T1 112011084 Full text
GENDER AND MOTIVATION
IN ENGLISH FOREIGN LANGUAGE LEARNING
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
SarjanaPendidikan
Rosalia Roro Rengganis
112011084
ENGLISH TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2015
GENDER AND MOTIVATION
IN ENGLISH FOREIGN LANGUAGE LEARNING
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
SarjanaPendidikan
Rosalia Roro Rengganis
112011084
ENGLISH TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2015
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ii
This thesis contains no such material as has been submitted for examination in any course or
accepted for the fulfillment of any degree or diploma in any university. To the best my
knowledge and my belief, this contains no material previously published or written by any other
person expect where due references is made in the text.
Copyright@2015. Rosalia Roro Rengganis and Elisabet Titik Murtisari, M. TransStud.,Ph.D
All right reserved. No part of this thesis may be produced by any means without permission of at
least one of the copyright owner or the English Department, Faculty of Language and Literature,
Satya Wacana Christian University, Salatiga
Rosalia Roro Rengganis:
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COVER PAGE …………………………………………………………………………. i
APPROVAL PAGE ……………………………………………………………………ii
COPYRIGHT STATEMENT ……………………………………………………………iii
PUBLICATION AGREEMENT DECLARATION………………………………….... iv
TABLE OF CONTENT ……..………………………………………………………….. v
LIST OF TABLES …………………………………………………………………..… vii
LIST OF FIGURES ……………………………………………………………...……. viii
ABSTRACT ...…………………………………………………………………………… 1
A. INTRODUCTION …………………………………………………………………... 1
B. LITERATURE REVIEW …………………………………………………………… 3
1. Definition of Gender …………………………………………………………… 4
2. Definitions of Motivation
……………………………………………………. 5
2. a. Motivation in Learning
……………………………………………. 5
2. b. Different types of Motivational Pattern in learning English as a
Foreign Language
………………………………………………………...…. 7
3. Gender and Motivation in language learning research ………………………... 9
C. THE STUDY
……………………………………………...…………………… 10
D. FINDINGS AND DISCUSSION
…….………………………………...………… 13
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1. Correlation Data Analysis
1. a. Spearman’s Rho Correlation Data Analysis ………...………………… 15
1. b. Gender and Four Types of Motivation
………...………………… 19
2. Motivation Scores and Frequencies Analysis
2. a. Genders’ Motivation Score
………………………………………….. 20
2. b. Instrumental Motivation’ Frequency ………………………………….. 25
2. c. Integrative Motivation’ Frequency
…………………………………... 27
2. d. Intrinsic Motivation’ Frequency
…………………………………. 29
2 .e. Extrinsic Motivation’ Frequency
………………………………….. 33
E. CONCLUSION
……………………………………………...…………………… 37
REFERENCES
……………………………………………………………...…….40
ACKNOWLEDGEMENT ……………………………………..…………………........ 44
APPENDIX
…………………………………………………………...……………….45
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LIST OF TABLES
Table 1: Spearman’s Rho Correlation between gender and motivation score……….. ..16
Table 2: Spearman Rho’ Correlation for Instrumental motivation …………………….16
Table 3: Spearman Rho’ Correlation for Integrative motivation ………………………17
Table 4: Spearman Rho’ Correlation for Intrinsic motivation …………………………17
Table 5: Spearman Rho’ Correlation for Extrinsic motivation ………………………..18
Table 6: Gender and Four Types of Motivation …………………………………….....19
Table 7: Male Participants’ Motivation Scores ………………………………………..21
Table 8: Female Participants’ Motivation Scores ……………………………………..23
Table 9: Instrumental Motivation Frequency …………………………………………25
Table 10: Integrative Motivation Frequency ……………………………………….....27
Table 11: Intrinsic Motivation Frequency ………………………………………….....30
Table 12: Extrinsic Motivation Frequency ……………………………………………34
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LIST OF FIGURES
Figure 1: Normal QCQ Plot of Male and Female Participants’ Motivation Scores ……14
Figure 2: Scatter plot of Gender and Motivation Score …………………………….......15
Figure 3: Bar Chart Normality of Male Participants’ Scores …………………………..22
Figure 4: Bar Chart Normality of Female Participants’ Scores ………………………..24
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!
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Motivation is considered as one widely known study of subsequent
relation with language performance. Following by an issue which
has been investigated regarding its correlation links with motivation
is gender. The present study examines motivational patterns and
correlation across gender in English Foreign language learning.
Participants in the study are Satya Wacana Christian University
advanced English major undergraduate students. A questionnaire
used for data collection and statistical means of frequencies and
correlation analysis employed for data analysis. The findings
indicated that there was no significant difference between male and
female participants. The significance of this study is to reveal that it
is important for teacher practice’ in English major undergraduate
program with the reasons that they can indicate the extent to which
motivation to learn is mediated by gender and that there would not
be any bias on gender bases in their motivational patterns in learning
English as a foreign language.
$ % & ' : English as a Foreign Language (EFL), learning
motivation, gender
!
!"#
Motivation is considered as one widely known study of subsequent
relation with language performance. Following by an issue which
has been investigated regarding its correlation links with motivation
is gender. The present study examines motivational patterns and
correlation across gender in English Foreign language learning.
Participants in the study are Satya Wacana Christian University
advanced English major undergraduate students. A questionnaire
used for data collection and statistical means of frequencies and
correlation analysis employed for data analysis. The findings
indicated that there was no significant difference between male and
female participants. The significance of this study is to reveal that it
is important for teacher practice’ in English major undergraduate
program with the reasons that they can indicate the extent to which
motivation to learn is mediated by gender and that there would not
be any bias on gender bases in their motivational patterns in learning
English as a foreign language.
$ % & ' : English as a Foreign Language (EFL), learning
motivation, gender
(
It is common tobelieve that male and female differ in their appearance. The two
look biologically different from the outside. The question arose concerning this matter is
‘Is there any difference between both genders beside their appearance?’ The answer to
the question will be linked with the most fundamental factor in language learning that is
1
motivational patterns in study. Motivation is believed to play an important roles in
learning English as a foreign language. Since the main goal of education is to facilitate
and support learning for each student, thus a determining factor to successful study is the
students’ motivation itself.
Holmes and Meyerhoff (2001) as cited in Abdillah & Chowdhury (2013) argue
that “language and gender is a particularly vibrant area of research and theory
development and within the larger study of language and society” (p.234). One of the
most common genderCrelated study is gender and motivation in language learning which
has been investigated by many researchers since 1990s in regard to find the tendency of
practical classroom realities (Sugimoto, Rahimpour, & YaghoubiCNotash, 2003, p.152).
Leading educational thinkers in motivational differences in learning related to gender
have shown varied results. There were study which resulted in differences between male
and female learners in English as a foreign language learning motivation. For example,
Ahat (2013) who examined ethnic minority students of a university in the Xinjiang
Uyghur Autonomous Region of China, showed that female students hold greater intrinsic
and attainment value than male students, and therefore their performance is better than
male students.On the contrary, the most recent study by Aldosari (2014) in King Khalid
University, Saudi Arabia shown that English major university students wasproven to have
a slight motivational pattern difference across genders in the way they exhibited different
purpose to learn English. Take another case in point Sugimoto, Rahimpour, & YaghoubiC
Notash (2003) who examined nonCEnglish major undergraduates from two universities in
2
Eastern Azerbaijan Province had resulted in no significant difference found between both
sexes. It is only a slight motivational pattern differences across gender.
The context in this study isadvanced English major students in university who
learn English as a foreign language. The term of advanced students denote the meaning
of learners who is in the gradual development of language skill across the different
proficiency of speaking, listening, reading, and writing (Richards, 2008, p.22). Hence, to
be advanced learners, Richards (2008) suggested some extent of categorization like
“grammatical competence which is continuing to expand; fluent and accurate language
users; capacity to monitor their own language as well as that of others; have vocabulary
particularly at the 5000C6000 word range; master the use of conversational routines and
other means of participating in conversation and other form of spoken discourse” (p.21).
Additionally, English as a foreign language refers to the learning of a language in a
classroom setting, where the target language is not used widely in the community
(Lightbown & Spada, 2006, 199) cited in Amedi (2013). Moreover, motivational patterns
in foreign language learning among learners may varied according to their objective in
learning English. One of the subsequent factors that can affect learners’ in learning
language is about gender differences. Therefore, it is necessary to examine the potential
motivational patterns of gender differences in English Foreign Language Learning of
advanced English major undergraduate university students to specify the scope to which
motivation to learn is mediated by gender.
The present study is designed to answer the question: ‘Is there any difference in
motivational patterns across gender among advanced English major university students in
3
learning English as a foreign language?’This question will clarify distribution of
motivational patterns across gender and the correlation of motivational patterns.
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Gender and motivation are two aspects that commonly known as variables in a
large number of research in language learning. Previous research by Thorn&Henley
(1975), Gumperz (1980), and McElhinny (1993) as cited in Sugimoto, Rahimpour &
YaghoubiCNotash (2003) make the area of gender and language develop widely. Besides
that, many leading educational thinkers make into wider scope of investigation about
gender and motivation in relation with language learning.
The following are some key terms regarded to gender and motivation in language
learning, specifically in the context of English as a foreign language learning.
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For decades, it is known that a fundamental categorization in human societies is
gender. It appear as a source to determining individual as well as social identity.
Lorber and Farrel (1991) stated that gender related to “the activity of managing
situated conduct in light of normative conceptions of attitudes and activities
appropriate for one’s sex category” (p.7). It can be said that the distinction between
genders varied for the characteristic such as sex’ divisions and attitudes. In relation to
this, gender role in human society can become an instrument in determining
individual identity just like Humm (1990) stated “Gender has culturallyCshaped group
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of attributes and behaviors given to the female or to the male” (p.84). In addition,
Mansour (1999) believes that gender is an achieved status that is constructed through
psychological, cultural, and social means. (p.9). In sum, gender created to bring about
the differentiation between male and female from the ideas the role of sex category,
behavior, or identity that already formed through psychological, cultural, and social
means in social lives.
