T1 112008142 Full text
EFL LEARNERS’ MOTIVATION IN USING ENGLISH IN CMC:
A CASE ON FACEBOOK
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
FENTY NATALIA
112008142
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY SALATIGA
2015
EFL LEARNERS’ MOTIVATION IN USING ENGLISH IN CMC:
A CASE ON FACEBOOK
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
FENTY NATALIA
112008142
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY SALATIGA
2015
i
ii
PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic
community, I verify that:
Name
Student ID Number
Study Program
Faculty
Kind of Work
: Fenty Natalia
__________________
: 112008142
: English Teacher Education
: Language and Literature
: Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty
free right for my intellectual property and the contents therein entitled:
EFL Learners‟ Motivation in Using English in CMC: A case on Facebook
along with any pertinent equipment.
With this non-exclusive royalty free right, SWCU maintains the right to copy,
reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval
system or database, transmit, broadcast, barter or sell my intellectual property, in
whole or in part without my express written permission, as long as my name is still
included as the writer.
This declaration is made according to the best of my knowledge.
Made in
Date
: Salatiga
: April 2015
Verified by signee,
Fenty Natalia
Approved by
Thesis Supervisor
Thesis Examiner
Dian Toar Y.G. Sumakul, M.A.
Anita Kurniawati, M.Hum.
iii
COPYRIGHT STATEMENT
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 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@ 2015. Fenty Natalia and Dian Toar Y. G. Sumakul, MA
All rights reserved. No part of this thesis may be reproduced by any means without
the permission of at least one of the copyright owners or the English Department,
Faculty of Language and Literature, Satya Wacana University, Salatiga.
Fenty Natalia:
iv
TABLE OF CONTENTS
INSIDE COVER ..................................................................................................i
APPROVAL FORM ............................................................................................ii
PUBLICATION AGREEMENT DECLARATION ............................................iii
COPYRIGHT STATEMENT ..............................................................................iv
TABLE OF CONTENTS .....................................................................................v
LIST OF FIGURES .............................................................................................vi
ABSTRACT .........................................................................................................1
INTRODUCTION ...............................................................................................1
Defining Motivation.................................................................................3
Types of Motivation .................................................................................4
Computer Mediated Communication (CMC) ..........................................5
Motivation in CMC ..................................................................................5
THE STUDY .......................................................................................................7
Context of the study .................................................................................7
Participants ...............................................................................................7
Instrument of Data Collection ..................................................................7
Data Collection Procedure .......................................................................8
Data Analysis ...........................................................................................8
FINDINGS AND DISCUSSION .........................................................................9
Participants‟ use of English in their posts ................................................9
Types of Motivation .................................................................................11
Intrinsic Factor .........................................................................................11
Extrinsic Factor ........................................................................................14
Intrinsic-Extrinsic Factor .........................................................................18
Overlapping motives: English on Facebook vs Learning English ...........22
Facebook as Medium for Language Learning .........................................22
CONCLUSION ....................................................................................................24
ACKNOWLEDGEMENTS .................................................................................26
REFERENCES ....................................................................................................27
v
LIST OF FIGURES
Figure 1: A post from participant A.........................................................………… 9
Figure 2: A post from participant E........................................................................ 10
Figure 3: Comments from participant D................................................................. 10
Figure 4: A post from participant F........................................................................ 10
vi
EFL Learners’ Motivation in Using English in CMC: A case on Facebook
Fenty Natalia
ABSTRACT
Motivation has an influence on language learning. In other words, language learning
and motivation are related issues and cannot be separated. As technology advances
and CMC (Computer Mediated Communication) is now a common practice. When
people communicate in social media, such as Facebook, it is an example of CMC.
Therefore, it was interesting to see the connection between CMC and learners‟
motivation.This study was conducted to investigate the types of motivation that EFL
learners employed when communicating using English on Facebook. The data were
collected from 8 students of Satya Wacana Christian University that used English on
Facebook. The instruments used for data collections were observations and
interviews. The participants were observed to find out about their use of English on
Facebook, and later they were interviewed for their motives to use English on
Facebook. This study revealed that both types of motivation, intrinsic and extrinsic
(Harmer, 2007), played a great role in the learners‟ use of English in their Facebook
posts. Interestingly, the result also shows that almost all participants said that
Facebook could be a medium for learning, where they could practice their English. In
other words, the students used English on Facebook, not only for social purposes, but
also for educational purposes.
Key words: motivation, intrinsic motivation, extrinsic motivation, computermediated communication (CMC), Facebook, EFL learners
EFL Learners’ Motivation in Using English in CMC: A case on Facebook
Fenty Natalia
ABSTRACT
Motivation has an influence on language learning. In other words, language learning
and motivation are related issues and cannot be separated. As technology advances
and CMC (Computer Mediated Communication) is now a common practice. When
people communicate in social media, such as Facebook, it is an example of CMC.
Therefore, it was interesting to see the connection between CMC and learners‟
motivation.This study was conducted to investigate the types of motivation that EFL
learners employed when communicating using English on Facebook. The data were
collected from 8 students of Satya Wacana Christian University that used English on
Facebook. The instruments used for data collections were observations and
interviews. The participants were observed to find out about their use of English on
Facebook, and later they were interviewed for their motives to use English on
Facebook. This study revealed that both types of motivation, intrinsic and extrinsic
(Harmer, 2007), played a great role in the learners‟ use of English in their Facebook
posts. Interestingly, the result also shows that almost all participants said that
Facebook could be a medium for learning, where they could practice their English. In
other words, the students used English on Facebook, not only for social purposes, but
also for educational purposes.
Key words: motivation, intrinsic motivation, extrinsic motivation, computermediated communication (CMC), Facebook, EFL learners
INTRODUCTION
Since a long time ago, motivation has played an important role in language
learning. To be a successfull learner, we need to have a proper motivation. According
to Dornyei (1994), it has long been acknowledged that students‟ motivation is an
important topic in the teaching learning process. Motivation creates eagerness and
enthusiasm, and it will help students in their learning process.
1
Furthermore, technology could also influence students‟ learning. As
technology advances, the internet technology is now a common medium for
communication and it is widely known as Computer Mediated Communication
(CMC). According to Nguyen (2008), the term of Computer Mediated
Communication (CMC) is spread all over the world and has a great impact on many
aspects of education. For example, Kabilan, Ahmad, and Abidin (2010) and Sumakul
(2011) point out that CMC could bring positive effects to the students on language
learning and an ideal environment for learning English. However, only few studies
have related between motivation and CMC. One of the online platforms for the
students to communicate is through Social Networking Sites (SNS), such as
Facebook. According to Promnitz-Hayashi (2011), Facebook can help students
increase their own motivation in language learning. However, although more and
more students are using the English language on Facebook, what motivates them is
not yet well understood.
The aim of this study was to find out students‟ motivation in using English on
Facebook. In other words, the study wanted to investigate the motivation of EFL
learners employed when communicating in English on Facebook and explore the
relation between CMC and motivation. Koivumaki (2009), Kabilan et al. (2010), and
Sumakul (2013) argue that the use of CMC is good for EFL learners.
Correspondingly, this study tried to answer the following research question: “What
kind of motivation do the students employ when communicating in English on
Facebook?” It was expected that this study could provide new perspectives on the
2
connection between students‟ motivation in using English on Facebook with language
learning.
.
Defining motivation
Motivation is one of the important factors in predicting students‟ success or
failure to learn something particularly to learn a language. Dornyei (1998) argues that
motivation is the main key in language learning, Therefore, it would be hard to the
students‟ if they do not have motivation in learning L2. The term motivation is
difficult to define, even though it might appear very simple and easy word, it may
have different meanings or connotations for different people. For this reason, it is
difficult to provide one concrete definition about the idea of motivation. An example
is given by Dornyei and Otto (1998) who argue:
Motivation can be defined as the dynamically changing cumulative arousal
in a person that initiates, directs, coordinates, amplifies, terminates, and
evaluates the cognitive and motor processes whereby initial wishes and
desires are selected, prioritized, operationalised, and (successfully or
unsuccessfully) acted out. (p. 64)
A simpler definition is offered by Gardner (2001), as cited in Dornyei (2005),
who points out that motivation is effort, desire, and attitude toward learning. The term
„motive‟ in language learning could be the effort that supports the student to do
something. Each student is motivated in a different way. In other words, motivation is
the willingness or eagerness to reach the target based on the motive of the person.
This is in line with Chang (2005) that summarises that motivation can be seen as a
force that makes a person to do an action and to keep on until the goals are achieved.
3
Types of motivation
In terms of learning, motivation can be divided into two types, namely
intrinsic and extrinsic motivation.
Intrinsic motivation. Intrinsic motivation is related to the power that comes
from inside because of the willingness and eagerness to learn the language. According
to Harmer (2007), intrinsic motivation comes from within the individual. A person
might be motivated by the enjoyment of the learning process itself or by a desire to
make themselves feel better. Furthermore, according to Yue yu (2012), people are
intrinsically motivated because of an interest, curiosity, and doing the activity itself is
a reward. In relation to that, when students learn English enthusiastically without
being forced, it could be because of their willingness to learn that language. Similarly,
Deci and Ryan (2000) categorize intrinsic motivation into two types, interest or
enjoyment and inherent satisfaction.
