T1__Full text Institutional Repository | Satya Wacana Christian University: Motivation of First Year Students in English Language Education Program Faculty of Language and Arts Universitas Kristen Satya Wacana T1 Full text

MOTIVATION OF FIRST YEAR STUDENTS IN ENGLISH LANGUAGE
EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA

THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan

Kartika Dianing Rahmadani
112012051

ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2017

MOTIVATION OF FIRST YEAR STUDENTS IN ENGLISH LANGUAGE
EDUCATION PROGRAM FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA

THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan

Kartika Dianing Rahmadani
112012051

ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2017
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TABLE OF CONTENTS
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TABLE OF CONTENTS .................................................................................................................... vi
LIST OF TABLES .............................................................................................................................ixi
Abstract ................................................................................................................................................ 1
I.

INTRODUCTION .................................................................................................................... 1

II. LITERATURE REVIEW ......................................................................................................... 3
1.

Motivation Definition ............................................................................................................ 3

2.

Motivation Types .................................................................................................................. 4

III.

METHODOLOGY ................................................................................................................ 7

1.

Context .................................................................................................................................. 7

3.

Participant .............................................................................................................................. 7

4.

Instrument .............................................................................................................................. 7

5.

Data Collection Procedure..................................................................................................... 8

6.

Data Analysis Procedure ....................................................................................................... 8

IV.

FINDING AND ANALYSIS .............................................................................................. 10

V. CONCLUSION ....................................................................................................................... 15
References .......................................................................................................................................... 18
APPENDIX ........................................................................................................................................ 20
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ACKNOWLEDGMENT .................................................................................................................... 23

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LIST OF TABLES

Table 1 : Likert’s Scale ........................................................................................................................ 8
Table 2 : Data Approval Level ............................................................................................................. 9
Table 3 : Results ................................................................................................................................. 11

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Motivation of First Year Students in English Language Education Program
Faculty of Language and Arts Universitas Kristen Satya Wacana
Abstract
Motivation in learning English as Foreign Language (EFL) creates a big drive to learning
achievement in the process. Students’ motivation became the motor to keep them learning and
create action in learning process (Dornyei 2009, Gardner, 1985). Seen from how motivation could
help students and teachers in learning process, a study is needed in order to find what motivation
students have to learn English in University level. The aim of this study was to find out students

motivations in learning English in English Language Education Program of Faculty of Language
and Art at Universitas Kristen Satya Wacana. The participants of this research is the 2015 batch
students. As for the instrument, Attitude Motivation Test Battery (AMTB) by Gardner (1985) is
used as questionnaire in this research. The questionnaire which was given to 124 participants used
20 statements regarding students’ reasons in learning English. The data of the research was counted
using Likert-scale measurements to find students highest percentage in each statements. From the
finding, there are 6 statements which got high percentage. To be able to communicate using English
is the highest motivation for students to learn English in University level.
Keyword: Motivation, English-learning, English as Foreign Language (EFL)

I.

INTRODUCTION
English nowadays has become the bridge to connect one nation to another in this era.
English as the lingua-franca, and probably all over the world, has proven how it affects
Indonesia in crucial aspects such as industry, economy, information and education (Zacharias,
2013). This situation made Indonesians realize that English has become one part of their life
even in education, therefore teaching English as soon as possible in school for students is a
common phenomenon. If the next generation want to be part of the globalisation they have to
learn English. In fact, English has been taught to students since elementary level in Indonesia.

Even parents nowadays, believe that their children capability to learn English will help those
children to be successful in their future life. Parents believe if their children master English, it
would be easier for their children to survive in the globalisation era. They believe that English
will create better opportunity for their children in future success.
Seen from how crucial English affects children’ future life, parents try to make children
master English. It is reasonable for children to think that English can help them in their future

success as for jobs, information, relations, and other aspect as further education that will lead
them to better future, therefore, a lot of students decided to learn English in University level.
However, not all students have same motivation when they decided to learn English in
University level. Some of them might learn English because they just simply like it. They just
wanted to know more about the language, to be able to speak it and communicate it. These
students’ different motivation to learn English is really important because it will not only push
them to keep learning but also will create different future goals for them.
Students’ motivation to learn something is what researchers called as learning
motivation. (Dornyei 2009, Gardner, 1985). As stated in paragraph above, that students
motivation in learning English is different, their motivation in learning English is also
different. Even though, students have different motivation in learning it is clear that
“Motivation has been widely accepted by both teachers and researchers as one of the key
factors that influence the rate and success of second or foreign language (EFL) learning”

