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1
BAB II
LANDASAN TEORI
yang serius baik oleh siswa maupun orang tua siswa. Hasil belajar bahasa
setiap siswa. Semakin tinggi tingkat pendidikan orang tua siswa maka ada
kecenderungan akan semakin tinggi pula hasil belajar siswa, dalam hal ini
hasil belajar bahasa Inggris siswa. Hal ini dikarenakan pengetahuan yang
lebih yang diperoleh melalui suatu proses belajar yang lebih lama dan
lebih tinggi, selain itu orang tua yang berpendidikan tinggi akan
rendah. Selain itu orang tua yang berpendidikan tinggi akan cenderung
sehingga hasil belajar anak menjadi sesuai dengan yang diharapkan, baik
2
oleh pihak orang tua maupun pihak sekolah. Oleh karena itu, Penulis
melakukan penelitian terhadap siswa SMK Jakarta Raya 1 dan data latar
bahasa Inggris.
1. Hakikat Motivasi
lain di alam ini. Melalui bahasa pula komunikasi digunakan bukan hanya
lambang suara yang dihasilkan melalui alat ucap (organ of speech) yang
yang berbudi yang pekerti dan berpikir, manusia mempunyai hasrat dan
3
keinginan untuk meningkatkan kehidupannya. Manusia menggunakan
yang berhubungan dengan ilmu, ide-ide, dan lainnya sebagai bagian dari
menjadi salah satu alat atau medium yang digunakan manusia sebagai
language is the most important tool because it has both semiotic and
Dari suatu sudut pandang, bahasa menjadi sebuah alat yang sangat
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sebuah tindakan atau kegiatan komunikasi yang dilakukan oleh suatu
between language and culture. One could not really understand another
complexly interwined with culture that language and culture must have
Bahasa adalah budaya dan budaya adalah bahasa, yang berarti bahwa
bahasa tumbuh dan berkembang melalui budaya dan budaya tumbuh dan
berklembang melalui bahasa, hal ini terjadi karena adanya hubungan yang
kompleks antara bahasa dengan budaya serta adanya hubungan yang erat
setiap orang tidak akan bisa memahami atau mempelajari budaya suatu
5
kelompok masyarakat tanpa memahami bahasa kelompok tersebut, karena
adanya antara bahasa dan budaya merupakn suatu kesatuan seperti dua
keping mata uang. Bahasa yang dipengaruhi oleh budaya tersebut juga
merupakan dua hal yang tumbuh dan berkembang secara bersamaan dan
dalam prosesnya pada akhirnya menjadi suatu yang bernilai bagi manusia.
whole and also a vehicle by wich the other aspects of the culture are
Bahasa merupakan sesuatu yang lahir dan berkembang sebagai hasil dari
alat komunikasi yang berupa lambang bunyi yang dihasilkan alat ucap
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sewenang-wenang (arbitrari) yaitu bahasa berlaku pada suatu kelompok
dengan objek atau konsep yang diwakilkan serta dibentuk oleh kaidah
aturan serta pola yang tidak boleh dilanggar agar tidak menyebabkan
yang dibentuk mencakup tata bunyi, tata bentuk, dan tata kalimat. Agar
dengan baik.
manusia mempunyai pikiran dan perasaan . Segala hal yang ada dipikiran
sesuatu yang ada dipikiran dan perasaan manusia dapat diketahui oleh
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percakapan saja tetapi dapat divariasikan dengan bentuk puisi , nyanyian,
yang serius baik oleh siswa maupun orang tua siswa. Bahasa Inggris
adalah salah satu bahasa asing yang diajarkan di sekolah. Selain itu bahasa
Inggris adalah salah satu mata pelajaran yang diujikan secara nasional
(UAN).
from most of the other languages with which it has had contact. It has
taken many expresions from the ancient languages , Latin and Greek ,
banyak berasal dari bahasa Inggris kuno, Latin, dan Yunani. Hingga saat
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dalam bidang ilmu matematika, biologi, fisika , ilmu bahasa , dan lain-
lain.
first languages . Since roughly only one out of every four users of English
bahasa resmi. Karena beragamnya bahasa dari berbagai bangsa dan negara
mempunyai bahasa yang berbeda. Oleh karena itu bahasa inggris menjadi
menguasai bahasa Inggris dan dapat dikatakan bahwa hanya satu dari
dengan baik.
9
Dalam penggunaannya, bahasa Inggris juga dipengaruhi oleh budaya
Tomasow (2002:11) ,
”Since language and culture are bound together , it is not surprising that
ignoring others”.
Bahasa dan budaya adalah dua hal yang saling berkaitan. Ketika
lainnya.
mengatakan,
10
functions as a global lingua franca, however, what has so far tended to
speakers”.
penutur asli atau seperti ditempat asalnya. Tidak dapat disangkal jika
dapat dipisahkan dengan budaya dan begitu juga sebaliknya, budaya tidak
banyak beragam karena terbentuk lebih banyak dari bukan penutur asli
Selain itu keragaman dialek atau aksen dalam bahasa Inggris yang
3. Hakikat Motivasi
kualitas belajar dan hasil belajar siswa. Dalam proses pembelajaran, motivasi
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penggerak yang menimbulkan tercapainya tujuan yang diharapkan, serta
namun dalam tulisan ini lebih diarahkan pada motivasi dalam bidang
daya penggerak psikis dalam diri siswa yang menimbulkan kegiatan belajar,
tindakan, mendorong pada arah tertentu serta membuat siswa tetap bertahan
maka setiap pihak yang terlibat dalam aktivitas belajar siswa, yaitu orang tua
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menumbuhkan, menjaga, serta mengarahkan motivasi tersebut agar peserta
from the Latin word "movere", which means to move. Motivation is defined
as an internal drive that activates behavior and gives it direction. The term
motivation theory is concerned with the processes that describe why and how
Motivasi berasal dari kata “movere”, yang diartikan sebagai daya upaya yang
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tersebut yang merupakan kepentingan baginya. Motivasi penting dalam
menggunakan proses kognitif yang lebih tinggi dalam mempelajari materi itu,
sehingga siswa itu akan menyerap dan mengendapkan materi itu dengan lebih
baik.
