Fiqh Zakat

Sari Penting Kitab Fiqih Zakat, Dr. Yusuf Al-Qaradhawy________________________________1

FIQIH ZAKAT

SARI PENTING KITAB DR. YUSUF AL-QARADHAWY

PENDAHULUAN

Pemberdayaan ekonomi Ummat Islam melalui pelaksanaan ibadah zakat masih banyak menemui hambatan yang bersumber terutama dari kalangan Ummat Islam itu sendiri. Kesadaran pelaksanaan zakat masih di kalangan Ummat Islam masih belum diikuti dengan tingkat pemahaman yang memadai tentang ibadah yang satu ini, khususnya jika diperbandingkan dengan ibadah wajib lainnya seperti sholat dan puasa. Kurangnya pemahaman tentang jenis harta yang wajib zakat dan mekanisme pembayaran yang dituntunkan oleh syariah Islam menyebabkan pelaksanaan ibadah zakat menjadi sangat tergantung pada masing-masing individu. Hal tersebut pada gilirannya mempengaruhi perkembangan institusi zakat, yang seharusnya memegang peranan penting dalam pembudayaan ibadah zakat secara kolektif agar pelaksanaan ibadah harta ini menjadi lebih efektif dan efisien.

Berdasarkan kondisi tersebut, maka pemasyarakatkan ibadah zakat yang dituntunkan oleh Syariah Islam perlu ditingkatkan. Salah satu karya besar mengenai zakat yang menjadi rujukan luas saat ini adalah Kitab Fikih Zakat, yang ditulis oleh Dr. Yusuf Qaradhawy, salah seorang Ulama Besar Mesir yang sangat terkenal karena perhatiannya yang besar terhadap perkembangan sosial dan ekonomi Ummat Islam pada abad 21 ini.

Tulisan ini merupakan ringkasan selektif terhadap bab-bab dari kitab tersebut, yang sengaja dipilihkan untuk konsumsi kalangan masyarakat yang bergerak disektor industri dan jasa. Tulisan ini, pada awalnya dipostingkan secara berkala pada forum diskusi Isnet (Islamic Network), jaringan diskusi Islam melalui jaringan internet, pada akhir 1993. Agar dapat lebih banyak pemanfaataannya maka risalah kecil ini disusun sebagai langkah awal memahami zakat itu sendiri, sekaligus untuk mendorong keinginan untuk mengkajnya lebih jauh melalui kitab aslinya.

Semoga Allah senantiasa mencurahkan rahmat, hidayah dan inayah-Nya kepada beliau. Dan semoga pula risalah ini bermanfaat bagi para pembaca sekalian dalam rangka meningkatkan kualitas ibadah yang menjadikan kita semua sebagai hamba-Nya yang bertaqwa, amiin.

Bogor, Mei 1997

Lukman Mohammad Baga

____________________________________________________________________________________________

Sari Penting Kitab Fiqih Zakat, Dr. Yusuf Al-Qaradhawy________________________________2

Surat Al-Lail

Bismillahirrahmanirrahiim

Sesunguhnya usaha kamu memang berbeda-beda

Adapun orang yang memberikan (hartanya di jalan Allah) dan bertaqwa dan membenarkan adanya pahala yang terbaik (syurga)

maka Kami kelak akan menyiapkan baginya jalan yang mudah Dan adapun orang)orang yang bakhil dan merasa dirinya cukup, serta mendustakan pahala yang terbaik

maka kelak Kami akan menyiapkan baginya (jalan) yang sukar Dan hartanya tidak bermanfaat baginya apabila ia telah binasa

Surat ini merupakan surat-surat pertama Makiyyah, mengandung dua perumpamaan yang memberikan suatu isyarah akan sikap Islam terhadap harta dan orang kaya; dan menjelaskan pula contoh akhlaq yang diperintahkan Islam dan yang akan mendapatkan ridha Allah SWT.

Golongan pertama adalah golongan yang memberikan hartanya di jalan Allah dan bertaqwa dan membenarkan adanya pahala terbaik (syurga). Terhadap golongan ini Allah memujinya dan menyiapkan baginya jalan yang mudah.

Jadi memberi adalah salah satu sifat yang disejajarkan dengan taqwa dan membenarkan kalimat terbaik. Quran memutlakan sifatnya dengan memberi dan tidak menyatakan apa yang diberikan, berapa yang diberikan dan macam apa yang diberikan, karena maksud utamanya adalah jiwanya itu adalah jiwa yang dermawan, mulia dan pemberi, bukannya jiwa yang hina dan tidak mau memberi.

