76 Apri‘s case which means that the participants are conscious about the importance
of being active in the English learning process. From the three participants‘ interview results the researcher finds that
Rizka and Apri do not acquire enough consciousness in paying attention to teachers‘ explanation while Tiwi is found to be good enough at it. The three
participants ‘ similar good consciousness is can be indicated from the way they
deal with the information highlighting technique during the English learning process which means that they can somehow manage the missing information
from their learning.
3. The Participants’ Lived Experiences on Motivation
In this part, the researcher is looking to find out whether the three participants are having motivation in learning English or not, and if any, the
researcher will also try to find what kind of motivation they have based on the interview. There will be two kinds of motivation which become the reference of
this part , integral and instrumental motivation based on Gardner‘s 1985
classification. a.
Tiwi The researcher asked Tiwi whether she wants to be able to speak like
native English speaker or not. She said that she wants to be able to do that. She later expressed her feelings that if people around her know that she can speak like
native speaker, it will make her proud. It can be seen from what she said in the interview as shown below.
R: Do you want to be able to speak like native speakers the accent or their
way of speaking or not? You may give your reason?
77
S1: I want to be able to speak like them. R: and the reason?
S1: well… how should I say it feels like… let’s say, other people will recognize
our ability… that I can use foreign language. R: oo
S1: yes, this is a different feeling for me. R:
so you need to get people’s attention on your ability. S1: yes .. nobody wants to be considered bad by others..
IS114614LLF-M
Tiwi also said that to speak like native English speaker is one of her goal.
R: that is your goal in learning English, then? S1: yes
R: any other reasons? S1:
I don’t think of other reason but that. IS114614LLF-M
She added that at least she can communicate well and make new friends
using English. She also imagined that it will be good if someday she can go abroad and she can speak like native speaker. Here is what she said in the
interview.
R: well that is about people recognition on you.. perhaps about your personal goals, is there any?
S1: well
… to make new friends… if I can communicate well on it.
R: regarding with your answer, I think you don’t need to get native accent,
then.. Why do you want to be able to get their accent? S1:
in case I can go abroad… I think it will be nice if native people hear my accent is like theirs.
IS114614LLF-M
Regarding with the instrumental motivation context, the researcher asked whether Tiwi prefers good score in English or to be able to speak English language
actively. Tiwi answered that she prefers to be able to speak English actively. From the conversation below, the researcher finds that Tiwi has an integrative
motivation in her learning process.
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R: Which one do you choose, getting a good score in English or being able to speak English actively?
S1: can actively speak English. IS114614LLF-M
Tiwi in her opinion also thought that if she can master English language actively and passively, then it will be easier to find jobs. The only indication of
instrumental motivation from Tiwi‘s interview is found in the conversation below.
R: Do you think if you master both active and passive English ability, you will be easier to find good jobs?
S1: yes, I can. R: any reason?
S1: it will be useful in job interviews R:
so, let’s say it will increase your chances? S1: exactly.
IS114614LLF-M
Based on Tiwi‘s interview result, the researcher concludes that integrative
motivation takes the main role to fill Tiwi‘s English language learning goal and process. T
he dominance of integrative motivation in Tiwi‘s English learning process can be indicated from her goal to be able to use English communicatively
and even if it is possible to be similar to native speakers. In addition to that, her preference on speaking fluency to good English score also indicates that Tiwi has
integrative motivation. The only indication of Tiwi‘s instrumental motivation is
found when she said that to be able to use English both actively and passively can help her to find jobs easier.
b. Rizka
She said that she is hesitant to be able to speak like native speaker because in her opinion people will consider her as ostentatious person if she uses English
79 in public. It can be seen from what she said in the interview as shown below. The
conversation indicates that Rizka does not have integrative motivation.
R: Do you want to be able to speak like native speakers the accent or their
way of speaking or not? You may give your reason?
S2: not really R:
so… you don’t. And the reason? S2:
sometimes, my neighbors judge me by saying ‘you are an Indonesian why you act as if you are foreign peo
ple…’ IS214614LLF-M
Regarding with the context of motivation related to the learner‘s goal,
Rizka told the researcher that she learns English to help herself when she is looking for jobs later. This situation shows that Rizka has instrumental motivation
instead of the integrative one. Below is the conversation.
R: What is your goal in learning English, then? S2: for working
R: only that… ok, but it is clearly that you are not intended to be able to speak
like a native English speaker because of the neighbors’ opinion IS214614LLF-M
The indication of instrumental motivation also can be found when she said that she prefers to have good score in English. The conversation is as written
below.
R: Which one do you choose, getting a good score in English or being able to speak English actively?
S2: the good score IS214614LLF-M
Rizka also added that good score will be useful for finding jobs while speaking can be practiced later. The conversation below indicates that Rizka
dominantly has an instrumental motivation. Here is what she said in the interview.
R: so… the score… no matter that you can’t speak like native speaker as long
as your score is good. Reason?
S2: I think, score can be useful when finding jobs.
80
R: and you think that the speaking skill is not? S2: speaking can be practiced.. Not with score.. Speaking can be practiced
later, I mean. IS214614LLF-M
In her opinion, Rizka also thought that if she can master English language actively and passively, then it will be easier to find jobs, this is similar to what the first
participant said. It once again signifies the dominant instrumental motivation in Rizka‘s English learning process. It can be seen from the interview.
R: And then, do you think if you master both active and passive English ability,
you will be easier to find good jobs? S2: yes
… IS214614LLF-M
From Rizka‘s interview result, the researcher concludes that she dominantly has instrumental motivation. It is in contrast with Tiwi‘s interview
result which shows dominant integrative motivation. The indicator of Rizka‘s
dominant instrumental motivation is shown from her preference to learn English purposefully to have good score or finding jobs. In addition, the indicator can also
be found in her answer that she does not want to speak English even to be similar to native speaker because she will feel embarrassed or hesitant to her neighbors‘
opinion.
c. Apri
The researcher asked Apri whether he wants to be able to speak like native English speaker or not. He said that he has not got opportunity to do that since it is
difficult to find speaking partner. It can be seen from what he said in the interview as shown below.
81
R: Do you want to be able to speak like native speakers the accent or their