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Theories about motivationfrom educational thinkers clarify various definitions to
explain this essential human behavior. Dörnyei (1998) believed that motivation
should be "responsible for determining human behavior by energizing it and giving it
direction" (p.17). In addition, according to Gardner (1985) as cited in Gilakjani
(2012), “to be motivated, the learner needs to have something to look forward to, a
purpose related to goal or objective” (p.9). By extension, having motivation could
give direction to set objectives in learning and in that way learners would have clear
goal(s) in learning process.Learning a language means to be able to comprehend on
how to use the language. Motivation is needed to acquire the language learning’s
goal(s) and since it come for individual self, thus language learning outcome will
surely rely on this factor.
5
Furthermore, Dörnyei (1998) pointed out the term of “motivation as a
process”. Dörnyei defined motivation as a process which refers to “process whereby a
certain amount of instigation force arises, initiates action, and persists as long as no
other force comes into play to weaken it and thereby terminate action, or until the
planned outcome has been reached”. (p.118). In addition, Dörnyei posited that
motivation should be “focus on individual’s thoughts and beliefs (and recently also
emotions) that are transformed into action” (p.118). Supported by Pintritch and
Schunk (1996) as cited in Dornyei (1998), motivation involves various mental
processes that lead to the initiation and maintenance of action as they define
motivation as “the process whereby goalCdirected activity is instigated and sustained.”
Ultimately, motivation is the source that cause learning process to happen to the
individuals by making a set of actions. By having motivation, it would likely to make
the learning process clearly directed to continue for a period of time. Having the same
idea with previous researchers, Aldosari (2014) believed that “motivation may be
constructed as a state of cognitive and emotional arousal which leads to conscious
decision to act and gives rise to a period of sustained intellectual and/or physical
effort in order to get a previously set goal” (p.1). In regards to motivation in learning,
Deci & Ryan (2000) believed that “people have not only different amounts, but also
different kinds of motivation.” It is to say that the motivation can “vary not only in
level of motivation (i.e., how much motivation), but also in the orientation of that
motivation (i.e., what type of motivation). It is to say that if individuals have goals,
then it would rise in the action to accomplish the goal. As an illustration, when a
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learner is eager to improve language abilities, the reason is because the person
understand the potential value or because by learning the skills can be resulted in
good grades.
Along the same lines with preceding definition of motivation in learning,
specifically Dörnyei suggested that motivation is “one of the key factors that
influence the rate and success of second/foreign language learning” (p.117). In
addition, Dornyei acknowledged that motivation gives main encouragement to initiate
learning and later will support the learning process. Hence, relating to learning
English as a foreign language, learners should have to set the objective in order to
attain their wishes by learning the target language.
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Former researcher in the field of motivation, Gardner and Lambert (1972) had
proposed The Gardnerian framework of language learning that has been commonly
used to examine the motivation in language learning.Ahat (2013) believed that
previous researchers’ study on gender and motivation in English foreign language
learning are mostly follow the Gardnerian concept of integrative and instrumental
models of motivation or the combination of socioCeducation and socioCpsychological
motivational theories.
7
Gardner and Lambert (1972) as cited in Noels (2000) stated that motivation to
learn sought to goals or orientations in the acquisition of language learning. These
authors classified two classes of orientations. First, the integrative motivation which
refers to “a desire to learn the language in order to have contact with, and perhaps to
identify with members from the language community.” (Noels, 2000, p.59). It implied
that integrative motivation as a motivation to be able to integrate with the target
language. It is also refers to integrative aspects when individuals like English culture,
like to speak English, and want to be identified as a part of the society. It is believed
that positive motivation on the language learning and relating to the target language
culture makes the learner score higher since he/she wants to be similar with the
speaker of target language (Dörnyei &Csizér, 2005). On the contrary, there is
instrumental motivation which defines as “desire to learn the language to achieve
some practical goals” (Noels, 2000, p.59). In other words, instrumental motivation
can be said as an instrument to achieve certain goals and practical purposes like
passing an examination, getting a job,climbing up the social hierarchy, etc.
This formulation of integrative and instrumental component of motivation has
led to many study of motivational models but have been resulted in inconsistent
finding. Educational thinkers started to formulate other models of motivation to
complement integrative and instrumental type of motivation. Deci and Ryan (1985)
conceptualized selfCdetermination theory as an approach to determine motivation
models. There are mainly two types of motivation, one type is interest in the learning
process or namely as intrinsic motivation, while the other one based on extrinsic
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reward to the learning process or extrinsic motivation. Deci (1985) added that
“intrinsic motivation is founded upon innate needs for competence and selfC
determination.”These researchers assume that when individuals can freely choose to
do the learning activity, they will challenge themselves to do the activity and in that
way the sense of competence to develop their abilities will rise. Intrinsic motivation
cause learners involve in learning activity for their own sake not because to get the
reward from outside. The pleasure will likely to cause motivation to emerge with the
reason of satisfaction the learners feel about the task or when completing the task. In
contrast with intrinsic motivation, to be extrinsically motivated means that individuals
“carried out actions to achieve some instrumental end, such as earning a reward or
avoiding punishment.” (Noels, 2000, p.61). In other way saying, extrinsic motivation
could arise because of expectation to get reward from outside. The reward could be
prizes, grades, or positive feedback. Thus, pleasure to complete the task come
because of the reward itself.
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There are extensive scope of study in the area of gender and motivation in
language learning. The emphasis on gender and motivational research typically in
aspect of particular type of motivational patterns which individuals has concerning
about learning language. Back then, Sugimoto; Rahimpour; YaghoubiCNotash(2003)
mentioned the extended scope on motivation research emphasis on: “social as well as
psychological dimensions; accounting for specific language tasks/ behaviors; a
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tendency to address practical classroom realities.” In addition, Sugimoto; Rahimpour;
YaghoubiCNotash (2003) stated that motivational studies can be generalized into two
categories: psychological and social approaches. Psychological approach which
contain theoretical framework to explain motivation, meanwhile social approach to
examine learners’ motivational patterns. This present study tend to focus more on the
social approach since it examine learners’ motivational patterns across gender.
Previous studies conducted to investigate gender and motivation in language
learning have shown various results. There were study which resulted in significant
gender difference in motivation to learn English as a foreign language. A study by
Ahat (2013) which examined ethnic minority students of a university in the Xinjiang
Uyghur Autonomous Region of China showed that female students hold greater
intrinsic and attainment value than male students, and therefore their performance is
better than male students. To take other case in point, the most recent study by
Aldosari (2014)to find out correlation between gender and motivation of Engliah
major students in King Khalid University, Saudi Arabia have shown that women have
more tendencies in motivation toward learning EFL more than man do. In contrast,
Sugimoto;Rahimpour & YaghoubiCNotash’s (2003) study examined nonCEnglish
major undergraduates from two universities in Eastern Azerbaijan Province have
resultedin no significant difference in motivational pattern differences across gender.
The same finding happened in the study of Shekhar & Devi (2012) which showed no
significant difference between the learning English motivation of male and female
college students in India.
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This research study is designed to answer the question ‘Is there any difference in
motivational patterns across gender among advanced English major university students in
learning English as a foreign language?’ In order to answer this question, this study will
examine if there is a correlation between each type of motivation and gender also study
the distributions of frequencies of responses of each gender group.
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The respondents of this study were students of Faculty of Language and
Literature, Satya Wacana Christian University batch year 2011 and 2012. The reason why
the writer chose batch year 2011 and 2012 because this year is their fourth and third year
of study in Faculty of Language and Literature, thus they can be categorized as advanced
learners who experienced more in learning English as a foreign language. The number of
respondents were as follows: batch year 2011, there were 24 male participants and 68
female participants. Meanwhile batch year 2012 there were 26 male participants and 82
female participants. As clearly seen, there are 92 participants from batch year 2011 and
108 participants from batch year 2012. So, the total number was 200 participants.
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The participants of the study weremale and female advanced English major
students at Satya Wacana Christian University batch year 2011 and 2012. The
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participants were from almostCentire targeted population. From total number of 230 total
targeted population (2011=97 students and 2012=133 students), this study examined the
total of 86.95% from the targeted population. Additionally, since the number of male
students in Faculty of Language and Literature is relatively small, so it was decided to
take 50 male participants and 150 female participants from both batch year.
The different number of the male and female respondents in this study is allowed
since the sample size of the male participant (50) and the female participants (150)
represented the number of targeted population. The calculation using proportionate
stratification will ensure that the selected sample had proportionate number of the male
and female respondents.From the total population of 230 students, there is 21.73% of
male students and 78.26% of female students. Therefore, if the desired sample size is 200
participants, dividing the sample size by the proportion of each genders will resulted as
much as 153.39 result of the female participants, and 42.6 number of male participants.
To simplify and find the close number of participant, this study will examine the number
of 150 the female participants and 50 number of female participants.
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This study employed research design using questionnaire to elicit the data. The
questionnaireshave been developed from the compilation of ChingCHo (1998); Lo Castro
(2000); and Ahat (2013) to fit into Indonesian context. The questionnaire in this study
was aimed to get English major university students’ ideas about their motivation to learn
English. There were 25 items designed to reveal fourCtypes of motivation (i.e.
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instrumental, integrative, intrinsic, extrinsic motivation) among the male and female
participants of English major students. In the questionnaire, the statements appeared in
order according to each type of motivation. Statements 1C5 were about participants’
instrumental motivation. The following statements 6C10 were designed to reveal
participants’ integrative motivation. Moreover, intrinsic motivation items were in
statements 11C18, while extrinsic motivation items were placed in statements 19C25.
These items in the questionnaire were writtenin the form of a fourCpoint Likert scale, i.e.
Strongly Agree, Agree, Disagree, and Strongly Disagree. A fourCpoint Likert scale was
employed with the reason that it can be used to measure opinion from participants
through their level of agreement or disagreement and to avoid indecisiveness. The
respondents could check in the box provided according to their own view toward their
motivation in learning English.
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The data collection was took place during the second semester of the academic
session 2014/2015. Procedures for data collection was by handed out the questionnaire
between classes and instructed the participants to complete the questionnaire. Participants
were supposed to give check mark in the box provided that closely speak for their
opinion or reaction to each of the statement in the questionnaire.
