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Tag Archives: Fitriyani

Instructional Activity

MMSEL course today is started by showing mood. Actually I got miss instruction, because I don’t know the instruction. I think we should show mood based on PPT from Ibu Lydia, but we should show our own mood in that time. So, I just smileJ. It means I feel ashamed. After that we talk about interest, how to design classroom that fulfill student interest. That will be hard, but teacher should do it to make student interest to learn. Even student have different interest, teacher able to generalize it and apply in the class.

We can make an interesting activity in the class based on our instructional variable. The variable is introductory focus, personalization, involvement, and feedback. Introductory focus is attracting students’ attention; it can be apply by using Varity method that interesting for student. Then personalization is link to students’ lives, it mean teacher able to know every student personality and emotion, so teacher should try to fulfill it when teaching material. After that Involvement, involvement is increasing intrinsic interest. It can be apply by using open-ended questions and using hand-on activities. The last is feedback; teacher should give feedback to increase student interest and self-efficacy.

Today activity also a motivation section, every group present their ability in motivate their friend. That is interesting, but I can’t perform well in this motivation section. I am sorry, because my group still confuses the flow of word that should tell to the audience. Actually the ability to motivate is very important to make student feel interesting and motivate to learn. I will learn more to do it.

 
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Posted by on December 13, 2011 in Reflection week 12

 

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Dream Picture

MMSEL course today are really meaningful because Miss Lydia ask us to draw our dream in a piece of paper. Why it’s become meaningful? Yeah, because I draw all of dream for 5 until 10 years later. When I present my picture to my friend, Oh my God, I draw so many things. It’s mean that I have so many dream. But I think we spend time to much for present dream in the picture.

After that we have a jigsaw reading about “The Influence of Belief on Motivation to Learn”. My part is Self-Efficacy: Belief about capability. From the reading material I know that Self Efficacy is part of Self-Concept, for example Eva love’s mathematic (Self-Concept), more specify Self-Efficacy Eva belief she can solve algebra operation well. They are four factors that can increase student Self-Efficacy, past performance, observing the modeling of others, verbal persuasion, and psychological factor.

It’s time to share and listen to others. I tell to my group about what I already know about Self-Efficacy (belief about capability). After that, I hear my friend explanation. They are belief about future outcome: It’s like a future goal and they are contain a time to achieve that goal, after that beliefs about Intelligence: Separate become Entity view and Incremental view. The Entity view thinks that intelligence is essentially fixed and stable over time. Incremental view belief that intelligence is not stable and can be increase by effort. Finally Belief about value: Belief about value separate into three types. First Attainment view belief they have ability and feel expert. Second Utility value more looks something from the purpose for their self. It’s useful or not. If it is useful they will take it, but if not they will left it. The third is cost, they feel that they have so many things to do and not have more time to do another thing. . But nobody explain belief about causes of performance.

That’s all about belief that influences learner to engage in and preserver on task. We as a teacher candidate should aware about this case and know the way to overcome. Because we should assured all of student in a good motivation to have a learning experience in our class.

 
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Posted by on October 11, 2011 in Reflection week 3

 

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Role Play (Yeah,, I like It)

At the first, when the class start. Miss Lydia wants to remember our name. That’s way she gives us an activity to tell our breakfast menu and before that we should told all of name and their breakfast before us. Luckily I am seat in the front, so I just need to remember a few people. After that we should present the poster that we have done and gallery walk to another group poster. But I am got little bit confuse when hear social culture group present their poster.

In this meeting we focus more to Maslow’s hierarchy of need and the need for self-determination. Rian ask Miss Lydia about Maylow’s pyramid, Should we categorize our need like pyramid start from Physical until self actualization (with the bigger one in the based and the small one in the top)? Because some theory tells about that pyramid can be upend. I agree with Rian, I think people who can’t get the based need can achieve up need too. When I hear Miss Lydia answer, I can accept it. Because Maslow theory of need can represent the general phenomenon, although is it possible to miss the step and next the up step.

I am happy today, because the need for self-determination material should preset in role play. Every group present different role play, so another group guesses the theme of role play. I like this activity so much, because I can see the example of self determination from the role play. I also flashback and realize “hmm,, sometime I do something like that”. Like I want to look smart (the need for competence) and when in Junior High School I want always stay in “kelas unggulan” (the need for relatedness).

Like I already told before, Motivation likes energy. That’s way teacher should giving motivation for their student. Give motivation for student not only by telling but also teacher can integral into teaching and learning process. Like giving praise and critics wisely, Always show a good emotion to student, offer help, engage student to monitor their learning goal, give student opportunities to show they ability and etc.

