1.

0 INTRODUCTION
The education field is one field which undergoes multiple changes, parallel with the globalization era changes. In this time, the Ministry of Education had done a lot of changes to ensure our generations credibility to be the same as those outside our borders. For example, the subjects Science and Mathematics were previously taught in Bahasa Melayu, but not anymore, they are both now taught in English. This shows a positive change for our nations development. Therefore, many other teaching techniques need to be thought of and invented so that the educators will be able to choose the utmost suitable approach for their respective teaching and learning process. Taking the subject Visual Art Education as an example, the teaching and learning process requires the educator to have the ability to manipulate material, object and the content of the subject so that it will appeal to the students interest(Badrul Isa, 2006). The Visual Art Education line of educators should be able to be more creative and innovative in order to make students interested in that particular subject. In the education system in Malaysia, Visual Arts Education is a subject that must be learned by students in lower secondary school level, which forms one to three. Meanwhile, the upper secondary school students; form 4 and 5, Visual Art Education subjects are elective subjects. In the Visual Art Education subjects, students will be taught the theory and make the activities of art.

Therefore, students will create art activities after learning about a theory of a topic. Cultural diversity in Malaysia caused teachers to think about teaching and learning process becomes more interesting. These include the interest of students to learn subjects in Visual Art Education. The Visual Art Education teacher especially should make the process of teaching and learning in the classroom more interesting. Currently, students only consider the subject of visual arts education is not subject to be studied in greater depth. Students often develop negative attitudes towards school subject, they often question their self-worth, and some feel they have little to contribute artistically (Covington & Omelich, 1979; Rouse, 1974).In the process of teaching and learning, there are several factors that cause students to feel excited to learn that subject. For example, in science subjects students may be interested to learn more about the subject because there are practical activities carried out and attract students. Cognitive Scientists believe that learning process do not only uses data gathering technique, but it also involves an active process in interpreting new information, connecting them to their schemas and apply them well, (Burness & Snider, 1997; Gregory and Chapman, 2002; Hein, 1999).

1.1 PROBLEM STATEMENT

This research is meant to investigate the factors affecting student motivation to learning Visual Art Education. This is because the students show low of motivation to learning Visual Art Education. It was found that attitudes towards various art forms are established in students as early as the first grade, with boys being less interested and perceiving themselves as less skills, (Rena Upitis, Katherine Smithrim, Ann Pateson, Margaret Meban,2001). This problem should be studied so that students do not underestimate the subject. Typically, students in the class really only be interested in bringing the materials of art to create art activities. This clearly shows that students with low motivation to study this subject. Therefore, the researcher wants to study the factors that cause students interested in learning about this subject. Motivation is something that energizes, directs, and sustains behavior; it gets students moving, points them in a particular direction, and keeps them going. Students motivation reflected in personal investment and in cognitive, emotional, and behavioral engagement in school activities (Fredricks, Blumenfeld, & Paris, 2004; Maehr & Meyer, 2004; Reeve, 2006).

1.2 PURPOSE OF THE STUDY

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The purpose of this study is to identify the factors affecting student motivation to learning Visual Art Education of Form 1 Student in SMK Serendah, Selangor. This is because most students in secondary schools showed less interest in the subject of visual arts education. It was found that attitudes towards various art forms are established in students as early as the first grade, with boys being less interested and perceiving themselves as less skills, (Rena Upitis, Katherine Smithrim, Ann Pateson, Margaret Meban,2001). This study was also made to investigate the attitudes of students when studying the subject, whether they are interested or not. Teaching and learning in the classroom are usually influenced by the motivation and attitudes of students themselves. This is because not all students who attend the school to give their full commitment to teaching and learning in the classroom. Sometimes these students attend school only because they want to meet the needs of the family, meet friends, and others. Motivation has several effects on students learning and behavior. Motivation determines the specific goals toward which learners strive (Maehr & Meyer, 1997; Pintrich et al., 1993). The studies also wish to review the factors that cause students less interested in visual arts education to learn the subject.

1.3 RESEARCH OBJECTIVES

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The purpose of this research is to identify factors affecting student motivation to learning Visual Art Education of Form 1 Student in SMK Serendah, Selangor.

In detailed, this research is carried out to fulfill several objectives:

i.

To indentify factors affecting student motivation to learning Visual Art Education.

ii.

To investigate student attitude towards learning Visual Art Education.

iii.

To investigate student attitude towards learning Visual Art Education.

1.4 RESEARCH QUESTIONS

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A few questions will be raised in this research:

i.