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The data were analyzed using nonCparametric descriptive statistic by Statistical
Package for Social Sciences (SPSS) IBM Statistics Version 20. Checking the
assumptions of linearity, normality, and homoscedasticity showed the result that in both
Normal QCQ plots figures for male and female participants in relation to their motivation
score, the dots are spread along the line which indicate that the data are approximately
normally distributed. Additionally, the variability in scatterplot graph is approximately
same across the line and indicating there is no case of nonCnormality as shown in Figure 1
and Figure 2. So, thereason for choosing nonCparametric analysis is the scale of
measurement (LikertCscale data) which are ordinal, thus do not represent real numbers.
The analyses were carried out using correlation (Spearman’ Rho) analysis, overall
motivation scores analysis, and frequencies analysis. Correlation analysis using
Spearman’ Rho was conducted to find out the correlation between gender and their
motivation to learn English as a foreign language. The use of overall motivation scores
analysis was carried out in order to find out the distribution of motivational scores among
genders. Moreover, frequencies analysis was aimed to identify difference among gender
in terms of their motivational factors in learning English as a foreign language. The
findings will be clarified through the level of agreement of the respondents in the given
questionnaire.
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In this section, the analyses using correlation (Spearman’ Rho) analysis,
motivation scores and frequency data analysis are present in details. Overall participants’
responses showed that there was no case where the participants left the box empty which
means all of 200 questionnaire contained valid responses.
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1. a. Spearman’s Rho Correlation Data Analysis
An analysis using SPSS IBM 20 Correlation (Spearman’s Rho) is used to find out
gender correlation with motivation to learn English as a foreign language. The reason for
conducting analysis using Spearman’ Rho correlation is to measure the association
between two variables, gender and motivation.
Firstly, this following table illustrates the correlation between gender and overall
motivation scores.
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Spearman’s rho
#
Gender
1.000
.
200
Gender Correlation Coefficient
Sig. (2Ctailed)
N
Score
.048
.498
200
The preceding table showed that the finding of correlation between gender and
overall motivation scores indicating the strength of the correlation is considered weak
(0.498) which illustrates that there was no significant relationship between gender and
overall motivation scores.
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Moreover, the following tables are represent relation between gender and
motivation which carried out through 25 statements that revealed 4 types of motivation
(i.e. instrumental, integrative, intrinsic, and extrinsic motivation).
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Spearman’s rho
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Gender
1.000
.
200
Gender Correlation Coefficient
Sig. (2Ctailed)
N
S1
C.060
.398
200
S2
C.039
.582
200
S3
.033
.641
200
S4
.005
.948
200
S5
C.074
.297
200
Table 2 illustrates Sig. (2Ctailed) of instrumental motivation items which are .398;
.582; .641; .948; .297. These findings showed that there was insignificant correlation
between gender and instrumental motivation items’ responses from the participants
because the Sig. (2Ctailed) indicating higher number than p value (0.05).
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Spearman’s rho
Gender Correlation Coefficient
Sig. (2Ctailed)
N
* Correlation is significant at the 0.05 level (2Ctailed)
Gender
1.000
.
200
S6
C.082
.248
200
S7
C.140*
.048
200
S8
.000
1.000
200
S9
.028
.694
200
S10
.076
.286
200
Table 3 shows that Sig. (2Ctailed) for integrative items’ responses got .248; .048;
1.000; .694; .268. The only significant correlation is S7 (p < 0.05), but the correlation
coefficient is negatively weak (C0.140) which suggested negative correlation between two
variables. The overall finding of integrative motivation relation to gender showed that
there was no major significant correlation among gender and participants’ integrative
motivation.
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Spearman’s rho
Gender Correlation Coefficient
Sig. (2Ctailed)
N
Spearman’s rho
Gender Correlation Coefficient
Sig. (2Ctailed)
N
Gender
1.000
.
200
Gender
1.000
.
200
S11
.094
.187
200
S16
.094
.187
200
S12
C.053
.460
200
S17
.119
.094
200
S13
.049
.495
200
S18
.061
.388
200
S14
.073
.308
200
S15
0.71
.316
200
Moreover, Table 4 demonstrates correlation of intrinsic motivation among gender.
Looking at the Sig. (2Ctailed) scores for each statement, like the preceding findings, it still
showed insignificant difference between genders in relation with intrinsic motivation to
learn English as foreign language.
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Spearman’s rho
Gender Correlation Coefficient
Sig. (2Ctailed)
N
Spearman’s rho
Gender Correlation Coefficient
Sig. (2Ctailed)
N
Gender
1.000
.
200
Gender
1.000
.
200
S19
C.020
.780
200
S24
.096
.177
200
S20
.110
.120
200
S25
.072
.312
200
S21
.025
.722
200
S22
C.006
.931
200
S23
.061
.389
200
Last but not least, compared with the preceding findings, Table 5 also gives
illustration that there was not significant correlation between the male and female
participants in regards with their extrinsic motivation to learn English as a foreign
language.
To put it briefly, the value of the correlation coefficient mostly goes towards less
than +1. There were even negative correlation in S1, S2, S5, S6, S12, S19, and S22.
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Thus, it implied that the relationship between both variables are weak. For instance,
looking at Sig. (2Ctailed) in all statement’ responses, it shows relatively high number than
0.05 level (2Ctailed). The highest number of correlation coefficient is S15 (0.71), but it is
not significant (p < 0.05). It suggested that the correlation considered weak between two
variables.
These correlation findings follow previous analysis of total score and frequencies
number that there is no significant correlation between male and female participants in
regards to their motivation for learning English as a foreign language. A possible reason
why there is no significant difference among genders and motivation to learn English as a
foreign language could be because the participants are advanced learners of Faculty of
Language and Literature who could already motivated to learned English whether to
achieve particular goals, to be part of the English society, to get selfCacknowledgement of
being EnglishCcompetent, or to get reward from the outside.
1. b. Gender and Four Types of Motivation
With regard to four types of motivation, the findings using Spearman’s Rho
correlation analysis indicated that there is low degree of relationship between gender and
overall motivation scores; and gender with four types of motivation. In addition to the
preceding findings, this following table showed the mean of each type of motivation.
19
+
,
!
"
#
#
#
$
!
"
###
#
#
#
%"
!
"
Among both genders, the means for each type of motivation are similar between
male and female respondents and thus there is no significant difference. In spite of this, it
is shown that the mean of instrumental motivation for each gender has the highest score
among all types of motivation. Soureshjani (2011) assumed that “extrinsic motivation is
somehow related to instrumental motivation and intrinsic motivation is related to
integrative motivation” (p.622). In addition, Noels (2000) proposed that the similarity
between being instrumentally motivated and extrinsically motivated is that both
“constructs emphasize the pursuit of an activity as a reaction to some object external to
the individual and the activity.” (p.64).
The findings from the table showed that the participants in this study have highest
mean score in their instrumental motivation which indicated that the participants were
considered more on the purpose of language learning to get benefit, for example like
furthering career, getting a job, climbing social hierarchy, travelling abroad, and
20
acquiring personal development. With the regard of relation between instrumental
motivation and extrinsic motivation, the result turned out rather different from
instrumental motivation since it showed the lowest mean score (2.694) with relatively
higher difference with instrumental motivation. It can be said that in this study, the term
of motivation with the purpose of getting something from the outside individualare not
closely related.
Moreover, the integrative and intrinsic types of motivation in this study showed
the mean scores with relatively slight difference. Integrative and intrinsic motivations are
believed to be“internal factors for learning the language just for itself.” (Soureshjani,
2011, p.622). Additionally, Noels (2000) also stated that “it is conceivable that these
orientations are relatively selfCdetermined orientations in that they may be related to
values that the individual has incorporated into the selfCconcept.” This finding indicated
that in this study, participants have relatively same desire in terms of learning activity for
their own sake.
(
+, +
2
'
50
2
%
2. a. Genders’ Motivation Scores
Analysis of motivation scores for each male and female participants are presented
in the following tables.
21
Participant
Total
Score
Participant
Total
Score
Participant
Total
Score
Participant
Total
Score
Participant
Total
Score
Male 1
89
Male 11
82
Male 21
91
Male 31
75
Male 41
73
Male 2
85
Male 12
82
Male 22
65
Male 32
60
Male 42
83
Male 3
80
Male 13
74
Male 23
69
Male 33
84
Male 43
66
Male 4
72
Male 14
72
Male 24
66
Male 34
80
Male 44
69
Male 5
79
Male 15
71
Male 25
77
Male 35
81
Male 45
73
Male 6
87
Male 16
91
Male 26
79
Male 36
73
Male 46
77
Male 7
61
Male 17
80
Male 27
83
Male 37
62
Male 47
94
Male 8
69
Male 18
95
Male 28
81
Male 38
86
Male 48
89
Male 9
74
Male 19
80
Male 29
75
Male 39
91
Male 49
82
Male 10
74
Male 20
81
Male 30
91
Male 40
85
Male 50
69
Average of Male Participants’ Total Score = 78.14
Standard Deviation = 8.804
The calculation of the scores assigned by converted the numerical values of 4, 3,
2, and 1 into Strongly Agree, Agree, Disagree, and Strongly Disagree. Having a total
number of 25 statements in the questionnaire, it means the maximum score of a
participant can reach 100 of total score, meanwhile the lowest score will be 25. In order
to make distinction in the degree of motivation, it decided to categorize the motivation
score into 2 categorization: low motivation and high motivation. Low motivation
occurred when the score range from 25C62.5 while high motivation happened when the
score range from 62.6C100.
In the male participants total score case, there were 3 out of 50 participants who
have low motivation (Male 7, Male 32, and Male 37) and the lowest among those three
participants is Male 32 which scored 60 points. On the other hand, 47 participants can be
22
categorized having high motivation score. The highest number is participant Male 18
with 95 points. Additionally, the overall average of 50 male participants is 78.14 which
indicated that that most of the male participants have positive attitude toward the idea of
motivation in their English foreign language learning. To make it clear, the following
figure of bar chart normality of male participant’ motivation score.