Motivasi merupakan suatu tenaga yang terdapat dalam diri manusia yang
pengertian bahwa perilaku itu timbul karena adanya dorongan faktor internal
dorongan, baik diakibatkan faktor dari dalam maupun luar siswa, untuk
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kebutuhan untuk pelajaran. Kebutuhan anak akan motivasi bisa juga disebut
occurs when the learning activity and the learning environment elicit
situations where the students believe their perspectives are valid and their
rights are equal to the person distributing the rewards or punishment, there
Terdapat dua faktor yang membuat siswa dapat termotivasi untuk belajar,
yaitu faktor internal dan faktor eksternal. Motivasi internal terbentuk karena
motivasi internal tersebut yang timbul atau berasal dari dalam diri pribadi
seseorang itu sendiriitu juga merupakan bagian dari sistem nilai yang dianut,
harapan, minat, cita-cita, dan aspek lain yang secara internal melekat pada
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dari luar diri pribadi seseorang, seperti kondisi lingkungan kelas-sekolah,
adanya ganjaran berupa hadiah (reward) bahkan karena merasa takut oleh
diberikan, bukanlah masalah bagi guru. Karena di dalam diri siswa tersebut
ada motivasi, yaitu motivasi intrinsik. Siswa yang demikian biasanya dengan
banyak terhadap materi pelajaran yang diberikan. Lain halnya bagi siswa
yang tidak ada motivasi di dalam dirinya, maka motivasi ekstrinsik yang
merupakan dorongan dari luar dirinya mutlak diperlukan. Di sini tugas guru
keinginan, cita-cita, atau menyadari manfaat belajar bagi dirinya. Oleh karena
Hinrichs (2001),
“For students to be motivated in their studies, they need to know that what
they are studying is indeed of real significance. They need to know that they
are not being feed some new-sprung agenda or half-baked innovation that
16
will simply go the way of the faddish educational chaff that, once having
gleaned its profits, goes to the winds never to be seen or thought of again.
Students need to know that they are being feed the best that our civilization
has to offer- that they are studying something that is much, much larger than
themselves”.
pendidik agar dapat melakukan berbagai bentuk tindakan atau bantuan kepada
dalam maupun luar siswa, untuk mencapai tujuan tertentu guna memenuhi
dapat berjalan sebagaimana yang diinginkan. karena rasa ingin tahu dari
siswa, maka siswa akan berusaha untuk mencari tahu. Sikap ini merupakan
motor penggerak dari setiap kegiatan yang akan dilakukan. Setelah mencari
Sikap ini muncul sebagai jawaban dari keingin tahuan siswa dan merasa
yakin akan langkah yang diambilnya. Dari mencari tahu menjadi tahu
kemudian siswa kan berusaha mengarahkan langkah apa yang diambil dalam
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suatu interaksi yang bersifat kompleks dan timbal-balik antara guru dengan
siswa dan siswa dengan siswa. Selayaknya siswa diberi kesempatan yang
memadai untuk ikut ambil bagian dan diperlakukan secara tepat dalam sebuah
eksistensi orang tua sebagai pendidik yang pertama dan utama dalam
pengaruh tingkat pendidikan orang tua merupakan faktor yang utama dalam
masalah ini karena masalah tersebut yaitu masalah pendidikan orang tua
contoh, dalam rangka mengikuti suatu mata pelajaran disekolah dalam bidang
studi tertentu bagi peserta didik memerlukan bantuan, baik yang berkaitan
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dengan fasilitas maupun kemampuan yang dimiliki keluarga atau orang tua,
sehingga kurangnya perhatian dari orang tua maka prestasi belajar anak
semakin menurun. Dalam hal ini bagi orang tua dalam mendidik anak harus
ataupun dorongan dari orang tua tentu bagi para siswa hanya suka bermain
dari pada belajar. Tetapi dalam sisi lain harus diperhatikan apakah bagi orang
karena bagi orang tua yang mempunyai pendidikan rendah akan sangat
enggan atau berat untuk mengeluarkan biaya demi keperluan pendidikan dan
masa depan anak. Lebih dari separuh waktu kehidupan anak dihabiskan di
konsep belajar dalam keluarga. Kemampuan ekonomi orang tua punya peran
orang tua rendah, biasa berhasil dalam belajar karena orang tua mampu untuk
membiayai sarana belajar. Ada sebagian anak yang berasal dari keluarga
dengan ekonomi kurang mampu, tetapi juga berhasil dalam belajar, karena
orang tuanya sendiri kaya dengan wawasan SDM. Yang sangat beruntung
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Menurut Walker dan Smrekar (2003), “Traditionally, family status
Pada umumnya, pengaruh tingkat pendidikan orang tua terhadap kegiatan dan
hasil belajar sisiwa menjadi indikator terhadap prestasi dan hasil belajar
akan selalu memperhatikan hasil belajar yang dicapai oleh anaknya di sekolah
membantu kegiatan belajar anak. Kedua hal tersebut bisa terjadi karena
hubungan orang tua dengan anak-anaknya tidak atau bahkan kurang berjalan
dengan baik. Anak juga akan mempunyai rasa percaya diri yang cukup tinggi
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dalam hubungan sosialnya yang akhirnya dapat lebih membantu kegiatan
belajarnya. Dari uraian di atas, dapat dipahami bahwa pendidikan orang tua
“parent's college degree can impact a child's world today. It can be said
and has been stated that there is a direct correlation between a parent's level
tingkat pendidikan orang tua dengan IQ (Intellegence Quotient) anak. Hal ini
ditanamkan bukan hanya melalui interaksi antara pendidik dan objek didik
“In other words, parents that are intelligent academicians well educated and
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Orang tua yang yang mempunyai intelektual perguruan tinggi yang baik dan
dan pemahaman orang tua akan pendidikan sangat menentukan. Orang tua
kondisi yang demikian. Kondisi tersebut akan dapat memotivasi anak untuk
tolak ukur tentang sejauh mana keberhasilan usahanya dalam belajar. Dengan
kata lain bahwa prestasi belajar yang tinggi dan memuaskan dari seorang
peserta didik merupakan suatu indikator bahwa ia telah berhasil dengan baik
menguasai sejumlah pengetahuan atau materi yang diberikan guru dari suatu
seorang peserta didik rendah atau kurang memuaskan maka dapat dikatakan
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ia belum dapat menguasai sejumlah pengetahuan yang diberikan guru dari
Untuk dapat memperoleh prestasi yang baik dalam belajar, seorang peserta
bentuk perhatian dari orang tua sangatlah dibutuhkan peserta didik. Karena
perhatian orang tua terhadap belajar peserta didik akan dapat menjadi
pendorong atau motivasi baginya untuk giat belajar dan mencapai prestasi
yang maksimal. Lain halnya bagi peserta didik kurang mendapat motivasi
dari orang tuanya, tentunya akan memiliki motivasi belajar yang rendah dan
orang tua di sini adalah motivasi yang diberikan kepada anak dan berkaitan
orang tua maka akan tinggi pula pengetahuan dan pemahamannya terhadap
tersebut. Jadi dapat dikatakan bahwa tingkat pendidikan orang tua terhadap
karena kesulitan dan masalah belajar anak dapt teratasi dengan bantuan dan
bimbingan orang tua. Tingkat pendidikan orang tua merupakan salah satu
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yang dimaksud adalah keseluruhan daya penggerak psikis di dalam diri siswa
dan memberikan arah pada kegiatan belajar itu dalam mencapai suatu tujuan.