Extrinsic motivation. On the other hand, extrinsic motivation is related to the
power that comes from outside that insists to learn the language. It could be from
family, friends, or even the society. According to Harmer (2007), extrinsic motivation
is caused by any number of outside factors, for example, the need to pass an exam, the
hope for financial reward, or the possibility of future travel. Yue Yu (2012) points out
that people are extrinsically motivated because of reward or positive feedback from
others. This type of motivation also focuses on something external to the learning
activities and is encouraged by outside force. In relation to this, Deci and Ryan (2000)
propose 4 categories for extrinsic motivation, external regulation, introjection,
identification, and integration.
4
Computer-Mediated Communication (CMC)
Miller and Sullivan (2006) defines CMC as text-based communication, while
Warschauer (2001) defines it as online communication referring to reading, writing,
and communication via networked computers. However, Nguyen (2008) argues that
CMC is not just a tool. It is at once technology, medium, and engine of social
interactions. It not only structures social relations, it is the space within which the
relations occur and the tool that individuals use to enter that space.
From language learning perspectives, many studies provide that CMC could
bring positive effects and advantages to the students in learning English. Sumakul
(2013) summarises different studies to list the advantages of CMC. For example,
CMC could help the students produce a higher level of language complexity, amplify
students‟ attention to linguistic forms, help the development of oral proficiency,
trigger greater amount of language production, help pragmatic development, and have
the potential for improving learners‟ cognitive skills in linguistic analysis. Moreover,
it has also been found that compared to learning a language without CMC, students
have better motivation with CMC.
Motivation in CMC
As the internet now is a common medium for communication, researchers
have been trying to see the connection between motivation and this online
communication (CMC) for language learning. For example, Koivumaki (2009)
conducted a study on the relationship between motivation and the internet. Integrative
and instrumental motivations were as the foundation of the research. The study also
5
focused on how internet affects high school learners‟ willingness to learn English
outside school. For this, the researcher conducted an empirical study in a high school
in Western Finland and the participant were 17-18-years-olds, using a questionnaire,
including both multiple choice questions and some open ended questions. The result
of the study turned out that the internet had a major role when it came to the learners‟
willingness to learn English. It was also concluded that the internet could affect
learners‟ English skills in a positive way. They were really motivated to learn English
outside school. The students realized that the role of English would possibly greater in
the future. Over 80% of the participants thought that the internet had enhanced their
English skills.
In addition, there was another research from Malaysia that discussed about
Facebook as an online environment for learning of English (Kabilan et al., 2010). The
study investigated whether Facebook could be a medium for learning English,
particularly in the background of Malaysian university education where the standard
of English had deteriorated. For this, the study was conducted in University Sains
Malaysia (USM) and participated by 300 undergraduate students. The participants
were randomly chosen using convenience sampling where the students were selected
based on researchers‟ convenience of access to students. The result of the study was
that they were motivated to learn English through Facebook. Facebook can be used to
increase motivation and improve the performance of English language learners.
6
THE STUDY
Context of the Study
This research focused on EFL learners‟ motivation in using English on Facebook.
This research was conducted in Satya Wacana Christian University. The observation
was done by observing the EFL learners‟ Facebook posts in English for about three
months, January 2015 – March 2015. Later, the learners were interviewed to
investigate their motivation in using English on Facebook.
Participants
The participants of this study were 8 Students of Satya Wacana Christian
University who frequently used English on Facebook (e.g. wall, comments, etc). They
were non-English Department students. Unlike English Department students who
were required and accustomed to using English, it was interesting to see why these
participants used English on Facebook. The partipants were 18-23 years old with
English as a foreign language for them. The study used convenient sampling. The
participants were chosen because they were easy to reach, particularly for the
interview. For this reason, the data can be gathered in a short time.
Instrument of data collection
This research would use observation and interview to collect the data. The
observation was done on Facebook, particularly on the participants‟ Facebook
timeline during January 2015 – March 2015. The purpose of the observation was to
make sure whether the participants used English or not and to observe how they used
English on Facebook. For the interview, the writer used semi structure interview to
7
collect the data. With semi structure interview, additional questions could be given to
collect more data related to the students‟ motivation in CMC. Semi-structured
interview is similar with structured interview but it allows the researcher to have
greater flexibility. The flexibility includes changing the order or to provide
opportunity for follow up questions. The main questions for the interview were:
1. Why do you use English on Facebook?
2. Do you think Facebook helps you to communicate using English? Why?
3. Do you think Facebook helps you to improve your English? Why?
4. Do you think Facebook makes using English easier? Why?
Data Collection procedure
First, the observation was done by observing the participants‟ posts on
Facebook. After the observation, the interview was conducted to investigate the
participants‟ motivation in using English in their Facebook posts. The results from the
interview were than transcribed for analysis.
Data Analysis
The data collected through the interview was transcribed and categorized
based on the motivation types. The transcription used was “clean transcription” to
focus on the content of the interview (Elliott, 2005). In discussing the interview data,
the transcription was also translated into English. The data was then analyzed and
discussed as part of the efforts to answer the research question. Harmer‟s (2007)
explanation on extrinsic and intrinsic motivation was the base of the analysis,
although some other theories were also mentioned.
8
FINDINGS AND DISCUSSION
This section is arranged into 3 main parts. The first part provides the result of the
observations, presenting some examples of how the participants used English in their
Facebook posts. Next is the findings and also the answer to the research question,
regarding the types of motivation the participants employed when communicating in
English on Facebook. The final part is an extended discussion related to the findings.
There are some topics elaborated: the combination of intrinsic and extrinsic factors,
the overlapping motives of English on Facebook and English learning in general, and
a brief discussion on why Facebook could be used as a medium for learning.
Participants’ use of English in their posts
There were 8 participants observed in this study. These participants, during
January 2015 – March 2015, have used English quite a lot in their Facebook posts.
This was observed from their statuses and their comments on Facebook. The
following figures are the examples of some of the participants‟ post on Facebook
where English was used.
Figure 1. A post from participant A
9
Figure 2. A post from participant E
Figure 3. Comments from participant D
Figure 4. A post from participant F
10
From the figures above, it can be seen that the students‟ posts were dominated
by the English language. As shown in Figure 1, the participant used some English
words in her post. In Figure 2 and 3, the participants used all English in their posts
and comments. In Figure 4, the participant not only used English in his post, but also
we can see his comment in English towards his foreigner friend.
Types of Motivation
From the interview, it was found that intrinsic and extrinsic factors played
vital roles to the participants‟ motivation in using English on Facebook. They had
their own motivation in using English on Facebook. In general, the result shows that
extrinsic motivation was higher than intrinsic motivation even though the difference
was probably not significant. Interestingly, participant B, E, F, and G show that their
extrinsic motivation was higher than their intrinsic motivation. On the other hand,
participant A and H show that intrinsic motivation was higher than extrinsic
motivation. However, participant C and D show that both types of motivation has
influenced their motivation in using English on Facebook.
Intrinsic factors
There were a number of intrinsic factors affecting the participants‟ motivation
in using English on Facebook. Deci and Ryan (2000) point out that intrinsic
motivation is divided into two categories, which are interest/enjoyment and inherent
satisfaction based on taxonomy of human motivation. In this research, intrinsic
11
motivation
can
be
explained
in
three
categories.
Those
were
practice,
interest/enjoyment, and inherent satisfaction.
Interest/enjoyment. Interest/enjoyment is an example of intrinsic motivation
observed in this study. For example, during the interview, Participant H explained that
she used English on Facebook because she felt comfortable when using English.
Aku merasa nyaman pake bahasa Inggris di Facebook. Udah kayak
bahasa sehari-hari aku (I feel comfortable using English on
Facebook. It is like my daily language).
This reason could be categorized under interest/enjoyment, because the
participant could enjoy and feel comfortable to use English. Chang (2005) points out
that interest/enjoyment is an important part of intrinsic motivation:
Intrinsic motivation occured when someone was moved to do something for
fun or challenge, instead of environmental factors. In other words, people
decided to do the action or behavior because of their inherent interest
toward the activity, rather than because of the external outcome. (p. 3)
This is in line with Yue Yu (2012) explaining that a person is intrinsically
motivated because of an interest, curiousity, and doing the activity itself is a reward.
In other words, when a person is enjoying and comfortable in using English on
Facebook, it can be considered that the feeling of interest/enjoyment comes from
internal factors. These internal factors represent intrinsic motivation.
12
Practice. The next finding suggested that participant E used English on
Facebook because he wanted to practice English on Facebook.
Emang pengen practice aja. Trus kalo di Facebook kan gak pa2 biar
grammarnya masih salah2 gitu (I just want to practice it. I think it is
okay although the grammar is still incorrect).
A feeling of curiousity drived a person to initiate action. In other words, the curiousity
itself that made a person wanted to practice the language. Therefore, this could be an
example of intrinsic motivation.
In relation to that, Dornyei (1994) suggests that with intrinsically motivated
behaviours the rewards are internal. For example, the joy of doing a particular activity
or satisfying one‟s curiousity. Deci and Ryan (1985) also explain that intrinsic
motivation is potentially a central motivator of the educational process. They point
out that “intrinsic motivation is in evidence whenever students‟ natural curiosity and
interest energize their learning” (p. 245). When a person wanted to practice English
on Facebook, it can be considered that the feeling of curiousity comes from internal
factors. These internal factors represent intrinsic motivation.
Inherent satisfaction. Another finding suggested that participant B used
English on Facebook because it could be used for learning and to improve the skills in
speaking. When asked about their opinion whether Facebook helped them to
communicate using English, participant B answered,
13
Iya, itu membantu saya, karena kan sekalian belajar, jadi nda kaku
lagi kalo mau bicara bahasa Inggris (Yes, it helps me, because I also
can learn so that I will not afraid if I want to speak in English).
This reason could be categorized under satisfaction. Deci and Ryan (2000) point out
that satisfaction have played important role in intrinsic motivation:
… a person is moved to act for the fun or challenge entailed rather than
because of external prods, pressures, or rewards (p.3).
From this side, the data suggested that the student goals affected the student
motivation in using English on Facebook. The student was motivated to use English
on Facebook because it would be a kind of practice before she used English later in
speaking
Extrinsic factors
There were a number of
extrinsic factors affecting the participants‟
motivation in using English on Facebook. According to Harmer (2007), extrinsic
motivation is divided into two, which are integrative and instrumental motivation.
Integrative motivation is related a desire to integrate a person with the culture of the
target language society, while instrumental motiavation is related a desire for future
needs such as getting a better jobs or higher salary and getting a new a status or
position. Deci and Ryan (2000) point out that extrinsic motivation can be divided into
four categories, which are external regulation, introjection, identification, and
integration based on taxonomy of human motivation. In this research, extrinsic
14
motivation can be explained in four categories. Those were to exclude some people,
future needs, social factor, and travel.
Social factor. When the researcher asked about the reason they used English
on Facebook, they give different responses. One finding suggested that participant A
used English on Facebook because she often communicated in English with her
family.
Soale di rumah juga sering pake bahasa Inggris gitu (because I often
used English at home).
This reason could be categorized under social factor because the interest comes from
her family that insisted her to used English. For this reason, the participant might used
English only because she was being forced – it is extrinsically motivated because she
is speak English because of her family or environment. Supporting the idea above,
Yue Yu (2012) points out that people are extrinsically motivated because of reward or
positive feedback from others. In other words, extrinsic motivation is encouraged by
outside force. This answer might reflect that a person who encouraged to speak
English by her family represent extrinsic motivation.
In addition, another finding suggested that participant E used English on
Facebook because he wanted to talk with his overseas friends. When asked whether
he liked to communicate in English on Facebook, he answered that,
Suka sih, tapi biasanya sama temenku yang bule aja (I liked it, but
usually only with my western friends).
15
This reason could be categorized under social factor because the interest comes from
the society. Deci and Ryan (2000) explained how a person extrinsically motivated:
... because extrinsically motivated behaviors are not inherently interesting and
thus must initially be externally prompted, the primary reason people are
likely to be willing to do the behaviors is that they are valued by significant
others to whom they feel (or would like to feel) connected, whether that be a
family, a peer group, or a society. (p. 11)
Social factor can be seen as a trigger or reason that made a person to used
English. When the people around insist him to used English, it can be said he will
practice English more. In other words, social factor is a part of extrinsic motivation.
Future needs. The next finding suggested that participant C used English on
Facebook because she believed that if she spoke English, it would be easier for her to
get a job.
Nanti kalo ngelamar kerja bisa lebih gampang..karna setauku
biasanya kan dicari yang bisa pake bahasa Inggris (Later if I
applying for a job, it would be easier..as I know that usually one of
the requirement is English).
For this reason, the participant used English on Facebook to practice more. It could be
categorized under future needs because the participant realized that English was
important for her future.
16
Moreover, Harmer (2007) states that extrinsic motivation is caused by any
number of outside factors, for example, the need to pass an exam, the hope financial
reward, or the possibility of future travel. For this reason, the participant focuses on
something external to the learning activities and this factor is encouraged by outside
force. This reason could be categorized under future needs because the hope of getting
a job.
To exclude some people. Another finding suggested that participant B used
English on Facabook because she wanted to limit the audience.
Soalnya kalau pakai bahasa Inggris, gak semua orang bisa tau
artinya. (Some people cannot understand the meaning when I using
English on Facebook).
In this case, the participant aware that „English is as necessary to communicate as a
secret code‟ according to Yue Yu (2012). Moreover, the participant realized the
influence and importance of English in her life education. This reason could be
categorized to exclude some people because the limitation of the readers.
Travel. In addition, participant G used English on Facebook because he
wanted to travel abroad so that he needed to practice it. For this reason, the participant
used English on Facebook to practice more in general.
Karena pengen jalan2 ke luar negeri juga..jadi harus lebih sering
practice bahasa Inggris (I want to travel abroad so that I need to
practice it more often).
17
Harmer (2007) argues that the possibility of future travel is a part of extrinsic factor. It
can be said as a personal need because it is related travel abroad. In addition, Yue Yu
(2012) summarises some points of the extrinsic factors, which are: learn English in
order to eventually immigrate to other countries, learn English in order to travel
abroad to experience the foreign culture, and learn English in order to study and work
abroad.
Discussion
Intrinsic – Extrinsic factors
In some occurences, it was found that not only one type factor, but also both
types of extrinsic and intrinsic factors played significant roles in the students‟
motivation in using English on Facebook. From the interview, the researcher noticed
that intrinsic and extrinsic factors cannot be separated. One finding suggested that
participant D used English on Facebook because she just wanted to practice it because
some people cannot speak English..
Ya karena pengen saja, lebih enak pakai bahasa Inggris, soalnya
kalau pakai bahasa Inggris gak semua orang bisa tau artinya (I just
want to practice it on Facebook because some people cannot
understand the meaning when I used English on Facebook.).
This reason could be categorized under intrinsic also extrinsic motivation because the
interest comes from within but the main reason comes from outside. The participant
wanted to practice English on Facebook, not because a reward but from
18
interest/enjoyment and satisfaction. However, the main purpose actually to exclude
some people, which is categorized under extrinsic motivation.
Another finding suggests that participant E used English on Facebook because
he liked the English itself so that he wanted to practice English on Facebook. He also
realized that English is important for his carrier.
Aku emang suka bahasa Inggris, jadi pengen practice aja. Trus nanti
kalo ngelamar kerja mungkin bisa lebih gampang, karena setauku
biasanya kan dicari yang bisa pake bahasa Inggris. (I like the
English language itself so that I want to practice it on Facebook. I
also realized that later if I applying a job, it would be easier. As I
know that one of the requirement is English).
Harmer (2007) points out how the combination of intrinsic and extrinsic motivation
play important role in language learning:
Even where the original reason for taking up a language course, for example,
is extrinsic, the chances of success will be greatly enhanced if the students
come to love the learning process (p. 51).
Following the above quotation, this reason could be categorized under intrinsic also
extrinsic motivation because of the willingness or eagerness of the person comes from
inside although the main reason comes from outside. The participant was excited to
learn English, it proved that person enjoy the learning process even though the main
target is about the hope of getting a job.
19
This answer reflects the approach from the theory above. When a person wanted
to practice English on Facebook also that person wanted to get a job, it can be
considered that the feeling of curiousity and willingness comes from internal factors.
However, the main reason of this person using English comes from outside. These
internal and external factors represent intrinsic and extrinsic motivation.
Furthermore, from another finding, when the researcher asked about their
opinion whether Facebook helps them to improve their English or not, participant B
answered:
Saya pikir itu sangat membantu. Kita bisa belajar ungkapkan apa
yang kita pikirkan pake bahasa Inggris. Dulu saya jarang pake
bahasa Inggris karena takut salah..tapi kalo nda dicoba yaah
kemampuanku nda akan meningkat.. Yahh bisa juga..karena biasanya
kan orang kalo mikir sesuatu atau lagi galau, biasanya tulis status.
Nah kalo tulis statusnya pake bahasa Inggris itu bisa jadi
pembelajaran. Nahh yang baca statusnya kitapun pasti kan bisa
belajar juga. Misalnya: ada yang tulis status bahasa Inggris, tapi
yang baca nda tau bahasa inggris..trus karena dia penasaran artinya
apa,
kan
pasti
dia
cari
terjemahannya.
Nahh
dari
situ
pembelajarannya. Jadi kalo ngomong bahasa Inggris nda kaku dan
bisa lebih lancar lagi. Trus kalo terbiasa nulis pake bahasa Inggris,
kita kan bisa lebih banyak menguasai kosakata bahasa Inggris. Jadi
kalo mau percakapan dalam bahasa Inggrispun kita sudah biasa..nda
kaku lagi. (I can learn how to express my thought/feeling in English.