& /
$"
,
.
Total
Participant
Score
Participant
Total
Score
Participant
Total
Score
Participant
Total
Score
Participant
Total
Score
Female 1
80
Female 31
95
Female 61
78
Female 91
88
Female 121
73
Female 2
81
Female 32
83
Female 62
73
Female 92
86
Female 122
77
Female 3
74
Female 33
76
Female 63
87
Female 93
95
Female 123
69
Female 4
91
Female 34
81
Female 64
70
Female 94
88
Female 124
79
23
Female 5
81
Female 35
72
Female 65
88
Female 95
78
Female 125
86
Female 6
82
Female 36
83
Female 66
73
Female 96
83
Female 126
91
Female 7
74
Female 37
70
Female 67
75
Female 97
86
Female 127
74
Female 8
77
Female 38
69
Female 68
68
Female 98
82
Female 128
82
Female 9
67
Female 39
68
Female 69
76
Female 99
93
Female 129
78
Female 10
71
Female 40
86
Female 70
82
Female 100
80
Female 130
72
Female 11
62
Female 41
72
Female 71
76
Female 101
81
Female 131
86
Female 12
82
Female 42
75
Female 72
70
Female 102
89
Female 132
77
Female 13
81
Female 43
73
Female 73
81
Female 103
78
Female 133
74
Female 14
72
Female 44
75
Female 74
86
Female 104
77
Female 134
85
Female 15
87
Female 45
71
Female 75
85
Female 105
77
Female 135
73
Female 16
72
Female 46
81
Female 76
84
Female 106
76
Female 136
79
Female 17
69
Female 47
80
Female 77
71
Female 107
79
Female 137
80
Female 18
87
Female 48
90
Female 78
76
Female 108
90
Female 138
79
Female 19
72
Female 49
73
Female 79
78
Female 109
78
Female 139
91
Female 20
77
Female 50
75
Female 80
97
Female 110
77
Female 140
86
Female 21
87
Female 51
73
Female 81
86
Female 111
84
Female 141
75
Female 22
86
Female 52
74
Female 82
88
Female 112
78
Female 142
70
Female 23
82
Female 53
78
Female 83
96
Female 113
81
Female 143
81
Female 24
87
Female 54
79
Female 84
84
Female 114
78
Female 144
83
Female 25
74
Female 55
71
Female 85
85
Female 115
81
Female 145
86
Female 26
76
Female 56
86
Female 86
88
Female 116
89
Female 146
72
Female 27
69
Female 57
80
Female 87
70
Female 117
79
Female 147
68
Female 28
73
Female 58
81
Female 88
75
Female 118
71
Female 148
89
Female 29
73
Female 59
72
Female 89
85
Female 119
80
Female 149
83
Female 30
74
Female 60
78
Female 90
95
Female 120
73
Female 150
81
Average of Female Participants’ Total Score = 79.333
Standard Deviation = 6.971
Furthermore, in the case of female participants’ total score, only 1 participant (Female
11) that have low motivation score of 62, meanwhile the other 149 participants surely
have points above 62.5 to be categorized as high motivation scores. The highest
24
score(Female 80) reached until 97 points and the overall average of the female
participants’ total score is 79.333.
The following figure of bar chart normality will give clear illustration on how the
data are approximately normally distributed.
'/
$"
,
Overall, comparing the result of total score by both genders, it is clearly seen that
the female participants have slightly higher average than the male counterparts with
1.193 difference.
2. b. Instrumental Motivation’ Frequency
These following five statements of instrumental motivation were aimed to find
out whether or not the participants have motivation to learn English to fulfill certain
25
practical goals like furthering career, getting a job, climbing social hierarchy, travelling
abroad, and acquiring personal development.
0%
1
,
50 2%
+ + 4 +
'
Male
1.
The acquisition of English is useful for my plans
after leaving university.
Female
Male
2.
What I have learnt in the English course will be
useful for my future job.
3.
Female
English is essential for me to participate more
Male
significantly in society.
Female
4.
English will help me if I should ever travel
Male
abroad.
Female
5.
English is essential for my personal
Male
development.
Female
29
21
0
0
58%
42%
0%
0%
77
72
1
0
51.3%
48%
0.7%
0%
27
23
0
0
54%
46%
0%
0%
76
70
4
0
50.7%
46.7%
2.7%
0%
13
28
9
0
26%
56%
18%
0%
36
98
16
0
24%
65.3%
10.7%
0%
39
10
1
0
78%
20%
2%
0%
117
33
0
0
78%
22%
0%
0%
23
23
4
0
46%
46%
8%
0%
52
91
7
0
34.7%
60.7%
4.7%
0%
The top result which gained highest frequencies and percentages among items in
instrumental motivation is statement 4, ‘English will help me if I should ever travel
26
abroad’. Only 1 male participant did not agree with the statement. Therefore, this
statement revealed that almost all participants, both male and female participants are
agree that learning English is beneficial for them when it comes to travelling abroad.
Statements number 1 and 2 have similarity in terms of furthering career and
getting a job. In fact, in both statement, the male participants have a slightly higher
percentage of agreement upon the statement but the difference to the female participants
is not significant. This finding is different from that of Xiong (2010), who found that girls
have higher instrumental motivation than boys. Xiong (2010) believes that motivation
comes because individuals are interested in gaining more knowledge to increase their
abilities in English that can help them for attaining goals like furthering their career.
Furthermore, statement 3and 5 were gained more positive responses from the
participants. In statement 3, since there were only 25 participants out of the 200 total
participants negatively responded to the statement, ultimately most of the participants had
a positive view toward the idea that the English is essential for them to participate more
significantly in society. In statement number 5, comparing responses from the male and
female participants, it confirmed to be the same lines with the preceding statements’
finding, there was only a slight difference found between both genders.
In sum, comparing both genders in terms of instrumental motivation, there was no
significant difference between the male and female participants in terms of this type of
motivation. Both groups demonstrated a relatively high drive to learn English as a mean
27
to achieve practical goals like furthering career, getting a job, climbing social hierarchy,
travelling abroad, and acquiring personal development.
2 .c. Integrative Motivation’ Frequency
This section discusses the frequency of integrative motivation items which is
related to learning language to integrate with the culture and to be a part within the target
language society.
2%
1
,
50 2%
+ + 4 +
6.
I think English language is important to know
'
Male
to make myself part of the culture and to be the
part of the English society.
7.
English will help me acquire new ideas to
broaden my outlook.
8.
English will enable me to understand and
appreciate English culture better.
9.
I am interested in English music / movies.
Female
Male
Female
Male
Female
Male
28
15
27
8
0
30%
54%
16%
0%
26
103
21
0
17.3%
68.7%
14%
0%
19
26
4
1
38%
52%
8%
2%
30
106
14
0
20%
70.7%
9.3%
0%
14
31
5
0
28%
62%
10%
0%
42
93
15
0
28%
62%
10%
0%
30
15
5
0
60%
30%
10%
0%
Female
10. I can learn more about the world through
learning English.
Male
Female
90
57
3
0
60%
38%
2%
0%
20
26
4
0
40%
52%
8%
0%
70
75
5
0
46.7%
50%
3.3%
0%
With the regard of statement 9 which gained more positive responses compared to
the other integrative items, there are a total of 90% of male and 98% of female
participants who agreed and strongly agreed toward the idea that it is interesting to be
integrated with English through listening to music and watching movie. A possible
reason might be because knowledge can be acquired at the same time when they enjoyed
the music or movies in the target language.
As clearly seen from the table, the other statements also have more positive
responses from both genders. In statement 6 there were more participants who believed
that English is a crucial factor to be integrated in target language culture. The finding
echoes Gardner (1985) who stated that a language cannot be separated from the learners’
attitude towards the community. Therefore, if the participants are willing to be integrated
in English society, they are motivated enough to learn English for that reason. The same
finding of more positive responses with slightly difference frequencies and percentage
number between both genders also happened in statement 7 and 10. Additionally, to
further reveal their integrative motivation, participants were asked to give their opinion
toward a statement 8, ‘English will enable me to understand and appreciate English
29
culture better’. Interestingly, both the male and female participants resulted in the same
percentage numbers. Only 10% of each that did not agree with the statement.
The upshot of all the findings mentioned above is that the overall frequencies
finding showed a slight difference between male and female participants. Both genders
were almost equally motivated in terms to be part of culture and to be part of English
society, to broaden their perspective in the way of understanding and thinking about
something, to make them understand and appreciate English culture better, to help them
more about the world. All in all, regardless the gender, most participants in this study
positively responded to the integrative factors to learn English to understand the culture
and to be part of the language society.
2.d. Intrinsic Motivation’ Frequency
Intrinsic motivation occurs when learners are involved in learning activity for
their own sake and not for the reason to get reward from outside. By extension, Ahat
(2013) stated that intrinsic motivation has intention to bring learners’ internal reward
consequences such as selfCdetermination or competence.
%
1
,
50 2%
+ + 4 +
'
11. I think I can achieve my goal successfully in learning
Male
English.
Female
30
10
34
6
0
20%
68%
12%
0%
36
108
6
0
12. I would like to speak English really well.
Male
Female
13. I want my English to be good.
Male
Female
14. I think English is a language worth learning
Male
Female
15. I find it a pleasure to learn English.
Male
Female
16. I like to learn English for the activity itself and not for
Male
any reward.
Female
17. I feel freer to express myself in English than in my
Male
first language.
Female
18. I am very pleased that I have the chance to learn
Male
English because I am interested in it.
Female
31
24%
72%
4%
0%
31
19
0
0
62%
38%
0%
0%
84
66
0
0
56%
44%
0%
0%
32
16
1
1
64%
32%
2%
2%
102
48
0
0
68%
32%
0%
0%
26
22
2
0
52%
44%
4%
0%
88
62
0
0
58.7%
41.3%
0%
0%
13
34
2
1
26%
68%
4%
2%
51
91
7
IN ENGLISH FOREIGN LANGUAGE LEARNING
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
SarjanaPendidikan
Rosalia Roro Rengganis
112011084
ENGLISH TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2015
GENDER AND MOTIVATION
IN ENGLISH FOREIGN LANGUAGE LEARNING
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
SarjanaPendidikan
Rosalia Roro Rengganis
112011084
ENGLISH TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
2015
i
ii
This thesis contains no such material as has been submitted for examination in any course or
accepted for the fulfillment of any degree or diploma in any university. To the best my
knowledge and my belief, this contains no material previously published or written by any other
person expect where due references is made in the text.