Dalam penelitian ini, motivasi belajar lebih difokuskan pada mata pelajaran
yang dimiliki orang tua maka akan tinggi pula pengetahuan dan pemahaman
bahasa Inggris anak sehingga ada korelasi antara tingkat pendidikan orang tua
E. Hipotesis
Dalam penelitian ini terdiri dari dua variabel, yaitu tingkat pendidikan
belajar bahasa Inggris siswa SMK Jakarta Raya 1, Jakarta sebagai variabel
belajar
Ho : Tidak ada hubungan antara tingkat pendidikan orang tua dengan hasil
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JOURNAL OF RESEARCH IN NATIONAL DEVELOPMENT
VOLUME 5 NO 2, DECEMBER, 2007
Dr C.N. Ozurumba
Department of Educational Foundations, Niger Delta University, Wilberforce Island
A.E Briggs
Department of Secretarial Administation, Rivers State University of Science
and Technology, Port Harcourt
Abstract
Education has been recognized as the greatest investment that any nation can make for the
quick development of its human and material resources (NPE, 2004). The realization of this,
perhaps, acted as an impetus in the effort of parents towards education of their ward. This
paper critically examined the influence of parental level of education on the performance of
their children in educational statistics at a higher level of education. The population consist
of all higher education students studying education statistics and resident at
the FederalCapitalTerritory (FCT) Abuja, Nigeria. The sample involved in this study was 250
students randomly selected. A 47 item-questionnaire was used as instrument for data
collection. Oral interview and practical observation were made as complementary tools.
One null hypothesis was formulated and tested using independent t-test analysis. The result
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showed that, though parents level of education affects children’s academic performance,
other variables such as school environment, facilities are also important. On this conclusion
it was recommended that: (i) Parents should provide needs for their children on time at
home and school. (ii) Government and school managers should assist in the education of
children by providing necessary facilities and employ qualified teachers.
Keywords: performance; parents; students; educational
Introduction In recent times there has been an attitude behaviour formation, modification
and crises over the deplorable level of academic performance of students in both internal
and external examinations in pure sciences and statistics subjects across the Federal
Capital Territory in all higher educational institutions. Parents, professionals, academicians
and concerned social critics alike claimed that students are not learning as much and fast
as expected city dwellers. Some complained that it is embarrassing to notice a child leaving
primary and secondary schools to higher institutions like the universities and colleges of
education and cannot communicate effectively skills learnt, to a reasonable degree of
proficiency and effectiveness.
It has been investigated and assumed that the level of parent education affects the
academic performance of the child in school.
In other words, parents that are intelligent academicians well educated and professionals
provide their children with a favourable environment to motivate or encourage them to
develop similar interest and perform well in their parent’s subjects areas. Valencia and
Renald (1991) also observed that the level of parent education is related to English test of
children. From their study, they concluded that parents who are relatively higher in levels of
education tend to transmit to their children more culture of the academic they acquired than
parents who are illiterates or semi-illiterate. The investigation further revealed that parents
positive values attach to education is a function of their educational achievement.
In a study of educational achievement of institutions of learning of education and
uneducated homes in western Nigeria, Ogunlade (1995) opined that children of illiterate
homes perform worse than their counterparts from the education homes. students from this
home also study and concentrate in the
class a lot more than the former. Wilton (1975) confirmed the significant relationship
between educational background and academic performance, Bamisaiye and Williams
(1971) supported the observations on two of the family background, the elite and traditional
household, that the family set up affect the child degree of verbal behaviours, their
instruction attitudes, and communication which in turn affects the child academic
performance in several courses. Entwisted and Nisbet (1977), on the child study attributed
academic performance at school to the parents attitudes and their level of educational
attainment children from the parents who have high interest in science subjects tend to
imbibe some attitude towards parental professional occupational subjects which affects their
academic performance.
Smart (1992) has concluded that in most homes today it is apparent that parents
educational level correlate positively with their academic performance of their children, for
better educated parents are more likely to give their children practice in their school
subjects at home, go to school to find out their progress report and assignment records and
function as achievement models.
