Students’ Self and Group-Driven Motivation on Target-Oriented Activity in Grammar Learning

Abstract

The article investigated students’ self and group-driven motivation in learning Grammar & Structure 03 on target oriented activity. It aimed at exploring what factors influence the participants and their higher motivation between self and group-driven motivation are, and how their motivation progress is toward the target-oriented activity. This article applied three phases of motivation theory (Dornyei and Otto, 1998) and language learning strategies (Dornyei, 2005). The results show that self-motivation is more dominant than group-driven motivation. Several factors influenced the motivational components which inhibit and enhance motivation on task. Considering the learning strategies, the participants tend to be more effective by subjective values and norms, however, emphasizing the task, they can manage both motivation types to be interdependence. Moreover, the participants’ motivation stages show that group-driven motivation progress is capable of enhancing motivation. Whereas, the downward scale of self-motivation as the result of the motivational disposition failed in generating enactment.