Copyright@2015. Rosalia Roro Rengganis and Elisabet Titik Murtisari, M. TransStud.,Ph.D
All right reserved. No part of this thesis may be produced by any means without permission of at
least one of the copyright owner or the English Department, Faculty of Language and Literature,
Satya Wacana Christian University, Salatiga
Rosalia Roro Rengganis:
iii
iiii
COVER PAGE …………………………………………………………………………. i
APPROVAL PAGE ……………………………………………………………………ii
COPYRIGHT STATEMENT ……………………………………………………………iii
PUBLICATION AGREEMENT DECLARATION………………………………….... iv
TABLE OF CONTENT ……..………………………………………………………….. v
LIST OF TABLES …………………………………………………………………..… vii
LIST OF FIGURES ……………………………………………………………...……. viii
ABSTRACT ...…………………………………………………………………………… 1
A. INTRODUCTION …………………………………………………………………... 1
B. LITERATURE REVIEW …………………………………………………………… 3
1. Definition of Gender …………………………………………………………… 4
2. Definitions of Motivation
……………………………………………………. 5
2. a. Motivation in Learning
……………………………………………. 5
2. b. Different types of Motivational Pattern in learning English as a
Foreign Language
………………………………………………………...…. 7
3. Gender and Motivation in language learning research ………………………... 9
C. THE STUDY
……………………………………………...…………………… 10
D. FINDINGS AND DISCUSSION
…….………………………………...………… 13
v
1. Correlation Data Analysis
1. a. Spearman’s Rho Correlation Data Analysis ………...………………… 15
1. b. Gender and Four Types of Motivation
………...………………… 19
2. Motivation Scores and Frequencies Analysis
2. a. Genders’ Motivation Score
………………………………………….. 20
2. b. Instrumental Motivation’ Frequency ………………………………….. 25
2. c. Integrative Motivation’ Frequency
…………………………………... 27
2. d. Intrinsic Motivation’ Frequency
…………………………………. 29
2 .e. Extrinsic Motivation’ Frequency
………………………………….. 33
E. CONCLUSION
……………………………………………...…………………… 37
REFERENCES
……………………………………………………………...…….40
ACKNOWLEDGEMENT ……………………………………..…………………........ 44
APPENDIX
…………………………………………………………...……………….45
vi
LIST OF TABLES
Table 1: Spearman’s Rho Correlation between gender and motivation score……….. ..16
Table 2: Spearman Rho’ Correlation for Instrumental motivation …………………….16
Table 3: Spearman Rho’ Correlation for Integrative motivation ………………………17
Table 4: Spearman Rho’ Correlation for Intrinsic motivation …………………………17
Table 5: Spearman Rho’ Correlation for Extrinsic motivation ………………………..18
Table 6: Gender and Four Types of Motivation …………………………………….....19
Table 7: Male Participants’ Motivation Scores ………………………………………..21
Table 8: Female Participants’ Motivation Scores ……………………………………..23
Table 9: Instrumental Motivation Frequency …………………………………………25
Table 10: Integrative Motivation Frequency ……………………………………….....27
Table 11: Intrinsic Motivation Frequency ………………………………………….....30
Table 12: Extrinsic Motivation Frequency ……………………………………………34
vii
LIST OF FIGURES
Figure 1: Normal QCQ Plot of Male and Female Participants’ Motivation Scores ……14
Figure 2: Scatter plot of Gender and Motivation Score …………………………….......15
Figure 3: Bar Chart Normality of Male Participants’ Scores …………………………..22
Figure 4: Bar Chart Normality of Female Participants’ Scores ………………………..24
viii
!
!"#
Motivation is considered as one widely known study of subsequent
relation with language performance. Following by an issue which
has been investigated regarding its correlation links with motivation
is gender. The present study examines motivational patterns and
correlation across gender in English Foreign language learning.
Participants in the study are Satya Wacana Christian University
advanced English major undergraduate students. A questionnaire
used for data collection and statistical means of frequencies and
correlation analysis employed for data analysis. The findings
indicated that there was no significant difference between male and
female participants. The significance of this study is to reveal that it
is important for teacher practice’ in English major undergraduate
program with the reasons that they can indicate the extent to which
motivation to learn is mediated by gender and that there would not
be any bias on gender bases in their motivational patterns in learning
English as a foreign language.
$ % & ' : English as a Foreign Language (EFL), learning
motivation, gender
!
!"#
Motivation is considered as one widely known study of subsequent
relation with language performance. Following by an issue which
has been investigated regarding its correlation links with motivation
is gender. The present study examines motivational patterns and
correlation across gender in English Foreign language learning.
Participants in the study are Satya Wacana Christian University
advanced English major undergraduate students. A questionnaire
used for data collection and statistical means of frequencies and
correlation analysis employed for data analysis. The findings
indicated that there was no significant difference between male and
female participants. The significance of this study is to reveal that it
is important for teacher practice’ in English major undergraduate
program with the reasons that they can indicate the extent to which
motivation to learn is mediated by gender and that there would not
be any bias on gender bases in their motivational patterns in learning
English as a foreign language.
$ % & ' : English as a Foreign Language (EFL), learning
motivation, gender
(
It is common tobelieve that male and female differ in their appearance. The two
look biologically different from the outside. The question arose concerning this matter is
‘Is there any difference between both genders beside their appearance?’ The answer to
the question will be linked with the most fundamental factor in language learning that is
1
motivational patterns in study. Motivation is believed to play an important roles in
learning English as a foreign language. Since the main goal of education is to facilitate
and support learning for each student, thus a determining factor to successful study is the
students’ motivation itself.
Holmes and Meyerhoff (2001) as cited in Abdillah & Chowdhury (2013) argue
that “language and gender is a particularly vibrant area of research and theory
development and within the larger study of language and society” (p.234). One of the
most common genderCrelated study is gender and motivation in language learning which
has been investigated by many researchers since 1990s in regard to find the tendency of
practical classroom realities (Sugimoto, Rahimpour, & YaghoubiCNotash, 2003, p.152).
Leading educational thinkers in motivational differences in learning related to gender
have shown varied results. There were study which resulted in differences between male
and female learners in English as a foreign language learning motivation. For example,
Ahat (2013) who examined ethnic minority students of a university in the Xinjiang
Uyghur Autonomous Region of China, showed that female students hold greater intrinsic
and attainment value than male students, and therefore their performance is better than
male students.On the contrary, the most recent study by Aldosari (2014) in King Khalid
University, Saudi Arabia shown that English major university students wasproven to have
a slight motivational pattern difference across genders in the way they exhibited different
purpose to learn English. Take another case in point Sugimoto, Rahimpour, & YaghoubiC
Notash (2003) who examined nonCEnglish major undergraduates from two universities in
2
Eastern Azerbaijan Province had resulted in no significant difference found between both
sexes. It is only a slight motivational pattern differences across gender.
The context in this study isadvanced English major students in university who
learn English as a foreign language. The term of advanced students denote the meaning
of learners who is in the gradual development of language skill across the different
proficiency of speaking, listening, reading, and writing (Richards, 2008, p.22). Hence, to
be advanced learners, Richards (2008) suggested some extent of categorization like
“grammatical competence which is continuing to expand; fluent and accurate language
users; capacity to monitor their own language as well as that of others; have vocabulary
particularly at the 5000C6000 word range; master the use of conversational routines and
other means of participating in conversation and other form of spoken discourse” (p.21).
Additionally, English as a foreign language refers to the learning of a language in a
classroom setting, where the target language is not used widely in the community
(Lightbown & Spada, 2006, 199) cited in Amedi (2013). Moreover, motivational patterns
in foreign language learning among learners may varied according to their objective in
learning English. One of the subsequent factors that can affect learners’ in learning
language is about gender differences. Therefore, it is necessary to examine the potential
motivational patterns of gender differences in English Foreign Language Learning of
advanced English major undergraduate university students to specify the scope to which
motivation to learn is mediated by gender.
The present study is designed to answer the question: ‘Is there any difference in
motivational patterns across gender among advanced English major university students in
3
learning English as a foreign language?’This question will clarify distribution of
motivational patterns across gender and the correlation of motivational patterns.
(
)
Gender and motivation are two aspects that commonly known as variables in a
large number of research in language learning. Previous research by Thorn&Henley
(1975), Gumperz (1980), and McElhinny (1993) as cited in Sugimoto, Rahimpour &
YaghoubiCNotash (2003) make the area of gender and language develop widely. Besides
that, many leading educational thinkers make into wider scope of investigation about
gender and motivation in relation with language learning.
The following are some key terms regarded to gender and motivation in language
learning, specifically in the context of English as a foreign language learning.
(
*
+
*
'
For decades, it is known that a fundamental categorization in human societies is
gender. It appear as a source to determining individual as well as social identity.
Lorber and Farrel (1991) stated that gender related to “the activity of managing
situated conduct in light of normative conceptions of attitudes and activities
appropriate for one’s sex category” (p.7). It can be said that the distinction between
genders varied for the characteristic such as sex’ divisions and attitudes. In relation to
this, gender role in human society can become an instrument in determining
individual identity just like Humm (1990) stated “Gender has culturallyCshaped group
4
of attributes and behaviors given to the female or to the male” (p.84). In addition,
Mansour (1999) believes that gender is an achieved status that is constructed through
psychological, cultural, and social means. (p.9). In sum, gender created to bring about
the differentiation between male and female from the ideas the role of sex category,
behavior, or identity that already formed through psychological, cultural, and social
means in social lives.
