STUDENTS’ MOTIVATION TO LEARN ENGLISH FOR ACADEMIC PURPOSES AT THE FACULTY OF ECONOMICS AND BUSINESS THESIS Submitted in Partial Fulfillment of the Requirements for the Degree of

  

STUDENTS’ MOTIVATION TO LEARN ENGLISH FOR

ACADEMIC PURPOSES AT THE FACULTY OF ECONOMICS

AND BUSINESS

THESIS

  

Submitted in Partial Fulfillment

of the Requirements for the Degree of

Sarjana Pendidikan

  

Mariana

112014025

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

SALATIGA

  

2018

  

STUDENTS’ MOTIVATION TO LEARN ENGLISH FOR

ACADEMIC PURPOSES AT THE FACULTY OF ECONOMICS

AND BUSINESS

THESIS

  

Submitted in Partial Fulfillment

of the Requirements for the Degree of

Sarjana Pendidikan

  

Mariana

112014025

ENGLISH LANGUAGE EDUCATION PROGRAM

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

SALATIGA

  

2018

  This thesis contains no such materials 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 of my knowledge and my belief, this contains no material previously published or written by any other person except where due reference is made in the text.

  Copyright@ 2018. Mariana and Anita Kurniawati, M. Hum. All right reserved. No part of this thesis may be reproduced by any means without the permission of at least on of the copyright owners or the English Language Education Program, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.

  Mariana

  

TABLE OF CONTENTS

  Inside Cover Page .......................................................................................................... i Pernyataan Tidak Plagiat............................................................................................... ii Pernyataan Persetujuan Akses...................................................................................... iii Approval Page .............................................................................................................. iv Table of Contents ........................................................................................................ vii Abstract ....................................................................................................................... 10

  

INTRODUCTION ..................................................................................................... 10

LITERATURE REVIEW ......................................................................................... 12

  Motivation in Learning Process ......................................................................... 12 Types of Student’s Motivation ......................................................................... 13 Experiences of Student’s Motivation in Learninig EAP ................................... 16

  Brazilian public institution ......................................................................... 16 The university of Hong Kong ..................................................................... 17 The Faculty of Health and Sciences of UKSW .......................................... 18

  

THE STUDY .............................................................................................................. 19

  Context of the Study .......................................................................................... 19 Research Participants ......................................................................................... 19 Data Collection Instrument ................................................................................ 20

  Data Collection Procedure ................................................................................. 21 Data Analysis ..................................................................................................... 22

  

FINDINGS AND DISCUSSIONS ............................................................................ 22

  Extrinsic Motivation .......................................................................................... 22 Intrinsic Motivation. .......................................................................................... 25 Amotivation ....................................................................................................... 28

  

CONCLUSION .......................................................................................................... 30

REFERENCES .......................................................................................................... 34

APPENDIX A ............................................................................................................ 36

                           

    LIST OF TABLES

  Table 1. Demographic Information of the Participants ............................................... 20 Table 2. Students’ Extrinsic Motivation ..................................................................... 23 Table 3. Students’ Extrinsic Measurement ................................................................. 24 Table 4. Students’ Intrinsic Motivation ...................................................................... 26 Table 5. Students’ Intrinsic Measurement .................................................................. 26 Table 6. Students’ Amotivation .................................................................................. 28  

  

STUDENTS’ MOTIVATION TO LEARN ENGLISH FOR

ACADEMIC PURPOSES AT THE FACULTY OF ECONOMICS

  

Mariana

ABSTRACT

  Many experts and researchers have agreed that motivation is an important component in learning process. This study aims to investigate the most dominant type of students’ motivation to learn English for Academic Purposes (EAP) at the Faculty of Economics and Business (FEB), whether extrinsic, intrinsic or even amotivation. Data from 51 students of EAP class were collected by distributing close – ended questionnaires. The questionnaires were adapted from Gardner’s Attitude/Motivation Test Battery (Gardner, 2004). It shows that the most dominant motivation type that students have during the EAP class is extrinsic motivation. The findings may help EAPlecturers to adjust the teaching and learning strategies so that the students keep being motivated during the learning process.