Jiwa pemberi adalah jiwa yang bermanfaat dan jiwa yang baik, yang tabiatnya senantiasa mau berlaku baik dan memberikan kebaikan kepada orang lain. Ia memberikan yang terbaik, baik untuk dirinya maupun untuk orang lain, sehingga ia menyerupai sebuah sungai yang dimanfaatkan oleh manusia dengan meminumnya dan untuk diberikan kepada hewan ternak dan tanaman. Demikian pula dengan orang yang penuh keberkatan dimanfaatkan dimanapun ia berada, sehingga sebagai pembalasannya terhadap jiwanya yang mudah memberi itu, Allah SWT akan memudahkan masuk ke dalam syurga.

Sebagai tandingan golongan ini, golongan yang dicela Allah dan memudahkannya masuk ke dalam neraka, karena ia sifatnya bakhil dan merasa dirinya cukup serta mendustakan adanya pahala terbaik (syurga). Inilah golongan yang tercela karena kekikirannya terhadap hartanya dan menganggap dirinya cukup, tidak memerlukan pertolongan Allah dan pertolongan manusia serta membohongkan apa yang dijanjikan Allah SWT, yaitu akibat yang baik bagi orang-orang yang benar imannya.

Maka, Allah memperingatkan dengan neraka yang menyala-nyala, Tidak ada yang masuk ke dalamnya kecuali orang yang paling celaka, Yang mendustkan kebenaran dan berpaling dari iman.

Dan kelak akak dijauhkan orang yang bertaqwa dari neraka itu. Yang menafkahkan hartanya di jalan Allah untuk membersihkannya,

Padahal tidak seorang pun memberikan suatu nikmat kepadanya yang harus dibalasnya. Tetapi dia memberikan itu itu semata-mata karena mencari keridhaan Tuhannya

Yang Maha Tinggi.

Dan kelak dia benar-benar mendapat kepuasan.

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Sari Penting Kitab Fiqih Zakat, Dr. Yusuf Al-Qaradhawy________________________________3

ISLAM DAN PENANGGULANGAN KEMISKINAN

Perhatian Islam terhadap penanggulangan kemiskinan dan fakir miskin tidak dapat diperbandingkan dengan agama samawi dan aturan ciptaan manusia manapun, baik dari segi pengarahan maupun dari segi pengaturan dan penerapan. Semenjak fajarnya baru menyigsing di kota Mekkah, Islam sudah memperhatikan masalah sosial penanggulangan kemiskinan. Adakalanya Quran merumuskannya dengan kata-kata "memberi makan dan mengajak memberi makan orang miskin" atau dengan "mengeluarkan sebahagian rezeki yang diberikan Allah", "memberikan hak orang yang meminta-meminta, miskin dan terlantar dalam perjalanan", "membayar zakat" dan rumusan lainnya.

Memberi makan orang miskin yang meliputi juga memberi pakaian, perumahan dan kebutuhan-kebuthan pokoknya adalah merupakan realisasi dari keimananan seseorang (lihat surat Al Mudatsir, Al Haqqah). Quran tidak hanya menghimbau untuk memperhatikan dan memberi makan orang miskin, dan mengancam bila mereka dibiarkan terlunta-lunta, tetapi lebih dari itu membebani setiap orang Mu'min mendorong pula orang lain memperhatikan orang-orang miskin dan menjatuhkan hukuman kafir kepada orang-orang yang tidak mengerjakan kewajiban itu serta pantas menerima hukuman Allah di akhirat.

Tangkap dan borgol mereka, kemudian lemparkan ke dalam api neraka yang menyala-nyala, dan belit dengan rantai tujuh puluh hasta ! Mengapa mereka dihukum dan disiksa secara terang-terangan itu? Oleh karena mereka ingkar kepada Allah yang Maha Besar dan tidak menyuruh memberi makan orang-orang miskin. (QS 69:30-34)

Dalam surat Al Fajr, Allah membentak orang-orang Jahiliah yang mengatakan bahwa agama mereka justru untuk mendekatkan diri kepada Tuhan dan berasal dari nenek moyang mereka, Ibrahim;

"Tidak, tetapi kalian tidak tidak menghormati anak yatim dan tidak saling mendorong memberi makan orang miskin. (QS 89:17-18)

Demikian pula pada surat Al Maun dimana dikatakan; orang yang mengusir anak yatim dan tidak mendorong memberi makan orang miskin" dikatakan sebagai orang yang mendustakan agama. Orang yang tidak pernah menghimbau orang lain untuk memberi makan orang miskin biasanya tidak pernah pula memberi makan orang miskin tersebut. Tuhan mengungkapkan dalam bentuk sindiran dengan tujuan apabila seseorang tidak mampu memenuhi harapan orang miskin, maka ia harus meminta orang lain melakukannya.