20
In the past, sometimes I used English because I was afraid to make a
mistake. I have to try it so that I can improve my English. Normally,
when a person think about something, that person will post in his/her
status Facebook. If that person write in English, it could be as
language learning. Moreover, people that read the status will learn
English also. For example, someone post status in English, but the
audience cannot understand the meaning. Because of the curiousity,
the reader supposed to figure out the translation, so that we can
speak English more fluently. For this reason, when we’re always
write something in English, we can master more vocabulary in
English and more fluently in the conversation).
From the answers above, it can be concluded that Facebook has some advantages
which are Facebook as a medium to practice English (If that person write in English,
it could be as language learning...) also learn from one each other (...someone post
status in English, but the audience cannot understand the meaning. Because of the
curiousity, the reader supposed to figure out the translation...). This reason could be
categorized as a combination of intrinsic and extrinsic motivation because although
the original reason in using English is extrinsic, the possibility of success would be
more high because the interest or enjoyment of the person itself that make her excited
to do the activity. Yue Yu (2012) argues that intrinsic factor is driven by the learner‟s
curiousity and interest. However, the participant wants to speak English more fluently
so that the main goal of the participant comes from outside of the person. It can be
considered that the main purpose of the participant was want to master English so that
21
she could speak English more fluently. In this case, we can see the relation between
intrinsic and extrinsic motivation. When the student enjoyed the learning process even
though the goal was from outside, the result would be more maximal.
Overlapping motives: English on Facebook vs Learning English in General
Based on the results of the interview, we can see the connection between the
use of English and language learning. Indeed, this research tried to find out the use of
English on Facebook. However, during the interview, it was observed that some of the
answers were also related to students‟ motivation when learning English in general,
not only the use of English on Facebook. For example,when a student used English on
Facebook because he wanted to get better job or travel, at first it looked like the
answer were not related to the question asked about the use of English on Facebook.
However, after a deep analysis, it could be concluded that the use of English on
Facebook was one way to practice and therefore to improve the skills on the language.
When the skills improved, the participant could get a better job or travel overseas.
This analysis could show that when the motives of using English on Facebook
and learning English in general overlapped, it could also be the evidence of the
connection between the students‟ motivation in using English on Facebook and their
learning. Facebook could be considered as a medium for English language learning.
Facebook as Medium for Language Learning
From the results above, researher suggests that Facebook could be one of the
medium for learning. As mentioned above, motivation has an influence on language
22
learning. Indeed, students need to have strong motivation to be successful learners. As
Facebook is now a common medium for communication, many researchers suggest
that it can be considered as the medium for learning. In this research, the participants
said that Facebook can be used for language learning. The students used English for
educational purposes.
An example was taken from the interview. When the researcher asked about
his opinion whether Facebook helps them to improve their English or not, participant
G answered:
Menurutku iya.. karena di Facabook tuh bisa belajar writing, reading
sama vocab (In my opinion, yes.. because we can learn writing,
reading also vocabulary on Facebook).
Similarly, participant B responded:
... nah kalo tulis statusnya pake bahasa Inggris itu bisa jadi
pembelajaran (If a person post status in English, it could be as
language learning).
The answers above reflect that the participants were aware that they used English on
Facebook not only for communication, but also for learning.
Up to this section, we could conclude that Facebook has a significant role in
creating students‟ motivation in learning English. The communication on Facebook
could serve as a way for the students to practice their English. This is in line with
Sumakul (2012), Koivumaki (2009) and Kabilan et al. (2010) suggesting that CMC
23
could bring positive effects to EFL students and used for learning. Sumakul (2013)
summarises different studies to list the advantages of Facebook in language laerning,
which are: it can be used for the students and teachers in academic purposes. For this
reason, Facebook can be considered as a medium for language learning where
students practice the language in CMC environment.
CONCLUSION
This study was conducted to investigate the types of motivation and the
relationship between motivation and Computer-Mediated Communication (CMC).
This research was created for the students of Satya Wacana Christian University that
used English on Facebook. This study was aimed to answer the research question:
“What kind of motivation do the students employ when communicating in English on
Facebook?”
The findings revealed that the students were both intrinsically and extrinsically
motivated. Intrinsic and extrinsic factors cannot be separated because each factor has
its influence in EFL learners‟ motivation. Interestingly, it was also found that many of
the participants used Facebook not only as medium for communication, but also for
learning English. In other words, the students also used English on Facebook for
educational purposes. It could show that there is a connection between the use of
English on Facebook and language learning.
24
Therefore, based on the findings, it is suggested that Facebook could be one of
the medium for English language learning. In this research, the participants said that
Facebook can be used for language learning. One implication from this is teachers
should try to incorporate online medium, such as Facebook, in their teaching.
However, there were several limitations on this research. First, it was quite
difficult to find out more participants from non-English Department that use English
on Facebook, which may not representative for the EFL learners in Satya Wacana.
Second, the researcher needs more time to do the research, particularly in observation.
Moreover, the research was still too small. It would be better if the research was
conducted not only in Facebook, but also in other online platforms. Therefore, for
richer data, future studies should involve larger number of participants and
incorporate various online platforms.
25
ACKNOWLEDGEMENTS
First and the foremost gratitude are deeply given to Jesus Christ who is always
beside me and strengthens me in doing this thesis. Second, I would like to express my
thankfulness to my thesis supervisor, Dian Toar Y.G. Sumakul, M.A. who always
spared his time and energy to support and guide me to make the accomplishment of
the thesis possible. Thank you very much to my thesis examiner, Anita Kurniawati,
M.Hum. for the useful feedback for my thesis improvement.
Especially, I would like to express my big gratitude to my beloved family: my
mother, my sisters, my brother, my cousin, my aunt and my uncle who never stop to
support and encourage me to complete the thesis.
And the last, I also express my gratitude to my close friends: Vina, Devita and
Ewa, Nidya, Melda, Ayu, chubbiers, kak Anggoro, Raymond, koh Chris, and many
others. Thank you for always supported, gave me advices, and saying „semangat!‟
whenever I feel frustrated. Without you all, I would never be able to finish this thesis.
26
REFERENCES
Chalak, A. (2010). Motivation and Attitudes of Iranian Undergraduate EFL Students
towards Learning English. GEMA Online™ Journal of Language Studies 37,
Vol.10, No. 2.
Chang, H. H. (2005). The relationship between extrinsic/intrinsic motivation and
language learning strategies among college students of English in Taiwan.
Taiwan: Ming Chuan University.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in
human behavior . New York, NY: Plenum Press.
Deci, E. L., & Ryan, R. M. (2000). Intrinsic and extrinsic motivations: classic
definitions and new directions. Contemporary Educational Psychology 25,
54-67.
Dornyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom.
The Modern Language Journal, Vol. 78, No. 3, pp. 273-284
Dornyei, Z. (1998). Motivation in second and foreign language learning. Language
Teaching, 31, pp. 117-135.
Dornyei, Z. (2005). The psychology of the language learner. Individual Differences in
Second Language Acquisition. Lawrence Erlbaum Associates. Mahwah, New
Jersey London.
Dornyei, Z., & Otto, I. (1998). Motivation in action: A process model of L2
motivation. Thames Valley University, London, Vol. 4, pp. 43-69.
Elliott, J. (2005). Using narrative in social research : Qualitative and quantitative
approaches. London: Sage.
Harmer, J. (2007). The Practice of English Language Teaching. 4th Edition. Pearson
Education Limited.
Kabilan, M. K., Ahmad, N., &Abidin, Z. (2010). Facebook: An online environment
for learning of English in institutions of higher education? Internet & Higher
Education, 13 (4), 179-187.
Koivumaki, J. (2009). The relationship between motivation and the Internet. Finland:
Jyvaskyla University.
27
Miller, K. S., & Sullivan, K. P. (2006). Keystroke logging: An introduction. In K. P.
Sullivan, & E. Lindgren (Eds.), Computer keystroke logging and writing:
Methods and applications (pp.1-10). Amsterdam: Elsevier.
Nguyen, L. V. (2008). Computer-Mediated Communication and Foreign Language
Education. Pedagogical Features, Article 02. Retrieved from:
http://itdl.org/Journal/Dec_08/article02.htm. Last Accessed: 10 September
2013.
Promnitz-Hayashi, L. (2011). A learning success story using Facebook. Studies in
Self-Access Learning Journal, 2 (4), 309-316.
Sumakul, D. T. (2011). EFL Learners’ Communication Strategies in Coping with
Grammatical Difficuties in Synchronous CMC. Liverpool: University of
Liverpool.
Sumakul, D. T. (2012). Facebook in grammar teaching: A look at 3 EFL classrooms
in Indonesia. The New English Teacher , 1-16.
Sumakul, D. T. (2013). Facebook group in an EFL grammar classroom. Salatiga:
Satya Wacana Christian University.
Warschauer, M. (2001). Online Communication. In R. Carter & D. Nunan (Eds.), The
Cambridge Guide to Teaching English to Speakers of Other Languages .
Cambridge: Cambridge University Press.
Yue Yu (2012). A Study of English Learning Motivation of Less Successful Students.
China: Jiangsu University of Science and Technology.