What factors those contribute towards students motivation to learning Visual Art Education?

ii.

What are student attitude toward learning Visual Art Education?

iii.

Does

the

motivation

have

any

impact

on

student

achievement toward learning Visual Art Education?

1.5 SIGNIFICANCE OF THE RESEARCH

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This study is intended to ensure that students are interested and motivated to learn the subject of Visual Art Education. It is because motivation plays an important role in student learning and achievement. Hence, it seeks to nurture students' interest on a particular subject. In addition, this study hopes to change their attitude towards this subject and would be beneficial to the general secondary school students to better appreciate the subject of further culture and the arts in Malaysia. At secondary level, students are exposed to ethnical costumes as well as ethnic crafts, calligraphy and indigenous art objects, (Badrul Isa).

1.6 DEFINITION OF TERMS

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Motivation In public speaking motivation is defined as communicating to an internal force that actuates a behavioral pattern, thought process, action or reaction.
(http://www.speechmastery.com/definition-of-

motivation.html)

Motivation is the activation or energization of goal-orientated behavior. According to various theories, motivation may be rooted in the basic need to minimize physical pain and maximize pleasure, or it may include specific needs such as eating and resting, or a desired object, hobby, goal, state of being, ideal, or it may be attributed to less-apparent reasons such as altruism, selfishness, morality, or avoiding mortality. Motivation is related to, but distinct from, emotion.

(http://en.wikipedia.org/wiki/Motivation) Extrinsic Motivation Extrinsic motivation would include circumstances, situations, rewards or punishment, both tangible and intangible that participation in results in an external benefit.
(http://www.speechmastery.com/definition-of-

motivation.html)

Extrinsic motivation comes from outside of the individual.

(http://en.wikipedia.org/wiki/Motivation)
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Intrinsic Motivation Intrinsic motivation refers to motivation that is driven by an interest or enjoyment in the task itself, and exists within the individual rather than relying on any external pressure.

(http://en.wikipedia.org/wiki/Motivation) Learning Learning is the lifelong process of transforming information and experience into knowledge, skills, behaviors, and attitudes.
(http://www.missiontolearn.com/2009/05/definition-oflearning/)

Visual Art The visual arts are art forms that create works which are primarily visual in nature, such as ceramics, drawing, painting, sculpture,architecture, printmaking, modern visual arts (photography, video, and filmmaking), design and crafts.

(http://en.wikipedia.org/wiki/Visual_arts)

2.0 LITERATURE REVIEW

In this section, the study will lead to a literature review on motivation , visual art education and thinking and learning styles. 2.1 Motivation Motivation is a crucial component in determining students achievement. Motivation refers to the process is instigated (Schunk, 1990). It could be extrinsically (externally) or intrinsically enforced. Bandura (1997) studied the relationship between motivation and goals orientation. Motivation determines the specific goals toward which learner strive (Maehr & Meyer, 1997; Pintrich et al., 1993). Motivation is something that energizes, directs, and sustains behaviour; it gets students moving, points them in particular direction, and keeps them going. Virtually, all students are motivated in one way or another. 2.2 Visual Art Education Children are exposed to art as early as they enter pre-school at the age of six years old. In Malaysia, pre-school education is not compulsory, though it is highly encouraged; and parents can enroll their children either in public or private kindergartens. The focus of pre-school education is to assist the children in socializing, providing a medium of
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transition before they enroll in primary school. The curriculum guidelines are provided to the operators by the Ministry of Education, however, the teaching is informal with the environment created to minimize inhibition in children and fostering creativity. Art education in secondary level is a continuity of what had been taught in the primary level. At secondary level, students are exposed to ethnical costumes as well as ethnic crafts, calligraphy and indigenous art objects. Arts are the means by which students become involved, active learners rather than passive, bored students, (Hamblen, 1997). According to Perrin (1994) art provide students with the ability to become active and self-motivated learners, collaborative and risk taker. Arts studies promote creative behaviours, critical thinking and self-awareness (Hamblen, 1997), promote imagination (Burton et. al, 2000) and develop listening and thinking skills which are essential in problem solving and decision making (Grallert, 1991;Rabkin and Redmond, 2006).