(
(
*
(
+
*
+, +
+, +
Theories about motivationfrom educational thinkers clarify various definitions to
explain this essential human behavior. Dörnyei (1998) believed that motivation
should be "responsible for determining human behavior by energizing it and giving it
direction" (p.17). In addition, according to Gardner (1985) as cited in Gilakjani
(2012), “to be motivated, the learner needs to have something to look forward to, a
purpose related to goal or objective” (p.9). By extension, having motivation could
give direction to set objectives in learning and in that way learners would have clear
goal(s) in learning process.Learning a language means to be able to comprehend on
how to use the language. Motivation is needed to acquire the language learning’s
goal(s) and since it come for individual self, thus language learning outcome will
surely rely on this factor.
5
Furthermore, Dörnyei (1998) pointed out the term of “motivation as a
process”. Dörnyei defined motivation as a process which refers to “process whereby a
certain amount of instigation force arises, initiates action, and persists as long as no
other force comes into play to weaken it and thereby terminate action, or until the
planned outcome has been reached”. (p.118). In addition, Dörnyei posited that
motivation should be “focus on individual’s thoughts and beliefs (and recently also
emotions) that are transformed into action” (p.118). Supported by Pintritch and
Schunk (1996) as cited in Dornyei (1998), motivation involves various mental
processes that lead to the initiation and maintenance of action as they define
motivation as “the process whereby goalCdirected activity is instigated and sustained.”
Ultimately, motivation is the source that cause learning process to happen to the
individuals by making a set of actions. By having motivation, it would likely to make
the learning process clearly directed to continue for a period of time. Having the same
idea with previous researchers, Aldosari (2014) believed that “motivation may be
constructed as a state of cognitive and emotional arousal which leads to conscious
decision to act and gives rise to a period of sustained intellectual and/or physical
effort in order to get a previously set goal” (p.1). In regards to motivation in learning,
Deci & Ryan (2000) believed that “people have not only different amounts, but also
different kinds of motivation.” It is to say that the motivation can “vary not only in
level of motivation (i.e., how much motivation), but also in the orientation of that
motivation (i.e., what type of motivation). It is to say that if individuals have goals,
then it would rise in the action to accomplish the goal. As an illustration, when a
6
learner is eager to improve language abilities, the reason is because the person
understand the potential value or because by learning the skills can be resulted in
good grades.
Along the same lines with preceding definition of motivation in learning,
specifically Dörnyei suggested that motivation is “one of the key factors that
influence the rate and success of second/foreign language learning” (p.117). In
addition, Dornyei acknowledged that motivation gives main encouragement to initiate
learning and later will support the learning process. Hence, relating to learning
English as a foreign language, learners should have to set the objective in order to
attain their wishes by learning the target language.
( -(
**
+ +%.
*
+, +
++
/
0
Former researcher in the field of motivation, Gardner and Lambert (1972) had
proposed The Gardnerian framework of language learning that has been commonly
used to examine the motivation in language learning.Ahat (2013) believed that
previous researchers’ study on gender and motivation in English foreign language
learning are mostly follow the Gardnerian concept of integrative and instrumental
models of motivation or the combination of socioCeducation and socioCpsychological
motivational theories.
7
Gardner and Lambert (1972) as cited in Noels (2000) stated that motivation to
learn sought to goals or orientations in the acquisition of language learning. These
authors classified two classes of orientations. First, the integrative motivation which
refers to “a desire to learn the language in order to have contact with, and perhaps to
identify with members from the language community.” (Noels, 2000, p.59). It implied
that integrative motivation as a motivation to be able to integrate with the target
language. It is also refers to integrative aspects when individuals like English culture,
like to speak English, and want to be identified as a part of the society. It is believed
that positive motivation on the language learning and relating to the target language
culture makes the learner score higher since he/she wants to be similar with the
speaker of target language (Dörnyei &Csizér, 2005). On the contrary, there is
instrumental motivation which defines as “desire to learn the language to achieve
some practical goals” (Noels, 2000, p.59). In other words, instrumental motivation
can be said as an instrument to achieve certain goals and practical purposes like
passing an examination, getting a job,climbing up the social hierarchy, etc.
This formulation of integrative and instrumental component of motivation has
led to many study of motivational models but have been resulted in inconsistent
finding. Educational thinkers started to formulate other models of motivation to
complement integrative and instrumental type of motivation. Deci and Ryan (1985)
conceptualized selfCdetermination theory as an approach to determine motivation
models. There are mainly two types of motivation, one type is interest in the learning
process or namely as intrinsic motivation, while the other one based on extrinsic
8
reward to the learning process or extrinsic motivation. Deci (1985) added that
“intrinsic motivation is founded upon innate needs for competence and selfC
determination.”These researchers assume that when individuals can freely choose to
do the learning activity, they will challenge themselves to do the activity and in that
way the sense of competence to develop their abilities will rise. Intrinsic motivation
cause learners involve in learning activity for their own sake not because to get the
reward from outside. The pleasure will likely to cause motivation to emerge with the
reason of satisfaction the learners feel about the task or when completing the task. In
contrast with intrinsic motivation, to be extrinsically motivated means that individuals
“carried out actions to achieve some instrumental end, such as earning a reward or
avoiding punishment.” (Noels, 2000, p.61). In other way saying, extrinsic motivation
could arise because of expectation to get reward from outside. The reward could be
prizes, grades, or positive feedback. Thus, pleasure to complete the task come
because of the reward itself.
1(
'
'
+, +
0
2/
There are extensive scope of study in the area of gender and motivation in
language learning. The emphasis on gender and motivational research typically in
aspect of particular type of motivational patterns which individuals has concerning
about learning language. Back then, Sugimoto; Rahimpour; YaghoubiCNotash(2003)
mentioned the extended scope on motivation research emphasis on: “social as well as
psychological dimensions; accounting for specific language tasks/ behaviors; a
9
tendency to address practical classroom realities.” In addition, Sugimoto; Rahimpour;
YaghoubiCNotash (2003) stated that motivational studies can be generalized into two
categories: psychological and social approaches. Psychological approach which
contain theoretical framework to explain motivation, meanwhile social approach to
examine learners’ motivational patterns. This present study tend to focus more on the
social approach since it examine learners’ motivational patterns across gender.
Previous studies conducted to investigate gender and motivation in language
learning have shown various results. There were study which resulted in significant
gender difference in motivation to learn English as a foreign language. A study by
Ahat (2013) which examined ethnic minority students of a university in the Xinjiang
Uyghur Autonomous Region of China showed that female students hold greater
intrinsic and attainment value than male students, and therefore their performance is
better than male students. To take other case in point, the most recent study by
Aldosari (2014)to find out correlation between gender and motivation of Engliah
major students in King Khalid University, Saudi Arabia have shown that women have
more tendencies in motivation toward learning EFL more than man do. In contrast,
Sugimoto;Rahimpour & YaghoubiCNotash’s (2003) study examined nonCEnglish
major undergraduates from two universities in Eastern Azerbaijan Province have
resultedin no significant difference in motivational pattern differences across gender.
The same finding happened in the study of Shekhar & Devi (2012) which showed no
significant difference between the learning English motivation of male and female
college students in India.
10
(
(
2/ 30 +
This research study is designed to answer the question ‘Is there any difference in
motivational patterns across gender among advanced English major university students in
learning English as a foreign language?’ In order to answer this question, this study will
examine if there is a correlation between each type of motivation and gender also study
the distributions of frequencies of responses of each gender group.
(
/
+2.
+
The respondents of this study were students of Faculty of Language and
Literature, Satya Wacana Christian University batch year 2011 and 2012. The reason why
the writer chose batch year 2011 and 2012 because this year is their fourth and third year
of study in Faculty of Language and Literature, thus they can be categorized as advanced
learners who experienced more in learning English as a foreign language. The number of
respondents were as follows: batch year 2011, there were 24 male participants and 68
female participants. Meanwhile batch year 2012 there were 26 male participants and 82
female participants. As clearly seen, there are 92 participants from batch year 2011 and
108 participants from batch year 2012. So, the total number was 200 participants.
1(
4.
+ 2/ 50
The participants of the study weremale and female advanced English major
students at Satya Wacana Christian University batch year 2011 and 2012. The
11
participants were from almostCentire targeted population. From total number of 230 total
targeted population (2011=97 students and 2012=133 students), this study examined the
total of 86.95% from the targeted population. Additionally, since the number of male
students in Faculty of Language and Literature is relatively small, so it was decided to
take 50 male participants and 150 female participants from both batch year.
The different number of the male and female respondents in this study is allowed
since the sample size of the male participant (50) and the female participants (150)
represented the number of targeted population. The calculation using proportionate
stratification will ensure that the selected sample had proportionate number of the male
and female respondents.From the total population of 230 students, there is 21.73% of
male students and 78.26% of female students. Therefore, if the desired sample size is 200
participants, dividing the sample size by the proportion of each genders will resulted as
much as 153.39 result of the female participants, and 42.6 number of male participants.
To simplify and find the close number of participant, this study will examine the number
of 150 the female participants and 50 number of female participants.
#(
+ 04 + +
This study employed research design using questionnaire to elicit the data. The
questionnaireshave been developed from the compilation of ChingCHo (1998); Lo Castro
(2000); and Ahat (2013) to fit into Indonesian context. The questionnaire in this study
was aimed to get English major university students’ ideas about their motivation to learn
English. There were 25 items designed to reveal fourCtypes of motivation (i.e.
12
instrumental, integrative, intrinsic, extrinsic motivation) among the male and female
participants of English major students. In the questionnaire, the statements appeared in
order according to each type of motivation. Statements 1C5 were about participants’
instrumental motivation. The following statements 6C10 were designed to reveal
participants’ integrative motivation. Moreover, intrinsic motivation items were in
statements 11C18, while extrinsic motivation items were placed in statements 19C25.
These items in the questionnaire were writtenin the form of a fourCpoint Likert scale, i.e.
Strongly Agree, Agree, Disagree, and Strongly Disagree. A fourCpoint Likert scale was
employed with the reason that it can be used to measure opinion from participants
through their level of agreement or disagreement and to avoid indecisiveness. The
respondents could check in the box provided according to their own view toward their
motivation in learning English.
5.