28
A CASE ON FACEBOOK
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
FENTY NATALIA
112008142
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY SALATIGA
2015
EFL LEARNERS’ MOTIVATION IN USING ENGLISH IN CMC:
A CASE ON FACEBOOK
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
FENTY NATALIA
112008142
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY SALATIGA
2015
i
ii
PUBLICATION AGREEMENT DECLARATION
As a member of the (SWCU) Satya Wacana Christian University academic
community, I verify that:
Name
Student ID Number
Study Program
Faculty
Kind of Work
: Fenty Natalia
__________________
: 112008142
: English Teacher Education
: Language and Literature
: Undergraduate Thesis
In developing my knowledge, I agree to provide SWCU with a non-exclusive royalty
free right for my intellectual property and the contents therein entitled:
EFL Learners‟ Motivation in Using English in CMC: A case on Facebook
along with any pertinent equipment.
With this non-exclusive royalty free right, SWCU maintains the right to copy,
reproduce, print, publish, post, display, incorporate, store in or scan into a retrieval
system or database, transmit, broadcast, barter or sell my intellectual property, in
whole or in part without my express written permission, as long as my name is still
included as the writer.
This declaration is made according to the best of my knowledge.
Made in
Date
: Salatiga
: April 2015
Verified by signee,
Fenty Natalia
Approved by
Thesis Supervisor
Thesis Examiner
Dian Toar Y.G. Sumakul, M.A.
Anita Kurniawati, M.Hum.
iii
COPYRIGHT STATEMENT
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 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@ 2015. Fenty Natalia and Dian Toar Y. G. Sumakul, MA
All rights reserved. No part of this thesis may be reproduced by any means without
the permission of at least one of the copyright owners or the English Department,
Faculty of Language and Literature, Satya Wacana University, Salatiga.
Fenty Natalia:
iv
TABLE OF CONTENTS
INSIDE COVER ..................................................................................................i
APPROVAL FORM ............................................................................................ii
PUBLICATION AGREEMENT DECLARATION ............................................iii
COPYRIGHT STATEMENT ..............................................................................iv
TABLE OF CONTENTS .....................................................................................v
LIST OF FIGURES .............................................................................................vi
ABSTRACT .........................................................................................................1
INTRODUCTION ...............................................................................................1
Defining Motivation.................................................................................3
Types of Motivation .................................................................................4
Computer Mediated Communication (CMC) ..........................................5
Motivation in CMC ..................................................................................5
THE STUDY .......................................................................................................7
Context of the study .................................................................................7
Participants ...............................................................................................7
Instrument of Data Collection ..................................................................7
Data Collection Procedure .......................................................................8
Data Analysis ...........................................................................................8
FINDINGS AND DISCUSSION .........................................................................9
Participants‟ use of English in their posts ................................................9
Types of Motivation .................................................................................11
Intrinsic Factor .........................................................................................11
Extrinsic Factor ........................................................................................14
Intrinsic-Extrinsic Factor .........................................................................18
Overlapping motives: English on Facebook vs Learning English ...........22
Facebook as Medium for Language Learning .........................................22
CONCLUSION ....................................................................................................24
ACKNOWLEDGEMENTS .................................................................................26
REFERENCES ....................................................................................................27
v
LIST OF FIGURES
Figure 1: A post from participant A.........................................................………… 9
Figure 2: A post from participant E........................................................................ 10
Figure 3: Comments from participant D................................................................. 10
Figure 4: A post from participant F........................................................................ 10
vi
EFL Learners’ Motivation in Using English in CMC: A case on Facebook
Fenty Natalia
ABSTRACT
Motivation has an influence on language learning. In other words, language learning
and motivation are related issues and cannot be separated. As technology advances
and CMC (Computer Mediated Communication) is now a common practice. When
people communicate in social media, such as Facebook, it is an example of CMC.
Therefore, it was interesting to see the connection between CMC and learners‟
motivation.This study was conducted to investigate the types of motivation that EFL
learners employed when communicating using English on Facebook. The data were
collected from 8 students of Satya Wacana Christian University that used English on
Facebook. The instruments used for data collections were observations and
interviews. The participants were observed to find out about their use of English on
Facebook, and later they were interviewed for their motives to use English on
Facebook. This study revealed that both types of motivation, intrinsic and extrinsic
(Harmer, 2007), played a great role in the learners‟ use of English in their Facebook
posts. Interestingly, the result also shows that almost all participants said that
Facebook could be a medium for learning, where they could practice their English. In
other words, the students used English on Facebook, not only for social purposes, but
also for educational purposes.
Key words: motivation, intrinsic motivation, extrinsic motivation, computermediated communication (CMC), Facebook, EFL learners
EFL Learners’ Motivation in Using English in CMC: A case on Facebook
Fenty Natalia
ABSTRACT
Motivation has an influence on language learning. In other words, language learning
and motivation are related issues and cannot be separated. As technology advances
and CMC (Computer Mediated Communication) is now a common practice. When
people communicate in social media, such as Facebook, it is an example of CMC.
Therefore, it was interesting to see the connection between CMC and learners‟
motivation.This study was conducted to investigate the types of motivation that EFL
learners employed when communicating using English on Facebook. The data were
collected from 8 students of Satya Wacana Christian University that used English on
Facebook. The instruments used for data collections were observations and
interviews. The participants were observed to find out about their use of English on
Facebook, and later they were interviewed for their motives to use English on
Facebook. This study revealed that both types of motivation, intrinsic and extrinsic
(Harmer, 2007), played a great role in the learners‟ use of English in their Facebook
posts. Interestingly, the result also shows that almost all participants said that
Facebook could be a medium for learning, where they could practice their English. In
other words, the students used English on Facebook, not only for social purposes, but
also for educational purposes.
Key words: motivation, intrinsic motivation, extrinsic motivation, computermediated communication (CMC), Facebook, EFL learners
INTRODUCTION
Since a long time ago, motivation has played an important role in language
learning. To be a successfull learner, we need to have a proper motivation. According
to Dornyei (1994), it has long been acknowledged that students‟ motivation is an
important topic in the teaching learning process. Motivation creates eagerness and
enthusiasm, and it will help students in their learning process.
1
Furthermore, technology could also influence students‟ learning. As
technology advances, the internet technology is now a common medium for
communication and it is widely known as Computer Mediated Communication
(CMC). According to Nguyen (2008), the term of Computer Mediated
Communication (CMC) is spread all over the world and has a great impact on many
aspects of education. For example, Kabilan, Ahmad, and Abidin (2010) and Sumakul
(2011) point out that CMC could bring positive effects to the students on language
learning and an ideal environment for learning English. However, only few studies
have related between motivation and CMC. One of the online platforms for the
students to communicate is through Social Networking Sites (SNS), such as
Facebook. According to Promnitz-Hayashi (2011), Facebook can help students
increase their own motivation in language learning. However, although more and
more students are using the English language on Facebook, what motivates them is
not yet well understood.
The aim of this study was to find out students‟ motivation in using English on
Facebook. In other words, the study wanted to investigate the motivation of EFL
learners employed when communicating in English on Facebook and explore the
relation between CMC and motivation. Koivumaki (2009), Kabilan et al. (2010), and
Sumakul (2013) argue that the use of CMC is good for EFL learners.
Correspondingly, this study tried to answer the following research question: “What
kind of motivation do the students employ when communicating in English on
Facebook?” It was expected that this study could provide new perspectives on the
2
connection between students‟ motivation in using English on Facebook with language
learning.
.
Defining motivation
Motivation is one of the important factors in predicting students‟ success or
failure to learn something particularly to learn a language. Dornyei (1998) argues that
motivation is the main key in language learning, Therefore, it would be hard to the
students‟ if they do not have motivation in learning L2. The term motivation is
difficult to define, even though it might appear very simple and easy word, it may
have different meanings or connotations for different people. For this reason, it is
difficult to provide one concrete definition about the idea of motivation. An example
is given by Dornyei and Otto (1998) who argue:
Motivation can be defined as the dynamically changing cumulative arousal
in a person that initiates, directs, coordinates, amplifies, terminates, and
evaluates the cognitive and motor processes whereby initial wishes and
desires are selected, prioritized, operationalised, and (successfully or
unsuccessfully) acted out. (p. 64)
A simpler definition is offered by Gardner (2001), as cited in Dornyei (2005),
who points out that motivation is effort, desire, and attitude toward learning. The term
„motive‟ in language learning could be the effort that supports the student to do
something. Each student is motivated in a different way. In other words, motivation is
the willingness or eagerness to reach the target based on the motive of the person.
This is in line with Chang (2005) that summarises that motivation can be seen as a
force that makes a person to do an action and to keep on until the goals are achieved.
3
Types of motivation
In terms of learning, motivation can be divided into two types, namely
intrinsic and extrinsic motivation.
Intrinsic motivation. Intrinsic motivation is related to the power that comes
from inside because of the willingness and eagerness to learn the language. According
to Harmer (2007), intrinsic motivation comes from within the individual. A person
might be motivated by the enjoyment of the learning process itself or by a desire to
make themselves feel better. Furthermore, according to Yue yu (2012), people are
intrinsically motivated because of an interest, curiosity, and doing the activity itself is
a reward. In relation to that, when students learn English enthusiastically without
being forced, it could be because of their willingness to learn that language. Similarly,
Deci and Ryan (2000) categorize intrinsic motivation into two types, interest or
enjoyment and inherent satisfaction.