Good and Brophy (1997) also stressed that educated parents usually show interest in their
children’s academic performance, choose subjects, meet and collaborate with
administrators of higher institutions to ensure their children’s rate of seriousness in their
studies. Durojaiye (1997) has established that when variables such as income, occupation
and neighbourhood, which do correlate with child academic skill development, and held
constant psychological variables are important. This involves parents responsibilities to
present to their children pictures, narrate stories and provide them with playing facilities as
well as sending them to better schools. The investigation indicated that the students whose
parents gave incentives if they are successful had high achievement scores. Some
researchers like Waston (1985), Hawkes (1995), have confirmed that students academic
performance in most cases do not necessarily depend on
27
parental enlightenment or professional competence/ occupation nor educational
attainment.
Generally however, parents are aware of the determining nature and effect of educational
qualification in the present society, so most of them work out modalities on how to
manipulate educational system of their children so as to achieve their set goals and
objectives.
Research Hypothesis
The following hypothesis was formulated to guide the study,
Ho1, There is no significant influence of parents level of education on the academic
performance of students in educational statistics.
Methodology
The area covered by this study was the Federal Capital Territory Abuja, Nigeria. The
research design adopted in this study was descriptive survey design. The design enable the
researchers to gather existing data at appropriated time for the study. The population of this
study comprised one thousand (1000) students of higher educational institutions in Abuja
metropolis. The sample involved in the study was 250 which was randomly selected.
The word motivation is coined from the Latin word "movere", which means to move.
Motivation is defined as an internal drive that activates behavior and gives it direction.
The term motivation theory is concerned with the processes that describe why and how
human behavior is activated and directed. It is regarded as one of the most important
28
areas of study in the field of organizational behavior. There are two different categories
of motivation theories such as content theories, and process theories. Even though there
are different motivation theories, none of them are universally accepted.HOME :: Self-
Improvement / Motivation
Also known as need theory, the content theory of motivation mainly focuses on the
internal factors that energize and direct human behavior. Maslow's hierarchy of needs,
Alderfer's ERG theory, Herzeberg's motivator-hygiene theory (Herzeberg's dual factors
theory), and McClelland's learned needs or three-needs theory are some of the major
content theories.
Of the different types of content theories, the most famous content theory is Abraham
Maslow's hierarchy of human needs. Maslow introduced five levels of basic needs
through his theory. Basic needs are categorized as physiological needs, safety and
security needs, needs of love, needs for self esteem and needs for self-actualization.
Just like Maslow's hierarchy of needs, ERG theory explains existence, relatedness, and
growth needs. Through dual factors theory, Herzeberg describes certain factors in the
workplace which result in job satisfaction. McClelland's learned needs or three-needs
theory uses a projective technique called the Thematic Aptitude Test (TAT) so as to
evaluate people based on three needs: power, achievement, and affiliation. People with
high need of power take action in a way that influences the other's behavior.
Motivation Theory
By Richard Romando
Article Word Count: 357 [View Summary] Comments (0)
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Se a r c h
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david mcclelland
david c mcclelland's motivational needs
theory
American David Clarence McClelland (1917-98) achieved his doctorate in psychology at
Yale in 1941 and became professor at Wesleyan University. He then taught and lectured,
including a spell at Harvard from 1956, where with colleagues for twenty years he
studied particularly motivation and the achievement need. He began his McBer
consultancy in 1963, helping industry assess and train staff, and later taught at Boston
University, from 1987 until his death. McClelland is chiefly known for his work on
achievement motivation, but his research interests extended to personality and
consciousness. David McClelland pioneered workplace motivational thinking, developing
achievement-based motivational theory and models, and promoted improvements in
employee assessment methods, advocating competency-based assessments and tests,
arguing them to be better than traditional IQ and personality-based tests. His ideas have
since been widely adopted in many organisations, and relate closely to the theory
of Frederick Herzberg.
David McClelland is most noted for describing three types of motivational need,
which he identified in his 1961 book, The Achieving Society:
McClelland said that most people possess and exhibit a combination of these
characteristics. Some people exhibit a strong bias to a particular motivational
need, and this motivational or needs 'mix' consequently affects their behaviour
and working/managing style. Mcclelland suggested that a strong n-affil
'affiliation-motivation' undermines a manager's objectivity, because of their
need to be liked, and that this affects a manager's decision-making capability. A
strong n-pow 'authority-motivation' will produce a determined work ethic and
commitment to the organisation, and while n-pow people are attracted to the
leadership role, they may not possess the required flexibility and people-centred
skills. McClelland argues that n-ach people with strong 'achievement motivation'
make the best leaders, although there can be a tendency to demand too much
of their staff in the belief that they are all similarly and highly achievement-
focused and results driven, which of course most people are not.
Volunteers were asked to throw rings over pegs rather like the fairground game;
no distance was stipulated, and most people seemed to throw from arbitrary,
random distances, sometimes close, sometimes farther away. However a small
group of volunteers, whom McClelland suggested were strongly achievement-
30
motivated, took some care to measure and test distances to produce an ideal
challenge - not too easy, and not impossible. Interestingly a parallel exists in
biology, known as the 'overload principle', which is commonly applied to fitness
and exercising, ie., in order to develop fitness and/or strength the exercise must
be sufficiently demanding to increase existing levels, but not so demanding as
to cause damage or strain. McClelland identified the same need for a 'balanced
challenge' in the approach of achievement-motivated people.
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© original concept David McClelland 1999; review and contextual material Alan
Chapman 2000-2009
Motivation in Education
Fritz Hinrichs
Education must transfer from generation to generation the core of our culture’s accumulated body of
knowledge. In our day, many think that to believe in an accepted body of knowledge that prioritizes
what is important to learn and what is not smacks of elitism and exclusivity. In part, this charge
cannot be denied because discernment often demands that we play the role of intellectual hatchet-
men; however, if you will reject the notion of a “canon” of knowledge, you are faced with the task of
creating a rational for your own curriculum that can give a convincing answer to that most awkward
but ubiquitous question, “Why do we have to learn this?”
Having cut themselves free of the constraints that guide classical education, our large educational
institutions have resorted to an ever increasingly frantic attempt to construct a convincing rational for
their methodology out of the vacuum of their own errant psyches. Yet, whether they resort to
ethnicity, technology, gender or the deviancy of pop culture, their attempts to give meaning to their
teaching end up being mere exercises in personal assertiveness.