2.3 Learning and Thinking Styles Learning styles are various approaches or ways of learning. Learning can be considered as a thinking sub-product, the trace which our thoughts leave (Craik & Lockhart, 1972; Schmeck et al., 1977). The concept `learning style refers to how people prefer to learn (Sternberg, 1997). It supposes diverse elements that are not necessarily opposites or extremes (Riding &Cheema, 1991). Students adapt their learning activities to the specific task demands at hand (Entwistle & Ramsden, 1983). They involve educating methods, particular to an individual, which are presumed to allow that individual to learn best. It is commonly believed that most people favor some particular method of interacting with, taking in, and processing stimuli or information.
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This is will influence how students learn, how teacher teach and how teachers and students interact in the classroom, (Yu-ping Hsiao,1997; Witkin et. al, 1997). Style refers to what a person `prefers to do, and how they like to do it. Styles are related to the selfgovernment of intelligence. They are characteristic ways of thinking, preferences about how we utilize the aptitudes we have (Sternberg, 1993,1994, 1997); but they are not aptitudes.

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3.0 METHODOLOGY
The purpose of this study is to identify the factors affecting student motivation to learning Visual Art Education of Form 1 Student in SMK Serendah, Selangor. This study was also made to investigate the attitudes of students when studying the subject, whether they are interested or not. The research question will be raised are: i. What factors those contribute towards students motivation to learning Visual Art Education? ii. What are student attitude toward learning Visual Art Education? iii. Does the motivation have any impact on student

achievement toward learning Visual Art Education?

3.1 Research Design In this study, researcher will used the quantitative research.The study conducted was a survey research. Students from a form one at SMK Serendah will ask to participate in the study. The form one student was selected by using the cluster sampling which is 20 percent student from each form one at SMK Serendah will be selected. Questionnaires will administrate in the classes and will conduct by the teacher. The researcher will give a set of questionnaires which is related with the research study. In this study, researchers will observe the students' attitudes when studying the subject of Visual

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Arts. The researcher will list some things that involve the students attitudes and motivation. Observations will be done through the things that have been listed first. 3.2 Research Sample Sixty form one student from SMK Serendah will be asking to participate in the study. Questionnaires will administrate in the class. The respondents will ask to answer all the questions. About twenty percent of form one students from each class at SMK Serendah will be as a sample. All the lower secondary level students are taken Visual Art subject as their elective subject. Throughout the three years in lower secondary level, students learn general subjects and art is offered as an elective subject, Badrul Isa. According to Schmeck (1983) at this level, students learning process were start to develop and it able to influence their academic performance.

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3.3 Method of Data Analysis

Research Instrument The study will involved two main instruments for collecting data from the respondents. The instruments are the questionnaire and observation. The first instrument is questionnaire which is constructed by using the 5 Likert Scales which indicates point 1 = Strongly Disagree; 2 = Disagree; 3 = Neutral; 4 = Agree; 5 = Strongly Agree respectively. The questionnaire contained 30 items. The second instrument is observation. The researcher will do the observation toward students attitudes and motivation learning Visual Art education (VAE). For the observation, the researcher will use the paper-and-pencil observation forms (observation schedules).

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Research Procedures The research procedures to this research can be generally divided into six main stages which are as follows: Stages 1 : The researcher designed the research item which is including

questionnaires and list of observation items. Stages 2 : The administration of the questionnaires; to determine the students

attitudes toward learning Visual Art Education (VAE), motivation and learning strategies. Stages 3 Stages 4 : The researcher will collect the questionnaires : Researcher will do the observation towards students attitudes and

motivation learning VAE. Stages 5 : The researcher will do the analysis of the questionnaire and observation

items. The data will be analyzed by using the SPSS.

Data Analysis All data obtained will be analyzed using the statistical methods found in the SPSS software which catered to the research questions and objectives.

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References

Durbridge, N.H. & Stratfold, M.P. 2 Dec. 1996 Varying the Texture: A Study of Art, Learning and Multimedia. Journal of Interactive Media in Education, 96. Sandra S. Ruppert, February 3, 2010,Creativity, Innovation and Arts Learning Preparing All Students for Success in a Global Economy Director, Arts Education Partnership. ALICE Y. KOLB and DAVID A. KOLB, 2005, Vol. 4, No. 2, 193212, Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education. Richard H. Hall, Harvest L. Collier, Marcie L. Thomas, Michael G. Hilgers, A Student Response System for Increasing Engagement, Motivation, and Learning in High Enrollment Lectures. Christine Mason, Kathlyn Steedly, and Mary Thormann, Arts Integration: How Do the Arts Impact Social, Cognitive, and Academic Skills? Evelyn Knowles, PhD , Dennis Kerkman, PhD, Volume 2, Student Motivation, 2007 An Investigation of Students Attitude and Motivation toward Online Learning

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