Dash (2004) stated that motivation can arouse, maintain, and control ones interest in a certain activity.

It serves as an encouragement of every action a person will do to achieve his goal even if at the start he finds no attraction towards that goal. It also serves as the source of an effort and to push the right button to get desired reaction. Motivation is a combined force which may be triggered from inside or outside ones self and also to the environment. Intrinsic motivation refers to the forces contained by an individual and doesnt depend on the environment. The forces within the individual that motivate him/her to perform some task or behave in a manner are: curiosity, level of aspiration, and desire to earn a name. These internal motivator pushes the individual to act in a certain situation. This motivation relies on the teacher on how he/she may handle it towards the students. But intrinsic motivation is very difficult to achieve (Dash 2004). Extrinsic motivation refers to the forces outside the individual which depends on the environment. Extrinsic motivation can also be referred as incentive motivation. Examples of extrinsic motivation are praise, blame, rewards, punishments, and marks. This kind of motivation pushes the individual towards a certain goal (Dash 2004). Sternberg and Williams (2010) stated that, motivation is an inner position that answers, directs and sustains behavior. Motivation can also be referred as internal psychic energy or as a cognitive force that enable man to achieve his aspiration. Those students who are motivated tend to do good in school and stay in school longer, discover more, and perform better tasks.

Zollman (2009) (as cited by Zaine, Mokhtar, & Nawawi, 2010) designed a classroom action research to investigate a problem solving instructional approach by using graphic organizers. The designed graphic organizers is use to teach how to write essay writing in 5 steps. The five steps included the questions about what the students need to find, what they already know, brainstorm the potential ways to solve the problem, show the calculations, and the students conclusion or opinion about the problem solving given. They found that graphic organizers helped students to construct content and strategic knowledge; improved their mathematical communication skills. Besides, graphic organizer also helps students with all capacity levels to produce more complete answer. A graphic organizer is simply a graphical or spatial representation of text concepts. It is an instructional tool that can help students to organize, structured the information and concepts to relate with the other concepts. In addition, the spatial arrangement of graphic organizers allows the students to identify the missing information or absent connections in ones strategic thinking (Ellis, 2004). Graphic organizers have many names including visual maps, mind mapping and visual organizers. Studies have shown that meaningful learning can be assisted through the use of graphic organizer. Students who used graphic organizer as a learning strategy performed better rather than the students who used underlining, note-taking, discussing with co-students or outlining. According to McElroy and Couglin (2009) as cited by Zaini, Mokhtar, & Nawawi, (2010), there were several examples of graphic organizer for how law professors can apply cognitive learning theory to their classroom teaching of

counter analysis using graphic organizer. Graphic organizer also can be used in all phases of learning from brainstorming ideas to present findings. They can be used individually or in large groups. For example, some teachers like to create a class concept map as a large group to review at the end of a unit or develop a character map while reading a book aloud to the class. These tools are particularly useful in activities that require critical thinking skills. Furthermore, they stated that graphic organizers are a set of learning strategies which involve translating words expressed in linear form into visual structures. When written material or difficult concepts are expressed graphically, the students can develop alternative structures for understanding the course concepts. Graphic organizers also enhance students ability to learn to refute arguments. In addition to being an established cognitive tool promote learning, graphic organizers also aid students with differing learning styles in their quest to master legal analysis. So from this, the increasing attention paid to the role of learning styles in the law school classroom. More specifically, graphic organizers may help students learn analysis because they visualize relationships, steps or chronology by showing the spatial relationship between the ideas. Graphic organizers can have a positive impact on reading comprehension (I.A.R.E., 2003). The reading comprehension skills of students in elementary and secondary schools improve with the introduction of graphic organizers. After studying the research literature on reading comprehension, the National Reading Panel (2000) in the United States declared that GOs are one of the seven most effective teaching strategies for reading comprehension. Teachers who include GOs in their instructional

practice can improve their students academic performance as cited by (I.A.R.E., 2003). Three studies revealed that Graphic organizers are a helpful method for improving student retention and recall of information for both elementary and junior high students with learning disabilities, as well as upper elementary students (p. 6).