Selanjutnya dalam surat Adz Dzariyat : 19-20 "Dalam kekayaan mereka tersedia hak peminta-minta dan orang-orang yang hidup berkekurangan"

Digambarkan disini orang-orang yang bertaqwa adalah orang yang menyadarai sepenuhnya bahwa kekayaan mereka bukanlah milik sendiri yang dapat mereka perlakukan semau mereka, tetapi menyadari bahwa di dalamnya terdapat hak-hak orang lain yang butuh. Dan hak itu bukan pula merupakan hadiah atau sumbangan karena kemurahan hati mereka, tetapi sudah merupakan hak orang-orang tsb. Penerima tidak bisa merasa rendah dan pemberi tidak bisa merasa lebih tinggi. Lihat pula surat Al Ma'arif (QS 70:19-25).

Ayat-ayat di atas diturunkan di Makkah, sementara zakat diwajibkan di Madinah. Dengan demikian, sejak saat-saat awal kurun Makkah, Islam telah menanamkan kesadaran di dalam dada orang-orang Islam bahwa ada hak-hak orang yang berkekurangan dalam harta mereka. Hak yang harus dikeluarkan, tidak hanya berupa sedekah sunnat yang mereka berikan atau tidak diberikan sekehendak mereka sendiri. Kata zakat sendiri sudah digunakan dalam ayat-ayat Makiyah seperti pada surat : Ar Rum:38-39, An Naml:1-3, Luqman:4, Al Mu'minun:4, Al A'raf:156-157, dan Fushshilat : 6-7. Walau Al Quran sudah membicarakan zakat dalam ayat-ayat Makiah, namun demikian zakat itu sendiri baru diwajibkan di Madinah. Zakat yang turun dalam ayat-ayat Makiah tidak sama dengan zakat yang diwajibkan di Madinah, dimana nisab dan besarnya sudah ditentukan, orang-orang yang mengumpulkan dan membagikannya sudah diatur, dan negara bertanggung jawab mengelolanya.

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PEMBELAJARAN AKSARA JAWA

PERUBAHAN SISTEM PEMBELAJARAN AKSARA JAWA

ABSTRAK

Venny Indria Ekowati

Kondisi pembelajaran aksara Jawa di sekolah, secara umum terkendala beberapa permasalahan sebagai berikut:

(1) Pembelajaran aksara Jawa dianggap sulit karena aksara Jawa sudah tidak dipakai lagi sebagai media baca tulis sehari-hari. Penggunaan aksara Jawa pada masa sekarang ini hanya terbatas sebagai simbol kedaerahaan yang disematkan pada nama-nama jalan, gedung-gedung pertemuan, gedung-gedung pemerintahan, dan lain-lain,

(2)  Pembelajaran aksara Jawa selama ini terintegrasi pada mata pelajaran bahasa Jawa yang hanya diberi alokasi waktu 1-2 jam per minggu. Alokasi ini sangat kurang, mengingat banyaknya kompetensi membaca dan menulis Jawa yang harus dikuasai oleh para siswa,

(3) Pengajaran membaca dan menulis aksara Jawa yang cenderung monoton dan memaksa siswa untuk menghafal bentuk-bentuk dan aturan penulisannya, membuat siswa semakin tidak tertarik untuk mengikuti pelajaran membaca dan menulis aksara Jawa,

(4) Kurangnya media pembelajaran bahasa Jawa yang atraktif, interaktif, dan modern yang mampu menarik minat siswa dalam mempelajari aksara Jawa,

(5) Kurangnya buku-buku bacaan beraksara Jawa, sedangkan buku pegangan guru biasanya tidak selaras dengan kompetensi para siswa,

(6) Tidak tercapainya kompetensi-kompetensi yang sudah digariskan dalam kurikulum, sehingga terjadi penumpukan kompetensi yang belum dikuasai oleh siswa,

(7)  Guru kurang menguasai materi pembelajaran, dan

(8) Siswa kurang memahami manfaat mempelajari aksara Jawa.

