DEFINITION OF MOTIVATION
Motivation
is typically defined as the forces that account for the arousal, selection,
direction, and continuation of behavior. Nevertheless, many teachers have at
least two major misconceptions about motivation that prevent them from using
this concept with maximum effectiveness. One misconception is that some
students are unmotivated. Strictly speaking, that is not an certain amount of
effort to achieve them, he is, by definition, motivated. What teachers really
mean is that students are not motivated to behave in the way teachers would
like them to behave. The second misconception is that one person can directly
motivate another. This view is inaccurate because motivation comes from within
a person. What you can do, with the help of the various motivation theories, is
create the circumstances that influence students to do what you want them to
do. Many factors determine whether the students in tour classes will be
motivated or not motivated to learn. You should not be surprised to discover
that no single theoritical interpretation of motivation explains all aspects of
student interest or lack of it. Different theoritical interpretations do,
however, shed light on why some students in a given learning situation are more
likely to want to learn than others. Furthermore, each theoritical
interpretation can serve as the basis for the development of techniques for
motivating students in the classroom. Several theoritical interpretations of
motivation some of which are derived from discussions of learning.
DIFFICULT WORD
|
VOCABULARY
|
|
MEANING
|
|
typically
|
Adv
|
secara tipikal;
biasanya
|
|
arousal
|
v
|
stimulasi; motivasi;
rangsangan;
|
|
forces
|
v
|
memaksa; memaksakan
|
|
behavior
|
n
|
kelakuan; perilaku;
tingkah laku
|
|
nevertheless
|
var
|
akan tetapi; walaupun
begitu;
|
|
least
|
adj
|
terendah; terkecil;
yang paling kecil
|
|
major
|
n
|
mayor; menengah
|
|
misconception
|
n
|
salah paham; salah
pengertian
|
|
prevent
|
n
|
mencegah; halangi;
menghalangi
|
|
strictly
|
adv
|
secara ketat; dengan
ketat
|
|
certain
|
adj
|
suatu; sesuatu;
spesifik; partikular
|
|
effort
|
n
|
ikhtiar; percobaan;
usaha; upaya
|
|
behave
|
v
|
berkelakuan;
bertingkah; berlaku
|
|
way
|
n
|
Cara, jalan, alur
|
|
whether
|
var
|
apakah
|
|
different
|
adj
|
berbeda; senjang;
tidak sama
|
|
development
|
adj
|
pertumbuhan; kemajuan
|
|
interpretations
|
n
|
interpretasi;
tafsiran; terjemahan
|
|
derived
|
v
|
diturunkan
|
|
discussions
|
n
|
bahasan; pendiskusian
|
MEANING ON THE TEXT
Motivasi biasanya didefinisikan
sebagai kekuatan yang akan menimbulkan rangsangan , pilihan, tujuan, dan perilaku
yang berkelanjutan. Namun demikian, banyak guru memiliki setidaknya dua
kesalahpahaman utama tentang motivasi yang mencegah mereka dari menggunakan
konsep ini dengan efektivitas maksimum. kesalahpahaman yang pertama adalah
bahwa beberapa siswa tidak termotivasi . tegasnya yang bukan merupakan sejumlah
upaya untuk mencapainya, menurut definisinya, termotivasi. Apa guru benar benar
mengerti bahwa siswa tidak termotivasi untuk berperilaku dalam cara guru mereka
untuk berperilaku. Kesalahpahaman yang
kedua adalah bahwa seseorang dapat langsung memotivasi orang lain. Pandangan ini tidak akurat karena
motivasi datang dari dalam diri seseorang itu sendiri. Apa yang dapat anda
lakukan dengan bantuan dari berbagai teori motivasi , terciptalah keadaan yang
mempengaruhi siswa untuk melakukan apa yang anda inginkan. Banyak factor yang
menentukan apakah siswa dalam perjalanannya akan
termotivasi atau tidak termotivasi untuk belajar. Anda tidak boleh terkejut
menemukan bahwa tidak ada satu tafsiran
teoritis motivasi yang menjelaskan semua aspek dari minat siswa atau
kurangnya . Tafsiran teoritis yang berbeda di lakukan, namun menjelaskan
mengapa beberapa siswa tertentu mempelajari situasi yang di berikan yang lebih ingin
belajar dari orang lain. Selain itu, setiap tafsiran teoritis dapat berfungsi sebagai dasar untuk
pengembangan teknik untuk memotivasi siwa di kelas. Beberapa tafsiran teoritis
motivasi diantaranya berasal dari diskusi belajar
QUESTION
BASED ON THE TEXT
1.
What
is motivation?
2.
How many misconception about
motivation in the text?
3.
How the contents of the One
misconception?
4.
How the contents of the second
misconception?
5.
What is the function of the
theoritical interpretation?
ANSWER BASED ON THE TEXT
1.
Motivation is typically defined as
the forces that account for the arousal, selection, direction, and continuation
of behavior
2.
two major misconceptions about
motivation
3.
One misconception is that some
students are unmotivated
4.
The second misconception is that one
person can directly motivate another
5.
theoritical interpretation can serve
as the basis for the development of techniques for motivating students in the
classroom
GRAMMAR
EXPLANATION
DEFINITION ADVERB
An
adverb is a word that is used to change or qualify the meaning of an adjective,
a verb, a clause, another adverb, or any other type of word or phrase with the
exception of determiners and adjectives that directly modify nouns.
TYPE OF ADVERB
1. Adverb of time
An
adverb of time tells us when something is done or happens. We use it at the
beginning or at the end of a sentence. We use it as a form of emphasis when we
place it at the beginning. Adverbs of time include afterwards, already, always,
immediately, last month, now, soon, then, and yesterday.
a. He collapsed and died yesterday.
b. His factory was burned down a few months ago.
c. Last week, we were stuck in the lift for an hour.