Even though our secular school system abandoned any true foundation for absolutes by rejecting
God’s authority over all of life, academia has been able to keep a coherent system together by merely
coasting on the inertia built up by our culture’s rich intellectual tradition. This has been especially
true in Mathematics where a healthy regard for disciplined rigorous thinking and applied mental
struggle were thought to guarantee mental fruit, but now, even this field seems vulnerable to the
prevailing epistemological meltdown. The “new new math” curricula currently being promoted by
the National Council of Teachers of Mathematics seems bent on destroying mathematical rigor in
hopes of instilling students with such dubiously mathematical abilities as “group learning skills”,
“guess and check techniques” and “awareness of diverse cultural approaches to mathematics”. By
attempting to make math more “interesting” and “accessible”, they have removed precisely what
makes Mathematics a joy to learn. No longer will students be able to savor the hard won pleasure of
successfully working complex mathematical procedures. Even in the field of Mathematics where you
think it would be nearly impossible for the mind to be led astray, our schools are abandoning rigor
and sense for mere gimmicks and social agendas . What is the philosophical lesson from all this? The
closer and closer man comes to pure epistemological autonomy (that is, the ability to accept only
those ideas he finds within himself) the closer he comes to resigning himself to complete nonsense.
For students to be motivated in their studies, they need to know that what they are studying is indeed
of real significance. They need to know that they are not being feed some new-sprung agenda or half-
baked innovation that will simply go the way of the faddish educational chaff that, once having
gleaned its profits, goes to the winds never to be seen or thought of again. Students need to know that
they are being feed the best that our civilization has to offer- that they are studying something that is
much, much larger than themselves. As I guide students through the study of the proofs in Euclid’s
Elements, it is always a pleasure to point out to them the fact that their geometry book is the same
that was used by Thomas Jefferson, James Garfield, Lewis Carroll and a host of other intellectual
witnesses going back before 200 BC. Even though Euclid makes absolutely no attempt to show you
how his system is “practical”, I do not find my students asking, “what will I ever us this for?”
32
Because the Element’s is truly a classic work, the students come to see why mathematicians have
admire Euclid’s beautifully constructed proofs through the ages.
When we climb out of the broad stream that comprises the wisdom of the ages, it is very easy to lose
our educational bearings, being blown to and fro be the winds of opinion. Furthermore, without a
good rational for our curriculum, we will be unable to resist the student’s desire to find the path of
least exertion between now and breaktime. To be motivated to work, we need to instill in our
children first godly character and then the conviction that their studies are indeed significant. Despite
the mantras that are continually chanted around us, the motivation for pursuing an education does not
come from looking at charts of the average salary levels of various degree recipients, or from
following the educational atomism that reduces all educational accomplishment to a single GPA, or
by explaining all labors as just steps in the great “ordu salutis” culminating in acceptance by that Ivy-
league dream college. By putting before students these poor reasons for getting an education we are
drumming into them the idea that education is a means and not an end. Until they understand that
education is an end in itself, that indeed, the creation in which we dwell and the historical saga in
which we take part are truly worthy of our interest and concentrated study, we will only see them
labor with a slave’s reluctance.
do
or
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EXTRINSIC MOTIVATION: Factors external to the individual and unrelated to
the
Task they are performing. Examples include money, good grades, and other
Rewards.
activities, because they are willing and eager to learn new material. Their
learning experience is more meaningful, and they go deeper into the subject to
fully understand it. On the other hand, extrinsically motivated students may
A theorists by the name of Abraham Maslow, has concluded that before we can be
needs. According to Maslow there are five basic levels of human needs.
physical survival. Needs in this group include food, water, air, shelter, clothing
and sex. Most people have satisfied their physiological needs allowing them to
concentrate on higher level needs. For some though, physiological needs are
2. Safety needs. Once physiological needs are met one can concentrate on
bringing safety and security to our lives. Safety and security needs include,
order, stability, routine, familiarity, control over one’s life and environment,
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3. Social needs or love and belonging needs. These needs include love, affection,
belonging and acceptance. People look for these needs in relationships with
other people and are motivated for these needs by the love from their families.
4. Esteem needs. All people have a need for stable, firmly based, usually high
others. These needs may therefore be classified into two subsidiary sets. These
call the desire for reputation or prestige (defining it as respect from other
appreciation.
individual being able to reach their full potential a human being. Once someone
has satisfied the first four levels of needs then they have the ability to
concentrate on functioning to their highest potential. But even if all these needs
are satisfied, we may often still expect that a new discontent and restlessness
will soon develop, unless the individual is doing what they are fitted
for. Musicians must play music, artists must paint if they are to be at peace with
themselves. What humans can be, they must be. They must be true to their own
nature.
• The first four needs are what we call deficiency needs, because they come from
things we are lacking. These needs can be met only by external sources, by the
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•Self-actualization is a growth need. This doesn’t just address what we are lacking
in our lives, but it gives us room to grow and develop as an individual. This need is
grow.
• Maslow, does explain that self-actualization is rarely achieved, even as adults. But
we as teachers, must make sure our students have satisfied their deficiency needs in
order to move on to their growth one. Intrinsic motivation will not occur until they
are well fed, safe in their environment, and can love and respect the teachers and
http://www2.fiu.edu.com/~cryan/motivation/intrinsic.htm
Before examining the characteristics of intrinsic and extrinsic motivation it will be helpful to
differentiate these forms of motivation from interest. Interest refers to the liking and willful
engagement in an activity (Schraw & Lehman, 2001). And the difference between personal interest,
which is a relatively-stable personal disposition toward a specific topic or domain, and situational
interest, which represents a temporary and situationally specific attention to a topic (Urdan & Turner,
2005)
Interest is not a type of motivation but rather an influence on motivation.
Students who are interested in learning about a topic or improving their skills in
a domain should display motivated behaviors, such as choice of the activity,
effort, persistence, and achievement.