Extrinsic motivation. On the other hand, extrinsic motivation is related to the
power that comes from outside that insists to learn the language. It could be from
family, friends, or even the society. According to Harmer (2007), extrinsic motivation
is caused by any number of outside factors, for example, the need to pass an exam, the
hope for financial reward, or the possibility of future travel. Yue Yu (2012) points out
that people are extrinsically motivated because of reward or positive feedback from
others. This type of motivation also focuses on something external to the learning
activities and is encouraged by outside force. In relation to this, Deci and Ryan (2000)
propose 4 categories for extrinsic motivation, external regulation, introjection,
identification, and integration.
4
Computer-Mediated Communication (CMC)
Miller and Sullivan (2006) defines CMC as text-based communication, while
Warschauer (2001) defines it as online communication referring to reading, writing,
and communication via networked computers. However, Nguyen (2008) argues that
CMC is not just a tool. It is at once technology, medium, and engine of social
interactions. It not only structures social relations, it is the space within which the
relations occur and the tool that individuals use to enter that space.
From language learning perspectives, many studies provide that CMC could
bring positive effects and advantages to the students in learning English. Sumakul
(2013) summarises different studies to list the advantages of CMC. For example,
CMC could help the students produce a higher level of language complexity, amplify
students‟ attention to linguistic forms, help the development of oral proficiency,
trigger greater amount of language production, help pragmatic development, and have
the potential for improving learners‟ cognitive skills in linguistic analysis. Moreover,
it has also been found that compared to learning a language without CMC, students
have better motivation with CMC.
Motivation in CMC
As the internet now is a common medium for communication, researchers
have been trying to see the connection between motivation and this online
communication (CMC) for language learning. For example, Koivumaki (2009)
conducted a study on the relationship between motivation and the internet. Integrative
and instrumental motivations were as the foundation of the research. The study also
5
focused on how internet affects high school learners‟ willingness to learn English
outside school. For this, the researcher conducted an empirical study in a high school
in Western Finland and the participant were 17-18-years-olds, using a questionnaire,
including both multiple choice questions and some open ended questions. The result
of the study turned out that the internet had a major role when it came to the learners‟
willingness to learn English. It was also concluded that the internet could affect
learners‟ English skills in a positive way. They were really motivated to learn English
outside school. The students realized that the role of English would possibly greater in
the future. Over 80% of the participants thought that the internet had enhanced their
English skills.
In addition, there was another research from Malaysia that discussed about
Facebook as an online environment for learning of English (Kabilan et al., 2010). The
study investigated whether Facebook could be a medium for learning English,
particularly in the background of Malaysian university education where the standard
of English had deteriorated. For this, the study was conducted in University Sains
Malaysia (USM) and participated by 300 undergraduate students. The participants
were randomly chosen using convenience sampling where the students were selected
based on researchers‟ convenience of access to students. The result of the study was
that they were motivated to learn English through Facebook. Facebook can be used to
increase motivation and improve the performance of English language learners.
6
THE STUDY
Context of the Study
This research focused on EFL learners‟ motivation in using English on Facebook.
This research was conducted in Satya Wacana Christian University. The observation
was done by observing the EFL learners‟ Facebook posts in English for about three
months, January 2015 – March 2015. Later, the learners were interviewed to
investigate their motivation in using English on Facebook.
Participants
The participants of this study were 8 Students of Satya Wacana Christian
University who frequently used English on Facebook (e.g. wall, comments, etc). They
were non-English Department students. Unlike English Department students who
were required and accustomed to using English, it was interesting to see why these
participants used English on Facebook. The partipants were 18-23 years old with
English as a foreign language for them. The study used convenient sampling. The
participants were chosen because they were easy to reach, particularly for the
interview. For this reason, the data can be gathered in a short time.
Instrument of data collection
This research would use observation and interview to collect the data. The
observation was done on Facebook, particularly on the participants‟ Facebook
timeline during January 2015 – March 2015. The purpose of the observation was to
make sure whether the participants used English or not and to observe how they used
English on Facebook. For the interview, the writer used semi structure interview to
7
collect the data. With semi structure interview, additional questions could be given to
collect more data related to the students‟ motivation in CMC. Semi-structured
interview is similar with structured interview but it allows the researcher to have
greater flexibility. The flexibility includes changing the order or to provide
opportunity for follow up questions. The main questions for the interview were:
1. Why do you use English on Facebook?
2. Do you think Facebook helps you to communicate using English? Why?
3. Do you think Facebook helps you to improve your English? Why?
4. Do you think Facebook makes using English easier? Why?
Data Collection procedure
First, the observation was done by observing the participants‟ posts on
Facebook. After the observation, the interview was conducted to investigate the
participants‟ motivation in using English in their Facebook posts. The results from the
interview were than transcribed for analysis.
Data Analysis
The data collected through the interview was transcribed and categorized
based on the motivation types. The transcription used was “clean transcription” to
focus on the content of the interview (Elliott, 2005). In discussing the interview data,
the transcription was also translated into English. The data was then analyzed and
discussed as part of the efforts to answer the research question. Harmer‟s (2007)
explanation on extrinsic and intrinsic motivation was the base of the analysis,
although some other theories were also mentioned.
8
FINDINGS AND DISCUSSION
This section is arranged into 3 main parts. The first part provides the result of the
observations, presenting some examples of how the participants used English in their
Facebook posts. Next is the findings and also the answer to the research question,
regarding the types of motivation the participants employed when communicating in
English on Facebook. The final part is an extended discussion related to the findings.
There are some topics elaborated: the combination of intrinsic and extrinsic factors,
the overlapping motives of English on Facebook and English learning in general, and
a brief discussion on why Facebook could be used as a medium for learning.
Participants’ use of English in their posts
There were 8 participants observed in this study. These participants, during
January 2015 – March 2015, have used English quite a lot in their Facebook posts.
This was observed from their statuses and their comments on Facebook. The
following figures are the examples of some of the participants‟ post on Facebook
where English was used.
Figure 1. A post from participant A
9
Figure 2. A post from participant E
Figure 3. Comments from participant D
Figure 4. A post from participant F
10
From the figures above, it can be seen that the students‟ posts were dominated
by the English language. As shown in Figure 1, the participant used some English
words in her post. In Figure 2 and 3, the participants used all English in their posts
and comments. In Figure 4, the participant not only used English in his post, but also
we can see his comment in English towards his foreigner friend.
Types of Motivation
From the interview, it was found that intrinsic and extrinsic factors played
vital roles to the participants‟ motivation in using English on Facebook. They had
their own motivation in using English on Facebook. In general, the result shows that
extrinsic motivation was higher than intrinsic motivation even though the difference
was probably not significant. Interestingly, participant B, E, F, and G show that their
extrinsic motivation was higher than their intrinsic motivation. On the other hand,
participant A and H show that intrinsic motivation was higher than extrinsic
motivation. However, participant C and D show that both types of motivation has
influenced their motivation in using English on Facebook.
Intrinsic factors
There were a number of intrinsic factors affecting the participants‟ motivation
in using English on Facebook. Deci and Ryan (2000) point out that intrinsic
motivation is divided into two categories, which are interest/enjoyment and inherent
satisfaction based on taxonomy of human motivation. In this research, intrinsic
11
motivation
can
be
explained
in
three
categories.
Those
were
practice,
interest/enjoyment, and inherent satisfaction.
Interest/enjoyment. Interest/enjoyment is an example of intrinsic motivation
observed in this study. For example, during the interview, Participant H explained that
she used English on Facebook because she felt comfortable when using English.
Aku merasa nyaman pake bahasa Inggris di Facebook. Udah kayak
bahasa sehari-hari aku (I feel comfortable using English on
Facebook. It is like my daily language).
This reason could be categorized under interest/enjoyment, because the
participant could enjoy and feel comfortable to use English. Chang (2005) points out
that interest/enjoyment is an important part of intrinsic motivation:
Intrinsic motivation occured when someone was moved to do something for
fun or challenge, instead of environmental factors. In other words, people
decided to do the action or behavior because of their inherent interest
toward the activity, rather than because of the external outcome. (p. 3)
This is in line with Yue Yu (2012) explaining that a person is intrinsically
motivated because of an interest, curiousity, and doing the activity itself is a reward.
In other words, when a person is enjoying and comfortable in using English on
Facebook, it can be considered that the feeling of interest/enjoyment comes from
internal factors. These internal factors represent intrinsic motivation.
12
Practice. The next finding suggested that participant E used English on
Facebook because he wanted to practice English on Facebook.
Emang pengen practice aja. Trus kalo di Facebook kan gak pa2 biar
grammarnya masih salah2 gitu (I just want to practice it. I think it is
okay although the grammar is still incorrect).
A feeling of curiousity drived a person to initiate action. In other words, the curiousity
itself that made a person wanted to practice the language. Therefore, this could be an
example of intrinsic motivation.