(Dornyei, 2009 p.117). Students’ motivation drive them to their goals in the future, therefore,
students’ motivation is indeed important to look for because motivation could affect students’
future success.
On the other hand, students’ ability in learning English is different, so does their reason
in learning. One student might become a better speaker, while other might be a better writer.
Students’ skills might be different with one another because they have different abilities and
interest (Gardner, 1985). Their interest put them into different ways in learning and also
different goals. Their motivation decide which goals and ways of learning they have.
Kitjaroonchai (2012) stated that there are two types of students’ motivation in learning
English, instrumental and integrative. Instrumental motivation is the type of motivation for the
students who want a better future, in the other hand, integrative describes as those who want
to be part of a certain community. After reading the journal, it is interesting to find out what is

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first year students’ motivation in learning English at University level in Faculty of Language
and Arts of Universitas Kristen Satya Wacana Salatiga.
From Kitjaroonchi’s (2012) research’s result in Thai college students age 18-24 years
old, students’ instrumental motivation mean score is slightly higher than their integrative
result by 0. 38 point (p. 27). Similar research that conducted by Wimolmas (2013, p. 912)

using the same motivations toward first year students in Sirindhorn International Institute of
Technology shows similar result with 0.41 point higher for students’ instrumental motivation.
If the same test is conducted in first year students at Faculty of Language and Arts, would
similar result occur and what highest motivation students have. This research about students’
motivation might help teacher to understand their students’ motivation better. Thus, it might
help teachers to understand their students’ way of learning and how to lead them to their
success. While for the students, it is expected from this thesis they can enhance their skill
better by knowing their motivation and be able to set better learning strategies and goals for
their future life.
II. LITERATURE REVIEW
Motivation as the reasons of students to learn English is considered as the motor of
students learning. Motivation decides how far students could go as their desire told them and
they will be satisfied when they reach their goals. Gardner (1985) states that motivation is
considered as the reason to acquire EFL because of the desire to do so and the satisfaction
learner get from its result. The importance of students’ motivation in their learning process is
indeed clear.
1. Motivation Definition
Dornyei (2009, p.118) describes motivation as individual belief and thought that
create action. Dornyei (2009) stated that “Motivation is the process whereby goal-directed
activity is instigated and sustained”. He also describes the meaning of motivation as the

“internal drive” that pushes somebody to do something. This “internal drive” will create
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action that can be called as “the action driven by motivation”. This action will be students’
effort to gain more knowledge regarding their EFL improvement. Supporting that, Gardner
(1985, p.12) stated that motivation is combination of effort and desire to learn foreign
language. This type of motivation states that students have worked hard to gain their study
achievement and it will help them in the process. For conclusion, motivation is a
continuous process based on the individual desire.
Motivation become students motor to learn and helps them to achieve their goal.
Learning and understanding their desire to learn will make them realize what they want
from their study and put them in effort to achieve that certain desire. This desire would
help them to find their learning style and help them to better understanding. As motivation
is one of key factor for learners to find their learning style and strategies to achieve their
learning goal (Skehan, 1991).
I strongly agree with those statements especially Gardner (1985) statement that
motivation is learners’ will that create action so they can fulfil their desire. This desire
creates result that might make learners feel contented. In addition I have same believe with
Sekhan (1991) about how motivation would help students. However, a student’s desire
might be different from other students’. Thankfully, some researchers have categorised the

types of motivation that students have in learning EFL.
2. Motivation Types
Types of motivations that Harmer (1991, p.3) states are Long-term goal and Short
term goal. These types of motivation can be differentiated according to the goals. Each
motivation has different goal as follows:
1. Long-term goal pictures about students who want to learn English for better job
in the future, and pass exams at the end of the year, while for
2. Short-term goal refer to students’ day-by-day reality, such as to finish daily task
and homework.
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While Gardner (2001, p.9-12) differentiates type of motivation according to
the desire into two,
1. Integrative motivation is defined as a desire to be part of the community who
speaks the language, in this case is English. Learners want to be acknowledged
as the member, therefore, learners will interact and socialize with the native
speaker of the language. Gardner (2001) states that integrative motivation
“reflects a genuine interest in learning the second language in order to come
closer psychologically to the other language community”. Students with
integrative motivation would learn English to become part of the English
community. He also stated that people with extreme intergrativeness would
accept all cultures of the language they want to be part of. They would act like
one of them and try to learn about the tradition and the ways of life of certain
community from all sources they can get. Example of extreme intergrativeness is
a letter of a man who really wanted to be part of Japanese culture in Gardner
(2001). The man states that he speaks Japanese, he reads Japanese newspaper,
watch Japanese television and even states that he is a Japanese at sub-conscious
level (Gardner 2001, p. 9).
2. Instrumental motivation is defined as a desire to achieve EFL proficiencies for
certain practical purpose such as better career in the future, give the learner some
prestige, scientific purpose, or just pass the course in their study. Students with
Instrumental motivation learn English for pragmatic reason (Gardner, 2001 p.
13). They are more concentrated on what they can achieve later in the future such
as better carrier and prestige as they learn well and achieve good result in their
learning process. Gardner (2001) also stated that students with instrumental
motivation are result oriented where they have goal or result that they want to
achieve clearly and would try hard to achieve that. In addition, Gardner (1991)
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stated in his journal, which entitled An Instrumental Motivation in Language
Study, that instrumental motivation is a motivation that drives students to do

better in learning to achieve better reward, therefore, they would spend more
time in studying. He said that other result showed students with instrumental
motivation spent more time in studying than students that have non-instrumental
motivation.
There are other types of motivation which are stated in Ryan and Deci’s (2010)
study about classic definition of Intrinsic and Extrinsic motivation. These types
motivation are classified from the source of students’ goal.
1.

Intrinsic Motivation is described as the doing of an activity based on someone

satisfaction nature, not based on what the separable consequences. This means
that when people with this motivation decide to do something, it is because
they think that what they are going to do is fun or challenging for them. People
with intrinsic motivation would not act according to what are the rewards or
pressures from other.
2.

Extrinsic Motivation is described as an act that was done because the doer is

chasing certain outcome. Basically, people with extrinsic motivation did
something not because they find it interesting but because they have a certain
result they have to achieve. For example, when students have to finish their
homework and they do it because they are afraid of the punishment and not
because they like the subject. It is called as extrinsic motivation. Extrinsic
motivation happens when the person acts something because of certain
regulation or the ego to show how valuable they are.
As the questionnaire in this research is taken from Attitude Motivation Test
Battery (AMTB) by Gardner (1985), so the reserach will focus on Gardner type of
motivation. Moreover, the statements in the questionnaire is suitable for instrumental
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and integrative type of motivation. In addition, students might have different reasons
why they learn English as college students. Furthermore, I use the term that Gardner
used in this research to clearly state which term of motivation is used.
III. METHODOLOGY
1. Context
The context of this research is in English Language Education Program Faculty of
Language and Art of Universitas Kristen Satya Wacana. I am a senior in this faculty,
therefore it is easier to find the data needed for this research, and as it feels more familiar
with the students.
3. Participant
The participants of this study were 124 students of the 2015 academic year of
English Language Education Program from Faculty of Language and Art of Universitas
Kristen Satya Wacana. As the students were first year students they probably had never
been tested for their motivation in learning English before. In addition they are new
members of this faculty that haven’t found their style of learning and how to adjust it to
help them in the future.
4. Instrument
This research used quantitative method and close ended questionnaire for finding the
data. The aim of the close ended questionnaire was to find students’ reasons in learning
English in University level. The questionnaire used in this research was taken from
Gardner (1985) Attitude Motivation Test Battery (AMTB) as used in Kitjaroonchai (2012)
and Wimolmas (2013). This questionnaire used AMTB because the motivation that used
in this research were Gardner’s motivation (2001) identifications, therefore Gardner
AMTB suited this research best. There were twenty statements which separated into 10
integrative motivations and 10 instrumental motivations. The statements are separated as
follow, for statement number 1, 2, 3, 7, 8, 9, 13, 16, 17, 18 were integrative motivation
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while statement number 4, 5, 6, 10, 11, 12, 14, 15, 19, 20 were instrumental motivation
questions.
The answer of the questionnaire is provided using variables from ‘strongly agree’,
‘agree’, ‘moderate’, ‘disagree’, to ‘strongly disagree’. As I decided to use Likert Scale,
each variable hold a score from 5 to 1, as follows, ‘strongly agree’ equals to 5, ‘agree’
equals to 4, ‘moderate’ equals to 3, ‘disagree’ equals to 2, and ‘ strongly disagree’ equals
to 1. The questionnaire is divided into parts, there are:
Part 1 : General demographic information of students: sex, age.
Part 2 : Tables of students’ reasons of English language learning in University level.
Part 3 : Contact number or email for students