+
2+
The data collection was took place during the second semester of the academic
session 2014/2015. Procedures for data collection was by handed out the questionnaire
between classes and instructed the participants to complete the questionnaire. Participants
were supposed to give check mark in the box provided that closely speak for their
opinion or reaction to each of the statement in the questionnaire.
13
6(
+
%
The data were analyzed using nonCparametric descriptive statistic by Statistical
Package for Social Sciences (SPSS) IBM Statistics Version 20. Checking the
assumptions of linearity, normality, and homoscedasticity showed the result that in both
Normal QCQ plots figures for male and female participants in relation to their motivation
score, the dots are spread along the line which indicate that the data are approximately
normally distributed. Additionally, the variability in scatterplot graph is approximately
same across the line and indicating there is no case of nonCnormality as shown in Figure 1
and Figure 2. So, thereason for choosing nonCparametric analysis is the scale of
measurement (LikertCscale data) which are ordinal, thus do not represent real numbers.
The analyses were carried out using correlation (Spearman’ Rho) analysis, overall
motivation scores analysis, and frequencies analysis. Correlation analysis using
Spearman’ Rho was conducted to find out the correlation between gender and their
motivation to learn English as a foreign language. The use of overall motivation scores
analysis was carried out in order to find out the distribution of motivational scores among
genders. Moreover, frequencies analysis was aimed to identify difference among gender
in terms of their motivational factors in learning English as a foreign language. The
findings will be clarified through the level of agreement of the respondents in the given
questionnaire.
14
15
(
In this section, the analyses using correlation (Spearman’ Rho) analysis,
motivation scores and frequency data analysis are present in details. Overall participants’
responses showed that there was no case where the participants left the box empty which
means all of 200 questionnaire contained valid responses.
(
+
+
%
1. a. Spearman’s Rho Correlation Data Analysis
An analysis using SPSS IBM 20 Correlation (Spearman’s Rho) is used to find out
gender correlation with motivation to learn English as a foreign language. The reason for
conducting analysis using Spearman’ Rho correlation is to measure the association
between two variables, gender and motivation.
Firstly, this following table illustrates the correlation between gender and overall
motivation scores.
!"
Spearman’s rho
#
Gender
1.000
.
200
Gender Correlation Coefficient
Sig. (2Ctailed)
N
Score
.048
.498
200
The preceding table showed that the finding of correlation between gender and
overall motivation scores indicating the strength of the correlation is considered weak
(0.498) which illustrates that there was no significant relationship between gender and
overall motivation scores.
16
Moreover, the following tables are represent relation between gender and
motivation which carried out through 25 statements that revealed 4 types of motivation
(i.e. instrumental, integrative, intrinsic, and extrinsic motivation).
!"
Spearman’s rho
$
%
Gender
1.000
.
200
Gender Correlation Coefficient
Sig. (2Ctailed)
N
S1
C.060
.398
200
S2
C.039
.582
200
S3
.033
.641
200
S4
.005
.948
200
S5
C.074
.297
200
Table 2 illustrates Sig. (2Ctailed) of instrumental motivation items which are .398;
.582; .641; .948; .297. These findings showed that there was insignificant correlation
between gender and instrumental motivation items’ responses from the participants
because the Sig. (2Ctailed) indicating higher number than p value (0.05).
&
!"
$
%
Spearman’s rho
Gender Correlation Coefficient
Sig. (2Ctailed)
N
* Correlation is significant at the 0.05 level (2Ctailed)
Gender
1.000
.
200
S6
C.082
.248
200
S7
C.140*
.048
200
S8
.000
1.000
200
S9
.028
.694
200
S10
.076
.286
200
Table 3 shows that Sig. (2Ctailed) for integrative items’ responses got .248; .048;
1.000; .694; .268. The only significant correlation is S7 (p < 0.05), but the correlation
coefficient is negatively weak (C0.140) which suggested negative correlation between two
variables. The overall finding of integrative motivation relation to gender showed that
there was no major significant correlation among gender and participants’ integrative
motivation.
17
'
!"
$
%
Spearman’s rho
Gender Correlation Coefficient
Sig. (2Ctailed)
N
Spearman’s rho
Gender Correlation Coefficient
Sig. (2Ctailed)
N
Gender
1.000
.
200
Gender
1.000
.
200
S11
.094
.187
200
S16
.094
.187
200
S12
C.053
.460
200
S17
.119
.094
200
S13
.049
.495
200
S18
.061
.388
200
S14
.073
.308
200
S15
0.71
.316
200
Moreover, Table 4 demonstrates correlation of intrinsic motivation among gender.
Looking at the Sig. (2Ctailed) scores for each statement, like the preceding findings, it still
showed insignificant difference between genders in relation with intrinsic motivation to
learn English as foreign language.
(
!"
$
)*
Spearman’s rho
Gender Correlation Coefficient
Sig. (2Ctailed)
N
Spearman’s rho
Gender Correlation Coefficient
Sig. (2Ctailed)
N
Gender
1.000
.
200
Gender
1.000
.
200
S19
C.020
.780
200
S24
.096
.177
200
S20
.110
.120
200
S25
.072
.312
200
S21
.025
.722
200
S22
C.006
.931
200
S23
.061
.389
200
Last but not least, compared with the preceding findings, Table 5 also gives
illustration that there was not significant correlation between the male and female
participants in regards with their extrinsic motivation to learn English as a foreign
language.
To put it briefly, the value of the correlation coefficient mostly goes towards less
than +1. There were even negative correlation in S1, S2, S5, S6, S12, S19, and S22.
18
Thus, it implied that the relationship between both variables are weak. For instance,
looking at Sig. (2Ctailed) in all statement’ responses, it shows relatively high number than
0.05 level (2Ctailed). The highest number of correlation coefficient is S15 (0.71), but it is
not significant (p < 0.05). It suggested that the correlation considered weak between two
variables.
These correlation findings follow previous analysis of total score and frequencies
number that there is no significant correlation between male and female participants in
regards to their motivation for learning English as a foreign language. A possible reason
why there is no significant difference among genders and motivation to learn English as a
foreign language could be because the participants are advanced learners of Faculty of
Language and Literature who could already motivated to learned English whether to
achieve particular goals, to be part of the English society, to get selfCacknowledgement of
being EnglishCcompetent, or to get reward from the outside.
1. b. Gender and Four Types of Motivation
With regard to four types of motivation, the findings using Spearman’s Rho
correlation analysis indicated that there is low degree of relationship between gender and
overall motivation scores; and gender with four types of motivation. In addition to the
preceding findings, this following table showed the mean of each type of motivation.
19
+
,
!
"
#
#
#
$
!
"
###
#
#
#
%"
!
"
Among both genders, the means for each type of motivation are similar between
male and female respondents and thus there is no significant difference. In spite of this, it
is shown that the mean of instrumental motivation for each gender has the highest score
among all types of motivation. Soureshjani (2011) assumed that “extrinsic motivation is
somehow related to instrumental motivation and intrinsic motivation is related to
integrative motivation” (p.622). In addition, Noels (2000) proposed that the similarity
between being instrumentally motivated and extrinsically motivated is that both
“constructs emphasize the pursuit of an activity as a reaction to some object external to
the individual and the activity.” (p.64).
The findings from the table showed that the participants in this study have highest
mean score in their instrumental motivation which indicated that the participants were
considered more on the purpose of language learning to get benefit, for example like
furthering career, getting a job, climbing social hierarchy, travelling abroad, and
20
acquiring personal development. With the regard of relation between instrumental
motivation and extrinsic motivation, the result turned out rather different from
instrumental motivation since it showed the lowest mean score (2.694) with relatively
higher difference with instrumental motivation. It can be said that in this study, the term
of motivation with the purpose of getting something from the outside individualare not
closely related.
Moreover, the integrative and intrinsic types of motivation in this study showed
the mean scores with relatively slight difference. Integrative and intrinsic motivations are
believed to be“internal factors for learning the language just for itself.” (Soureshjani,
2011, p.622). Additionally, Noels (2000) also stated that “it is conceivable that these
orientations are relatively selfCdetermined orientations in that they may be related to
values that the individual has incorporated into the selfCconcept.” This finding indicated
that in this study, participants have relatively same desire in terms of learning activity for
their own sake.
(
+, +
2
'
50
2
%
2. a. Genders’ Motivation Scores
Analysis of motivation scores for each male and female participants are presented
in the following tables.
21
Participant
Total
Score
Participant
Total
Score
Participant
Total
Score
Participant
Total
Score
Participant
Total
Score
Male 1
89
Male 11
82
Male 21
91
Male 31
75
Male 41
73
Male 2
85
Male 12
82
Male 22
65
Male 32
60
Male 42
83
Male 3
80
Male 13
74
Male 23
69
Male 33
84
Male 43
66
Male 4
72
Male 14
72
Male 24
66
Male 34
80
Male 44
69
Male 5
79
Male 15
71
Male 25
77
Male 35
81
Male 45
73
Male 6
87
Male 16
91
Male 26
79
Male 36
73
Male 46
77
Male 7
61
Male 17
80
Male 27
83
Male 37
62
Male 47
94
Male 8
69
Male 18
95
Male 28
81
Male 38
86
Male 48
89
Male 9
74
Male 19
80
Male 29
75
Male 39
91
Male 49
82
Male 10
74
Male 20
81
Male 30
91
Male 40
85
Male 50
69
Average of Male Participants’ Total Score = 78.14
Standard Deviation = 8.804
The calculation of the scores assigned by converted the numerical values of 4, 3,
2, and 1 into Strongly Agree, Agree, Disagree, and Strongly Disagree. Having a total
number of 25 statements in the questionnaire, it means the maximum score of a
participant can reach 100 of total score, meanwhile the lowest score will be 25. In order
to make distinction in the degree of motivation, it decided to categorize the motivation
score into 2 categorization: low motivation and high motivation. Low motivation
occurred when the score range from 25C62.5 while high motivation happened when the
score range from 62.6C100.
In the male participants total score case, there were 3 out of 50 participants who
have low motivation (Male 7, Male 32, and Male 37) and the lowest among those three
participants is Male 32 which scored 60 points. On the other hand, 47 participants can be
22
categorized having high motivation score. The highest number is participant Male 18
with 95 points. Additionally, the overall average of 50 male participants is 78.14 which
indicated that that most of the male participants have positive attitude toward the idea of
motivation in their English foreign language learning. To make it clear, the following
figure of bar chart normality of male participant’ motivation score.
