1. Types of Motivation - EXPLORING TYPES AND LEV ELS OF MOTIVATION OF ENGLISH AS A FOREIGN LANGUAGE (EFL) LEARNERS AT AN EDUCATION FACULTY IN ONE OF INDONESIAN PRIVATE UNIVERSITIES - repository perpustakaan

RESULTS AND DISCUSSION A. Results

Questionnaire was used to know learners’ types and levels of

  motivation. Referring to table 3.2. (page 38), the questionnaire explored 2 types of motivation namely integrative motivation and instrumental motivation. Each type consisted of 13 items so that the total number of items was 26. There were 151 third semester learners comprising non-English majors who participated. After the data were collected, these were analyzed by using percentage and descriptive analysis including mean and standard deviation to know the types of motivation. Then, the data interpretation which was in the form of mean was used to measure levels of motivation. Finally, all categories would be discussed in order.

  a. Integrative Motivation To investigate learners’ type of motivation, the items number

  1, 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, and 25 were used. The following were to reveal the distribution of respondents’ responses toward each item of the questionnaire. 1) Item number 1

The statement was “I learn English because I will be able to interact more easily with speakers of English”. Respondents’

  answers are shown in the following figure.

  41 From figure 4.1., it is known that 75 (49.67%) of the respondents chose “agree” scale for the statement. Whereas, 49 (32.45%) chose “strongly agree”, 25 (16.56%) chose “neither agree nor disagree”, 1 (0.66%) chose “disagree”, and 1 (0.66%) chose

  “strongly disagree”. It could be drawn conclusion that respondents (82.12%) agreed with the statement, some respondents (16.56%) were neutral where only few respondents (1.32%) disagreed.

  2) Item number 3 The statement was “I learn English because I will be able to know the life of the English- speaking nations”. Then, respondents’ answers are shown in the following figure.

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  From the figure above, it is revealed that 62 (41.06%) of the respondents chose “neither agree nor disagree” scale for the statement. Besides, 51 (33.77

  %) chose “agree”, 22 (14.57%) chose “strongly agree”, 12 (7.95%) chose “disagree”, and 4 (2.65%) chose

  “strongly disagree”. It could be concluded that respondents (48.34%) agreed with the statement, several respondents (41.06%) were neutral where only few respondents (10.60%) disagreed.

  3) Item number 5 The statemen t was “I learn English because it will allow me to have English-speaker friends”. Additionally, respondents’ answers are shown in the following figure.

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  Based on the figure above, it is known that 71 (47.02%) o f the respondents chose “agree” scale for the statement. Then, 51 (33.77%) chose “neither agree nor disagree”, 14 (9.27%) chose “strongly agree”, 11 (7.28%) chose “disagree”, and 4 (2.65%) chose “strongly disagree”. It could be concluded that respondents (56.29%) agreed with the statement, several respondents (33.77%) were neutral where only few respondents (9.93%) disagreed.

  4) Item number 7 The statement was “I learn English because it will allow me to better understand and appreciate English art and literature”. Furthermore, respondents’ answers are shown in the following figure.

  The figure above portrays that 69 (45.70%) of the respondents chose “agree” scale for the statement. Then, 54 (35.76

  %) chose “neither agree nor disagree”, 15 (9.93%) chose “strongly agree”, 12 (7.95%) chose “disagree”, and 1 (0.66%) chose “strongly disagree”. It could be drawn conclusion that respondents (55.63%) agreed with the statement, several respondents (35.76%) were neutral where only few respondents (8.61%) disagreed.

  5) Item number 9 The statement was “I will keep learning English even if I have graduated from university”. Then, respondents’ answers are shown in the following figure.

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  From the figure previously presented, it is known that 64 (42.38

  %) of the respondents chose “agree” scale for the statement. Then, 49 (32.45 %) chose “neither agree nor disagree”, 33 (21.85%) chose “strongly agree”, 5 (3.31%) chose

  “disagree”, and none chose “strongly disagree”. It could be concluded that respondents (64.24%) agreed with the statement, several respondents (32.45%) were neutral where only few respondents (3.31%) disagreed.

  6) Item number 11 The statement was “I would learn English even if it were not required by this university”. Additionally, respondents’ answers are shown in the following figure.

