INVESTIGATION INTO INTRINSIC AND EXTRINSIC MOTIVATION
OF ENGLISH DEPARTMENT HIGH GRADE POINT AVERAGE (GPA)
STUDENTS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Fika Apriliana
112008121
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
i
INVESTIGATION INTO INTRINSIC AND EXTRINSIC MOTIVATION
OF ENGLISH DEPARTMENT HIGH GRADE POINT AVERAGE (GPA)
STUDENTS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Fika Apriliana
112008121
ENGLISH DEPARTMENT
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
ii
INVESTIGATION INTO INTRINSIC AND EXTRINSIC MOTIVATION
OF ENGLISH DEPARTMENT HIGH GRADE POINT AVERAGE (GPA)
STUDENTS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Fika Apriliana
112008121
iii
COPYRIGHT STATEMENT
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Copyright@ 2013. Fika Apriliana and Hendro S. Husada, M. A.
All rights reserved. No part of this thesis may be reproduced by any means without the permission of at least one of the copyright owners or the English Department, Faculty of Language and Literature, Satya Wacana University, Salatiga.
iv
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Name : Fika Apriliana Student ID Number : 112008121
Study Program : English
Faculty : Language and literature Kind of Work : Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty free right for my intellectual property and the contents therein entitled:
INVESTIGATION INTO INTRINSIC AND EXTRINSIC MOTIVATION OF ENGLISH DEPARTMENT HIGH GRADE POINT AVERAGE (GPA) STUDENTS
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Made in : Salatiga
Date : , 2013 Verified by signee,
1
Investigation into Intrinsic and Extrinsic Motivation of English
Department High Grade Point Average (GPA) Students
Fika Apriliana
ABSTRACT
A series of research undertaken have revealed some interesting aspects regarding the effects
of intrinsic and extrinsic motivation toward students’ achievement. Students with high
achievement were typically believed as students who had high Grade Point Average (GPA). Therefore, this study was conducted to investigate intrinsic and extrinsic motivation level of English Department high GPA students. This study also aimed to find out how the intrinsic and extrinsic motivation levels of the ED High GPA students correspond with their GPA. Work Preference Inventory (WPI), proposed by Amabile, Hill, Hennessey and Tighe (1994)
was used in measuring students’ level of intrinsic and extrinsic motivation. The questionnaire
was administered to 30 fourth-year ED students who had high GPA. The interpretation of intrinsic and extrinsic mean score results suggested by Degang (2010) and descriptive narrative analysis were used to analyze the data. The result of this study revealed that the highest number of ED high GPA students were highly intrinsically motivated (73.33%) and highly extrinsically motivated (56.57%). It was also found that student who had the highest combination of intrinsic and extrinsic motivation level among all of students (High IM-Highest EM) gained the highest average GPA (3.97). The result of this study suggested that higher on both intrinsic and extrinsic motivation levels appeared to lead to higher academic achievement. It is important to note that not only high level of intrinsic motivation, but also extrinsic motivation, was found to be important in achieving academic success.
Keywords: intrinsic motivation, extrinsic motivation, academic achievement, Grade Point
Average (GPA)
INTRODUCTION
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cast of characters connected to language learning around the world. It plays an important role of success and failure.
Successful students can be determined by their achievement in learning. Upon examination of the motivation or achievement literature, there does not appear to be one specific or universal definition of academic achievement. For the purposes of this study, it will be defined as a result which is accomplished by an individual after she or he accomplished some assignments in the school setting (Azwar, 1999). In a college setting, academic achievement is typically assessed by the use of teacher grades which are
accumulated into Grade Point Average (GPA). GPA is the accumulation of student’s grade
over certain semesters. Higher GPA, with a maximum of 4.00, indicates better achievement than lower GPA. However, it should be noted that IQ tests are usually not included in analyses relative to achievement research to ensure the uniqueness and significance of the other relationships being studied (Howse, 1999 in Broussard, 2002).