 
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Posted by on October 4, 2011 in Reflection week 2

 

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Self-Determination and Self-Worth in Motivation

Self-Determination

People have an external ‘perceived locus of causality’ (PLOC) to the extent they sees forces outside the self as initiating, pressuring, or coercing one’s action. In an internal PLOC a person feels they are the initiator and sustainer of their own actions.

People with a higher internal PLOC thus feel self-determined in that they see their behavior as stemming from their own choices, values, and interests, whereas those with an external PLOC experience their behavior as controlled by some external event, person, or force.

The internal locus is connected with intrinsic motivation, whilst the external locus is connected with extrinsic motivation.

The distinction between intrinsic and extrinsic is a core part of Self-Determination Theory (SDT), which was developed in the wake of Behavioralism and Conditioning, where behavior management is based around reward and punishment. SDT extends this extrinsic view to consider intrinsic effects.

There are three needs that SDT identifies as requiring satisfaction:

  • Competence: succeeding in what you do.
  • Relatedness: connecting with others.
  • Autonomy: being in control of your life.

Example

I feel in control of my own life. I feel responsible for my actions. I have a high internal locus and motivate myself. My friend is always complaining that they are being ‘forced’ to do things and that life is not fair. They have a high external locus and are more affected by reward and punishment.

So What?

Using it

Find out whether people have stronger internal or external locus and then persuade them accordingly. For internal locus, you might show how they are control and let them choose. For external locus you could show how they are being driven by outer forces and then offer a safe haven for them.

Defending

Understand your own PLOC and how you attribute cause. Think about whether this is effective for you and whether you want to change it. Also note how this relates to how others persuade you (and how you persuade yourself).

2.      Self-Worth

Self-worth theory states that in certain situations students stand to gain by not trying and deliberately withholding effort. If poor performance is a threat to a person’s sense of self-esteem, this lack of effort is likely to occur. This most often occurs after an experience of failure. Failure threatens self-estimates of ability and creates uncertainty about an individual’s capability to perform well on a subsequent basis.

If the following performance turns out to be poor, then doubts concerning ability are confirmed. Self-worth theory states that one way to avoid threat to self-esteem is by withdrawing effort. Withdrawing effort allows failure to be attributed to lack of effort rather than low ability which reduces overall risk to the value of one’s self-esteem.

When poor performance is likely to reflect poor ability, a situation of high threat is created to the individual’s intellect. On the other hand, if an excuse allows poor performance to be attributed to a factor unrelated to ability, the threat to self-esteem and one’s intellect is much lower (Thompson, Davidson, & Barber, 1995).

A study was conducted on students involving unsolvable problems to test some assumptions of the self-worth theory regarding motivation and effort. The results showed that there was no evidence of reported reduction of effort despite poorer performance when the tasks were described as moderately difficult as compared with tasks much higher in difficulty.

The possibility was raised that low effort may not be responsible for the poor performance of students in situations which create threats to self-esteem. Two suggestions were made, one being that students might unconsciously withdraw effort, and the other stating that students may reduce effort as a result of withdrawing commitment from the problem. Regardless of which suggestion is true, self-worth theory assumes that individuals have a reduced tendency to take personal responsibility for failure (Thompson, Davidson, & Barber, 1995).

source:

http://changingminds.org/explanations/theories/self-determination.htm

http://www.personalityresearch.org/papers/rabideau.html

Conclusion:

After we learned about Self-Determination and Self-Worth in the classroom and read those articles, we conclude that:

·         We need to build students’ self-determination and self-worth

Self-determination and self-worth are important for students in learning activity. Through self-determination and self-worth, students will have more motivation to learn. Self-determination will improve their extrinsic motivation while self-worth will improve their intrinsic motivation.

·         Teacher should create a good classroom management

Classroom management can be used by the teacher in order to improve students’ self-determination and self-worth. It will become a tool for teacher to make the lesson more meaningful. Time management, sitting position, ground rule, and classroom environment are the parts of classroom management.

·         Teacher’s behavior will impact students’ motivation

Teacher’s behavior in delivering the lesson will impact students’ motivation extrinsically and intrinsically. For example, teacher must give an appropriate feedback for students’ performance. The feedback should increase students’ motivation. Another example is the way that teacher used in giving assignment. Teacher should give a freedom for the students to express their creativity in doing the assignments.

So, the role of teacher is important in increasing students’ motivation in learning process. Motivation also can be built by having a good self-determination and self-worth. Then, the lesson will be more meaningful.

Group 3

– Jonathan Saputra (2009110004)

– Aida Rahmi (2009110014)

– Fitriyani (2009110020)

– Hanna Anggraeni (2009110036)

 
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Posted by on October 4, 2011 in Articles

 

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