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  In accordance to the figure above, it is known that 65 (43.05

  %) of the respondents chose “agree” scale for the statement.

  Then, 54 (35.76%) chose “neither agree nor disagree”, 22 (14.57%) chose “strongly agree”, 9 (5.96%) chose “disagree”, and 1 (0.66%) chose “strongly disagree”. It could be concluded that respondents (57.62%) agreed with the statement, several respondents (35.76%) were neutral where only few respondents (6.62%) disagreed.

  7) Item number 13 The statement was “I want to be a part of English- speaking group”. Then, respondents’ answers are shown in the following figure.

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strongly disagree disagree neither agree agree strongly agree

nor disagree alternatives

  According to figure 4.7., it is known that 72 (47.68%) of the respondents chose “neither agree nor disagree” scale for the statement. Then, 38 (25.17

  %) chose “agree”, 17 (11.26%) chose “strongly agree”, 17 (11.26%) chose “disagree”, and 7 (4.64%) chose “strongly disagree”. It could be concluded that respondents (47.68%) were neutral to the statement, several respondents (36.42%) agreed where only few respondents (15.89%) disagreed.

  8) Item number 15 The statement was “I want to participate in the cultural activities of English- speaking group”. Furthermore, respondents’ answers are shown in the following figure.

  The figure previously presented depicts that 74 (49.01%) of the respondents chose “neither agree nor disagree” scale for the statement. Then, 42 (27.81

  %) chose “agree”, 18 (11.92%) chose “disagree”, 11 (7.28%) chose “strongly agree”, and 6 (3.97

  %) chose “strongly disagree”. It could be concluded that respondents (49.01%) were neutral to the statement, several respondents (35.10%) agreed where only few respondents (15.89%) disagreed.

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Respondents’ answers are shown in the following figure

  Based on the figure above, it is known that 59 (39.07%) of the respondents chose “agree” scale for the statement. Then, 59 (39.07

  %) chose “neither agree nor disagree”, 25 (16.56%) chose “strongly agree”, 4 (2.65%) chose “disagree”, and 4 (2.65%) chose

  “strongly disagree”. It could be concluded that respondents (55.63%) agreed with the statement, several respondents (39.07%) were neutral where only few respondents (5.30%) disagreed.

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Then, respondents’ answers are shown in the following figure

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  The figure above reveals that 65 (43.05%) of the r espondents chose “strongly agree” scale for the statement.

  Then, 58 (38.41 %) chose “agree”, 22 (14.57%) chose “neither agree nor disagree”, 6 (3.97%) chose “disagree”, and none chose

  “strongly disagree”. It could be concluded that respondents (81.46%) agreed with the statement, several respondents (14.57%) were neutral where only few respondents (3.97%) disagreed.

  11) Item number 21 The sta tement was “I learn English to enrich my knowledge

  ”. Then, respondents’ answers are shown in the following figure. According to the figure above, it is known that 84 (55.63%

  ) of the respondents chose “agree” scale for the statement. Then, 60 (39.74 %) chose “strongly agree”, 7 (4.64%) chose “neither agree nor disagree”, and none chose either

  “disagree” or “strongly disagree”. It could be concluded that respondents (95.36%) agreed with the statement, several respondents (4.64%) were neutral where none disagreed.

  12) Item number 23 The statement was “It is my own satisfaction if I can learn English more than what I expected”. Additionally, respondents’ answers are shown in the following figure.

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  52 In accordance to the figure previously presented, it is known that 71 (47.02% ) of the respondents chose “agree” scale for the statement. Then, 51 (33.77

  %) chose “strongly agree”, 25 (16.56%) cho se “neither agree nor disagree”, 3 (1.99%) chose “disagree”, 1 (0.66%) chose “strongly disagree”. It could be concluded that respondents (80.79%) agreed with the statement, several respondents (16.56%) were neutral where (2.65%) disagreed.

  13) Item number 25 The statement was “I want to integrate with English- speaking group”. Then, respondents’ answers are shown in the following figure.