Untuk mengatasi kendala tersebut, perlu dilakukan reformasi pembelajaran aksara Jawa dengan alternatif sebagai berikut:

(1) perbaikan perencanaan pembelajaran,

(2) pemanfaatan apersepsi,

(3) pengelolaan siswa,

(4) pemilihan pendekatan pembelajaran yang tepat,

(5) pemilihan metode pembelajaran yang efektif,

(6) pengembangan sumber belajar,

(7) pengembangan media pembelajaran,

(8) pengembangan sistem penilaian,

(9) tindak lanjut pembelajaran, dan

(10) peningkatan kualitas guru.

 

DAFTAR PUSTAKA

Hardiati, Endang Sri. 2002. Pameran Perkembangan Aksara di Indonesia. Jakarta: Museum Nasional.

Majid, Abdul. 2007. Perencanaan Pembelajaran: Mengembangkan Standar Kompetensi Guru. Bandung: Rosdakarya.

Mulyasa, E. 2007. Menjadi Guru Profesional: Menciptakan Pembelajaran Kreatif dan Menyenangkan. Bandung: Rosdakarya.

Riyadi, Slamet. 1996. Ha-Na-Ca-Ra-Ka: Kelahiran, Penggunaan, Fungsi, dan Makna. Yogyakarta: Yayasan Pustaka Nusatama.

Sedyawati, Edi. 2001. Sastra Jawa: Suatu Tinjauan Umum. Jakarta: Balai Bahasa.

Sudiana, Nana. 1989. Dasar-dasar Proses Belajar Mengajar. Bandung: Sinar Baru Algensindo.

Tim Jarlit BAPEDA DIY. 2004. Pemberdayaan Bahasa, Sastra, Budaya, dan Aksara Jawa melalui Jalur Formal dan Nonformal dalam Era Multikultur di DIY. Laporan Penelitian. Yogyakarta: BAPEDA Propinsi DIY.

Tehnik Motivasi Pembelajaran bahasa Inggris

TECHNIQUES FOR MOTIVATING THE STUDENTS

IN LEARNING ENGLISH

Guided By :

Drs. Surono, M .Hum

Written By :

Diah Sri Lestari

04005001

PBI – D3

ENGLISH DEPARTEMENT

FACULTY OF TEACHER TRAINING AND EDUCATION

AHMAD DAHLAN UNIVERSITY

YOGYAKARTA

2007

CHAPTER I

INTRODUCTION

A.    Background of the problem

In Indonesia, English is the first foreign language that is taught from elementary school until university. English as a school subject has been introduced in elementary school because learning a foreign language is better when it is done as early as possible. Brown (1980: 2) states that common observation shows that children are “Better” language learners than adults.

Motivation is needed very much in language learning. Motivation is a power which gives desire to the students so they have awareness that language learning is their responsible. Motivation will be an important thing makes students fall or success in their learning. They learn English because they want to get a good mark and pass the exam, they don’t know that in learning English, it will be success if they can use it, so the teachers should change this motivation by giving spirit and information that English is very useful in order they will have an integrated motivation. Students with an integrated motivation will have greater  success in learning English than those with merely instrument motivation, a students with an integrated motivation will be active in improving this English not only in class out of class as well.

According to Donn Byrne (1976:15) the motivation for the learners should be pleasure, interest, and a growing confidence at being able to understand the spoken language without reference to the written form. Beside, also factor a learner to increase student motivation to drive student to active in learning English language in the class. In learning process teacher and students can’t be separated teacher need students and student does too. A good relationship between teacher and students will influence in the result of learning process. If there is a good relationship between teacher and students, they will feel comfortable in the learning teaching process. To build a good relationship between students and teacher, in the relation with the role of the students and the role of teacher need cooperation and communication between them. Teacher does everything that he can do to help the students to get what they want in other hand students should tell what he want. So, the teacher knows what he should do. In this case it will better if they take and give each other.

As a new subject, English is a new thing to elementary school students who are taught the subject for the first time. Consequently, they have difficulty in understanding the lesson material. The students who have known and understood it before can answer the teacher’s question and they will be more active than the students who do not know it before. They are inclined to keep silent and make noise in the classroom.

In fact, English teaching learning process in unsuccessful in elementary school. It can be seen from the result of the test of final examination in the school which does not show satisfactory result. Maybe, it is caused by the low motivation and interest in learning English. In relation with the English learning process, there are many ways that can be used to get the high achievement. Giving motivation and growing interest in learning is one of the ways to increase the students learning achievement. It is expected that students will be more active and they can complete with their friends to get high achievement.

