Beliefs about the Nature of Learning English

69 At the same time, 30 ICE learners also believe that instrumental motivations also become supports for their learning. Ahmadi 2011 stated that learners are learning the language as an instrument to achieve practical goals. The instrumental motivation is believed by approximately 30 respondents as the motivation for their learning English in ICE program. “Learning English in I CE program will prepare me to talk in presentations in ICE class as well as later in my major. Int.Q57”. “ICE program is a prerequisite. So I have to finish this soon so that I could take English for Management class in my major. Int.Q61-62”. Instrumental motivation involves perception of purely practical value in learning the target language, such as increasing occupational or business opportunities, enhancing prestige and power, accessing scientific and technical information, or just passing a course in school Ahmadi, 2011. It is then concluded that their taking ICE program is because of, besides the internal motivation, also their instrumental motivations which are their need of preparing public speaking activities in class as well as their need of taking the next English for Specific Purposes ESP class in their majors later on. As conclusion, ICE learners regard both internal and instrumental motivations as their motivations to join ICE program.

2. Test of Significance Multiple Linear Regression

Doing significance test, this chapter found that there is impact of learner’s presence and learner’s final test. In other word, the interview also found that 70 learners failure in the past semesters were because of their being absent more that the limit. Learners basically understand the scoring system as well as the class rules. They were absent many times because of various issues. They fully understood that their absence brought them to failure. Learners said, “I was too bad in ma naging my time, miss. I went to parties a lot and my study was messed up, including my coming to ICE class. Int.Q64” “I wasn’t ready for joining ICE class, miss. I was a student from rural area whose English is not good enough to help me follow the ICE class. I wasn’t confident and decided to drop the class. Int.Q68” “I was often absent and my scores were not complete. I failed because of my being absent several times. Int.Q72,81 At the same time, the test of significance also found that the analysis above contributes only twenty-four percent to a learner’s final score formation; which means ICE learner’s maximum final score is not supported by the five aspects of beliefs proposed by Horwitz 1987. It is predicted that there are other variables, as much as seventy-six percent, that form ICE learner’s final score. PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI