Domain 2: Degree of Integrativeness

31 subjects; indeed this will lead the students to be motivated in learning the English language .

b. Domain 2: Degree of Integrativeness

Table 4.3: Frequencies, Percentages, and Mean scores for items of Domain 2 As shown in table 4.3, 74 . 36 with a total mean score 3 . 85 of the participants are integratively motivated and thought that English is an important language . Item number 5 receives the highest percentage 94 . 44 with a highest mean score 4 . 36 of the students who said that studying English is important because it will allow them to speak, communicate, and interact more easily with speaker of English, whereas 76 . 67 agreed with the idea that if Indonesia had no Item number 5-8 Freq perc Agree Disagre e Don’t know Total Mea n Std Studying English is important because it will allow me to be more at ease with people who speak English Freq 85 5 90 4 . 36 . 57 Perc 94 . 44 5 . 56 100 Studying English is important because it will allow me to meet and converse with more and varied people Freq 61 15 14 90 3 . 69 . 98 Perc 67 . 77 16 . 67 15 . 56 100 If Indonesia had no contact with English-Speaking countries, it would be a great lost Freq 69 10 11 90 3 . 97 . 97 Perc 76 . 67 11 . 11 12 . 22 100 Studying English is important because it makes me look smarter than others . Freq 53 22 15 90 3 . 39 1 . 19 Perc 58 . 89 24 . 44 16 . 67 100 Total percentage 74 . 365 13 . 055 12 . 502 100 Total 3 . 85 . 92 32 contact, it would be a great loss . While 67 . 77 of the sample agreed that studying English is important, it will allow them to meet and converse with more and varied people . Item number 8 receives the lowest percentage 58 . 89 with a lowest mean score 3 . 39 of the students who said that studying English is important because it made them look smarter than others . The results show that most of the SMK N 1 Depok students learned English for their needs of communication to the English speaker . Gardner 1983, p . 203 has explained and clarified what is meant by an integrative motivation as “learning a language because the learner wishes to identify himself with or become integrated into the society of the target language” . In other words, a learner is integratively motivated when heshe learns a language because heshe wants to “know more of the culture and values of the foreign language group…to make contact with the speakers of the languages…to live in the country concerned . It is believed that the students who are more successful when learning a target language are those who like the people that speak the language, admire the culture and have desire to become familiar with or even integrate into society in which the language is used ”, Finegan 1999, p . 568 . The result of questionnaire item number 8 goes in line with the study proposed by Woolfolk 1990: 320 about the entity view of ability. Students who have an entity view of ability tend to set performance goals and they usually look for situation where they can look smart among their friends . In the other hand, students who have an incremental 33 view of ability tend to set learning goals and seek situations where they can improve their skills . Given the participants’ reasons to learn the English language, these participants were further asked to specify their own opinions to the idea of attending more English language training courses that would help improve their English proficiency . The results in the table 4.4 below indicate that 80 of them responded positively . Table 4.4: Results of the students regarding language course needs Question Yes No Total n n n Would you like to attend more English language courses? 72 80 18 20 90 100 The most reasonable explanation for this might be that the students lacked the language skills that would enable them to function effectively in their academic activity . Having great desires for learning the language is considered to be one of the main components of language learning motivation Gardner, 2006 .

2. Interview Results