While it may seem that personal interest and intrinsic motivation bear some
similarity to one another, personal and situational interest are not inherently
linked with either intrinsic or extrinsic motivation. Students may be personally or
situationally interested in a topic for intrinsic or extrinsic reasons. Although a
goal of educators may be to develop students’ interest and intrinsic motivation
in learning, in fact there are many reasons underlying students’ interests and
not all of them reflect intrinsic motives.
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motivation; however, there is no automatic relation between intrinsic and
extrinsic motivation (Lepper, Corpus, & Iyengar, 2005). For any given activity,
an individual may be high on both, low on both, medium on both, high on one
and medium on the other, and so forth. It is more accurate to think of intrinsic
and extrinsic motivation as separate continuums, each ranging from high to low.
Intrinsic motivation and extrinsic motivation are time and context dependent.
They characterize people at a given point in time in relation to a particular
activity. The same activity can be intrinsically or extrinsically motivating for
different people. Jon’s English class is extrinsically motivating for Todd but
intrinsically motivating for Lelia. As another example, assume that Scott and
Rhonda play the banjo. Scott’s intrinsic motivation is high because he plays for
enjoyment, whereas his extrinsic motivation is low. In contrast, Rhonda’s
extrinsic motivation is high because she plays largely as a means to the end of
playing well enough to earn money in a Dixieland band. Rarely does she play for
intrinsic reasons.
Because intrinsic motivation is contextual, it can change over time. Many things that
young children find interesting (e.g., Sesame Street) gradually lose their appeal as
children become older. Sudden changes in level of intrinsic motivation are not
uncommon. Scott may become extrinsically motivated to play the banjo well if he
experiences financial problems and decides to play the banjo to earn money. Doing
something because one wants to can easily become doing it because one needs to.
Excerpt from Motivation in Education: Theory, Research, and Applications, by Schunk &
Pintrich & Meece, 2008 edition, p. 237-238.
© 2008, Merrill, an imprint of Pearson Education Inc. Used by permission. All rights rese
Traditionally, family status variables such as parents' level of education have been
regarded as predictors of children's academic achievement. Increasingly, research has
suggested that, rather than having a direct association with children's academic
achievement, parents' level of education is part of a larger constellation of psychological
and sociological variables influencing children's school outcomes.
37
child's education. Thus, the influence of parents' level of education on student outcomes
might best be represented as a relationship mediated by interactions among status and
process variables.
The literature also suggests that level of education influences parents' knowledge,
beliefs, values, and goals about childrearing, so that a variety of parental behaviors are
indirectly related to children's school performance. For example, higher levels of
education may enhance parents' facility at becoming involved in their children's
education, and also enable parents to acquire and model social skills and problem-
solving strategies conducive to children's school success. Thus, students whose parents
have higher levels of education may have an enhanced regard for learning, more positive
ability beliefs, a stronger work orientation, and they may use more effective learning
strategies than children of parents with lower levels of education.
While many theorists and researchers argue that student attributes conducive to
achievement are deeply rooted in processes of socialization, such as learning through
observation of parental modeling, others contend that through their personal qualities,
children actively shape the parenting they receive: Parents socialize their children, but
children also influence their parents. Supporting both theoretical perspectives is research
indicating that the combination of learning behavior and intelligence exceeds the
contributions of any single source in predicting children'sscholastic achievement.
Parents with higher levels of education are also more likely to believe strongly in their
abilities to help their children learn. A recent study exploring the relationships between
level of parent education, parent self-efficacy, children's academic abilities, and
participation in a Head Start program found that level of parent education and program
participation was significantly related to parental self-efficacy. In turn, parental self-
efficacy beliefs significantly predicted children's academic abilities.
However, examinations across varied cultural and ethnic groups within the United States
suggest that level of education does not appear to determine the value parents place on
education, their interest in their children's schooling or their aspirations for their
children's academic success. For example, in a 1997 study comparing the relative value
of varied predictors of parental involvement, Thomas Watkins found that
parents' efficacy for involvement and educational goals for their children were stronger
predictors of school success than parental level of education and ethnicity. Additionally,
this study found that teacher communications to parents predicted parental involvement,
suggesting that, regardless of education level, parents need encouragement from
educators to become involved in their children's education.
38
Journal of Educational Research 2003
(1):314. — JOAN M. T. WALKER, CLAIRE SMREKAR
http://www.answers.com/
English▼
Children learn by example and observation. Parents that model certain behaviors are
more likely to see the same behaviors displayed in their children. This can have a
positive affect as well as a negative one depending on the examples a parent sets.
Parents that have acquired more skills and abilities might also have a larger skill set
that they can share with their children. Educated parents might also be more cautious
about knowing what a child should learn and what behaviors should not be modeled by
parents.
The earning power of parents with a higher degree of education generally exceeds
those without one. Jobs that require more education generally tend to be more flexible
and provide autonomy for the employees. Parents that have a higher level of
education might be able to get involved more with school functions, find other learning
tools outside of the classroom and be able to sign a student up for enrichment
opportunities. Enrichment opportunities are sometimes afforded for the sheer fact of
the financial ability of the parents. This is not to say that there are no enrichment
opportunities for free but parents involvement directly effects how these opportunities
are found and utilized.
39
Children are motivated when they can see the benefit in something. Parents that are
involved in a child's learning influence how a child perceives the value of something.
Valuing education can rub off on students in the most positive of ways. Parents that
explain why and how to children might provide more engaging conversations that are
more meaningful.
Spending time with children and teaching them that learning is fun and rewarding is
40
Intrinsic versus Extrinsic Motivation
Intrinsic Motivation (
Faculty wanting further information about any of these topics are encouraged to contact
Brandt 1995 /Chance 1992
Terry Doyle atdoylet@ferris.edu
Intrinsic motivation occurs when the learning activity and the learning environment
elicit motivation in the student.
We do not motivate students but rather create, through our teaching, opportunities
that can evoke motivation in students.