  

Keywords: students’ motivation, extrinsic motivation, intrinsic motivation,

amotivation, EAP

  INTRODUCTION

  Motivation is one of factors that can be highlighted to determine someone’s success in learning. A student needs to have a strong desire to achieve the learning objectives. Since motivation underlies the students’ learning process, many educational practices have already paid much attention on it. Gregory (2009) points out that “Although students may be equally motivated to perform a task, the sources of their motivation may differ”. Students who intrinsically motivated will learn readily, they even like challenges, because they are truly interested in learning the subject. Then, students who are extrinsically motivated will learn because they have to, one of the reasons is that they need to get good marks to please their teachers or parents. Ryan &Deci (2000) also introduces another type of motivation, amotivation, which refers to students who are lack of interest of learning, or do not like to learn. They do not have desire to do things, do not believe in themselves, and also do not feel competent to do things.

  Motivation always influences every teaching and learning process in all academic contexts. One of the contexts is English for Academic Purposes (EAP).

  It has been a familiar term in education. English is taught for other academic purposes that contains spoken, written, visual, and electronic academic texts (Hyland, 2006). Nowadays, there are many universities that have been applying EAP in their programs. Universitas Kristen SatyaWacana in Salatiga also has this subject at the Faculty of Economics and Business (FEB). EAP in this faculty is a compulsory subject that must be taken by all first year students in the first semester. EAP itself is spesifically for academic context (Hamp – Lyons, 2016).

  Chan(2004) andDornyei&Ushioda (2011) as cited in Yung (2013) stated that “first year students in many universities are required to take courses of EAP.

  However, because of the compulsory nature of these courses, many students are instrumentally motivated or negatively motivated.” This research is a survey study which aims to investigate the most dominant type of students’ motivation to learn EAP at the Faculty of Economics and Business, whether extrinsic, intrinsic or even amotivation. The study is conducted to help EAP lecturers adjust the teaching and learning strategies so that the students keep being motivated during the learning process. Therefore, the research question that underlies this study is: What is the most dominant type of students’ motivation to learn EAP at the Faculty of Economics and Business?

  LITERATURE REVIEW Motivation in Learning Process

  Many experts such as Wechsler(2006), Pfromm(1987), Schunk(1991), and Mitchell, Jr. (1992)as cited in Leal, Miranda, and Carmo(2012), have conducted a study which showed that motivation can affect learning process and, conversely, learning process can also affect motivation. In addition, Parsons, Hinson and Brown (2001) as cited in Wimolmas (2013) defined that

  Motivation is an important component or factor in the learning process. Learning and motivation have the same importance in order to achieve something. Learning makes us gain new knowledge and skills and motivation pushes us or encourages us to go through the learning process.

  The definition above explains that learning and motivation have the same importance to gain something. Leaning helps someone to achieve a particular abilities, skills, or knowledge, while motivation pushes and gives courage to learn.

  For Miller and Dollard (1941), “learning takes place when the learner wants something, notices something, does something, and receives something”.

  Motivation is the first essential component of learning (as cited in Gardner & Lambert, 1972); it is important to determine someone’s success in learning. If the students’ motivation is zero, a learning objective might not be achieved fruitfully.

  Similar to Miller and Dollard,Gilbert (2011) also indicated that students’ motivation as the single most important component of learning. Highly motivated students will learn enthusiastically, they will see learning as an enjoyable thing to do. Otherwise, unmotivated students will see learning as a boring and frustrating thing to do; they will not have any desire to willingly learn something. Learning is likely to occur if only the students want to learn. The four factors that influence a motivation is interest, curiosity, and desire to achieve the goal (Williams & Burden, 2009).

  Types of Student’s Motivation

  The sources of students’ motivation may be different from one to another. Ryan and Deci (2000) identified three big types of motivation which are extrinsic, intrinsic, and amotivation.

  Extrinsic Motivation

  Harmer (1991), as cited in Wimolmas(2013) stated that extrinsic motivation is a type of motivation when a student wants to learn well because they need to achieve a particular goal, such as a reward of getting good marks. It is actually not that good for learning, because if they do not have any goal to learn, they will not readily to learn. They will not be interested in learning anymore when there are not supporting factors.

  Csikszentmihalyi and Nakamura (1989), as cited in Williams & Burden(2009), had similar thoughts “When the only reason for performing an act is to gain something outside the activity itself, such as passing an exam, or obtaining financial rewards, the motivation is likely to be extrinsic.”They defined that one of extrinsic motivation’s characteristics can be seen from the reason of a person who does a particular act. It will be categorized as extrinsic motivation if the reason is only to achieve something outside the activity itself.

  Then Vasquez (2009) also similarly described that extrinsic motivation comes from outside of the students, such as a force from others. For instance, a student learns well because his parents have demanded good grades for his academic report. A fact stated by Lepper (1988), as cited in Gregory (2009), toward one of extrinsic motivation characteristics that“An extrinsically motivated student performs - in order to obtain some reward or avoid some punishment external to the activity itself, such as grades, stickers, or teacher approval.”It means that students who are extrinsically motivated may learn just because of chasing good grades, rewards, or teacher approvals even only for avoiding some punishment outside the subject that they learn.

  To sum up, extrinsic motivation is a type which generally students have – in order to obtainrewards, or only to please other people, so it comes from external factors of the students. They would have fewer efforts to do anything because their orientation is not to the maximal results. They tend to like tasks with low difficulties (Gregory, 2009).

  Intrinsic Motivation

  In contrast, intrinsic motivation is a strong desire that comes from the students themselves. If they have intrinsic motivation, they will learn readily without external factors (Arnold, 2000, p. 14, as cited in Wimolmas, 2013). This type of motivation comes from a person himself; it causes a long – term motivation (Lai, 2011). Lepper (1988) as cited in Gregory (2009) stated that“A student who is intrinsically motivated undertakes an activity for its own sake, for the enjoyment it provides, the learning it permits, or the feelings of accomplishment it evokes.”The statement explains that a student who has intrinsic motivation to learn will learn willingly for they love to, and they feel enjoy in doing any activities regarding the subject they learn.

  SimilartoLepper (1988), Leal et al. (2012) highlighted a point that underlies intrinsic motivation; the point is “enjoyment”. Students learn a particular course for they are enjoyable to learn it. When students are intrinsically motivated, they tend to give much efforts to gain what they really want, arranging strategies and also think about it deeply. Moreover, students with this kind of motivation would like to have challenging tasks which require creativity and good strategies (Gregory, 2009). If students willingly learn, they will surely engage a task and have such a curiosity to learn the knowledge deeper; it comes from their internal factors (Kitjaroonchai&Kitjaroonchai, 2012).

  Amotivation

  The third type of motivation is amotivation,which refers to a person who is lacking the interest of doing something and feeling not competent to do so. Ryan

  &Deci (2000) pointed out that there is a type which contrasts with motivation, amotivation type. It is when a student is lacking of motivation to learn. They do not have a strong desire to learn, even they are not willingly to take part in activities, not feeling confident and capable to do things, also do not believe in themselves.

  Some experts, Barkoukis, Tsorbatzoudis, Grouios, and Sideridis (2008), Leal et al. (2012) strengthen the notion above by stating that individuals who are categorized in amotivation type have no clear goals or purposes of what they are doing. They do not have interest to do it, and do not feel competent to join in the activity. Therefore, they also do not want to engage in the activity.

  Experiences of students’ motivation in learning EAP

  Faculties of some universities in the world have EAP as one of their courses. Some researchers have done studies regarding to students’ motivation in learning EAP at a particular university, such as Leal et al. (2012) who conducted a study in all academic terms of the Accounting Sciences program of a public higher education institution in Brazil,Yung (2013) who conducted a study at The University of Hong Kong and Berninda (2015) who conducted a study at the Faculty of Health and Sciencesof UKSW, Salatiga, Indonesia.

  Brazilian Public Institution

  Leal et al. (2012)conducted a study in all academic terms of the Accounting Science program of a public higher education institution in Brazil.

  The study was entitled “Self – Determination Theory: An Analysis of Student

  Motivation in an Accounting Degree Program”. It took 259 students to be their participants. The study aimed to “evaluate the motivation of Accounting Science students in a public university in light of the Self – Determination Theory”. Then they got the results that some students learnt the subject deeply because of their future career, and others were only concerned about getting the diploma. From this result, they found that extrinsic motivation was the most dominant type of students’ motivation in learning EAP. Then they highlighted that from the study, EAP lectures could understand the motivational processes and their relevant teaching strategies in the classroom.

  The University of Hong Kong

  The environment in Hong Kong is similar to many countries in Asia. The pupils in that countries are not accustomed in using English as their daily language; the chances to use English is quiet limited (Yung, 2013). Hence, Yung (2013) conducted a study entitled “Bridging the Gap: Motivation in Year One EAP Classrooms”. The study aimed to “bridge the gap of the missing one year English learning experience in secondary school” (Yung, 2013). The participants were 14 first year Hong Kong local undergraduates at the University of Hong Kong and interview was used to collect data. There is no exact percentage from the results of the study. Yet he stated the results generally that“because of the highly structured and authority – oriented learning style, students tended to be teacher – dependent, passive, focusing on examination success and examination skills & tips” (Yung, 2011 as cited in Yung, 2013). The case above showed that students learn for only getting good grades. They tended to have extrinsic motivation as their motivation to learn.

  The Faculty of Health and Sciences of UKSW

  Berninda (2015) had conducted a similar study entitled “Students’ Learning Motivation in English for Academic Purposes (EAP) Class” in the Faculty of Health and Sciences of UKSW, Salatiga, Indonesia. She used questionnaires and interview as the data intruments of her study. Then she got 52 as the participants. They were chosen from random program studies of the faculty. The findings of this study showed that all the participants highly motivated to learn the subject. Mostly, they were extrinsically motivated. The participants viewed English as an compulsory subject that they must take. They had desire to learn English because English was a valuable knowledge for them. Yet, the highest factors that affected the participants’ motivation were class activities, grades, and also the EAP lecturers. Then the interview result showed that students suggested to learn EAP that fit to their own program study. Since their most dominant motivation was extrinsic motivation, so they think this way will be more motivating them in learning English.

  The three previous studies above, were conducted indifferent faculties of universitiesof different countries. This present studyaddresses the same issue but it was held in the Faculty of Economics and Business of UKSW. The following section, findings and discussion, shows the comparison between the findings of the previous studies and the findings of this study.

  THE STUDY Context

  The research was conducted at the Faculty of Economics and Business of Universitas Kristen SatyaWacana (UKSW) Salatiga, Indonesia. A faculty that has three majors: Accounting, Management, and Economics. Besides regular classes, this faculty also offers International Class of Management and Accounting Program (ICMAP). In the regular classes, students are taught using Indonesian as the medium of instruction. Yet only for the English subjects, such as Executive English and Academic English or EAP, the students are taught using English as well. It is different from ICMAP which all the teaching and learning processes are delivered using English as the medium of instruction.

  Participants

  The participants of the research were taken from all even semester students of EAP in regular classes of the Faculty of Economics and Business. I chose these classes because EAP was a compulsory subject that must be taken by all majors of the first year regular class students. In their early study of economics and business, they clearly had different source of motivation to learn. Table 1 below describes the demographic information of the participants in which from 51 students, 34 (67%) of female and 17 (33%) of male with different age groups: 35 (68%) of students from 17 to 19 years of age, and 16 (32%) of students from 20 to 23 years of age. They came from two regular classes which had random batch and major: 1 (2%) student from 2013 batch, 13 (25%) students from

  2014 batch, 2 (4%) students from 2015 batch, 4 (8%) students from 2016 batch, and 31 (61%) from 2017 batch. The participants consisted of students from random batches and those who major in Accounting, Management, and Economics because there were some students of old batch who did not take the course yet, and the rest was repeated students who did not pass the course. All of them have been learning English for 9 years to 13 years.

  Table 1. Demographic information of the participants Category Total of Number

  Age 17 – 19

  35 20 – 23

  16 Sex Female 34 Male 17

  Batch 2013

  1 2014

  13 2015

  2 2016

  4 2017

  31 Length of learning English 9 years to 13 years

  Instrument of Data Collection

  The main instrument to collect the data was questionnaires. The questionnaires were adapted from Gardner’s Attitude/Motivation Test Battery (Gardner, 2004) because it was quite reliable questionnaire design that mostly used in every research about motivation in learning English. Actually, there were 104 statements in part I and 12 statements in part II of the Gardner’s Attitude/Motivation Test Battery, but I selected only 40 statements for part I, and

  5 statements for part II to make the results clearer and match with the aim of this study.

  The questionnaire was designed in English and then translated into Indonesian to prevent any misunderstandings. The questionnaire consists of two parts, and the questions type was closed – ended questions. The first part of the questionnaire was about students’ agreement or disagreement toward some statements; it contained 40 statements which consisted of 3 motivation types randomly. There were 10 statements of extrinsic type, 13 statements of intrinsic type, and 17 statements of amotivation type. In order to complete the questionnaire there were 4 agreement scales which are STS = strongly disagree, TS = disagree, S = agree, SS = strongly agree. While the second part was to measure the participants’ motivation; it contained 5 statements with the scales 1 to

  7. Data Collection Procedure After getting an approval from the secretary of FEB and EAP lecturers, the questionnaires were piloted to 23 participants on December 8th, 2017. Then after the piloting section, I corrected some unneeded parts. I distributed the questionnaire to the real participants on February 9th, 2018 for the first class and the second class on February 14th, 2018. There must be 66 students in total, but only 53 students attended the class. The complete questionnaire results were 51, and the other 2 could not be used as it was uncompleted.

  Data Analysis Procedure

  All the questionnaires were collected on February 14th. 2018. Then I classified the data into some tables of extrinsic, intrinsic, and amotivation type. Through the tables, I knew the percentages of each motivation type and found the most dominant type of students’ motivation in learning EAP at FEB UKSW.

  FINDINGS AND DISCUSSION Extrinsic Motivation Table 2 below shows that students’ extrinsic motivation was quiet high.

  7 out of 10 statements about extrinsic motivation reach 94% - 100% of agreement. There are 2 statements, which have 100% of agreement, “Studying English is important because I will need it for my career” and “Studying English is important because it will allow me to meet and converse with more and varied people”.The second highest percentage is 98% for “Studying English is important because it will be useful in getting a good job”. It is almost the same as getting a good career in the future.

  The other 3 statements only have around 80% - 84% of agreement. It shows that 20% students did not agree that “Studying English is important because other people will respect me more if I know English”. Then 18% students did not agree that “My parents have stressed the importance English will have for me when I leave school”and 16% students did not agree that “My parents encourage me to practice my English as much as possible”. Apparently, almost 20% students did not agree that their parents encourage them to learn English.

  Table 2. Students’ extrinsic motivation

No Statement Strongly Disagree Agree Strongly

Disagree Agree

  1 I look forward to going to class because 0% 6% 78% 16% my English teacher is so good.

  

2 Studying English is important because I 0% 0% 35% 65%

will need it for my career.

  

3 My parents feel that it is very important for 0% 6% 59% 35%

me to learn English.

  

4 Studying English is important because it 0% 0% 57% 43%

will allow me to meet and converse with more and varied people.

  

5 Studying English is important because it 0% 4% 59% 37%

will make me more educated.

  

6 My parents have stressed the importance 2% 16% 55% 27%

English will have for me when I leave school.

  

7 Studying English is important because it 2% 0% 47% 51%

will be useful in getting a good job.

  

8 Studying English is important because I 0% 4% 55% 41%

will be able to interact more easily with speakers of English.

  

9 Studying English is important because 2% 18% 61% 20%

other people will respect me more if I know English.

  Proceeding to part II, there are 1 until 7 scales that can measure the students’ feeling about some statements. The scale 1 – 3 is considered as low motivated, and scale 4 – 7 is considered as high motivated. Table 3 clearly shows that almost there are no students who had low motivation or considered as amotivation students. For the first statement “My motivation to learn English for practical purposes (e.g. to get a good job)” gets scale 4 to 7 which are considered as high motivation.Yet there are 6% of them who chose the scale 3 on statement “My parents encourage me to learn English”.

  Table 3. Students’ extrinsic measurement No Statement Scales

  1 2 3 4 5 6 7 very very low high

  1 My motivation to learn English 0% 0% 0% 4% 16% 31% 49% for practical purposes (e.g. to get a good job) is:

  2 My parents encourage me to 0% 0% 6% 6% 24% 25% 39% learn English:

  In sum, from these 2 tables above, it can be observed that most of the students are extrinsically motivated to learn EAP. They tended to learn EAP just because of some external reasons. In this stage, the students learnt to gain a particular goal or rewards (Harmer, 1991 as cited in Wimolmas, 2013). Moreover, they mostly agreed that studying English is important for getting good job and better future career. They did not fully agree that their parents encourage them to learn.

  The above findings of the extrinsic motivation are similar to the previous studies from Leal et al. (2012), Yung (2013) and Berninda (2015). Apparently, the findingsare in line with the findings from Leal et al. (2012) study which showsthat students usually learnt because they needed it for getting better job and their future career as well. The participants from these both studies agreed that studying English was beneficial to get good job and better career in the future (Leal et al., 2012). The findings strengthened explanation toward extrinsic motivation from Csikszentmihalyi and Nakamura (1989), as cited in Williams & Burden(2009) and Vasquez(2009) that students learn because of a particular goal, such as reward and good financial rewards.Furthermore, Berninda (2015) and Yung (2013) stated in their studies that in learning EAP, students weremostly concerned about grades and the EAP lecturers. It was the same as the findings of this study that 94% of students extrinsically motivated to learn because their teacher was so good; it was showed from the statement “I look forward to going to class because my English teacher is good”. Then 100% of the participants of this study agreed the statement “My motivation to learn English for practical purposes (e.g. to get a good job)”.

  Intrinsic Motivation

  Table 4 shows that students who had intrinsic motivation were quiet high, but not as high as extrinsic motivation. 10 out of 13 statements reach 67% - 100% of agreement. Only 1 statement reaches 100% of agreement, which is “Learning English is really great”. It means that all of the students definitely agreed with this statement. The second highest percentage, 98%, is on statement “I make a point of trying to understand all the English I see and hear”. It shows that mostly students paid attention to keep trying to understand English.

  Yet the other 3 statements only reach 20% - 25% of agreement. The students showed their disagreement on the statement “I would rather spend more time in my English class and less in other classes” (81%); “I enjoy the activities of our English class much more than those of my other classes” (77%); and “If it were up to me, I would spend all of my time learning English” (75%).

  Table 4. Students’ intrinsic motivation No Statement Strongly Disagree Agree Strongly Disagree Agree

  1 Learning English is really great. 0% 0% 31% 69%

  

2 I have a strong desire to know all aspects of 0% 6% 59% 35%

English.

  

3 I make a point of trying to understand all 0% 2% 73% 25%

the English I see and hear.

  

4 I would rather spend more time in my 12% 69% 18% 2%

English class and less in other classes.

  5 I really enjoy learning English. 0% 6% 90% 4%

  

6 If it were up to me, I would spend all of my 10% 65% 25% 0%

time learning English.

  

7 I keep up to date with English by working 0% 16% 76% 0%

on it almost every day.

  

8 I enjoy the activities of our English class 4% 73% 24% 0%

much more than those of my other classes.

  

9 I like my English class so much, I look 2% 18% 80% 0%

forward to studying more English in the future.

  10 I plan to learn as much English as possible. 2% 10% 73% 16%

  

11 I would like to learn as much English as 0% 8% 71% 22%

possible.

  

12 I look forward to the time I spend in 0% 33% 65% 2%

English class.

  13 English is one of my favourite courses. 4% 22% 73% 2%

  Part II shows that mostly students chose scale 4 to 7 for each statement (“My desire to learn English” and “My motivation to learn English”). The result shows that students, no doubt, had quiet high intrinsic motivation in learning English. Only 2% of students who chose scale 3 as their less agreement on statement “My interest in foreign languages”.

  Table 5. Students’ intrinsic measurement No Statement Scales

  1 2 3 4 5 6 7 very very low high

  

1 0% 0% 2% 8% 35% 35% 20%

My interest in foreign languages is:

  0% 0% 0% 10% 18% 45% 27%

  

3 0% 0% 0% 4% 16% 31% 49%

My motivation to learn English is: The findings show that students’ intrinsic motivation was also quiet high.

  Actually the students also had intrinsic motivation to learn, but they did not agree with some statements. It was similar to the findings of the study by Berninda (2015) that the participants learnt English because they realized English was valuable knowledge that they must learn.They have already had the same good perception toward learning English; it caused a strong desire from the students to learn intrinsically (Arnold, 2000 as cited in Wimolmas, 2013).The participants enjoyed learning English readily as the same as the notion from Lepper (1988) as cited in Gregory (2009) that students who have intrinsic motivation will learn because they enjoy to do it. They agreed that learning English is really great, but they mostly did not want to spend a lot of time in English class. They agreed that they want to learn English as much as possible, but mostly did not enjoy the activities of their English class. Apparently, in learning EAP, the students were also concerned about the class activities. It showed from this findings that 77% of participants disagreed with the statement “I enjoy the activities of our English class much more than those of my other classes”. As the same with the interview findings from Berninda (2015) study that students at the Faculty of Health and Sciences of UKSW also think that class activities influenced their learning motivation.