Gardner (1985) claims that motivation has a direct effect on language achievement.
There are four reasons why motivation really affects students’ achievement (Donald, 2008).
First, motivation helps students get started. Sometimes, it will be hard for students to start learning new knowledge and new skills of language through new subjects in a new semester.
Many questions will appear in students’ mind. Motivation helps students get started because
motivation involves the student’s reason for attempting to acquire the language (Schumann,
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Third, motivation makes students do more than necessary. Motivation leads students to have an effort to achieve the goals, consciously or unconsciously students will do better and more than necessary. The students will explore and use all their knowledge and skills in language learning process. Reece and Walker (1997) express that a less capable student who is highly motivated can achieve a greater success than the more intelligent student who is not well motivated. Fourth, motivation makes the journey fun. Students who do not have motivation might think that the journey to succeed is long and difficult. Differently, students who are motivated will see the long journey as an enjoyable travel. Motivation enables students to endure such difficult times (Donald, 2008). A highly motivated individual will enjoy learning the language and will strive to learn the language (Gardner, 1985).
In language learning, motivation determines the extent of the students’ active involvement (Ngeow, 1998). Similar idea is pointed out by Oxford and Shearin (1994) that motivation determines the extent of active, personal involvement in language learning. Motivation leads the students to be self-directed. A motivated student begins to want a greater responsibility for their own learning. Self-directed students gradually gain greater involvement and proficiency (Oxford, 1990).
Motivation has strong effect on students’ achievement in numerous studies. Bank and
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When studying motivation, it is useful to distinguish between two basic types of motivation. Harmer (1998) mentions that motivation can be separated into two main types: intrinsic and extrinsic motivation. Intrinsic and extrinsic motivation are two major types with which college students are engaged in the process of learning new knowledge and skills. Intrinsic motivation basically comes from the students themselves such as their own goals and the needs to learn (e.g. I have direction and goals in learning English, I want my study provides me with opportunities to develop my knowledge and skills in English). If you are motivated intrinsically, it means that you are doing something because you want to do it or because you make your own choice to do it. Deci and Ryan (1985) state that intrinsic motivation concerns behavior performed for its own sake in order to experience pleasure and satisfaction such as the joy of doing a particular activity or satisfying one's curiosity. Dev (1997) views that student who are intrinsically motivated will not need any type of reward or incentive to complete a task. This type of student is more likely to complete the chosen task and eager by the challenging nature of an activity.
While extrinsic motivation comes from outside of the students such as parents, environment, and class condition. Extrinsic motivation involves performing a behavior as a means to an end, that is, to receive some extrinsic reward (e.g. good grades) or to avoid punishment (e.g. I am keenly aware of the goals I have for getting good grades) (Deci & Ryan, 1985; Dev, 1997). For students, extrinsic motivation variable is the sum of a recognition, grades, and competition in learning (Wigfield, 1997). As suggested by Gest, Rulison, Davidson and Welsh (2008), grade was regarded as tangible reward, while good academic reputation, praise and recognition from others were regarded as intangible reward.
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1990). Students who are intrinsically motivated to learn are still believed to be more
persistent in language learning, and this persistence contributes to students’ achievement.
According to Ushioda (1996), students who are intrinsically motivated can experience greater pleasure and emotional involvement because the rewards generated from intrinsic motivation are usually positive feelings such as enjoyment, pleasure, satisfaction, and self-indulgence and students can be always motivated by those internal rewards from the learning itself to persist learning. While for students who are extrinsically motivated, they “may work efficiently in the short term in response to external rewards and incentives, but their motivation is unlikely to sustain itself autonomously if the learning experience does not
generate internal or intrinsic rewards” (ibid, p. 22). Those students who work for extrinsic
rewards are comparatively passive because if the external reinforcement is not available, they have no reason to do it and they may remain stagnant. Even, these students may give up learning once the external pressure no longer exists (Noels, Clement & Pelletier, 2001).
