Peer Motivational factors in English learning

As shown in types of motivation to lead to the successful language learning, Brown 2001 proposes that second language learners benefit from positive attitudes but negative attitudes may lead to decreased motivation; there is the unsuccessful attainment of proficiency. Individuals are motivated to either avoid failure or achieve success; learners are motivated due to social goals supported by Locke and Latham 1994. In achieving the successful in learning, learners might see their motivation as thing that comes from themselves and agents of their own motivation to learn Ushioda, 2003, p. 98. Another idea which supports the successful English learning is proposed by Siggings 2006 that the emotional effect helps themselves to believe their capability to achieve success p. 13. METHODOLOGY Context of the study The study was conducted in the Faculty of Health and Science in Satya Wacana Christian University. The reason why this study was conducted in this faculty was because, in the first semester, the faculty required the students to take IC course which consists of 8 credits or sks. This course would be a stepping stone for the students to take another English course later related to their major, especially in the medical area. In the first semester, the faculty offered 6 classes for IC course and the aim of the course was to elevate students skill in English. Participants The participants were students of 2015 from the Faculty of Health and Science. The participants were taken from one class only out the six classes. The participants were chosen from the preliminary observation; include the help from the teacher, each class which was emphasized on their activeness in the classroom includes their interaction with the teacher or their understanding of the materials. The number of the students was various among the classes. It was about 20 to 23 students in each class and 23 students were chosen to be the representative of the class. The 23 students came from different backgrounds, such as place of living or major in their senior high school, for example, science, language, and social program. This study used purposive sampling which set some criteria, such as the activeness of the students in the classroom, their interaction with the teachers and peers, the understanding of the materials which can be seen from their test result placement test. This study used random sampling without deciding any criteria to make them as participants. Instrument of data collection This study employed the questionnaire as the main instrument to answer the research question about stu dents’ motivational factors, specifically the external factors. The questionnaire was written in Indonesian and used open-ended and close-ended questions that were developed based on Harmer 1991. The participants could answer the 10 questions freely based on their experience. Besides, an interview was used to get more data from the participants by answering the questions in their mother tongue to ensure that they could reflect their experience deeply in giving the responses. The interview questions which were similar to the ones in the questionnaire were utilized to elaborate the answers of the students if they had additional opinion from the options of the questionnaire. In the interview, the students can also give their opinion or idea that might be the same or different with their friends in that group. The interview would be about approximately 30 minutes until 1 hour and took place in a quiet room.