Motivation has to do with students desire contribute in the learning process. But it also concerns the reasons or goals that inspire their involvement in academic activities. Although students may be equally motivated to perform a task, the source of their motivation may differ. A student who is intrinsically motivated undertakes an activity for its own sake, for the enjoyment it provides, the learning it permits, or the feelings of accomplishment it evokes. An extrinsically motivated student performs in order to obtain some incentive or avoid some penalty external to the activity itself such as grades, stickers, or teacher approval. As stated above, the term motivation to learn has a slightly different meaning. It is defined by some author as the meaningfulness, value, and benefits of educational tasks to the learner-regardless of whether or not they are intrinsically interesting (Admin, 2010). Admin states that others note motivation to learn is characterized by long-term, quality involvement in learning and commitment to the process of learning. Factors that influence the development of students motivation: According to educators, motivation to learn is a competence obtained through general experience but stimulated most directly through modeling, communication of expectations, and direct instruction or socialization by parents and teachers. Childrens home environment shapes the initial constellation of attitudes they develop toward learning. When parents nurture their childrens natural curiosity about the world by welcoming their questions, encouraging

exploration, and familiarizing them with resources that can enlarge their world, they are giving their children the message that learning is worthwhile and frequently fun and satisfying. When children are raised at home that nurtures a sense of self-worth, competence, autonomy, and self-efficiency, they will be more apt to accept the risks inherent in learning. Conversely, when children do not view themselves as basically competent and able, their freedom to enlarge in academically challenging pursuits and capacity to tolerate and cope with failure are greatly diminished. Once children start school, they begin forming beliefs about their school-related successes and failures. The source to which children attribute their successes and failures have important implications on how they can approach and cope with learning situations. The beliefs teachers themselves have about teaching and learning and the nature of the expectations they hold for students also exert a powerful influence. As one notable educator remarked, To a very large degree, students expect to learn if their teachers expect them to learn". School-wide goals, policies, and procedures also interact with classroom climate and practices affirm or alter students increasingly complex learningrelated attitudes and beliefs. Developmental changes comprise one more strand of the motivational web as well. For example, although young children tend to maintain high expectations for success even in the face of repeated failure, older students do not. Although younger children tend to see effort as uniformly positive, older children view it as a double-edged sword. To them, failure following high effort appears to carry more negative implication-especially for their self-concept of ability-than failure that results from minimal or no effort.

Reference Admin, Shabait (2010). What Motivation is and Why It is Important in Classroom Situation. Retrieved June 20, 2012 from http://www.shabait.com/categoryblog/3200-what-motivation-is-and-why-it-isimportant-in-classroom-situation

Reference: Dash, Muralidhar (2004). Educational Psychology. New Delhi, India: Deep & Deep Publications. LTD Institute for the Advancement of Research in Education. (2003). Graphic organizers: A review of scientifically based research. Charleston, WV: Institute for the Advancement of Research in Education

Sternberg, R.J. & Williams, W. M. (2010). Educational Psychology. New Jersy, USA: Person Education, Inc., Zaini, S.H., Mokhtar, S.Z. & Nawawi, M. (2010). The Effect of Graphic Organizer on Students Learning inSchool, Malaysian Journal of Educational Technology, 10(1), pp. 17-23

Ellis, E. (2004). Whats the big deal about GO? Retrieved on June 20, 2012, from http://graphicorganizer.com
Deci, E. L.,& Ryan, R. M. (2000). Contemporary Educational Psychology. Retieved June 17, 2012 from http://www.google.com.ph/url?sa=t&rct=j&q=intrinsic%20and%20extrinsic%20types%20 of%20motivation%20have%20been%20widely%20studied%2C%20and%20the%20disti nction%20between%20them%20has%20shed%20important%20light%20on%20both%2 0developmental%20and%20educational%20practices.%20in%20this%20review%20we %20revisit%20the%20classic%20definitions%20of%20intrinsic%20and%20extrinsic%2 0motivation%20in%20light%20of%20contemporary%20research%20and%20theory.%2 0intrinsic%20motivation%20remains%20an%20important%20construct%2C%20reflecti ng%20the%20natural%20human%20propensity%20to%20learn%20and%20assimilate. %20however%2C%20extrinsic%20motivation%20is%20argued%20to%20vary%20cons iderably%20in%20its%20relative%20autonomy%20and%20thus%20can%20either%20r eflect%20external%20control%20or%20true%20selfregulation.%20the%20relations%20of%20both%20classes%20of%20motives%20to%2 0basic%20human%20needs%20for&source=web&cd=1&ved=0CFIQFjAA&url=http%3A

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