The key of extrinsic motivator is rewards, which can either be tangible or intangible. For example, if students excel, they will attain a good academic reputation and receive praise and recognition from their significant others, which is regarded as an intangible reward. Students who are perceived as having a good academic reputation may often be asked for academic help and are associated with students who excel (Gest et al., 2008). Deci and Ryan (1985) found that using rewards in an academic setting resulted in a significant improvement
in students’ motivational levels. Moneta and Spada (2009) suggest that individuals who are
extrinsically motivated by an expected reward increase their effort to complete the task and earn an incentive.
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education switches to a more extrinsic orientation as children increase in age. On the contrary, Zemke and Zemke (1988) argue that there is transition from extrinsic to intrinsic motivation in the college classroom. The students need to come to class to learn because learning is intrinsically motivating, rewarding, exciting and of real benefit to the students. Research on adult learners indicates that learners are most motivated when they see relevance to their learning, when they ownership in the process and when they feel they can meet their interests and needs (ibid).
It should be noted that some studies have found significant relationship between specific types of motivation and academic achievement. Intrinsic motivation was found to have a significant effect on students learning and performance in an empirical study (Deci et al., 2004). Several studies have shown positive correlations between intrinsic motivation and academic achievement (e.g. Gottfried, 1985, 1990; Harter & Connell, 1984; Henderlong & Lepper, 1997; Llyod & Barenblatt, 1984). Afzal, Ali, Khan and Hamid (2010) found that students who were intrinsically motivated performed much better academically than students who were extrinsically motivated. Extrinsically motivated students might perform very well in one semester or quiz to achieve a certain reward or goal and then next semester might show poor performance because the reward did not exist anymore. Their performance did not remain constant as a result. While, intrinsically motivated students were truly interested in learning and in achieving high goals. Their overall performance was consistent. On the other hand, recent research conducted to with college-student populations revealed that students who had high extrinsic motivation had positive achievement (Barron & Harrackiewicz, 2001; Elliot & McGregor, 2001; Harackiewicz, Barron, Pintrich, Elliot, & Trash, 2002 in Lepper, Corpus & Iyengar, 2005). Students who were particularly focused on the extrinsic consequences of their behaviors did particularly well on objective indicators of performance.
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2005). For example, family pressure might contribute to a decrease in students’ motivational levels. However, students who were highly intrinsically motivated might counteract these negative factors from their families (ibid, 2005). Muller and Louw (2004) assert that extrinsic factors, such as a supportive social environment can foster intrinsic motivation. The
individual’s perception of the reward and the task, however, is more important in deciding the
amount of effort put into achieving academic performance (Davis, Winsler & Middleton, 2006). Intrinsic and extrinsic variables are likely to interact to strengthen the overall motivational profile of an individual in reaching their desired performance target (Davis et al., 2006; Muller & Louw, 2004).
The studies reviewed above deal with motivation, particularly focus on intrinsic and extrinsic motivation and their effect toward achievement in learning. A significant target of this study is to help English-medium institution such as English Department (ED) to understand the individual difference, the psychological process of learning foreign language
and to come up with effective teaching methods to promote students’ intrinsic and extrinsic
motivation as Heping (2001) in Li and Pan (2009) suggested. The result of this study may provide useful guidelines for ED students especially students who are not fully aware of the importance of intrinsic and extrinsic motivation toward their achievement. High GPA students who are considered as successful students may be good model for other students who are still trying to find out the best way to be successful in language learning. To the best knowledge of the researcher, no published study has been yet conducted specifically to investigate intrinsic and extrinsic motivation of high GPA students. Therefore, considering the importance of intrinsic and extrinsic motivation, the present research seeks answers to the following research questions:
1. What is the intrinsic motivation level of the ED high GPA students? 2. What is the extrinsic motivation level of the ED high GPA students?
