2. Outdoor learning: a form of experiential learning motivate students to learn a language intrinsic motivation and extrinsic motivation Priest 1986

3. Non English language learners: not instrumentally motivated No necessity to learn the language Gnanaselvam (2010) cited in Wong (2011) Teaching in the classroom:- - confinement of four walls- makes students to feel bored and not motivated -teaching process is mundane- no variety -students are not creative

4. i)To investigate the influence of the level of motivation of students towards descriptive writing. ii)To analyse students’ performance in descriptive writing. iii)To investigate the influence of the level of motivation towards descriptive writing through outdoor learning. iv)To investigate students’ performance in descriptive writing through outdoor learning.

5. i)What is the level of motivation of students towards descriptive writing? ii)How is the students’ performance in descriptive writing? iii)What is the level of motivation of students towards descriptive writing through outdoor learning? iv)How is the students’ performance in descriptive writing through outdoor learning?

6. Scope :- It will look at how motivation through outdoor learning could influence students’ descriptive writing performance at Universiti Tenaga Nasional. Limitations :- Data will only be collected through interviews and observations Depends on students’ attitude to class. These students would be busy with classes.

7. Motivation :“attribute that moves us to do or not to do something” (Broussard and Garrison 2004). Two categories -intrinsic motivation and extrinsic motivation. Intrinsic motivation: motivation that “energizes and sustains activities through the spontaneous satisfactions inherent in effective optional action” (Deci et.al 1999) - Extrinsic motivation :“doing an activity simply for the enjoyment of the activity itself” (Ryan & Deci 2000).

8. Outdoor learning :“the use of experiences in the outdoors for the education and development of the whole person”. The Outdoor Institute (n.d) experiences -develop a person as a whole in education. which appeals to the use of senses such as audio, visual, taste, touch and smell (Lewis 1975).

9. Four variable: social milieu,individual differences,learning acquisition context and language learning outcomes. Social milieu: individual cultural beliefs or environment = affects the affective and cognitive part of the language learners. Individual difference: four sub variable- intelligence,language aptitude, motivation and situational anxiety. Learning acquisition contexts: the setting where the language is being learned-formal language training and informal language experience. Language learning outcomes:linguistic knowledge-language skills and non- linguistic skills.

10. This theory states that experiential learning can be divided into four stages which are through concrete experience, observation and reflection, abstract conceptualization and through active experimentation (Kolb 1984 as cited in Brooks 1995).

11. How does it influence:- motivates the reluctant learner, adds variety to teaching and learning, helps increase students achievement and reduces discipline and classroom management problems (Broda 2007). Influences students achievement in the English language- motivation is the primary factor that influences students in language learning (Gardner 1985) Able to develop themselves as a person (The Outdoor Learning Centre n.d) Improves students’ long term memory- get a clearer picture of what they are suppose to learn (Rickinson et.al 2004)

12. How does it influence:- -Helps reduce absenteeism-outdoor learning is an interactive teaching method which helps students to pay attention in the outdoor classroom. -The setting of the environment- if it is polluted, it would not be conducive for the students. -Type of activities that are conducted in the outdoor classroom-if it does not enhance students creativity then it would affect students’ descriptive writing performance.

13. Help students to be enthusiastic in learning the second language in the subject of writing. Helps students to be in the real world as they are able to encounter nature and people in reality. Helps students to be creative as students are exposed to real life environment which helps them to generate their creative juices Helps improve their emotional intelligence.

14. RESEARCH DESIGN Qualitative research design Qualitative research: a method to understand and interpret humans and social behaviour. (Ary, Jacob & Sorenson 2009) This study also will be used to understand the human behaviour which is the students motivation and their performance in writing through outdoor learning. POPULATION - Universiti Tenaga Nasional (UNITEN)

15. SAMPLE 84 male 16 female Faculty of Engineering (UNITEN) INSTRUMENT Interview questions Descriptive writing results

16. PROCEDURE OF DATA COLLECTION

17. DATA ANALYSIS i)Students’ opinion on their level of motivation towards writing ii)Students’ opinion on their performance in writing iii)Students’ opinion on the influence of their level of motivation towards writing through outdoor learning iv)Students’ level of performance in writing through outdoor learning