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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? S3: I
’d like to… but the condition is less supportive..
R: what kind of condition? S3: like if we cannot find a good partner to speak with.
IS314614LLF-M and LEF-LO
The conversation above shows that Apri has an integrative motivation in his English learning process. In the following conversation he gives an example that
he can someday help foreigner who gets lost at the street. Below is the conversation.
R: so what is your purpose for that? S3: to be able to speak with foreigners. Or help them when they get lost here.
R: have you ever met foreigner and talked to them? S3: not yet.
IS314614LLF-M and LEF-LO
Apri later told the researcher that he learns English to learn some
information and knowledge related to English. This situation indicates the instrumental motivation on Apri‘s English learning process. It can be seen in the
conversation.
R: What is your goal in learning English, except for being able to help foreigner who gets lost at the street?
S3: to learn everything about English
… some information and knowledge related to English.
R: so maybe you can learn its language and the culture
… S3: yes.
IS314614LLF-M and LEF-LO
Regarding with the instrumental motivation context, the researcher asked whether Apri prefers good score in English or to be able to speak English
82 language actively. He answered that he prefers to have good score in English. It is
similar to the second participant‘s opinion. 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?
S3: I prefer in examination IS314614LLF-M
In his opinion, Apri also thinks that if he can master English language actively and passively, then it will be easier to find jobs, which is similar to what
the first and second participant said. He added that it is because his automotive specialization class often uses words which are originated from English language.
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?
S3: more or less yes R: why?
S3: because English is often related to what I learn in my automotive major class.
IS314614LLF-M
The last two conversations show the indication of Apri‘s instrumental motivation.
From Apri‘s interview result, the researcher finds that Apri does not have dominant tendency on integrative or instrumental motivation. The researcher finds
that Apri wants to be able to communicate using English, and later he also reveals that he prefers good score to active speaking ability and considers that English
will be useful for his jobs or works.
d. Summary
The conclusion from the interview with Tiwi, Rizka and Apri is that all of them are indicated to have instrumental motivation in their learning process since
all of them relate the success on English language with the success on finding
83 jobs. In addition to that, the researcher also finds that Tiwi is in overall
dominantly has integrative motivation in her learning because her goal is to be able to speak English like native speaker. In other hand, Rizka is indicated to be
dominantly has instrumental motivation because she prefers to good score instead of being able to speak English and also learns English because she thinks that
English is useful for finding jobs. Furthermore, the researcher finds that Apri does not have dominant
tendency on integrative or instrumental motivation. The indicators found by the researcher are that Apri wants to be able to communicate using English while he
also reveals that he prefer good score rather than active speaking ability. It is also found that Apri considers English to be useful for his jobs or works. In other
words, the researcher considers that Apri has not yet determined his motivation in learning English.
Regarding the results related with the instrumental and integrated motivation, the participants lived experiences in practicing communicative
English show the indication whether the participants have been in the proper track or not to fulfill either their instrumental or integrated motivation. In this case,
Tiwi and Apri are found not being in the proper track since they experience less communicative learning activities regarding with their goal. Meanwhile, Rizka is
the only participant who can fulfill her motivation, in this term is the instrumental motivation.
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4. The Participants’ Lived Experiences on Awareness
Awareness is conscious perception and sensitivity to learn, teach, or use the language. This concept of awareness is similar to the consciousness which
have been discussed and described previously. The concept of autonomous learning as stated by Ellis 2002 is considered to be the observable difference
compared to motivation and consciousness. The researcher is looking for finding the learners‘ awareness from the interview with the three participants. The
indicator covers the presence of homework, material preparation, self learning motives, and willingness to ask question to reach understanding.
a. Tiwi
From the interview can be found that Tiwi is not accustomed to do preparation on the lesson for the next meeting because the teacher does not tell the
students what materials will be learnt in the next meeting. This is expressed from what she said in the interview.
R: Do you read or prepare to study the English material for tomorrow class?
Any reason?
S1: no
… R: why not?
S1:
sometimes we don’t get the material we will get for next classes.. so it is like a surprise in the class.
IS114614LLF-A and LEF-SF
The conversation indicates that Tiwi does not have enough awareness since she passively depends on teacher‘s instruction.
Tiwi later said that she only does it at home only if she understands it. It can be seen in the conversation below. The conversation shows that Tiwi has less
effort on doing homework at home.
R: Do you often do your homeworks? You can give any reason.
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S1: I will do it only if I understand it. IS114614LLF-A and LEF-SF
She also added that she and some of her friends usually do or finish the homework at school before the class starts. She told the researcher that she usually
comes earlier to the school and brings the homework as she wants to discuss the answer with her friends. The researcher believes that Tiwi is not aware of the
importance of homework for English learning process as an instrument to help student‘s self-learning at home. Here is what she said.
R: is there any penalty if students don’t do their homeworks?