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THE STUDY
Context of the Study
The context of this study was English Department (ED) of Satya Wacana Christian University (SWCU). It is located in a small town of Salatiga, Central Java, Indonesia. As a foreign language, English was not actively used in oral communication outside the class. However, English was used as a medium of instruction inside the classrooms in ED.
Participants
The participants were 30 fourth-year students who were studying English at English Department of Satya Wacana Christian University. All of them originally were Indonesians.
The participants’ age ranged from 21 to 23 years of age. Based on the university standard of
Grade Point Average (GPA), which was formed of students’ grade over certain semesters, students were classified into two of four categories: good (GPA 2.00-2.74), satisfying (GPA 2.75-2.99), very satisfying (GPA 3.00-3.49), cumlaude (GPA 3.50-4.00). Of the four categories, only two categories which were considered as high GPA students and selected to participate in this study: very satisfying category (n=15) and cumlaude category (n=15). When this research was being conducted, the participants had been studying for three and a half years. According to the English Department curriculum flowchart, the participants had taken at least 125 credits.
Data Collection
Amabile et al., (1994) questionnaire, which is known as Work Preference Inventory
(WPI) provides measurement of students’ intrinsic and extrinsic motivation. The
questionnaire seeks to assess the extent to which students see themselves as either more intrinsically or more extrinsically motivated in school or at work by asking them to report on their usual motivations for a variety of diagnostic situations.
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with enjoyment, self-expression and ideas were not used because the items were not directly
related to students’ achievement. Therefore, the adapted questionnaire only consisted of 20
items: 10 intrinsic motivation items (2, 4, 6, 7, 9, 10, 11, 13, 18, 19) and 10 extrinsic motivation items (1, 3, 5, 8, 12, 14, 15, 16, 17, 20). The statements in WPI were also divided into two types of statements, positive and negative statements. The positive statements were in the number 1, 2, 3, 4, 5, 6, 8, 9, 10, 13, 14, 15, 16, 17, 18, 19 and 20. The negative statements were in the number 7, 11 and 12. All the statements were written in the English language in order to keep intended meaning of each statement. Especially, the participants were English major students who could read and understand English well. The adapted questionnaire was designed on a 5-point likert-scale ranging from strongly disagree (1 point) to strongly agree (5 points) for positive statements and strongly disagree (5 points) to strongly agree (1 point) for negative statements. Moreover, the questionnaire format
consisted of participants’ data (credits and GPA) and questions items (see Appendix).
In order to get students’ names who had very satisfying and cumlaude GPA, I contacted fourth-year students’ academic advisors and university staff who had responsibility
to administer students’ grades. After getting, grouping and selecting the students’ names, I
asked the students’ permission and willingness to be my participants. Before going to the real
questionnaire distribution, I piloted the questionnaire first to five fourth-year English Department students to make sure that each statement was easily understood by the participants. After getting the piloting data and being sure that there was no confusing statement, the questionnaire on intrinsic and extrinsic motivation question items was distributed to 30 fourth-year high GPA English Department students.
Data Analysis
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positive or negative statements. The scoring for positive and negative statements would be different. Table below showed the scoring for positive and negative statements.
Table 1. Scoring for Positive and Negative Statements of Intrinsic and Extrinsic Motivation
Level of Agreement and Disagreement scores of each participant were calculated individually. The individual intrinsic mean score was calculated by totaling all scores of intrinsic motivation items of each individual participant had and divided by 10 (the total number of intrinsic motivation items). The individual extrinsic mean score was also the sum of all scores of extrinsic motivation items that each individual participant had divided by 10 (the total number of extrinsic motivation items). After getting the mean score, each of the participants was categorized into a certain level of motivation based on the following criteria by Degang (2010). The higher mean score indicated the higher motivational level and the dominant type of motivation, and vice versa.
