitvaiton
r e h t o m o r f n o it a l u m it s m o r f s e m o c t e g s t n e d u t s e h t t a h t n o it a v it o m e h t t a h t s n a e m
s t n e d u t S . s g n i h t r o e l p o e
p tha tdo tno havingintirnsicmoitvaitoncanbehelpedby
d u t s e k a m o T . n o it a v it o m c i s n ir t x
e ent smoitvated, t eache rcan use an i nteresitng
. a i d e m r o d o h t e
m Wooflolk (1980 )descirbe sextirnsic moitvaiton a sa food tha t
il u m it s s d n e
s to aperson t ha ts ees tit o behungry .Behavior i sstatred by i nterna l
w n o s r e p A . r e g n u h s a h c u s , il u m it s l a n r e t x e d n
a li lno tdrieclty awaret ha tshei s
a n e p o e h s n e h w r o V T n o t n e m e s it r e v d a d o o f a s e e s e h s n e h w , y r g n u h
. y r g n u h l e e f o t n o s r e p e h t i l u m it s l li w t i , d o o f e m o s s e e s d n a r o t a r e g ir f e r
e d i s t u o r o s t n e v e l a n r e t x e y b d e s u a c n o it a v it o
M rewardst ha thavenothing t o do
n o it a v it o m c i s n ir t x e n a s i n o it a u ti s g n i n r a e l e h t h ti
w , f o rexamplegrades ,points ,
. g n i n r a e l r o f s d r a w e r r e h t o r o
.
e Indicator so fMo itvatedStudents
d e e n s r e h c a e
T indicators to know i fthe student sare moitvated o rnot .
v it o m t a h t s e t a t s ) 0 9 9 1 ( k l o fl o o
W ated students take lesson acitviite sseirously .
s t n e d u t s d e t a v it o
M rty t ounderstand and i mprove ,notj us t ifnisht hework t o ge t
t o n e r a y e h t f i n e v e , t s i s r e p d n a , d r a h k r o w , n o it n e tt a y a p y e h T . e d a r g e h t
o t g n i d r o c c
A Sadriman (2007) ,moitvaiton can driec tthe student sto do
n e e s e b n a c s r o i v a h e b e h T . s s e c o r p g n i n r a e l e h t tr o p p u s h c i h w , s r o i v a h e b e m o s
.s s e c o r p g n i n r a e l n i d e t a v it o m e r a o h w s t n e d u t s e h t f o s r o t a c i d n i e m o s m o r f
)
1 Thes tudent sbecomediilgenti ndoingassignment .s
)
2 Thestudent sdo no tgiveupeasliy whent hey ifndd fiifculitesi n l earningone
.l a o g r i e h t h c a e r o t t s e b r i e h t y rt l li w y e h T . t c e j b u s r a l u c it r a p
)
3 The student sshow thei rinteres tin a cetrain acitvtiy .They also show thei r
y ti v it c a e h t o t m s a i s u h t n
e whent hei rmoitvaitonwasi mproved.
)
4 Thes tudent swli lno tbeeasliys aitsifedwtiht hei rachievemen.t
e g a
G (1984)s tatest ha tmoitvateds tudent shaveabehavio ra sfollows:
)
1 Attend to the teache r and othe r stiuaitona l element s when atten iton i s
. d e ri u q e r
)
2 Begint ask sprompltyands eekfeedbackconcerningperformanceont ask .s
)
3 Returnt ot ask svoluntarliya tfe rinterrupitonori niitall acko fprogres .s
)
4 Persis tatt askunit lcompletedandconitnue sworkingwhent het eacherl eave s
. m o o r e h t
)
5 Doe saddiitona l work du irng schoo l hour s and work s on School-related
.s r u o h l o o h c s e d i s t u o s e it i v it c a
)
6 Idenitife sacitviite st hatrelevan tfo rclas sproject sand seek ssuggesitons rfo
n i o
.
2 Videosi nl anguaget eaching
a m r e h
S n (2003 )says t ha tvideo sareall t hekind so fprogram ,which can be
, s e ir a t n e m u c o d , s m li f e r u t a e f : D V D r o V T n o , a m e n i c e h t t a n e e s y ll a m r o n f o s r e b m u n e r a e r e h t t a h t s y a s ) 5 0 0 2 ( t n e g u N . c t e , n w o h s e m a g , s l a i c r e m m o c o c t n e s e r p , c i p o t w e n a e c u d o rt n i o t o e d i v e s u t a h t s r e h c a e
t ntent , provide
. g n i d n a t s r e d n u ’ s t n e d u t s e s a e r c n i d n a t n e m e v o r p m
i Sherman (2003 )state stha t
s i y l p p u s e h t e s u a c e b g n i h c a e t e g a u g n a l r o f d lr o w e h t r e v o l l a n i d e s u o e d i v s u o m r o n
e ,andt hemateiral sareveryhighqualtiy,r elaitvelycheapandconstanlty
e n e
r w ed. Video scan take the learne ralmos teverywhere and extend students ’
. m o o r s s a l c e h t f o s ll a w e h t d n o y e b t s e r e t n
i Nowadays ,video sare avaliable on
t c e j b u s y r e v e f o c i p o t y r e v e t s o m l
a .Even ,there are educaitona lchannel sin
l a n o it a c u d e t s o p t a h t e b u T u o
Y videoeverymonth.
.
a Videof orpresenta iton
d o h t e m e n o s i n o it a t n e s e r
P t hat popula rto use in the classroom .Smaldino
d n a , e z it a m a r d , t n e s e r p l li w r e k a e p s e h t n o it a t n e s e r p n i t a h t s e t a t s ) 1 1 0 2 ( g a t n a v d a e m o s e r a e r e h T . e c n e i d u a e h t o t n o it a m r o f n i g n i d a e r p
s e s and
e h T . ) 1 1 0 2 ( o n i d l a m S n o d e s a b h c a e t o t n o it a t n e s e r p g n i s u n o s e g a t n a v d a s i
d fris t
n a v d
a tagei st hatteache ronlyneedst opresentt hemateira lonce .Presentait