5. Data Collection Procedure
Piloting was done using 8 students from the 2015 academic year and thus decided to
translate the questionnaire into Bahasa Indonesia so the students would not waste time in
understanding the questionnaire. Most of them were still new to certain terms such as
value and further as they keep on asking what those words mean in Bahasa Indonesia. As

for the research, the questionnaires were distributed to the 2015 academic year students
after their normal class. They were also given clear instructions and explanation to fill the
questionnaire. Clear explanation was also given to the students and if they do not want to
give their identity such as name and contact number than I will respect their decision. The
questionnaires then were collected when the students finished filling the questionnaire.
6. Data Analysis Procedure
The first thing that can be done after receiving the data questionnaire was to count
how many score each statement has.
Table 1: Likert’s scale
Categorize

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Score

Strongly agree

5

Agree

4

Moderate

3

Disagree

2

Strongly disagree

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As I decided to use Likert Scale, each variable hold a score from 5 to 1, as follows,
‘strongly agree’ equals to 5, ‘agree’ equals to 4, ‘moderate’ equals to 3, ‘disagree’ equals
to 2, and ‘strongly disagree’ equals to 1. The answers are scored to make it easier to
calculate students’ motivation. After finding the mean score, which is the average of the
data of each statements, I started to find the total value of each score according to
students’ checklist. I counted it according to Likert’s way of data counting. According to
Sugiyono (2009, p. 94-95) there are two ways to count the data. One of them is finding
each statement total value by multipling each variable indicators with the participants who
checked it. Before that, the total ideal score or criterion must be counted by multipling the
total of participant with highest variable indicator. As I use 124 participants, than the
criterion of this research is 124 x 5 = 620. This criterion is used to range the students’
motivation. Therefore, each score was multiplied by how many students that checked the
variable indications. As stated before that the result is ranged according to its total value
the range will be shown as follows. The range is counted as Likert’s example. The range is
counted according to the total of participants multiplied the score of the variable
indications. For example if the participant used in the research is 100 that the lowest range,
that is ‘strongly disagree’ is 100 x 1 = 100 and so on. As I use 124 participants, the range
is described as follows,
Table. 2 Data Approval Level
Approval Level

Range

Strongly disagree

0-124

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Disagree

125-248

Moderate

249-372

Agree

373-496

Strongly agree

497-620

After finding the range the writer made the percentage the data total value. It was
important as it will help the writer and the reader to understand the score of the highest
motivation for students to learn English in University level.
IV.

FINDING AND ANALYSIS
From the research that had been held using 124 participants, I started to analyse the
data and research analysis in excel. The findings of the data were explained using
descriptive statistics (Sugiyono, 2009 p.147) and table will be use to show the results and
explain which motivation that students have to learn English in University level. The data is
presented from the table of finding which contain the mean that was counted using the
average formula in Excel, while for total value and percentage of each statements are
counted according to Likert’s scale that I have explained above. The description of students’
highest motivation in learning English will be discussed after the table.
Table 3. Data Result
Total
Mean

Question

%
value

Q1. Studying English is important to me because I

3,94

489

79%

3,88

481

78%

4,00

496

80%

can understand their culture and tradition.
Q2. Studying English is important to me because I
can understand English stories, novels, and literature
Q3. Studying English can be important for me
because I will be able to participate more freely in
activities among other groups who speak English.
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Q4. Studying English can be important for me

4,06

504

81%

4,11

510

82%

4,10

509

82%

3,90

483

78%

3,98

493

80%

3,81

473

76%

3,86

479

77%

4,10

509

82%

4,06

504

81%

3,99

495

80%

3,98

494

80%

4,09

507

82%

3,83

475

77%

Q17. I enjoy watching English news and movies.

3,83

475

77%

Q18. I enjoy reading English books, articles,

3,84

476

77%

because it will help me to get an ideal job in the
future.
Q5. Studying English can be important for me
because I will need it for my future career.
Q6. Studying English can be important for me
because it will make me a more knowledgeable
person.
Q7. Studying English helps me to better understand
the ways of life of native English speakers
Q8. Studying English helps me to easily make
friends with foreigners.
Q9. Studying English helps me to associate with
foreigners and learn about their values and beliefs.
Q10. Studying English can be important for me
because other people will respect me more if I know
a foreign language.
Q11. Studying English can be important for me
because it will help me to further my studies.
Q12. Studying English can be important for me
because it will help me search for information and
materials in English on the Internet.
Q13. Studying English helps me to be an openminded and friendly person like native English
speakers.
Q14. Studying English is important to me because it
will help me when I travel abroad.
Q15. Studying English is important to me because it
will help me to achieve at school.
Q16. The American and British are kind and
cheerful.

newspapers, and magazines.
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Q19. I study English diligently because I want to

4,08

506

82%

4,24

526

85%

earn a university degree.
Q20. I study English diligently because it is an
important tool for communication.

According to the table, there are 15 statements that were categorised as strongly agree
but, in the discussion I only discuss 6 statements with highest percentage. Those 6 statements
are statements 5, 6, 11, 15, 19 and 20. The highest mean belongs to statement number 20 with
4,24 and the rest of the highest statement means ranged from 4,08 up to 4,11. Below, the items
will be discussed in detail.
The highest result is statement number 20 which states that students study English
diligently because it is an important tool for communication. Statement number 20 got 85%
with 526 total value. Students’ reasons to learn English is to be able to communicate using it.
As the growing number of people in the world who have familiarity with English
allow English to act as a language of wider communication for a great variety of
purposes, contributing to its status as a global lingua franca. Finally, many current
learners of English may desire to learn English in order to share with others
information about their own countries for such purposes as encouraging economic
development, promoting trade and tourism, and exchanging information. (McKay,
2003 p. 32)
English is a language that can be used to communicate with people around the world, so
it is easier to exchange information using one language. That is why, information around the
world that are written and told in English, therefore it is important to see English as an
International communication tool. As McKay (2003) states above that English is not only used
for exchanging information but also helping the development of other aspects such as
economy. We should realize that English has become part of the Expanding Circle Countries
such as Indonesia, Russia and China in which English does not have official status but widely
taught and used for international communication (Kachru, 2011 p. 155). If we want to be part
of the globalization era and find trusted information we needed, then students should be aware
that English is indeed important. Knowing those facts, it is understandable that students learn
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English diligently as it is an important communication tool in their daily life and become the
highest motivation for them to learn English in university level.
Based on the data, the second highest results are number 5, 6, 11, 15 and 19. Those
items got the same percentage that are 82%. First, statement number 5 stated that studying
English can be important for students because they will need it for their future career. The fact
of English as global lingua franca (Mckey, 2003) has made it important for certain jobs. As
the participants of this research are might be future English teachers, mastering English is
really important for them. The participants will not only use English but also teach it to their
future students. The participants should be able to create a future generation who master
English and some of them might teach students in dual language education. “Dual language
education refers to programs, primarily for students in preschool, elementary, and secondary

levels of schooling, which provide literacy and content area instruction to all students through
two languages (their native language and a new language).” (Christian, 2011 p. 3). In
Indonesia, English has been taught to children even when they are in preschool, so job
vacancy as English teacher is needed. This made students believe that in order to find good
job they should master English. This belief supported by the statement’s total point which got
510 out of 620 total.
Second, statement number 6 stated that students studying English because it will make
them to become a more knowledgeable person. As stated before that many information is
provided in English, students need to learn English if they wanted to gain more knowledge.
As these students wanted to enhance their understanding in certain topic, they need to gain
more data. In order to find trusted data they will need to find not only from one source but
also from many other sources. Those data or sources might be provided in English. If they
cannot speak or read English it will be difficult for them to find information. Thus, English
has become the bridge as global lingua franca and provide the information from all over the
world. Their ability to write in English would also help them if they need to ask question in
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online forum to gain more data and information. Seen the importance of it, this statement
scored 509 out of 620 total value.
Third, students believe that studying English will help them in their future study. From
statement number 11 students who wanted to pursue their further study would need English.
The reason is because many educational journals and textbooks that master degree students
need are written in English. This happens because students in their master degree need more
information and trusted source, therefore those journals and textbooks are taken from many
languages and writers all around the world. If they want to gain understanding from that
journals and textbooks to help them for their further study, they will need to master English.
Especially, for them who want to learn abroad for their future study. Students believe that they
should master English in order to achieve their goal. Even tough, these students are not taking
English related master program they still need to master English. It is because the lesson will
be given in English, so it is a must for them who want to study abroad to master it. They think
if they master English it will be easier for them to study and help them to achieve their further
study. No wonder that this statement is categorised as strongly agree with 509 out of 620 total
value.
Fourth, statement number 15 which stated that students study English because they just
simply wanted to gain achievement in school. Being able to follow the teacher’s explanation
and get high score are what the students aim in school. The aim is supported by internet
nowadays which is not only providing news but also material for students to learn. Students
could easily get those materials and learn by themselves. However, as explained above most
of educational materials are written and given in English. Students who want to learn material
beforehand should be able to read and listen in English. To gain what they want, English is an
essential tool for them. Especially for university students who want to do well in each class as
most of their educational textbooks are given in English.

