E-reflection, or just call it another kind of E-assignments. To be honest, when writing this post I did not have any clear idea of what I am gonna write and how the flow of my writing should be. I talk to myself, “Hey, this going to be published on the internet, your lecturer and classmates are going to read and comment on your reflection!”. Thinking about this E-reflection is gonna be read and commented by the lecturer and my classmates, motivates me to do my best to write a good E-reflection because I wanted to show them that I am not bad in writing. However, back to the beginning problem that I have no clear idea of what I am gonna write in this reflection. So then I tried to recall, what I have learned from previous meeting.

Recalling from our previous meeting, I remember that we were discussing about Motivation. Motivation is typically defined as the forces that account for the arousal, selection, direction, and continuation of behavior. (Biehler&Snowman, 2000), or me myself define motivation as the reason for someone to take an action.  The reason that I mean as motivation may come from internal or external factors. If it comes from internal factor, then it called as Intrinsic motivation, however if the reason comes because of external factor, then it called as extrinsic motivation.

As I remember, someone can be said intrinsically motivated when they do something because they enjoy doing it. For example, one of my hobby is reading comic books, then it can be said that I intrinsically motivated to read comics. On other hand, someone can be said to be extrinsically motivated when they do something to obtain something else or to satisfy an external influence (as a means to an end). For example, the reason why I am still trying to do my best to write this e-reflection although I am so sleepy right now (I did this reflection at 2 am!) is because I want to show my classmates that my writing is not bad (hehe). In addition, from my MMSEL lecturer’s power point slide and also recalling from what I still remember from my Educational Psychology class in the first semester, sometimes extrinsic rewards (which closely linked to extrinsic motivation) can undermine intrinsic motivation. Therefore, as a good teacher candidates and educators, later on we need to maintain the balance of intrinsic and extrinsic motivation of our students.

Cited from a book by Biehler&Snowman(2000) there is a misconception among teachers that a students can directly motivated by another, this view was said to be inaccurate, because we all know that motivation comes from within a person. What can we do as a good teacher is to make our students to motivate themselves to do what we want them to do. To make this happen, we need help from some motivational theories. Luckily, with the guide of my lecturer, I already discuss some of the theories with my classmates in MMSEL class. They are Behaviorist, Cognitive, Humanist and Sociocultural, let me recall it one by one.

The First one is the Behaviorist theory. As long i know, every time I hear about the word ‘Behaviorist’ it always remind me of two other words which are rewards and punishment. This theory is based on the assumption that students can be motivated to do an action by promising them a reward of some kind. The forms of the offered rewards usually are grade (“additional mark” for example) or praise from teacher. This theory has long been practiced by many teachers all over the world. Despite the fact that I have a little disagreement about the practice of this theory, I must admit that this theory is powerful enough to get your students motivated

The second theory is Cognitive theory. This theory examines students’ expectations and beliefs in an attempt the way how the world works. This theory believes that teachers should give the students chances to show their potential to others so they will feel that they are capable to control their environments.

The third theory is Humanistics theory. This theory emphasizes on the beliefs that no learning will be happen unless students’ basic needs as human are met. When the basic needs are met then the motivation to learn should be presents. For example students who is hungry, being bullied, or under pressured will never work well.

The fourth theory was Sociocultural theory, this theory emphasizes participation in communities that value and support learning. For example when students feel that their parents and family supports his learning he will be more motivated than if the family just neglected him.

In conclusion, I think each motivation theory has its own foundation of belief and designed to help teachers and educators to motivate their students learning. As a good teacher candidate we should be able to use and apply all theories to help our students to motivate their own learning and also not relying on just one theory.

Fredy Maulana