• When the goals and rewards of the learning are meaningful to the learner
• When the learning is important to the student
• When the learning assists the learner in obtaining valued accomplishments
• When the learning assists the learners in integrating themselves with the
world, with others, and promotes self-awareness
Extrinsic Motivation
Ryan and Deci (1996), Kohn (1993)
In the classroom, it is a way of doing things to children rather than working with
them" KOHN, 1993 (p.784). This view of management disregards a child's ability
to think and reason on their own, not allowing them the chance to develop self-
determination or independent thinking.
In situations where one person (the teacher) is clearly in power, extrinsic motivation
has a greater opportunity to be effective.
In situations where the students believe their perspectives are valid and their rights41
are equal to the person distributing the rewards or punishment, there is often the
formation of "power-relationships” with a high probability of subversion, conflict,
and/or resentment.
LOA Semudah 1,2,3
18 JULY 2007 18 COMMENTS
Banyak teman yang mengatakan pada saya, bahwa mereka umumnya sudah pernah mengalami
sendiri berjalannya hukum Law of Attraction (LOA). Bahwa pikiran dan perasaan Anda, akan menarik
hal-hal yang berkesuaian kedalam hidup Anda. Likes attract likes. Ini mungkin banyak yang sudah
pernah mengalami. Dari sekedar Anda ingat seorang teman, tiba-tiba teman tadi menelpon. Hingga
pada saat Anda berniat menjalankan bisnis, tiba-tiba ada kesempatan bisnis yang datang tidak
terduga. Namun, hampir semua umumnya terjadi di luar kesadaran. Sementara untuk “menggunakan”
LOA secara sadar, kelihatannya masih agak sulit.
Padahal menerapkan Law of Attraction (LOA) secara sadar, ternyata semudah 1,2,3. Paling tidak
begitu kata Michael J. Losier. Beliau ini pengarang buku “Law of Attraction” (2006), yang pemikiran-
pemikirannya banyak terinspirasi oleh Jerry dan Ester Hicks. Tidak hanya Losier, konsep yang
diajarkan Joe Vitale pun banyak yang mirip dengan konsep dari Ester Hicks. Bahkan di Indonesia
banyak praktisi LOA, pengajar, dan motivator yang sering mengajarkan ini. Namun sayangnya,
karena buku dan tulisan yang banyak beredar di Indonesia jarang menyebut referensi nya dari mana,
maka ketika ada beberapa detil yang hilang, jadi sedikit membingungkan. Selain itu, banyak teman
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saya yang mengalami kesulitan melakukan teknik-teknik visualisasi canggih seperti yang sering
diajarkan. Saya juga begitu. Saya termasuk orang yang lebih mudah menulis daripada bervisualisasi.
Jadi kadang niatnya saja bervisualisasi, tapi ujung-ujungnya malah ketiduran.
Nah, akan saya coba sampaikan 3 langkah mudah menerapkan LOA menurut Michael J. Losier, yang
menurut saya cukup lengkap namun sederhana. Anda yang sudah mencoba LOA secara sadar
silakan membandingkan dengan praktek Anda. Tiga langkah ini oleh Michael J. Losier disebut
sebagai “Deliberate Attraction”. Maksudnya proses attraction yang kita lakukan secara sadar. Ah,
jangan kepanjangan, mari kita mulai saja.
Satu.
Kalau Anda pernah nonton film the Secret, Anda pasti ingat wajah Pak Tua Bob Proctor, yang dengan
muka serius bertanya: “what do you really want?” Di sampul DVD asli nya bahkan ada selembar
kertas kosong, dimana Bob meminta kita menuliskan, apa sebetulnya yang kita mau. Memang
langkah awal ini penting. Michael J. Losier menyebut langkah pertama ini sebagai langkah
mengidentifikasikan hasrat kita (identify your desire). Mengidentifikasikan apa yang sebetulnya kita
inginkan. Nah, ini yang gampang-gampang susah. Biasanya ketika ditanya “jadi sebetulnya kamu
mau apa?”, mulut langsung terkunci, pikiran jadi blank. Atau sebaliknya, nyerocos tanpa henti dari A
sampai Z, sampai gak jelas mau apa. Nah, supaya jelas gunakanlah “clarity through contrast
worksheet”.
Caranya? Pertama, tentukan dulu di “prominent area” apa Anda ingin identifikasikan hasrat Anda ini.
Misalnya, dalam area karir, keuangan, kesehatan, keluarga atau asmara juga boleh, kalau mau.
Katakan Anda akan membuat worksheet untuk keuangan, maka ambil selembar kertas, tulis judulnya:
Kondisi Keuangan Idealku. Ini contoh saja, Anda bisa kreatif sedikit lah. Misalnya kalau soal asmara,
tulis saja: Pacar Idealku, dsb.
Di bawah judul, buat tabel dua kolom. Kolom sebelah kiri sebut saja kolom “contrast”. Di kolom ini
cantumkan hal-hal yang Anda tidak mau terjadi. Karena manusia memang aneh. Ketika disuruh
mengungkapkan hal-hal yang gak disukai biasanya lebih gampang. Tuliskan satu item untuk satu
baris. Misalnya kalau dalam hal keuangan: 1. Selalu kekurangan uang, 2. Penghasilan pas-pas an, 3.
Penghasilan gak naik-naik, 4. Cuma mengandalkan penghasilan dari satu sumber, 5. Penghasilan
tidak cukup untuk menyekolahkan anak di sekolah terbaik, dst. Gampang kan? Sounds familiar?
Hehehe … maaf ya, saya gak maksud nyinidir siapa2. Tuliskan sebanyak yang Anda mau.
Kemudian, baca setiap item. Dan kemudian tanyakan: “Jadi, apa yang kamu inginkan? Nah, lalu tulis
jawabannya di kolom sebelah kanan, kita sebut saja kolom “clarity”. Misalnya item 1: “Selalu
kekurangan uang”. Ini tidak Anda inginkan, jadi tanyakan: “Jadi, apa yang kamu inginkan?”, nah tulis
jawaban Anda, misalnya: “Selalu memiliki uang dalam jumlah yang stabil dan melimpah”. Jawaban ini
yang kita tulis di kolom clarity, dan kemudian jangan lupa coret kalimat di kolom contrast. Selesai satu
item, ulangi untuk setiap item yang sudah Anda tulis.