Table 2. Interpretation of Score Results in Terms of Motivation
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counted, grouped and presented in the table. From this point, the intrinsic and extrinsic motivation level of the ED high GPA students could be revealed.
As individual, the students’ level might be high on both, medium on both, low on
both, high on one and medium on the other, and so forth since there is no automatic relation between intrinsic and extrinsic motivation (Lepper, Corpus, & Iyengar, 2005). It was worth
noticing that students’ levels of intrinsic and extrinsic motivation varied between one and
another. In correspondence with GPA and to answer the third research question, the students who had the same level of intrinsic motivation and extrinsic motivation were grouped and made into categories. The average intrinsic motivation mean score, average extrinsic mean score and average GPA of students who belong to each category were calculated. The result was presented in table showing the category based on individual motivation level with its average intrinsic motivation mean score, average extrinsic motivation mean score and average GPA. From the table, it could be seen how the intrinsic and extrinsic motivation levels of the ED high GPA students correspond with their GPA. It could be clearly seen students with which level of intrinsic and extrinsic motivation that could gain the highest to the lowest average GPA. At last, I analyzed the results using descriptive narrative analysis.
FINDINGS AND DISCUSSION
Intrinsic and Extrinsic Motivation
To answer the first research question “What is the intrinsic motivation level of the ED
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was more varied, ranging from highest to low. From 30 participants, 1 participant (3.33%) was at the highest level, 17 participants (56.67%) were at the high level, 11 participants (36.67%) were at the moderate level, 1 participant (3.33%) was at the low level and none of them (0.00%) was at the lowest level of extrinsic motivation. It was clearly seen that the highest number of ED high GPA students were at the high level of intrinsic motivation (73.33%) and the high level of extrinsic motivation (56.67%). The following table showed the numbers of ED high GPA students who had certain level of intrinsic and extrinsic motivation.
Table 3. The Number of ED High GPA Students Who Had Certain Level of Intrinsic and Extrinsic Motivation High 22 participants 73.33% 17 participants 56.67% Moderate 8 participants 26.67% 11 participants 36.67% Low 0 0.00% 1 participant 3.33%
Lowest 0 0.00% 0 0.00%
Total 30 participants 100% 30 participants 100%
The results of this study supported Gottfried’s explanation (1985) that students who
were reported to have high academic intrinsic motivation had significantly high school achievement. Also, the result seemed to prove some previous research on college-student populations that students who had high extrinsic motivation had positive achievement (Barron & Harrackiewicz, 2001; Elliot & McGregor, 2001; Harackiewicz, Barron, Pintrich, Elliot, & Trash, 2002 in Lepper, Corpus & Iyengar, 2005).
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extrinsic motivation level which was conducted in college setting, it seemed that there might not be full transition from extrinsic to intrinsic motivation. Specifically, the variation of extrinsic motivation level revealed that extrinsic motivation might not be thrown off in the transition process. It was important to notice that there was mixture of intrinsic and extrinsic motivation in college life.
In comparing two types of motivation: intrinsic and extrinsic motivation, it had been found that from 30 students, 22 students were at high level of intrinsic motivation while only 17 students were at high level of extrinsic motivation. Even though 1 student who was at the highest level was taken into account, it only became 18 students. The number of students who were at high level of intrinsic motivation was a little bit higher than the number of students who were at high level of extrinsic motivation. It showed that the students were more intrinsically motivated than extrinsically motivated, implying that more students learning English for internal reasons instead of for external reasons. This finding was consistent with Qin and Wen’s (2002) findings of China’s high achiever students who were more intrinsically motivated. The result of this study was, however, contradictory to the belief of other previous researchers who found that high achievers were more extrinsically motivated (Bidin et al., 2009; Zhao, 2011).