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Fifth, statement number 19 stated that students study English because they just simply
wanted to earn University degree. We all understand that having bachelor degree will make
someone’s life easier. People with a bachelor degree will get a better job than those who do
not have it. That is why, students go to higher level of education to study. As stated above that
to gain trusted information we need to gain data from a lot of sources and most of the sources
are provided in English. Students need to be able to read and write in English. The result of
this motivation is to finish the university level, and to do so English is needed to help them to
gain that result.
From the results above, all the highest items were categorized in Instrumental
motivation by Gardner (2001, p.13). Those items such as using English as a communication
tool, getting better career, help students in their future study, achieve knowledge, better
achievement in school and just simply to earn university degree were students desire to gain
certain purposes. As Lambert in Gardner (1991, p.58) stated that “instrumental orientation
emphasizes “the practical value and advantages in learning a new language” So it can be
concluded that those highest items are considered as the advantages of learning English as a
foreign language for the students.
V.

CONCLUSION
In order to understand students’ motivation in learning English at the University level in
English Language Education Program at Faculty of Language and Arts Universitas Kristen
Satya Wacana, a research has been conducted using 124 participants of the 2015 batch
students. The research was conducted using a questionnaire to find students highest
motivation in learning English. Gardner (1985) AMTB or Attitude Motivation Test Battery
questionnaire was used to find students highest motivation.
From the result, there are 6 statements that are categorized as highest motivation
according to the Likert-scale measurements. First is statement number 20 which states that
students’ reasons to learn English is to be able to communicate using it. The statement is
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consider as the highest motivation as its the total value scored 526 out of 620 with 85%
percentage. English as lingua franca has created communication as a tool for wider purposes
for economy, tourism and education. That is why communicate using English is the highest
reason to learn English. Second highest statements are number 5, 6, 11, 15 and 19 with similar
result that is 82%. Statement number 5 states that studying English can be important for
students because they will need it for their future career with 510 total value. While statement
number 6 states that students studying English because it will make them to become a more
knowledgeable person got 509 total value out of 620. Statement number 11 which states that
students believe that studying English will help them in their future study scored same with
statement number 6 which is 509 out of 620 total value. Furthermore, statement number 15
scored 507 out of 620 total value states that students study English because they just simply
wanted to gain achievement in school. Last is statement number 19 with only slightly
difference with statement number 15. It scored 506 out of 620 total value with statement
students study English because they just simply wanted to earn University degree.
Those statements are categorized as strongly agree in students’ questionnaire approval
level. These highest items are considered as the advantages of learning English as foreign
language. Learning English is important for them if it gives them certain profits. This idea is
supported by Gardner (1991) “in instrumental orientation emphasizes “the practical value and
advantages in learning a new language” and therefore those items are included in Instrumental
motivation by Gardner (1991). It can be concluded that the first year students’ highest
motivation in English Language Education Program at Faculty of Language and Arts
Universitas Kristen Satya Wacana is Instrumental motivation. Similar results can be seen from
other researches, such as Wimolmas (2013) with first year students in Thammasat University
in Thailand, and Kitjaroonchai (2012) with first year English major students in Asia-Pacific
International University, Saraburi Province, Thailand.

16

Furthermore, this study might help teachers, students, and other researchers, by
understanding students’ motivation type in English Language Education Program at Faculty of
Language and Art Universitas Kristen Satya Wacana. On the other hand, the result cannot be
generalized because the particiapnt of the study is only the first year students and the
instrument used in this research is only one, which is only questionnaire. For further research,
other researchers can do a similar study with more participants and use interview as the
additional instrument.

17

References
Christian, D. (Eds.). (2011). Handbook of research in second language teaching and learning (pp.
3-20). New York: Taylor & Francis e-Library.
Dornyei, Z. (2009). Motivation in second and foreign language learning. Languange Teaching,
45(4), 117-135.
Gardner, R. C. (1985). Social psychology and second language learning the role of attitude and
motivation. London: Edward Arnold.
Gardner, R. C. (2001). Language learning motivation: the student,the teacher, and the researcher.
Texas Papers in Foreign Language Education, 6, 01-18.
Harklau, L. (Eds.). (2011). Handbook of research in second language teaching and learning (pp.
175-189). New York: Taylor & Francis e-Library.
Harmer, J. (1991). The practice of English language teaching (Rev. ed.). London: Longman.
Kachru, Y. (2011). World English contexts and relevance for language education. In E. Hinkel,
Handbook of research in second language teaching and learning (pp. 155-172). New York:
Taylor & Francis e-Library.
Kitjaroonchai, N. &. (2012). Motivation toward English language learning of Thai students
majoring in English at Asia-Pacific International University. Catalyst, 7(1), 21-38.
Margana. (2013). Theoretical justification of bilingual education program in Indonesia. (pp. 772784).
Mckay, S. L. (2003). EIL curriculum development. 31(34). San Fransisco: SAGE. Retrieved August
8, 2017, from http://rel.sagepub.com/content/34/1/31
Rheinberg, F., Vollmeyer, R. & Rollett, W. (2000). Motivation and action in self-regulated learning.
In M.Boekaerts, P. Pintrich & M. Zeidner (Eds.), Handbook of self-regulation: Theory,
research, and application. San Diego: Academic Press.
Ryan, R. M. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions.
Contemporary Educational
Psychology,
25.
Retrieved October 8, 2016,
https://mmrg.pbworks.com/f/Ryan,+Deci+00.pdf
Sugiyono. (2009). Metode penelitian kuantitatif dan kualitatif dan R&D. Bandung: ALFABETA.
18

Wimolmas, W. (2013). A Survey Study of Motivation in English Language Learning of First Year
Undergraduate Students at Sirindhorn International Institute of Technology
(SIIT),Thammasat University. Language Institute, Thammasat University.
Zacharias, N. T. (2013). Research made simple: a course book for beginning researchers in second
language education. Salatiga: Satya Wacana Christian University, Faculty of Language and
Litterature.

19

APPENDIX
Kuesioner ini dibuat dan diedarkan untuk mendapatkan informasi guna menyelesaikan
skirpsi dengan judul : (Motivation of First Year Students in English Language Education
Program Faculty of Language and Arts Universitas Kristen Satya Wacana).
Sehubungan dengan ini, anda diminta untuk memberikan tanggapan atas pernyataan
yang ada pada angket ini sesuai dengan keadaan dan pendapat partisipan. Peneliti tidak
memaksa ataupun memberikan pendapatnya dalam proses pengisian kuesioner ini.
Dalam pengisian jawaban kuesioner ini tidak terdapat jawab benar ataupun salah serta
tidak akan mempengaruhi nilai ataupun hasil studi partisipan. Jawaban yang diberikan
semata-mata hanya untuk kepentingan akademis.

Kuesioner berikut memiliki lima alternatif jawaban, yaitu :
SS

: Sangat Setuju, apabila pernyataan yang ada benar-benar menggambarkan
keadaan dan pendapat partisipan.

S

: Setuju, apabila pernyataan sesuai dengan keadaan dan pendapat partisipan.

B

: Biasa, apabila pernyataan tersebut tidak sepenuhnya sesuai dengan keadaan dan
pendapat partisipan.

TS

: Tidak Setuju, apabila pernyataan tersebut tidak sesuai dengan keadaan dan
pendapat partisipan.

STS

: Sangat

Tidak

Setuju,

apabila

pernyataan

tersebut

benar-benar

tidak

menggambarkan keadaan dan pendapat partisipan.

Data yang anda isi tidak akan berpengaruh apapun terhadap hasil studi anda. Kesadaran
anda untuk mengisi angket tersebut merupakan bantuan yang sangat penting bagi peneliti
untuk menyelesaikan skripsi.

Nama

:

*

NIM

:

*

*) Apabila partisipan tidak berkenan untuk menulis nama, maka keputusan
partisipan akan dihormati oleh peneliti.