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Akhir dari langkah pertama ini, Anda akan memiliki daftar apa yang sebetulnya Anda inginkan. Anda
bisa membuat beberapa worksheet sesuai prominent area yang sedang ingin Anda kerjakan.
Dua.
Nah, setelah jelas keinginan Anda. Langkah ke dua adalah memberi perhatian dan perasaan atas
keinginan tadi, sehingga vibrasi nya akan semakin kuat. Michael J. Losier termasuk yang skeptis
dengan efektifitas afirmasi tradisional, sehingga menganjurkan untuk memodifikasi. Alternatifnya?
Dengan membuat “Desire statement”. Nah, ambil kertas kosong lagi. Hehehe … saya lupa
mengingatkan ya, Anda harus sediakan alat tulis dan kertas banyak2. Kemudian tulis desire
statement Anda dalam tiga bagian. Alinea pertama, adalah opening sentence, tuliskan: “Saya sedang
dalam proses menarik segala sesuatu yang perlu saya lakukan, ketahui, dan miliki untuk menarik
….”Nah, titik2 nya silakan diisi sesuai judul prominent area yang sedang Anda kerjakan. Misalnya,
dari contoh di atas adalah “situasi keuangan ideal saya”.
Bagian kedua adalah batang tubuh (body) desire statement itu sendiri. Disini Anda mulai berikan
perhatian dan perasaan. Anda tuliskan kembali poin-poin keinginan yang sudah Anda identifikasikan
di clarity through contrast worksheet, kedalam kalimat-kalimat positif yang penuh emosi. Caranya
dengan menggunakan kata-kata seperti: “Saya sangat senang, bahwa …”, “Saya sangat bahagia dan
bersemangat, mengetahui bahwa …”. Dan semacam itu. Contoh? Misalnya: “Saya sangat bahagia
dan bersemangat bahwa kondisi keuangan ideal saya memungkinkan saya selalu memiliki uang
dalam jumlah yang stabil dan melimpah”, dsb. Rasakan emosi nya sewaktu Anda menuliskan.
Apalagi kalau sudah menyangkut keluarga. Misalnya, “Saya sangat berbahagia dan penuh semangat,
bahwa kondisi keuangan ideal saya memungkinkan saya menyekolahkan anak saya di sekolah yang
terbaik …”. Bagian ini bisa terdiri dari beberapa alinea sesuai jumlah desire yang sudah Anda
identifikasikan.
Bagian ketiga adalah penutup. Tuliskan satu alinea yang menjadi closing sentence, misalnya: “Law of
Attraction bekerja dan menggerakkan apa yang perlu terjadi untuk terwujudnya hasrat saya”. Oh ya,
ini contoh saja dari Michael Losier. Anda mungkin kurang sreg dengan bunyi kalimatnya. Menurut
saya, ya Anda harus sreg dengan apa yang Anda tuliskan, jadi silakan dimodifikasi sendiri. Point nya
adalah memberi perhatian dan perasaan pada point2 yang sudah Anda identifikasikan.
Tiga.
Bagian ketiga adalah “allowing”. Ya meskipun Anda memiliki hasrat yang membara, namun jika
disertai dengan keraguan yang kuat, sama saja anda tidak membiarkan LOA bekerja. Umumnya yang
membatasi adalah keraguan bahwa apa yang sudah Anda tulis akan ditarik kedalam hidup Anda.
Tapi tenang, karena sekali lagi Losier memberikan kita cara praktis. Nah, kalau Anda masih punya
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cukup persediaan kertas, ambil selembar lagi, dan siaplah menulis “allowing statement”. Tujuannya
adalah menyingkirkan keraguan Anda.
Caranya? Pertama biarkan keraguan Anda muncul melalui pernyataan “tapi …” dan “karena …”.
Biasanya setelah membaca Desire Statament Anda muncul berbagai keraguan, tuliskan saja.
Misalnya, keragan Anda adalah: “Tapi … saya saat ini tidak punya uang sama sekali, karena … saya
nyaris bangkrut …”. Tulis. Berapapun banyaknya keraguan Anda, tulis semua. Paling tidak selesai
latihan ini, Anda jadi lebih pandai menulis, hehehe … Kemudian, atas pernyataan yang sudah Anda
tulis, sampaikan pertanyaan: “Adakah di dunia ini orang yang (dalam kondisi seperti Anda), namun
bisa mencapai (kondisi ideal Anda)?”. Misalnya dalam contoh ini, maka pertanyaannya
adalah: “Adakah di dunia ini, orang yang nyaris bangkrut, namun kemudian bisa memiliki kondisi
keuangan yang stabil dan berlimpah?”. Ingat baik-baik, apakah ada orang yang seperti itu. Saya yakin
pasti ada. Nah, Jawab pertanyaan tadi secara tertulis. Misalnya, “Di dunia ini, banyak sekali orang
yang pernah hampir bangkrut, namun bisa bangkit dan memiliki keuangan yang berlimpah …”. Anda
akan rasakan bahwa keraguan Anda tidak beralasan sama sekali, karena ada orang lain yang pernah
dalam kondisi seperti Anda namun bisa mewujudkan hasrat yang Anda inginkan.
Demikian beberapa latihan yang pernah saya baca dari buku Law of Attraction nya Michael J. Losier.
Tentu tidak sampai disitu saja, ada beberapa latihan praktis lagi yang akan semakin memperkuat
vibrasi untuk menarik yang Anda inginkan. Misalnya dengan membuat “book of proof”, dimana Anda
catat semua kejadian yang menjadi bukti bahwa LOA yang Anda niatkan terjadi. Kemudian membuat
“appreciation and gratitude statement”, dimana setiap hari Anda menulis jurnal yang isinya rasa
syukur dan apresiasi Anda atas kejadian-kejadian positif yang mulai terjadi pada diri Anda. Sekecil
apapun.
Relatif mudah bukan? Nah kini Anda siap mencoba membuktikan LOA secara sadar. Selamat
mencoba.
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