Why are some students successful at language learning whilst others are not? If we know the answer to that question the job at teaching and learning a language would be easy. We do not, of course, but we can point to a number of factor which seem to have a story effect on a students success or failure. One of the effect is motivation. According to Jeremy Harmer (1991: 3) there are two type of motivation which is concern with factors outside the classroom. The second,  intrinsic motivation which in concern with factors inside the classroom.

In order that the problem is more focused, it is necessary to limit the problem such as, extrinsic and intrinsic motivation. The first, extrinsic motivation which is concern with factor out our selves. The second, intrinsic motivation which is concern with factors in our selves. For them what happens in the classroom will be a vital importance in determining their attitude to the language, and in supplying motivation, which we have suggested that it will be a vital component in successful language.

B.     Formulation of the Problem

Based on the limitation of the problem, the writer formulates the problem:

1        What can increase the students motivation in learning English?

2        What techniques can be used to motivate the students in learning English?

C.    Significance of the Study

1.      For Teacher :

a.       To increase inspiration lectures to include the topic in learning teaching English.

b.      To drive in learning English motivate.

2.      For Students :

a.       To increase in learning English

b.      To interest in learning foreign language

c.       To motivate in learning English.

 

 

CHAPTER II

DISCUSSION

A.    Definition of Motivation

Motivation is one of the psychological factors that give effect to language learning. It is easy in second or foreign language learning to claim that a learner will be successful with the proper motivation. Some addition to Mc Donald in Soemanto (1990:173) Motivation is an energy change within the person characterized by affective arousal and anticipatory goal reaction. From the definition above motivation has three aspects the first, motivation is the beginning of energizing changer from the person. The second, motivation is marked by the affective arousal. The third, motivation is marked by the reaction to achieve a goal. There are also Eggen and Kauchak (1994:427) State that motivation is a force that energizes, sustains, and directs behavior toward a goal.

B.    Learning Motivation

According to Brown (1980:160) motivation is probably the most frequently used catch all term for explaining the success of failure of virtually any complex task. It is easy to assume that success in any task is due simply to the fact that someone is motivated” it is easy in second language learning to claim that a learner will be successful with the proper motivation.

People involved in language teaching often say that student who really want to learn will succeed whatever the circumstance is. All teachers can think of situation in which certain “motivated” student significantly better than their peers. They succeed in what appears to be an unfavorable condition. They succeed despite using methods which experts consider unsatisfactory. In the face of such phenomena it seems reasonable to suggest that the motivation that student bring to class is the biggest factor affecting their success. Motivation is one of the psychological factor that give effect to language learning. It is easy is second or foreign language learning to claim that a learning will be successful with the proper motivation.

There are two motivations, such as :

1.      Intrinsic motivation, which is concern with factor in our selves.

2.      Extrinsic motivation, which is concern with factor out our selves.

1.         Intrinsic motivation which is concern with factor in our selves.

According Ahmadi and Supriyanto (1990:130-131) state that there are two factor influence learning achievement, they are internal factor and external factor. This is internal factor motivation such as:

a.       Physical condition

Physical condition has a great effect on learning an can after a student’s motivation either positively or negatively.

b.      Method

The method by which students are tough must has same effect on their motivation. If they find it deadly boring their probably de-motivated, whereas if they have confidence in the method they will find it motivating.

c.       The Teacher

Where the student likes or not may not be very significant. What can be said, is that the two teacher use the same method. The result can be vastly different results.

d.      Success

Success plays a vital part in the motivational drive of a student. It will be the teacher’s job to set goals an tasks at which most of his or her student can be success.

2.         Extrinsic motivation which is concern with factor in out our selves  

one of the best known studies of motivation in second/foreign language learning was carried out by Gardner and Lambert in Brown (1980:114-115). Motivation was examined as a factor of a number of different kinds of attitudes. Two different clusters of attitudes divide two basic types of motivation:

a.       Integrative motivation

For this kind of motivation student need to be attracted by the culture of the target language community (TLC), and in the strong form of integrative motivation they which to integrate them selves into the culture.

b.      Instrumental motivation

This term describes a situation in which student believe that mastery of the target language will be instrumental in getting them a better job, position or status. The language is an instrument in their attainment of such a goal.

C.    English Learning

English Learning Achievement

The nature of English learning achievement learning. Learning is called a process because it is formally comparable to other organic processes such as digestion and respiration. The process of learning is doing, reacting, undergoing and experiencing. Experiencing means living through actual situation and reacting vigorously to various aspect of those situations. It can be conclude that learning is an activity that result in a change to the individual in the learning. The aspect of change are concerned with intellectual skills showing the extend of the student’s capability. Learning is process of acquisition and extinction of modification in existing organism through experience practice or exercise.

Factors Affecting English Learning Achievement, such as :

1.      An active approach in learning task

2.      A personal learning style or positive learning strategy

3.      Willingness to practice

4.      Willingness to use the language in real communication.

D.    English Learning Motivation

In English teaching learning process is unsuccessful in elementary school. It can be seen from the result of test or final examination in the school which does not show satisfactory result. Maybe, it is caused by the low motivation an interest in learning English. In relation with the English learning process, there are many ways that can be used to get the high achievement. It is expected that student will be more active and they can complete with their friends to get high achievement.

Define that learning is some as a relatively change in behavior or performance that occurs as a result of experience, practice or exercise (Houston, 1976:25). There also a linguist Traphy (1976:4) define learning as a relatively permanent change in behavior which occurs as a result of experience learning represents a process by which on organism’s behavior is changed, but not all changes are from learning.

E.     Factors Influencing Learning Motivation

Learning achievement of a person or learners can be influenced by many factors. Ahmadi and Supriyanto (1990:130-131) state that there are two factors influence learning achievement, they are internal and external factors. Internal factor is the factor that comes from inside of the person or learner. External factor is the factor that comes from out side of the person or learner.

1.      Internal Factors

a.       Physical factor

b.      Psychological factor

2.      External factors

a.       Social factor

b.      Culture

c.       Physical Environment

d.      Spiritual Environment of security

F.     Techniques for Motivating

      Technique for motivating is very important to every teacher because the motivating the students want to study hard and increase their mark. There are have two kinds of motivations :

1.      Direct motivation

Direct motivation is one of motivation which emerge straight from the teacher to the student in the classroom.

For example : The teacher give a support when the student study in the class

2.      Indirect Motivation

Indirect motivation is one of motivation which emerge doesn’t straight from in the classroom but out class room.

For example : The teacher give a homework to the students

G.    Ways of Motivating the Students

In general strongly motivated students with long-term goals are probably easier to teach than these who have no such goals. For such students short-term goals will often provide the only motivation they feel.

After we have a strong motivation the next step is how to increase the motivation no to be lost. There are three main categories to increase motivation, such as :

1.      Try to get information as much as possible about that kind of activity. For instance if we want to learn English, try get information as much as possible about English. That information could be found from encyclopedia, teacher, or even try to discuss with other who knows English as well.

2.      Do the relevant thing or activity. It means that if we have strong motivation to speak English well, we should do relevant things with English. For example, we join the English course, etc.

3.      Try to talk with the native speaker, so we know to speak English right

CHAPTER III

CONCLUSION

It can we conclude that English is important language used in this globalization era. English is very important, because it is an international language which is used as a means of communication with other people. Learning English consider are boring and difficult, so used some techniques for motivating the students in order to interest. The teacher will motivate the student so learn English with the appropriate teaching techniques student will enjoy and have some fun to learn English at their classroom, so they will feel that learning English is fun.

Factors Influencing Learning Motivation There are two factors influence learning achievement, they are internal and external factors.

1.      Internal factor is the factor that comes from inside of the person or learner.

2.      External factor is the factor that comes from out side of the person or learner.

            Technique for motivating is very important to every teacher because the motivating the students want to study hard and increase their mark. There are have two kinds of motivations :

1.      Direct motivation

Direct motivation is one of motivation which emerge straight from the teacher to the student in the classroom.

For example : The teacher give a support when the student study in the class

2.      Indirect Motivation

Indirect motivation is one of motivation which emerge doesn’t straight from in the classroom but out class room.

For example : The teacher give a homework to the students

The student more active with techniques for motivate from their teacher in the classroom, such as :

1.      Try to get information as much as possible about that kind of activity. For instance if we want to learn English, try get information as much as possible about English. That information could be found from encyclopedia, teacher, or even try to discuss with other who knows English as well.

2.      Do the relevant thing or activity. It means that if we have strong motivation to speak English well, we should do relevant things with English. For example, we join the English course, etc.

3.      Try to talk with the native speaker, so we know to speak English right

Bibliography

Ahmadi, H.Abu & Supriyanto Widodo.1990.Psikologi Belajar . Jakarta : PT. Rineka Cipta

Brown, H. Douglas. 1980. Principles of Language Learning and Teaching. Englewood Cliffs New Jersey. Prentice Hall Inc.

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