Correspondence of Intrinsic and Extrinsic Motivation Level with GPA
To answer the third research question “How do their intrinsic and extrinsic motivation
levels correspond with their GPA?”, it was worth noticing that, as individual, each
participant’s intrinsic and extrinsic level might be high on both, medium on both, low on
both, high on one and medium on the other, and so forth. Therefore, intrinsic and extrinsic level of participants in this study also varied between one and another. All the varieties of
participants’ intrinsic and extrinsic motivation level were made into categories. From the
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appeared as 13 students (43.34%) had high intrinsic motivation and high extrinsic motivation. Category High IM-Moderate EM also appeared as 7 participants (23.33%) had high intrinsic and moderate extrinsic motivation. Hereafter, category Moderate IM-High EM appeared as 4 participants (13.33%) had moderate intrinsic motivation and high extrinsic motivation. The other category, category Moderate IM-Moderate EM appeared as 4 participants (13.33%) had moderate intrinsic and moderate extrinsic motivation, and the rest, category High IM-Low EM appeared as 1 participant (3.33%) had high intrinsic motivation and low extrinsic motivation. Table below showed the six categories with its average intrinsic motivation mean score, average extrinsic motivation mean score and average GPA. The table was made by considering the highest to the lowest average GPA.
Table 4. The Variety of Individual Motivation Level in Correspondence with GPA
Category based on
Students with similar level of intrinsic motivation but different level of extrinsic
motivation. Student with high intrinsic motivation and the highest extrinsic motivation (High
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of the student’s neutral responses toward intrinsic motivation items related to assignments. Other students who had high intrinsic motivation specifically in category High IM-High EM, High IM-Moderate EM, High IM-Low EM had similar responses to intrinsic motivation items which dealt with goals, knowledge and skills, curiosity, challenge and assignments.
Since the similarity of the responses toward intrinsic motivation items, the responses of students who belonged to category High High EM, High Moderate EM, High IM-Low EM toward extrinsic motivation items would be revealed. At the second place, students who belonged to category High IM-High EM gained average GPA 3.51. The students had high extrinsic motivation since their positive responses toward extrinsic motivation items related to grades. However, only a few numbers of the students in this category gave positive responses toward items which dealt with recognition and competition in learning. Most of them tended to give neutral responses. For instance, 8 students were neutral, 4 students agreed and 1 student disagreed that they wanted other people to find out how good they really could be at their study. Average GPA 3.44 was at third place gained by students who had high intrinsic motivation and moderate extrinsic motivation (High IM-Moderate EM). The students in this category still gave positive responses toward extrinsic motivation items related to grades. However, the students in this category started giving more negative responses toward recognition items. From 7 students, 1 student was neutral, 2 students agreed and 4 students disagreed that they were strongly motivated by the recognition they could earn from other people. Even, most of the students gave negative responses toward competition in learning item. 1 student was neutral, 6 students disagreed and none of them agreed that success meant doing better than other English Department students.
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belief of other previous researchers (Deci & Ryan, 2002; Harter, 1992) who stated that students with a pattern of high intrinsic but low extrinsic motivation may far better than others, largely because self-directed, persistent engagement results when students are free from external concerns. Based on the result of this study, the student with pattern of high intrinsic motivation but low extrinsic motivation was not better than others in the matter of achievement.
Moreover, the students in the category High IM-Highest EM, High IM-High EM, High IM-Moderate EM and High IM-Low EM showed that the lower the extrinsic motivation they had, the lower average GPA they got in their study. It pointed out that extrinsic motivation might play important role and give a significant impact on the students’ achievement. It might be because students who relate extrinsic factors to positive future goals are more engaged in school (Farrell, 1994; O'Connor, 1997; Rowley, 2000) or because students who are extrinsically motivated by an expected reward increase their effort to complete the task and earn an incentive (Moneta & Spada, 2009). This result of this study did not support some previous findings (Amabile, 1994; Biehler & Snowman, 1990; Deci, 1975; Dweck, 1986) that extrinsic motivational factors were detrimental.