& /
$"
,
.
Total
Participant
Score
Participant
Total
Score
Participant
Total
Score
Participant
Total
Score
Participant
Total
Score
Female 1
80
Female 31
95
Female 61
78
Female 91
88
Female 121
73
Female 2
81
Female 32
83
Female 62
73
Female 92
86
Female 122
77
Female 3
74
Female 33
76
Female 63
87
Female 93
95
Female 123
69
Female 4
91
Female 34
81
Female 64
70
Female 94
88
Female 124
79
23
Female 5
81
Female 35
72
Female 65
88
Female 95
78
Female 125
86
Female 6
82
Female 36
83
Female 66
73
Female 96
83
Female 126
91
Female 7
74
Female 37
70
Female 67
75
Female 97
86
Female 127
74
Female 8
77
Female 38
69
Female 68
68
Female 98
82
Female 128
82
Female 9
67
Female 39
68
Female 69
76
Female 99
93
Female 129
78
Female 10
71
Female 40
86
Female 70
82
Female 100
80
Female 130
72
Female 11
62
Female 41
72
Female 71
76
Female 101
81
Female 131
86
Female 12
82
Female 42
75
Female 72
70
Female 102
89
Female 132
77
Female 13
81
Female 43
73
Female 73
81
Female 103
78
Female 133
74
Female 14
72
Female 44
75
Female 74
86
Female 104
77
Female 134
85
Female 15
87
Female 45
71
Female 75
85
Female 105
77
Female 135
73
Female 16
72
Female 46
81
Female 76
84
Female 106
76
Female 136
79
Female 17
69
Female 47
80
Female 77
71
Female 107
79
Female 137
80
Female 18
87
Female 48
90
Female 78
76
Female 108
90
Female 138
79
Female 19
72
Female 49
73
Female 79
78
Female 109
78
Female 139
91
Female 20
77
Female 50
75
Female 80
97
Female 110
77
Female 140
86
Female 21
87
Female 51
73
Female 81
86
Female 111
84
Female 141
75
Female 22
86
Female 52
74
Female 82
88
Female 112
78
Female 142
70
Female 23
82
Female 53
78
Female 83
96
Female 113
81
Female 143
81
Female 24
87
Female 54
79
Female 84
84
Female 114
78
Female 144
83
Female 25
74
Female 55
71
Female 85
85
Female 115
81
Female 145
86
Female 26
76
Female 56
86
Female 86
88
Female 116
89
Female 146
72
Female 27
69
Female 57
80
Female 87
70
Female 117
79
Female 147
68
Female 28
73
Female 58
81
Female 88
75
Female 118
71
Female 148
89
Female 29
73
Female 59
72
Female 89
85
Female 119
80
Female 149
83
Female 30
74
Female 60
78
Female 90
95
Female 120
73
Female 150
81
Average of Female Participants’ Total Score = 79.333
Standard Deviation = 6.971
Furthermore, in the case of female participants’ total score, only 1 participant (Female
11) that have low motivation score of 62, meanwhile the other 149 participants surely
have points above 62.5 to be categorized as high motivation scores. The highest
24
score(Female 80) reached until 97 points and the overall average of the female
participants’ total score is 79.333.
The following figure of bar chart normality will give clear illustration on how the
data are approximately normally distributed.
'/
$"
,
Overall, comparing the result of total score by both genders, it is clearly seen that
the female participants have slightly higher average than the male counterparts with
1.193 difference.
2. b. Instrumental Motivation’ Frequency
These following five statements of instrumental motivation were aimed to find
out whether or not the participants have motivation to learn English to fulfill certain
25
practical goals like furthering career, getting a job, climbing social hierarchy, travelling
abroad, and acquiring personal development.
0%
1
,
50 2%
+ + 4 +
'
Male
1.
The acquisition of English is useful for my plans
after leaving university.
Female
Male
2.
What I have learnt in the English course will be
useful for my future job.
3.
Female
English is essential for me to participate more
Male
significantly in society.
Female
4.
English will help me if I should ever travel
Male
abroad.
Female
5.
English is essential for my personal
Male
development.
Female
29
21
0
0
58%
42%
0%
0%
77
72
1
0
51.3%
48%
0.7%
0%
27
23
0
0
54%
46%
0%
0%
76
70
4
0
50.7%
46.7%
2.7%
0%
13
28
9
0
26%
56%
18%
0%
36
98
16
0
24%
65.3%
10.7%
0%
39
10
1
0
78%
20%
2%
0%
117
33
0
0
78%
22%
0%
0%
23
23
4
0
46%
46%
8%
0%
52
91
7
0
34.7%
60.7%
4.7%
0%
The top result which gained highest frequencies and percentages among items in
instrumental motivation is statement 4, ‘English will help me if I should ever travel
26
abroad’. Only 1 male participant did not agree with the statement. Therefore, this
statement revealed that almost all participants, both male and female participants are
agree that learning English is beneficial for them when it comes to travelling abroad.
Statements number 1 and 2 have similarity in terms of furthering career and
getting a job. In fact, in both statement, the male participants have a slightly higher
percentage of agreement upon the statement but the difference to the female participants
is not significant. This finding is different from that of Xiong (2010), who found that girls
have higher instrumental motivation than boys. Xiong (2010) believes that motivation
comes because individuals are interested in gaining more knowledge to increase their
abilities in English that can help them for attaining goals like furthering their career.
Furthermore, statement 3and 5 were gained more positive responses from the
participants. In statement 3, since there were only 25 participants out of the 200 total
participants negatively responded to the statement, ultimately most of the participants had
a positive view toward the idea that the English is essential for them to participate more
significantly in society. In statement number 5, comparing responses from the male and
female participants, it confirmed to be the same lines with the preceding statements’
finding, there was only a slight difference found between both genders.
In sum, comparing both genders in terms of instrumental motivation, there was no
significant difference between the male and female participants in terms of this type of
motivation. Both groups demonstrated a relatively high drive to learn English as a mean
27
to achieve practical goals like furthering career, getting a job, climbing social hierarchy,
travelling abroad, and acquiring personal development.
2 .c. Integrative Motivation’ Frequency
This section discusses the frequency of integrative motivation items which is
related to learning language to integrate with the culture and to be a part within the target
language society.
2%
1
,
50 2%
+ + 4 +
6.
I think English language is important to know
'
Male
to make myself part of the culture and to be the
part of the English society.
7.
English will help me acquire new ideas to
broaden my outlook.
8.
English will enable me to understand and
appreciate English culture better.
9.
I am interested in English music / movies.
Female
Male
Female
Male
Female
Male
28
15
27
8
0
30%
54%
16%
0%
26
103
21
0
17.3%
68.7%
14%
0%
19
26
4
1
38%
52%
8%
2%
30
106
14
0
20%
70.7%
9.3%
0%
14
31
5
0
28%
62%
10%
0%
42
93
15
0
28%
62%
10%
0%
30
15
5
0
60%
30%
10%
0%
Female
10. I can learn more about the world through
learning English.
Male
Female
90
57
3
0
60%
38%
2%
0%
20
26
4
0
40%
52%
8%
0%
70
75
5
0
46.7%
50%
3.3%
0%
With the regard of statement 9 which gained more positive responses compared to
the other integrative items, there are a total of 90% of male and 98% of female
participants who agreed and strongly agreed toward the idea that it is interesting to be
integrated with English through listening to music and watching movie. A possible
reason might be because knowledge can be acquired at the same time when they enjoyed
the music or movies in the target language.
As clearly seen from the table, the other statements also have more positive
responses from both genders. In statement 6 there were more participants who believed
that English is a crucial factor to be integrated in target language culture. The finding
echoes Gardner (1985) who stated that a language cannot be separated from the learners’
attitude towards the community. Therefore, if the participants are willing to be integrated
in English society, they are motivated enough to learn English for that reason. The same
finding of more positive responses with slightly difference frequencies and percentage
number between both genders also happened in statement 7 and 10. Additionally, to
further reveal their integrative motivation, participants were asked to give their opinion
toward a statement 8, ‘English will enable me to understand and appreciate English
29
culture better’. Interestingly, both the male and female participants resulted in the same
percentage numbers. Only 10% of each that did not agree with the statement.
The upshot of all the findings mentioned above is that the overall frequencies
finding showed a slight difference between male and female participants. Both genders
were almost equally motivated in terms to be part of culture and to be part of English
society, to broaden their perspective in the way of understanding and thinking about
something, to make them understand and appreciate English culture better, to help them
more about the world. All in all, regardless the gender, most participants in this study
positively responded to the integrative factors to learn English to understand the culture
and to be part of the language society.
2.d. Intrinsic Motivation’ Frequency
Intrinsic motivation occurs when learners are involved in learning activity for
their own sake and not for the reason to get reward from outside. By extension, Ahat
(2013) stated that intrinsic motivation has intention to bring learners’ internal reward
consequences such as selfCdetermination or competence.
%
1
,
50 2%
+ + 4 +
'
11. I think I can achieve my goal successfully in learning
Male
English.
Female
30
10
34
6
0
20%
68%
12%
0%
36
108
6
0
12. I would like to speak English really well.
Male
Female
13. I want my English to be good.
Male
Female
14. I think English is a language worth learning
Male
Female
15. I find it a pleasure to learn English.
Male
Female
16. I like to learn English for the activity itself and not for
Male
any reward.
Female
17. I feel freer to express myself in English than in my
Male
first language.
Female
18. I am very pleased that I have the chance to learn
Male
English because I am interested in it.
Female
31
24%
72%
4%
0%
31
19
0
0
62%
38%
0%
0%
84
66
0
0
56%
44%
0%
0%
32
16
1
1
64%
32%
2%
2%
102
48
0
0
68%
32%
0%
0%
26
22
2
0
52%
44%
4%
0%
88
62
0
0
58.7%
41.3%
0%
0%
13
34
2
1
26%
68%
4%
2%
51
91
7