In relation to that, Dornyei (1994) suggests that with intrinsically motivated
behaviours the rewards are internal. For example, the joy of doing a particular activity
or satisfying one‟s curiousity. Deci and Ryan (1985) also explain that intrinsic
motivation is potentially a central motivator of the educational process. They point
out that “intrinsic motivation is in evidence whenever students‟ natural curiosity and
interest energize their learning” (p. 245). When a person wanted to practice English
on Facebook, it can be considered that the feeling of curiousity comes from internal
factors. These internal factors represent intrinsic motivation.
Inherent satisfaction. Another finding suggested that participant B used
English on Facebook because it could be used for learning and to improve the skills in
speaking. When asked about their opinion whether Facebook helped them to
communicate using English, participant B answered,
13
Iya, itu membantu saya, karena kan sekalian belajar, jadi nda kaku
lagi kalo mau bicara bahasa Inggris (Yes, it helps me, because I also
can learn so that I will not afraid if I want to speak in English).
This reason could be categorized under satisfaction. Deci and Ryan (2000) point out
that satisfaction have played important role in intrinsic motivation:
… a person is moved to act for the fun or challenge entailed rather than
because of external prods, pressures, or rewards (p.3).
From this side, the data suggested that the student goals affected the student
motivation in using English on Facebook. The student was motivated to use English
on Facebook because it would be a kind of practice before she used English later in
speaking
Extrinsic factors
There were a number of
extrinsic factors affecting the participants‟
motivation in using English on Facebook. According to Harmer (2007), extrinsic
motivation is divided into two, which are integrative and instrumental motivation.
Integrative motivation is related a desire to integrate a person with the culture of the
target language society, while instrumental motiavation is related a desire for future
needs such as getting a better jobs or higher salary and getting a new a status or
position. Deci and Ryan (2000) point out that extrinsic motivation can be divided into
four categories, which are external regulation, introjection, identification, and
integration based on taxonomy of human motivation. In this research, extrinsic
14
motivation can be explained in four categories. Those were to exclude some people,
future needs, social factor, and travel.
Social factor. When the researcher asked about the reason they used English
on Facebook, they give different responses. One finding suggested that participant A
used English on Facebook because she often communicated in English with her
family.
Soale di rumah juga sering pake bahasa Inggris gitu (because I often
used English at home).
This reason could be categorized under social factor because the interest comes from
her family that insisted her to used English. For this reason, the participant might used
English only because she was being forced – it is extrinsically motivated because she
is speak English because of her family or environment. Supporting the idea above,
Yue Yu (2012) points out that people are extrinsically motivated because of reward or
positive feedback from others. In other words, extrinsic motivation is encouraged by
outside force. This answer might reflect that a person who encouraged to speak
English by her family represent extrinsic motivation.
In addition, another finding suggested that participant E used English on
Facebook because he wanted to talk with his overseas friends. When asked whether
he liked to communicate in English on Facebook, he answered that,
Suka sih, tapi biasanya sama temenku yang bule aja (I liked it, but
usually only with my western friends).
15
This reason could be categorized under social factor because the interest comes from
the society. Deci and Ryan (2000) explained how a person extrinsically motivated:
... because extrinsically motivated behaviors are not inherently interesting and
thus must initially be externally prompted, the primary reason people are
likely to be willing to do the behaviors is that they are valued by significant
others to whom they feel (or would like to feel) connected, whether that be a
family, a peer group, or a society. (p. 11)
Social factor can be seen as a trigger or reason that made a person to used
English. When the people around insist him to used English, it can be said he will
practice English more. In other words, social factor is a part of extrinsic motivation.
Future needs. The next finding suggested that participant C used English on
Facebook because she believed that if she spoke English, it would be easier for her to
get a job.
Nanti kalo ngelamar kerja bisa lebih gampang..karna setauku
biasanya kan dicari yang bisa pake bahasa Inggris (Later if I
applying for a job, it would be easier..as I know that usually one of
the requirement is English).
For this reason, the participant used English on Facebook to practice more. It could be
categorized under future needs because the participant realized that English was
important for her future.
16
Moreover, Harmer (2007) states that extrinsic motivation is caused by any
number of outside factors, for example, the need to pass an exam, the hope financial
reward, or the possibility of future travel. For this reason, the participant focuses on
something external to the learning activities and this factor is encouraged by outside
force. This reason could be categorized under future needs because the hope of getting
a job.
To exclude some people. Another finding suggested that participant B used
English on Facabook because she wanted to limit the audience.
Soalnya kalau pakai bahasa Inggris, gak semua orang bisa tau
artinya. (Some people cannot understand the meaning when I using
English on Facebook).
In this case, the participant aware that „English is as necessary to communicate as a
secret code‟ according to Yue Yu (2012). Moreover, the participant realized the
influence and importance of English in her life education. This reason could be
categorized to exclude some people because the limitation of the readers.
Travel. In addition, participant G used English on Facebook because he
wanted to travel abroad so that he needed to practice it. For this reason, the participant
used English on Facebook to practice more in general.
Karena pengen jalan2 ke luar negeri juga..jadi harus lebih sering
practice bahasa Inggris (I want to travel abroad so that I need to
practice it more often).
17
Harmer (2007) argues that the possibility of future travel is a part of extrinsic factor. It
can be said as a personal need because it is related travel abroad. In addition, Yue Yu
(2012) summarises some points of the extrinsic factors, which are: learn English in
order to eventually immigrate to other countries, learn English in order to travel
abroad to experience the foreign culture, and learn English in order to study and work
abroad.
Discussion
Intrinsic – Extrinsic factors
In some occurences, it was found that not only one type factor, but also both
types of extrinsic and intrinsic factors played significant roles in the students‟
motivation in using English on Facebook. From the interview, the researcher noticed
that intrinsic and extrinsic factors cannot be separated. One finding suggested that
participant D used English on Facebook because she just wanted to practice it because
some people cannot speak English..
Ya karena pengen saja, lebih enak pakai bahasa Inggris, soalnya
kalau pakai bahasa Inggris gak semua orang bisa tau artinya (I just
want to practice it on Facebook because some people cannot
understand the meaning when I used English on Facebook.).
This reason could be categorized under intrinsic also extrinsic motivation because the
interest comes from within but the main reason comes from outside. The participant
wanted to practice English on Facebook, not because a reward but from
18
interest/enjoyment and satisfaction. However, the main purpose actually to exclude
some people, which is categorized under extrinsic motivation.
Another finding suggests that participant E used English on Facebook because
he liked the English itself so that he wanted to practice English on Facebook. He also
realized that English is important for his carrier.
Aku emang suka bahasa Inggris, jadi pengen practice aja. Trus nanti
kalo ngelamar kerja mungkin bisa lebih gampang, karena setauku
biasanya kan dicari yang bisa pake bahasa Inggris. (I like the
English language itself so that I want to practice it on Facebook. I
also realized that later if I applying a job, it would be easier. As I
know that one of the requirement is English).
Harmer (2007) points out how the combination of intrinsic and extrinsic motivation
play important role in language learning:
Even where the original reason for taking up a language course, for example,
is extrinsic, the chances of success will be greatly enhanced if the students
come to love the learning process (p. 51).
Following the above quotation, this reason could be categorized under intrinsic also
extrinsic motivation because of the willingness or eagerness of the person comes from
inside although the main reason comes from outside. The participant was excited to
learn English, it proved that person enjoy the learning process even though the main
target is about the hope of getting a job.
19
This answer reflects the approach from the theory above. When a person wanted
to practice English on Facebook also that person wanted to get a job, it can be
considered that the feeling of curiousity and willingness comes from internal factors.
However, the main reason of this person using English comes from outside. These
internal and external factors represent intrinsic and extrinsic motivation.
Furthermore, from another finding, when the researcher asked about their
opinion whether Facebook helps them to improve their English or not, participant B
answered:
Saya pikir itu sangat membantu. Kita bisa belajar ungkapkan apa
yang kita pikirkan pake bahasa Inggris. Dulu saya jarang pake
bahasa Inggris karena takut salah..tapi kalo nda dicoba yaah
kemampuanku nda akan meningkat.. Yahh bisa juga..karena biasanya
kan orang kalo mikir sesuatu atau lagi galau, biasanya tulis status.
Nah kalo tulis statusnya pake bahasa Inggris itu bisa jadi
pembelajaran. Nahh yang baca statusnya kitapun pasti kan bisa
belajar juga. Misalnya: ada yang tulis status bahasa Inggris, tapi
yang baca nda tau bahasa inggris..trus karena dia penasaran artinya
apa,
kan
pasti
dia
cari
terjemahannya.
Nahh
dari
situ
pembelajarannya. Jadi kalo ngomong bahasa Inggris nda kaku dan
bisa lebih lancar lagi. Trus kalo terbiasa nulis pake bahasa Inggris,
kita kan bisa lebih banyak menguasai kosakata bahasa Inggris. Jadi
kalo mau percakapan dalam bahasa Inggrispun kita sudah biasa..nda
kaku lagi. (I can learn how to express my thought/feeling in English.
