Intrinsic and Extrinsic Motivation of English Education Graduation Students Batch 2018 in Accomplishing Academic Performance

Elizabeth Elizabeth; Ouda Teda Ena

doi:10.24256/ideas.v7i2.997

Authors

Elizabeth Elizabeth University of Sanata Dharma, Indonesia, Indonesia
Ouda Teda Ena University of Sanata Dharma, Indonesia, Indonesia

DOI:

https://doi.org/10.24256/ideas.v7i2.997

Keywords:

intrinsic motivation, extrinsic motivation, academic performance

Abstract

This research is aimed to identify intrinsic and extrinsic motivation of graduate students in English Education Master Program batch 2018. However, motivation became the most dominant factor to build in relation to the academic performance. The research is limited to one research question â€œwhat are the factors of graduate studentsâ€™ intrinsic and extrinsic motivation to build in relation to their academic performance?â€. To answer the research question, the researcher employed descriptive qualitative research. The researcher conducted semi-structure interview with nine English Education graduate students. The participants are purposively selected. The result showed that intrinsic motivation is more dominant than extrinsic motivation to build in relation to the academic performance of English education graduate students batch 2018. In intrinsic motivation, the initial purpose or goal-oriented of English education graduated students batch 2018 for entering the college is the most dominant factor in order to build in relation to the academic performance. In extrinsic motivation, the role of supportive peers is higher than other characteristics of extrinsic motivation.

References

Ary, D., Jacobs, L.C., Sorensen, C., & Razavieh, A. (2002). Introduction to Research in Education (6nd ed.).Foth Worth: Wadsworth Thomson Learning.

Ary, D., Jacobs, L.C., Sorensen, C., & Razavieh, A. (2010). An Introduction to research in education. Belmonth: Wadsworth.

Barreiro, P.L., & Albandoz, J.P. (2001). Population and Sample. Sampling Techniques, Management Mathematics for European Schools.

Bodgan, R.C., & Biklen, S.K. (2003). Qualitative Research for Education: An Introduction to Theories and Methods. New York: Pearson Education Group.

Creswell, J. (2009). Research design: Qualitative, quantitative and mixed methods approaches. Los Angeles: SAGE Publications Inc.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. New York, NY: Plenum.

Deci, E. L., Koestner, R., & Ryan, R. M. (2001). Extrinsic Rewards and Intrinsic Motivation in Education: Reconsidered Once Again. Review of Educational Research, 71(1), 1â€“27. doi:10.3102/00346543071001001.

DÃ¶rnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117-135. doi:10.1017/S026144480001315X.

Dornyei, Z. (2005). The psychology of the language learner individual differences in second language acquisition. London: Lawerence Erlbaum Associates.

Guba, E.G., & Lincoln, Y.S. (1988). Do inquiry paradigms imply inquiry methodologies? In D. M. Fetterman. (ed.) Qualitative approaches to evaluation in education: the silent scientific revolution. (pp. 89-115.) London: Praeger.

McGlynn, A. P. (2008). Beyond behaviour management: Manage or motivate? Education Digest, 73(6), 19-22.

Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4), 667-686. doi:10.1037/0022- 0663.95.4.667.

Reiss, S. (2012). Intrinsic and Extrinsic Motivation. Teaching of Psychology, 39(2), 152â€“156. doi:10.1177/0098628312437704.

Shia, R.M. (1998). Academics intrinsic and extrinsic motivation and metacognition: Assessing academic intrinsic motivation: A look at student goals and personal strategy (Thesis)/ Wheeling Jesuit University, West Virginia.