Students with similar level of extrinsic motivation but different level of intrinsic
motivation. Besides the students in the category High IM-Highest EM, High IM-High EM,
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responses toward intrinsic item related to challenge. Like the students in the category Moderate IM-Moderate EM, the students in this category also gave negative responses toward intrinsic items related to assignments. Therefore, they only had moderate level of
intrinsic motivation. The students’ responses toward extrinsic motivation items related to
grades, recognition and competition in learning were similar with those of the students in the category High IM-High EM.
The result of the study, furthermore, showed that the higher the motivation level especially on both motivation types, the higher grades the students could get in their study. Not only that, it also showed that intrinsic motivation and extrinsic motivation occurred interactively as what Dass-Brailsford (2005) found in her study. Intrinsic and extrinsic variables are likely to interact to strengthen the overall motivational profile of an individual in reaching their desired performance target (Davis et al., 2006; Muller & Louw, 2004).
Students with similar level of intrinsic and extrinsic motivation. Students who had
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responses toward extrinsic motivation items related to grades, competition in learning and
recognition were similar with the students’ responses in the category High IM-Moderate EM.
Higher level intrinsic motivation or extrinsic motivation? Regarding the variation of
students’ intrinsic and extrinsic motivation level as individual, there were two categories that
could be compared. Category High IM-Moderate EM could be compared with category Moderate IM-High EM. The students who had high intrinsic motivation and moderate extrinsic motivation (High IM-Moderate EM) were found to gain better GPAs than students who had moderate intrinsic motivation and high extrinsic motivation (Moderate IM-High EM). If students had to be in reversed condition of motivation level, higher level on intrinsic motivation might be better than higher on extrinsic motivation. This supports Deci and
Ryan’s (1985) claim that learners who are interested in learning task and outcomes for their
own sake (intrinsic) rather than for reward (extrinsic) are likely to become more successful and effective learners.
Overall, the result of this study showed the trend that the higher the motivation level especially on both motivation types could make students get higher GPA. However, it could not be guaranteed that a student who had higher level of motivation always got higher GPA,
since there were also many factors that influenced students’ learning. Based on the result of
this study, students who had high level of both intrinsic and extrinsic motivation were supposed to have higher GPA than students who had only moderate level of both intrinsic and extrinsic motivation. However, in fact, participant 4 of this study who had moderate level of both intrinsic and extrinsic motivation gained better GPA (3.85), while participant 26 who had high level of both intrinsic and extrinsic motivation gained lower GPA (3.20). It also happened in other categories.
CONCLUSION
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indeed intrinsic and extrinsic motivation played a pivotal role in students' academic achievement. It was found that the highest numbers of the students, 22 students (73.33%) were at the high level, 8 students (26.67%) were at the moderate level of and none of them (0.00%) was at the highest, low and lowest level of intrinsic motivation. Similarly, the highest numbers of the students, 17 students (56.67%) displayed high level of extrinsic motivation. 1 participant (3.33%) was at the highest level, 11 participants (36.67%) were at the moderate level, 1 participant (3.33%) was at the low level and none of them (0.00%) was at the lowest level of extrinsic motivation.
This study was also undertaken to find out how the intrinsic and extrinsic motivation levels of the ED High GPA students correspond with their GPA. The average GPA revealed that student with high intrinsic motivation and very high extrinsic motivation gained the highest average GPA (3.97), followed by the students with high intrinsic motivation and high extrinsic motivation (GPA: 3.51), then the students with high intrinsic motivation and moderate extrinsic motivation (GPA: 3.44). At the fourth place, the students with moderate intrinsic motivation and high extrinsic motivation got average GPA 3.40. Afterwards, the students who had moderate intrinsic motivation and moderate extrinsic motivation got average GPA 3.39. At last, student who had high intrinsic motivation and low extrinsic motivation got the lowest average GPA (3.18). The result of this study suggested that higher on both intrinsic and extrinsic motivation levels appear to lead to higher academic achievement.