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  According to the figure, it is known that 80 (52.98%) of the respondents chose “neither agree nor disagree” scale for the statement. Then, 48 (31.79

  %) chose “agree”, 10 (6.62%) chose “strongly agree”, 9 (5.96%) chose “disagree”, and 4 (2.65%) chose “strongly disagree”. It could be concluded that respondents (52.98%) were neutral to the statement, several respondents (38.41%) agreed where only few respondents (8.61%) disagreed.

  b. Instrumental Motivation To know learners’ type of motivation, the items number 2, 4,

  6, 8, 10, 12, 14, 16, 18, 20, 22, 24, and 26 were used. To do with this, the following were to reveal the distribution of respondents’ responses toward each item of the questionnaire.

  The statement was “I learn English because it will be useful in getting a good job”. Then, respondents’ answers are shown in the following figure.

Figure 4.14. item number 2

  From the figure above, it is known that 77 (50.99%) of the respondents chose “agree” scale for the statement. Whereas, 60 (39.74%) chose “strongly agree”, 9 (5.96%) chose “neither agree nor disagre e”, 5 (3.31%) chose “disagree”, and none chose

  “strongly disagree”. It could be drawn conclusion that respondents (90.73%) agreed with the statement, some respondents (5.96%) were neutral where only few respondents (3.31%) disagreed.

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  56 The statement was “I learn English because I need it to pass English exams and graduate from the university”.

  Respondents’ answers are shown in the following figure.

Figure 4.15. item number 4

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  From the figure 4.15., it is known that 64 (42.38%) of the respondents chose “agree” scale for the statement. Whereas, 51 (33.77%) chose “strongly agree”, 24 (15.89%) chose “neither agree nor disagre e”, 12 (7.95%) chose “disagree”, and none chose

  “strongly disagree”. It could be drawn conclusion that respondents (76.16%) agreed with the statement, some respondents (15.89%) were neutral where only few respondents (7.95%) disagreed.

  57 The statement was “I learn English because I will be able to search for information and materials in English”.

  Furthermore, respondents’ answers are shown in the following figure.

Figure 4.16. item number 6

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  From the figure previously presented, it is known that 71 (47.02

  %) of the respondents chose “strongly agree” scale for the statement. Whereas, 67 (44.37%) chose “agree”, 11 (7.28%) chose “neither agree nor disagree”, 2 (1.32%) chose “disagree”, and none chose

  “strongly disagree”. It could be drawn conclusion that respondents (91.39%) agreed with the statement, some respondents (7.28%) were neutral where only few respondents (1.32%) disagreed. The statement was “I learn English because I like to travel to countries where English is used”. Respondents’ answers are shown in the following figure.

Figure 4.17. item number 8

  According to the figure above, it is known that 67 (44.37

  %) of the respondents chose “neither agree nor disagree” scal e for the statement. Then, 33 (21.85%) chose “disagree”, 27

  (17.88%) chose “agree”, 14 (9.27%) chose “strongly agree”, and 10 (6.62%) chose “strongly disagree”. It could be concluded that respondents (44.37%) were neutral to the statement, some respondents (28.48%) disagreed where a few respondents (27.15%) agreed.

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  59 The statement was “I learn English because it will help me when I continue studying in the future in English-speaking countries”. Furthermore, respondents’ answers are shown in the following figure.

Figure 4.18. item number 10

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  Based on the figure above, it is known that 67 (44.37%) of the respon dents chose “agree” scale for the statement. Then, 60 (39.74%) chose “strongly agree”, 20 (13.25%) chose “neither agree nor disagre e”, 4 (2.65%) chose “disagree”, and none “chose strongly disagree”. It could be concluded that respondents (84.11%) agreed with the statement, some respondents (13.25%) were neutral where only few respondents (2.65%) disagreed.

  60 The statement was “I learn English in order to have a better salary later on”. Respondents’ answers are shown in the following figure.

Figure 4.19. item number 12

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  From the figure 4.19., it is known that 52 (34.44%) of the respondents chose “neither agree nor disagree” scale for the statement. Then, 48 (31.79%) chose “agree”, 24 (15.89%) chose “disagree”, 21 (13.91%) chose “strongly agree”, and 6 (3.97%) chose

  “strongly disagree”. It could be drawn conclusion that respondents (45.70%) agreed with the statement, some respondents (34.44%) were neutral, where only few respondents (19.87%) disagreed.

  The statement was “I learn English because it will help me improve my competence in my career”. Furthermore, responden ts’ answers are shown in the following figure.

Figure 4.20. item number 14

  In accordance to the figure above, it is known that 74 (49.01%) of the respondents chose “agree” scale for the statement. Then, 39 (25.83%) chose “strongly agree”, 35 (23.18

  %) chose “neither agree nor disagree”, 2 (1.32%) chose “disagree”, and 1 (0.66%) chose “strongly disagree”. It could be drawn conclusion that respondents (74.83%) agreed with the statement, some respondents (23.18%) were neutral where only few respondents (1.99%) disagreed.

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  62 The statement was “I learn English because it will help me have a better life later on”. Respondents’ answers are shown in the following figure.

Figure 4.21. item number 16

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  According to the figure, it is known that 61 (40.40%) of the respondents chose “agree” scale for the statement. Then, 50 (33.11%) chose “neither agree nor disagree”, 25 (16.56%) chose “strongly agree”, 15 (9.93%) chose “disagree”, and none chose “strongly disagree”. It could be drawn conclusion that respondents (56.95%) agreed with the statement, some respondents (33.11%) were neutral where only few respondents (9.93%) disagreed.

  The statement was “I learn English in order to achieve good score in English subject”. Furthermore, respondents’ answers are shown in the following figure.

Figure 4.22. item number 18

  From the figure above, it is known that 67 (44.37%) of the respondents chose “agree” scale for the statement. Whereas, 47 (31.13%) chose “strongly agree”, 28 (18.54%) chose “neither agree nor disagre e”, 8 (5.30%) chose “disagree”, and 1 (0.66%) chose

  “strongly disagree”. It could be drawn conclusion that respondents (75.50%) agreed with the statement, some respondents (18.54%) were neutral where only few respondents (5.96%) disagreed.

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  64 The statement was “I learn English in order that people respect me more because I can speak English”. Then, respondents’ answers are shown in the following figure.

Figure 4.23. item number 20

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  From the figure previously presented, it is known that 66 (43.71

  %) of the respondents chose “neither agree nor disagree” scal e for the statement. Then, 30 (19.87%) chose “disagree”, 25

  (16.56%) chose “agree”, 18 (11.92%) chose “strongly disagree”, and 12 (7.95%) chose

  “strongly agree”. It could be drawn conclusion that respondents (43.71%) were neutral to the statement, some respondents (31.79%) disagreed where a few respondents (24.50%) agreed. The statement was “I learn English because there are a few jobs in which one of the requirements is good at English”.

  Respondents’ answers are shown in the following figure.

Figure 4.24. item number 22

  From figure 4.24., it is known that 70 (46.36%) of the respondents chose “agree” scale for the statement. Furthermore, 42 (27.81%) chose “neither agree nor disagree”, 30 (19.87%) chose “strongly agree”, 8 (5.30%) chose “disagree”, and 1 (0.66%) chose

  “strongly disagree”. It could be drawn conclusion that respondents (66.23%) agreed with the statement, some respondents (27.81%) were neutral where only few respondents (5.96%) disagreed.

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  65 The statement was “I learn English because I want to understand films, videos, and programs in English easily”.

  Additionally, respondents’ answers are shown in the following figure.

Figure 4.25. item number 24

  The figure portrays that 70 (46.36%) of the respondents chose “agree” scale for the statement. In addition, 42 (27.81%) chose “neither agree nor disagree”, 35 (23.18%) chose “strongly agree”, 2 (1.32%) chose “disagree”, and 2 (1.32%) chose “strongly disagree”. It could be concluded that respondents (69.54%) agreed with the statement, some respondents (27.81%) were neutral where only few respondents (2.65%) disagreed.

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  67 The statement was “I learn English because my parents will give me reward if I master it”. Furthermore, respondents’ answers are shown in the following figure.

Figure 4.26. item number 26

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  Based on the figure above, it is known that 62 (41.06%) of the respondents chose “neither agree nor disagree” scale for the statement. Whereas, 40 (26.49%) chose “disagree”, 21 (13.91%) chose “strongly disagree”, 19 (12.58%) chose “agree”, and 9 (5.96%) chose

  “strongly agree”. Therefore, it could be drawn conclusion that respondents (41.06%) were neutral to the statement, some respondents (40.40%) disagreed where a few respondents (18.54%) agreed.

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Levels of Motivation

  The data interpretation which was in the form of mean was used to measure levels of motivation had by third semester learners of non- English majors of Faculty of Education and Teacher Training in one of Indonesian private universities. To make it clear, descriptive statistics including mean and standard deviation with five-point Likert scale were provided in the table below for each type of motivation in order to detect the levels of motivation.

Table 4.1. Descriptive Statistics for Each Type of Motivation

  Type/ Integrative Motivation Mean SD item M = 3.72, SD = 0.82

  1 I learn English because I will be able to interact

  4.13

  0.74 more easily with speakers of English.

  3 I learn English because I will be able to know the

  3.50

  0.92 life of the English-speaking nations.

  5 I learn English because it will allow me to have

  3.53

  0.86 English-speaker friends.

  7 I learn English because it will allow me to better

  3.56

  0.80 understand and appreciate English art and literature.

  9 I will keep learning English even if I have

  3.83

  0.80 graduated from university.

  11 I would learn English even if it were not required

  3.65

  0.82 by this university.

  13 I want to be a part of English-speaking group.

  3.27

  0.96

  15 I want to participate in the cultural activities of

  3.23

  0.89 English-speaking group.

  17 I feel happy when learning English.

  3.64

  0.87 19 I feel proud if I can speak English.

  4.21

  0.83 21 I learn English to enrich my knowledge.

  4.35

  0.56

  23 It is my own satisfaction if I can learn English more

  4.11

  0.79 than what I expected.

  25 I want to integrate with English-speaking group.

  3.34

  0.79

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  Type/ Instrumental Motivation Mean SD item M = 3.70, SD = 0.87

  2 I learn English because it will be useful in getting a

  4.27

  0.71 good job.

  4 I learn English because I need it to pass English

  4.02

  0.90 exams and graduate from the university.

  6 I learn English because I will be able to search for

  4.37

  0.67 information and materials in English.

  8 I learn English because I like to travel to countries

  3.01

  1.01 where English is used.

  10 I learn English because it will help me when I

  4.21

  0.76 continue studying in the future in English-speaking countries.

  12 I learn English in order to have a better salary later

  3.35

  1.03 on.

  14 I learn English because it will help me improve my

  3.98

  0.77 competence in my career.

  16 I learn English because it will help me have a better

  3.63

  0.87 life later on.

  18 I learn English in order to achieve good score in

  4

  0.87 English subject.

  20 I learn English in order that people respect me more

  2.88

  1.07 because I can speak English.

  22 I learn English because there are a few jobs in

  3.79

  0.84 which one of the requirements is good at English.

  24 I learn English because I want to understand films,

  3.88

  0.81 videos, and programs in English easily.

  26 I learn English because my parents will give me

  2.70

  1.04 reward if I master it.

  As could be seen in table 4.1., the mean value of integrative motivation achieved 3.72 and the mean value of instrumental motivation reached 3.70. To measure levels of motivation, both means from integrative and instrumental motivation were summed and then divided by 2. The final mean was 3.71 and it was between 3.1

• – 4.0. The interpretation from the mean was that the learners’ level of motivation was moderate.

  70 Discussion 1.

Types of Motivation

  Based on the results of the questionnaire, respondents were more integrative (M=3.72) than instrumental motivation (M=3.70). However, the difference was not significant so that the learners actually possessed almost balanced motivation. As in the case of learners who are motivated by both instrumental and integrative motivation, this is not always true that these two motivational factors may be seen as being in opposition to each other (Crookes & Schmidt, 1985:475).

  In addition, when results showed that learners had more integrative motivation, it meant that they had desire to learn a foreign language because they were genuinely interested in the culture of the language. Additionally, the primary reasons why the learners were more integrative than instrumental were that actually they felt proud if they could speak English (M=4.21), they wanted to be able to interact more easily with speakers of English (M=4.13), and they felt their own satisfaction if they could learn English more than what they expected (M=4.11). As Crookes and Schmidt (1985:474) state that one is integratively motivated if he or she desires to learn a foreign language simply because they find the target language culture, group, or the language itself to be attractive.