20

Skala Jawaban
Questionnaire

Sangat
Tidak
Setuju

1. Belajar Bahasa Inggris sangat
pething bagi saya karena saya
dapat belajar budaya dan tradisi
mereka.
2. Belajar Bahasa Inggris sangat
penting bagi saya karena saya
dapat mengerti cerita, novel, dan
kesusastraan Inggris
3. Belajar Bahasa Inggris menjadi
penting bagi saya karen saya
dapat berpartisipasi secara bebas
dalam kelompok orang-orang
yang mampu berbicara Bahasa
Inggris
4. Belajar Bahasa Inggris menjadi
penting bagi saya karena mampu
membantu
saya
mendapat
pekerjaan yang ideal di masa
depan
5. Belajar Bahasa Inggris menjadi
penting bagi saya karena saya
akan
membutuhkan
Bahasa
Inggris pada karir saya di masa
depan
6. Belajar Bahasa Inggris menjadi
penting bagi saya karena Bahasa
Inggris membuat saya menjadi
orang yang berpengetahuan luas
7. Belajar
Bahasa
Inggris
membantu
saya
dalam
memahami cara hidup orang luar
negeri
8. Belajar
Bahasa
Inggris
membantu saya untuk mendapat
teman dari luar negeri dengan
mudah
9. Belajar
Bahasa
Inggris
membantu
saya
untuk
bersosialisasi
dan
belajar
mengenai
nilai-nilai
dan
kepercayaan orang asing.
10. Belajar Bahasa Inggris menjadi
penting bagi saya karena orang
lain akan lebih menghormati saya
jika saya mampu berbahasa asing
11. Belajar Bahasa Inggris menjadi
penting bagi saya karena dapat
21

Tidak
Setuju

Biasa

Setuju

Sangat
Setuju

membantu saya pada proses
belajar saya dimasa depan
12. Belajar Bahasa Inggris menjadi
penting bagi saya karena Bahasa
Inggris dapat membantu saya
dalam mencari informasi dan
materi dalam Bahasa Inggris di
Internet
13. Belajar
Bahasa
Inggris
membantu saya untuk menjadi
orang yang terbuka dan mudah
bergaul seperti Native Speaker
14. Belajar Bahasa Inggris menjadi
penting bagi saya karena dapat
membantu saya ketika saya
berlibur ke luar negeri
15. Belajar Bahasa Inggris penting
bagi saya karena akan membantu
pencapaian saya di sekolah
16. Orang Amerika dan Inggris
adalah orang-orang yang baik
dan menyenangkan
17. Saya suka menonton film dan
berita dalam Bahasa Inggris
18. Saya suka membaca buku,
artikel, surat kabar dan majalah
dalam Bahasa Inggris
19. Saya belajar Bahasa Inggris
dengan rajin karena saya ingin
memperoleh gelar Sarjana
20. Saya belajar Bahasa Inggris
dengan rajin karena Bahasa
Inggris adalah alat penting dalam
berkomunikasi
Untuk memudahkan peniliti dalam mengambil informasi lebih lanjut, silahkan isi data
diri dan nomer kontak, email atau PIN BB dibawah ini. (bagi partisipan yang
mengijinkan)
Nomer telepon

:

Alamat email

:

PIN BB

:

22

ACKNOWLEDGMENT
Thankfulness to God Almighty, this study has finally been finished. This hard long work
could not be done without those who supported me during my study. I would like to dedicate my
acknowledgment to,
First, Jesus Christ who has blessed, accompanied and helped me during the process of my
study. Second, my dearest father Tejo Wiyoto and my mother Darmini, S.Pd, M.Pd who have
supported me with prayer and patient. Third, my brother Radhityo Damar Sunartejo, S.Pd, his wife
Desi Putrianasari, S.Pd, and their beautiful baby girl Farra Sasikirana that have given me spirits
when I need it. Fourth, my supervisor Rindang Widiningrum, M.Hum who has helped me through
this difficult times and sacrifice her precious time for me. Fifth, my examiner Prof. Dr. Gusti
Astika, M. A who has provided me with lots of helpful advice and thank you for being such a kind
examiner. Last, my best friends, Maria Intan Permata, S.Pd, Yulietha Yubilate Rampen, Bram
Sivadjati, S.Pd, Cho Chanhyung, S.Pd, Natalia Devina, S.Pd, Oei Steffi Fernanda, S.Pd, Happy
Widesti, S.Pd, Lee Sangheon, S.Pd and Nanik Priyanti who have provided fun, crazy and shameless
friendship to me that help me survive.

23