  Amotivation

  Table 4 shows that mostly students did not agree with amotivation statements. 13 out of 17 statements reach 90% up to 100% of disagreement. Two of them are 100%, which are “My English class is really a waste of time” and “Learning English is a waste of time”. Apparently, all students did not agree that learning English wasted their time. The second highest percentage, 98%, is on 4 statements “Studying foreign languages is not enjoyable”, “I think my English class is boring”, “I'm losing any desire I ever had to know English”, and “I think that learning English is dull”. It shows that they quiet enjoyed learning English, and did not agree that their English class is boring. They had strong desire to learn English, and did not think that English is useless.

  Nevertheless, there are 4 statements which have 14% up to 27% of agreement. Around 20% of students agreed with some statements, such as “Knowing English isn't really important goal in my life” (20%), “I sometimes daydream about dropping English” (14%), “To be honest, I really have little interest in my English class” (24%), and “I have a hard time thinking of anything positive about my English class” (27%).

  Table 6. Students’ amotivation

No Statement Strongly Disagree Agree Strongly

Disagree Agree

  

1 I don't pay much attention to the feedback I 29% 63% 8% 0%

receive in my class.

  2 My English class is really a waste of time. 53% 47% 0% 0%

  3 Studying foreign languages is not enjoyable. 37% 61% 2% 0%

  

4 Knowing English isn't really important goal 25% 55% 20% 0%

in my life.

  5 I hate English. 39% 53% 6% 2%

  6 I think my English class is boring. 16% 82% 2% 0%

  

7 I really have no interest in foreign 31% 59% 6% 4%

languages.

  

8 I sometimes daydream about dropping 25% 61% 14% 0%

English.

  

9 I would rather spend my time on subjects 12% 82% 6% 0%

other than English.

  

10 To be honest, I really have little interest in 6% 71% 22% 2%

my English class.

  

11 I'm losing any desire I ever had to know 22% 76% 2% 0%

English.

  12 Learning English is a waste of time. 31% 69% 0% 0%

  13 To be honest, I don't like my English class. 24% 67% 10% 0%

  

14 To be honest, I really have no desire to learn 27% 69% 4% 0%

English.

  15 I think that learning English is dull. 22% 76% 2% 0%

  

16 I have a hard time thinking of anything 10% 63% 25% 2%

positive about my English class.

  

17 When I leave university, I will give up the 41% 53% 6% 0%

study of English because I am not interested in it.

  The findings above show that students mostly showed their disagreement toward 13 out of 17 statements of amotivation type. The percentage reaches 90% - 100% of disagreement. It is the same as Berninda (2015) study that participants had desire to learn English, even they were highly motivated to learn. Then if talking about amotivation, Barkoukis et al. (2008) stated that students with amotivation mostly do not have clear goals to learn about a particular subject.It is proved by the other 4 statements of amotivation statements that there were around 20% students who showed their agreement. They did not feel that learning English is really important goal for their life, even they were hard to think positive about their English class.

  To summarize this research found that the most dominant students’ motivation to learn EAP at FEB was extrinsic motivation.The results between extrinsic and intrinsic motivation percentage show that students who had extrinsic motivation is higher than intrinsic motivation. For extrinsic motivation, 94% - 100% students agreed with 7 out of 10 statements, two of the statements reach 100% of agreement. For intrinsic motivation, only 67% - 100% students agreed with 10 out of 13 statements and only 1 statement reaches 100% of agreement.

  Apparently, it was quiet similar to the previousstudies that I mentioned in the literature review section; the studies held at UKSW, Indonesia, the University of Hong Kong and Brazillian Public Instruction also showed that extrinsic motivation was the most dominant type of motivation in learning EAP (Berninda, 2015, Leal et al., 2012 and Yung, 2013). None of the participants from the three similar studies (Berninda, 2015, Leal et al., 2012 and Yung, 2013)had low motivation or amotivation to learn EAP.