2. Adverb of place
An
adverb of place tells us where something is done or happens. We use it after
the verb, object or at the end of a sentence. Adverbs of place include words
such as above, below, here, outside, over there, there, under, upstairs.
a. We can stop here for lunch.
b. The schoolboy was knocked over by a school bus.
c. They rushed for their lives when fire broke out in the floor below.
3. Adverb of manner
An
adverb of manner tells us how something is done or happens. Most adverbs of
manner end in –ly such as badly, happily, sadly, slowly, quickly, and others
that include well, hard, fast, etc.
a. The brothers were badly injured in the fight.
b. They had to act fast to save the others floating in the water.
c. At the advanced age of 88, she still sang very well.
4. Adverb of degree
An
adverb of degree tells us the level or extent that something is done or
happens. Words of adverb of degree are almost, much, nearly, quite, really, so,
too, very, etc.
a. It was too dark for us to find our way out of the cave. (Before
adjective)
b. The referee had to stop the match when it began to rain very heavily.
(Before adverb)
c. After all these years, she is still feeling very sad about her father’s
death.
5. Adverb of frequency
An
adverb of frequency tells us how often something is done or happens. Words used
as adverbs of frequency include again, almost, always, ever, frequently,
generally, hardly ever, nearly, nearly always, never, occasionally, often,
rarely, seldom, sometimes, twice, usually, and weekly.
a. They were almost fifty when they got married.
b. He hardly ever say something nice to his wife.
c. The man usually proposes marriage.
FUNCTION
ADVERB
1. Adverbs as Adverb Phrase Heads
The
first grammatical function that adverbs perform is the adverb phrase head. An
adverb phrase consists of an adverb plus any modifiers. For example, the
following italicized adverbs function as adverb phrase heads:
a. quickly
b. quietly
c. however
2. Adverb Phrases as Adjective Phrase Modifiers
The
second grammatical function that adverbs perform is the adjective phrase
modifier. An adjective phrase modifier is a word or phrase that that modifies
or describes an adjective or adjective phrase. For example, the following
italicized adverbs and adverb phrases function as adjective phrase modifiers:
a.
The boldly brave toddler
climbed onto the table.
b.
Your newborn baby daughter is
very tiny.
c.
Students who are clearly sick
may not attend class.
3. Adverb Phrases as Adverb Phrase Modifiers
The
third grammatical function that adverbs perform is the adverb phrase modifier.
An adverb phrase modifier is a word or phrase that modifies or describes an
adverb or adverb phrase. For example, the following italicized adverbs and
adverb phrases function as adverb phrase modifiers:
a. Olympic runners can sprint very quickly.
b. Your suspiciously mysteriously strange behavior tipped off the police.
c. My use of adverbs is almost always perfect.
4. Adverb Phrases as Verb Phrase Modifiers
The
fourth grammatical function that adverbs perform is the verb phrase modifier. A
verb phrase modifiers is word or phrase that modifies or describes a verb or
verb phrase. For example, the following italicized adverbs and adverb phrases
function as verb phrase modifiers:
a. My pets wake promptly at sunrise.
b. She would not testify against her attacker.
5. Adverb Phrases as Prepositional Phrase Modifiers
The
fifth grammatical function that adverbs perform is the prepositional phrase
modifier. A prepositional phrase modifier is a word, phrase, or clause that
modifies or describes a prepositional phrase. For example, the following
italicized adverbs and adverb phrases function as prepositional phrase
modifiers:
a. You seem rather under the weather.
b. Your drawing looks very much like a dog.
c. His directions are not very much like the original.
6. Adverb Phrases as Adjunct Adverbials
The
sixth grammatical function that adverbs perform is the adjunct adverbial. An
adjunct adverbial is a word, phrase, or clause that modifies or describes an
entire clause by providing additional information about time, place, manner,
condition, purpose, reason, result, and concession. For example, the following
italicized adverbs and adverb phrases function as adjunct adverbials:
a. Eagerly, my baby brother told me what he wanted for Christmas.
b. James answered my call immediately.
7. Adverb Phrases as Disjunct Adverbials
The
seventh grammatical function that adverbs perform is the disjunct adverbial. A
disjunct adverbial is word or phrase that provides additional information to
frame an entire clause. A disjunct adverbial denotes the attitude of the
speaker toward or judgment of the proposition such as truthfulness of manner of
speaking. For example, the following italicized adverbs and adverb phrases
function as disjunct adverbials:
a. Surprisingly, none of the children failed the test.
b. Honestly, I have no idea.
c. Clearly, the mail did not come
today due to it being a national holiday.
8. Adverb Phrases as Conjunct Adverbials
The
eighth grammatical function that adverbs perform is the conjunct adverbial. A
conjunct adverbial is a word or phrase that expresses a textual relationship. A
conjunct adverbial serves to link two or more clauses. For example, the
following italicized adverbs and adverb phrases function as conjunct
adverbials:
a. First, wash your hands.
b. Do you like to write about grammar too?
QUESTION
BASED ON THE GRAMMAR EXPLANATION
1. I am … happy.
a.
extremeler
b.
extremely
c.
extreme
2. She walks …
a.
quicker
b.
quickly
c.
quick
3. Fenny closes the door …
a.
Quieter
b.
quietly
c.
quiet
4. We have learned to greet a customer …
a.
proper
b.
properly
c.
properter
5. The James Bridge was … constructed and maintained.
a.
badly
b.
badder
c.
bad
ANSWER BASED
ON THE GRAMMAR EXPLANATION
1. extremely
2. quickly
3. quietly
4. properly
5. badly
Tidak ada komentar:
Posting Komentar