20
In the past, sometimes I used English because I was afraid to make a
mistake. I have to try it so that I can improve my English. Normally,
when a person think about something, that person will post in his/her
status Facebook. If that person write in English, it could be as
language learning. Moreover, people that read the status will learn
English also. For example, someone post status in English, but the
audience cannot understand the meaning. Because of the curiousity,
the reader supposed to figure out the translation, so that we can
speak English more fluently. For this reason, when we’re always
write something in English, we can master more vocabulary in
English and more fluently in the conversation).
From the answers above, it can be concluded that Facebook has some advantages
which are Facebook as a medium to practice English (If that person write in English,
it could be as language learning...) also learn from one each other (...someone post
status in English, but the audience cannot understand the meaning. Because of the
curiousity, the reader supposed to figure out the translation...). This reason could be
categorized as a combination of intrinsic and extrinsic motivation because although
the original reason in using English is extrinsic, the possibility of success would be
more high because the interest or enjoyment of the person itself that make her excited
to do the activity. Yue Yu (2012) argues that intrinsic factor is driven by the learner‟s
curiousity and interest. However, the participant wants to speak English more fluently
so that the main goal of the participant comes from outside of the person. It can be
considered that the main purpose of the participant was want to master English so that
21
she could speak English more fluently. In this case, we can see the relation between
intrinsic and extrinsic motivation. When the student enjoyed the learning process even
though the goal was from outside, the result would be more maximal.
Overlapping motives: English on Facebook vs Learning English in General
Based on the results of the interview, we can see the connection between the
use of English and language learning. Indeed, this research tried to find out the use of
English on Facebook. However, during the interview, it was observed that some of the
answers were also related to students‟ motivation when learning English in general,
not only the use of English on Facebook. For example,when a student used English on
Facebook because he wanted to get better job or travel, at first it looked like the
answer were not related to the question asked about the use of English on Facebook.
However, after a deep analysis, it could be concluded that the use of English on
Facebook was one way to practice and therefore to improve the skills on the language.
When the skills improved, the participant could get a better job or travel overseas.
This analysis could show that when the motives of using English on Facebook
and learning English in general overlapped, it could also be the evidence of the
connection between the students‟ motivation in using English on Facebook and their
learning. Facebook could be considered as a medium for English language learning.
Facebook as Medium for Language Learning
From the results above, researher suggests that Facebook could be one of the
medium for learning. As mentioned above, motivation has an influence on language
22
learning. Indeed, students need to have strong motivation to be successful learners. As
Facebook is now a common medium for communication, many researchers suggest
that it can be considered as the medium for learning. In this research, the participants
said that Facebook can be used for language learning. The students used English for
educational purposes.
An example was taken from the interview. When the researcher asked about
his opinion whether Facebook helps them to improve their English or not, participant
G answered:
Menurutku iya.. karena di Facabook tuh bisa belajar writing, reading
sama vocab (In my opinion, yes.. because we can learn writing,
reading also vocabulary on Facebook).
Similarly, participant B responded:
... nah kalo tulis statusnya pake bahasa Inggris itu bisa jadi
pembelajaran (If a person post status in English, it could be as
language learning).
The answers above reflect that the participants were aware that they used English on
Facebook not only for communication, but also for learning.
Up to this section, we could conclude that Facebook has a significant role in
creating students‟ motivation in learning English. The communication on Facebook
could serve as a way for the students to practice their English. This is in line with
Sumakul (2012), Koivumaki (2009) and Kabilan et al. (2010) suggesting that CMC
23
could bring positive effects to EFL students and used for learning. Sumakul (2013)
summarises different studies to list the advantages of Facebook in language laerning,
which are: it can be used for the students and teachers in academic purposes. For this
reason, Facebook can be considered as a medium for language learning where
students practice the language in CMC environment.
CONCLUSION
This study was conducted to investigate the types of motivation and the
relationship between motivation and Computer-Mediated Communication (CMC).
This research was created for the students of Satya Wacana Christian University that
used English on Facebook. This study was aimed to answer the research question:
“What kind of motivation do the students employ when communicating in English on
Facebook?”
The findings revealed that the students were both intrinsically and extrinsically
motivated. Intrinsic and extrinsic factors cannot be separated because each factor has
its influence in EFL learners‟ motivation. Interestingly, it was also found that many of
the participants used Facebook not only as medium for communication, but also for
learning English. In other words, the students also used English on Facebook for
educational purposes. It could show that there is a connection between the use of
English on Facebook and language learning.
24
Therefore, based on the findings, it is suggested that Facebook could be one of
the medium for English language learning. In this research, the participants said that
Facebook can be used for language learning. One implication from this is teachers
should try to incorporate online medium, such as Facebook, in their teaching.
However, there were several limitations on this research. First, it was quite
difficult to find out more participants from non-English Department that use English
on Facebook, which may not representative for the EFL learners in Satya Wacana.
Second, the researcher needs more time to do the research, particularly in observation.
Moreover, the research was still too small. It would be better if the research was
conducted not only in Facebook, but also in other online platforms. Therefore, for
richer data, future studies should involve larger number of participants and
incorporate various online platforms.
25
ACKNOWLEDGEMENTS
First and the foremost gratitude are deeply given to Jesus Christ who is always
beside me and strengthens me in doing this thesis. Second, I would like to express my
thankfulness to my thesis supervisor, Dian Toar Y.G. Sumakul, M.A. who always
spared his time and energy to support and guide me to make the accomplishment of
the thesis possible. Thank you very much to my thesis examiner, Anita Kurniawati,
M.Hum. for the useful feedback for my thesis improvement.
Especially, I would like to express my big gratitude to my beloved family: my
mother, my sisters, my brother, my cousin, my aunt and my uncle who never stop to
support and encourage me to complete the thesis.
And the last, I also express my gratitude to my close friends: Vina, Devita and
Ewa, Nidya, Melda, Ayu, chubbiers, kak Anggoro, Raymond, koh Chris, and many
others. Thank you for always supported, gave me advices, and saying „semangat!‟
whenever I feel frustrated. Without you all, I would never be able to finish this thesis.
26
REFERENCES
Chalak, A. (2010). Motivation and Attitudes of Iranian Undergraduate EFL Students
towards Learning English. GEMA Online™ Journal of Language Studies 37,
Vol.10, No. 2.
Chang, H. H. (2005). The relationship between extrinsic/intrinsic motivation and
language learning strategies among college students of English in Taiwan.
Taiwan: Ming Chuan University.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in
human behavior . New York, NY: Plenum Press.
Deci, E. L., & Ryan, R. M. (2000). Intrinsic and extrinsic motivations: classic
definitions and new directions. Contemporary Educational Psychology 25,
54-67.
Dornyei, Z. (1994). Motivation and Motivating in the Foreign Language Classroom.
The Modern Language Journal, Vol. 78, No. 3, pp. 273-284
Dornyei, Z. (1998). Motivation in second and foreign language learning. Language
Teaching, 31, pp. 117-135.
Dornyei, Z. (2005). The psychology of the language learner. Individual Differences in
Second Language Acquisition. Lawrence Erlbaum Associates. Mahwah, New
Jersey London.
Dornyei, Z., & Otto, I. (1998). Motivation in action: A process model of L2
motivation. Thames Valley University, London, Vol. 4, pp. 43-69.
Elliott, J. (2005). Using narrative in social research : Qualitative and quantitative
approaches. London: Sage.
Harmer, J. (2007). The Practice of English Language Teaching. 4th Edition. Pearson
Education Limited.
Kabilan, M. K., Ahmad, N., &Abidin, Z. (2010). Facebook: An online environment
for learning of English in institutions of higher education? Internet & Higher
Education, 13 (4), 179-187.
Koivumaki, J. (2009). The relationship between motivation and the Internet. Finland:
Jyvaskyla University.
27
Miller, K. S., & Sullivan, K. P. (2006). Keystroke logging: An introduction. In K. P.
Sullivan, & E. Lindgren (Eds.), Computer keystroke logging and writing:
Methods and applications (pp.1-10). Amsterdam: Elsevier.
Nguyen, L. V. (2008). Computer-Mediated Communication and Foreign Language
Education. Pedagogical Features, Article 02. Retrieved from:
http://itdl.org/Journal/Dec_08/article02.htm. Last Accessed: 10 September
2013.
Promnitz-Hayashi, L. (2011). A learning success story using Facebook. Studies in
Self-Access Learning Journal, 2 (4), 309-316.
Sumakul, D. T. (2011). EFL Learners’ Communication Strategies in Coping with
Grammatical Difficuties in Synchronous CMC. Liverpool: University of
Liverpool.
Sumakul, D. T. (2012). Facebook in grammar teaching: A look at 3 EFL classrooms
in Indonesia. The New English Teacher , 1-16.
Sumakul, D. T. (2013). Facebook group in an EFL grammar classroom. Salatiga:
Satya Wacana Christian University.
Warschauer, M. (2001). Online Communication. In R. Carter & D. Nunan (Eds.), The
Cambridge Guide to Teaching English to Speakers of Other Languages .
Cambridge: Cambridge University Press.
Yue Yu (2012). A Study of English Learning Motivation of Less Successful Students.
China: Jiangsu University of Science and Technology.
28