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of this study revealed that if highly intrinsically students did not consider the extrinsic motivators, the students would not have maximum achievement. Students might simultaneously strive for good grades and for verification that they have fully mastered the subject matter (Ormrod, 1998).
Arousing students’ motivation has become an important part in foreign language
teaching. In terms of the implications of this study, an increased focus on the enhancement of
students’ intrinsic and extrinsic motivation levels can positively affect students’ academic
achievement. Past studies have shown that to increase academic achievement and help students achieve academic success; motivation (of some kind, or another) should be encouraged by teachers and educators (Deci & Ryan, 1985; Gottfried, 1985). University teachers should try as much as they could to motivate their students during instructions. Moreover, the result of this study was in line with some previous findings which stated that there was no reason for teachers to resist implementing incentive reward systems into the classroom (Cameron & Pierce, 1994 in Deci & Ryan, 1996). The result of this study confirms the use of extrinsic motivation in the classroom. It can be done, for instance, by giving positive feedbacks such as praises and merit grades. Teachers should not hesitate in promoting extrinsic motivation since it is important to promote the situations in which rewards are offered.
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situations. Furthermore, further research can also be done to find out the effective ways of
promoting and increasing students’ intrinsic and extrinsic motivation.
ACKNOWLEDGMENT
I take this opportunity to extend my heartfelt thanks to all those who have contributed to make this thesis a success. First and foremost, I give glory and honor to Almighty God for His blessings, wisdom and guidance for enabling me to complete my thesis and my study in ED.
I would like to express my sincere gratitude and deep appreciation to my supervisor, Hendro S. Husada, M. A., for his helpful and warm encouragement, as well as his insightful comments on my work from the beginning to the end of my thesis. I would also like to extend my heartfelt thanks to my examiner, Anne I. Timotius, M. Ed., for her valuable knowledge and suggestions to improve my thesis. I give my sincere thanks to the all ED lecturers who have guided and taught me invaluable lessons for my future.
My biggest thanks to my beloved family: my father Ign. Suprihatin Harsono, my mother Ign. Puji Rahandiyani, my brother Pramono Adi N., my sister Indah Retno A. and Titiana Larasita. Their endless love and encouragement keep me warm and lead me to the completion of my thesis and my study in ED. Special thanks goes to M. Muammar Dwi P., who always loves, supports and accompanies me. There are no words that can express what I feel about you. I am also thankful to all my friends especially 2008 generation for their
togetherness and inspiration.
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APPENDIX
Adapted Work Preference Inventory (WPI)
Credits: ________ sks Grade Point Average (GPA): ___________
This questionnaire features the aspects related to English Department High GPA
students’ motivation type they have in their study. I will keep all the information you provide
to me completely confidential. Your answer will be very helpful and greatly appreciated for the success of this research. Thank you for your cooperation.
Instruction: Please put only one tick (√) in appropriate column. All the questions are related
to your study experience in English Department.
Strongly Disagree – Disagree – Neutral – Agree – Strongly Agree 1 2 3 4 5
1 2 3 4 5
1 I prefer having someone set clear goals for me in in my study.
2 I enjoy trying to solve every challenge I face during my study.
9 Curiosity is the driving force behind much of what I do in my study.
10 I enjoy tackling assignments that are completely new to me.
11 I prefer assignments I know I can do well over assignments that stretch my abilities.
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13 I am more comfortable when I can set my own goals in study.
14 I am strongly motivated by the grades I can earn.
15 I prefer working on assignments with clearly specified procedures.
16 I am strongly motivated by the recognition I can earn from other people.
17
I have to feel that I am earning something for what I do in teaching learning process. (e. g. I am earning participation grade for asking other friend when they do presentation)
18 I enjoy trying to solve complex assignments.
19 I want to find out how good I really can be at my study. 20 I want other people to find out how good I really can be
