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CHAPTER I
INTRODUCTION
1.1Background of the Study
The world of education and teaching in Indonesia was shocked by the great number of high school students who had not passed in the National Final Examination for academic year 2003 / 2004. In Jakarta, it was estimated that there had been 9.307 students who had to undergo Re-Examination (Jawa Pos, June 25th, 2004). The students’ failure in the Final Examination might show the unsuccess of teaching and learning activity, especially of Mathematics, Economy, English, and Indonesian Language, which have been the main subjects of the test since academic year 2002 / 2003.
One of the subjects that were predicted to be the main cause of the students’ failure is English. It turned out that English was not the only subject to blame but the fact shows that many students failed in this subject, not to neglect that there were also some students who passed in this subject in the Final Examination thugh with very limited value. Again, it shows that the teaching and learning activity – especially of English – has failed, as common sense would say. 
The success of teaching-learning activity as many researches have studied is influenced by many factors. The factors may occur before or during the process of the activity. Some factors come from the students’ surroundings, some others are from the students themselves. Environmental factors often become the main topic of discussion about the students’ development in their study. Support upon the students is needed for the success of their learning. But when the final result has been exposed, the question should be returned to the students themselves. As the teacher and school have given their best effort to develop them, have the students given equal effort in their learning?
Despite the question above, there are also many factors supporting the success of learning activity. One of the most important factors, as many theories give, is motivation. It is the condition of a person, which encourages an individual to do certain activities to gain certain objectives. Some people also assume that motivation is the final purpose of an activity and often is concerning with a mental condition of the individuals.
According to its source, motivation can be distinguished into extrinsic motivation and extrinsic motivation. Extrinsic motivations are the motivations that function due to external stimulation upon an individual. Other motivations that do not need any stimulation are the intrinsic motivation. They function automatically because within the individual there have been the forces to do the required activities to gain the objectives. ( Sumadi Suryabrata, 1984 : 70-73 )
Sumadi also leaves a practical note as follows:
Aktifitas yang didukung oleh motif intrinsik ternyata lebih sukses daripada yang didorong oleh motif ekstrinsik; oleh karena itualangkah baiknya kalau dapat ditimbulkan seluas mungkin motif intrinsik itu pada anak didik kita.
Hal ini dapat diusahakan dengan jalan mengembangkan minat mereka ( 1984 : 74 )

(Activities, which are supported by intrinsic motivations, are proved to be more successful activities, which are supported by extrinsic motivations; therefore, it will be better if intrinsic motivations are developed within our students.
This thing can be done by developing their interest.)