  CONCLUSION

  Motivation has a big role in the learning process. It is the first essential component of learning. Moreover, it can determine how far a student can successfully acquire the knowledge of a particular lesson (Gardner & Lambert, 1972). This research aims to investigate the most dominant type of students’ motivation to learn EAP at the Faculty of Economics and Business, whether extrinsic, intrinsic, or even amotivation. The data were collected by distributing questionnaires that were adapted from Gardner’s Attitude/Motivation Test Battery (Gardner, 2004). The findings showthat 94% up to 100% students of EAP course at the FEB UKSW were extrinsically motivated. In the other words, mostly they had extrinsic motivation.

  The notion from Lepper (1988) as cited in Gregory (2009) strengthens the findings of this research that one of the extrinsic motivation’s characteristics islearning to gain something outside of the lesson; the findings also show that the students tended to learn because of other aspects that raised their willingness to learn. As explained in the previous section, 100% students agreed with two statements of extrinsic motivation, such as: “Studying English is important because I will need it for my career” and “Studying English is important because it will allow me to meet and converse with more and varied people”. Whereas 98% students agreed with the statement “Studying English is important because it will be useful in getting a good job”. Yet 20% students did not agree that their parents always encouraged them to learn English. From this point, the results figure out that mostly students who extrinsically motivated to learn because they were concerned about their future career; they needed to equiptheir skill to get good job later on. Parents took a role in pushing their children to learn, but not truly affected the students’ learning process.

  The interesting fact is students also had intrinsic motivation to learn EAP, 67% - 100% students agreed with some statements. 100% students agreed with the statement “Learning English is really great”. They had the same perception that learning English is really great for them. Even 98% students also agreed with the statement“I make a point of trying to understand all the English I see and hear”. It means that they had desire to learn English. Yet around 20% of them did not want to spend a lot of time to learn English in their class.

  For the last type of motivation, which is amotivation, the students showed 90% - 100% of disagreement toward 13 out of 17 statements. Yet around 20% of them agreed that learning English is not really important goal in their life. They even had little interest in their English class. It shows that some of them think that English class in not interesting.

  Hence, this study concludes that students of EAP class at FEB had extrinsic motivation at the most, also intrinsic motivation to learn. They had the same perception that learning English is really great. Moreover, it could help them to get good job and better future career. Yet some of them also think that they did not want to spend a lot of time to learn in the class.

  This study may be beneficial for lecturers who teach EAP to adjust their relevant teaching strategies using motivational processes. The limitations of the study are the data collected only for all even semester students and the data collection instrument was only questionnaire.The findings may be different if the researcher collected the dataalso for all students in odd semester, because every batch at FEB has to take EAP course in the first year. If the researcher also used another data collection instrument, such as interview, she could get richer data from the participants. As a conclusion, the study can still be explored further about the factors that motivate and demotivate the students to learn. It may help the EAP lecturers to find the problems that students might have in learning, and it would be easier to adjust the teaching strategies then.

  

ACKNOWLEDGEMENT

  First of all, I would like to express my best gratitude to my Almighty God, Jesus Christ. He always guided and gave me patience to keep going on writing my thesis. I would not be able to finish my thesis without His grace and guidance. I also would like to thank my supervisor, Anita Kurniawati, M.Hum, who had been patient to read and give me inputs to finish my thesis. She gave me some new insights toward the way I write my thesis. As my examiner, Drs. Anton Wahyana, M.A., I would thank to him for the willingness to read and examine my thesis. His comments truly helped me to revise my thesis. He gave me many lessons regarding to my thesis.

  I also express my gratitude to my family for the prayers and supports for me in my whole university life. I would not be able to continue my study at UKSW without my family’s supports.I also thank my participants, EAP class of FEB (even semester of 2018), who were willing to give time to complete my questionnaires; it was really helpful to fulfill my thesis.

  Last but not least, I thank my bestfriends who had been so patient to listen to all of my thesis writing story and always gave me supports and motivation to continue writing my thesis. I may not be able to mention the name of every person here, but I really give my big gratitude to all of them, without them I also would not be able to keep thinking positively. Big thanks also for you, Fourteeners, for all the kindness, togetherness, and memorable moments that we have created together. I am so grateful to be one part of the Faculty of Language and Arts, UKSW.