  Furthermore, this research also found that the learners were also instrumentally motivated. Their primary reasons why they were

  71 for information and materials in English easily (M=4.37), they also learnt English in order to help them find a good job (M=4.27), they learnt English to help them when they continue studying in the future in English-speaking countries (M=4.21), and they learnt English in order to achieve good score in English subject (M=4). As Crookes and Schmidt (1985:471) state that when learners are driven to learn English because they believe learning it will benefit them in certain, specific ways (meeting other people, getting a job, and social pressure), this is referred to as instrumental motivation because the foreign language (English, in this case) is learned so that it can be used as a tool to improve the learners’ lives.

  In case of EFL learners, the findings of this research showing that Indonesian university EFL learners had more integrative motivation were not in line with the findings of research done by Ma and Ma (2012:840) in Chinese learners who found that in the case of Chinese learners in a Chinese cultural setting, learners were more instrumentally motivated.

  Ma and Ma (2012:842) attributed this tendency to the fact that Chinese learners learning English did so because of the important international role that English holds, as well as government requirements. Furthermore, this research’s findings were not in line with Alrabai’s (2014:240) findings as well saying that Saudi EFL learners were purely instrumentally motivated. In Alrabai’s research context, this happened

  72 high intensity to reinforce learners’ interest in learning language.

  On the other hand, the findings of this research were in line with some research which has been conducted regarding the motivation of Indonesian learners. The research was conducted in the elementary and secondary level. The findings stated that Indonesian EFL learners were more integrative motivation. The primary reason why the learners were more integrative emphasized on the admission that Indonesians do express a desire to befriend native English speakers (Bradford (2007) as cited in Nichols, 2014:16).

  In accordance to research conducted in Indonesia, Indonesian high schools were more integrative than instrumental in studying English as a foreign language (Lamb (2004); Liando et al., (2005) as cited in Astuti, 2013:17) with the indication that the primary reason for studying English in those research contexts was to be able to have opportunities in a conversation with English speaking people, rather than pragmatic goals like in assisting in the pursuit of a career (Liando et al., (2005) as cited in Astuti, 2013:17). This was in line with this research which found that Indonesian university learners were more integrative motivation as well, but it had different primary reasons. The primary reasons why the learners were more integrative than instrumental were actually they wanted to be able to interact more easily with speakers of English, they

  73 if they could learn English more than what they expected.

  Although there is a commonly held belief that integrative motivation is stronger than instrumental motivation because instrumental motivation holds that the learner may or may not actually like the language being learned and only learn it for the purposes of advancing in life. Crookes and Schmidt (1985:475) further state that based on several previous research, it is unclear whether integrative motivation causes successful learning or is simply a result.

  According to the results of the questionnaire, it was revealed that the level of motivation of EFL learners in one of Indonesian private universities was between 3.1

• – 4.0, that’s 3.71 exactly. Additionally, the level of motivation of the learners was moderate. They were moderately motivated to learn English, it meant they did not hate learning English. Since the level was 3.71, it almost achieved 4.1, with the appropriate teaching materials, instructional media, techniques to teach English as foreign language and appropriate assessment, it is not impossible to make them highly motivated. Eventually, highly motivated individual enjoys striving for a goal and makes use of strategies in reaching that goal (Gardner (2001) as cited in Cheng & Dornyei, 2007:154).

  In the context of Indonesian learners, this research findings dealing with the level of motivation were not in line with the findings of

  74 motivation (Astuti, 2013:15). However, the previous research was done in secondary level. In addition, other previous research also stated that Indonesian high school learners are initially motivated to learn but their experience of learning English at school decreases their motivation over time (Lamb, 2007:770).

  On the contrary, this research finding stating that Indonesian EFL learners of university was moderately motivated was in line with the research conducted in junior high school learners saying that learners’ motivation both integrative and instrumental in relation to learning English as a global language was moderate (Lamb, 2004:12).

  Besides, learners believed that learning English as a Foreign Language is important. It could be revealed from the indication that learners had quite high expectation of learning English. The problems which should be overcome are how to design the teaching learning process as motivating as possible, how to use instructional media appropriate for each type of motivation, how to assess learners as good as possible so that they will keep motivated.

  In line with level of motivation, cognitive skills in the target language do not guarantee that a learner can successfully master a foreign language. In fact, in many cases, learners with greater level of motivation of second/foreign language learning motivation receive better grades and achieve better proficiency in the target language (Brown, 2000:73). In

  75 deficiencies both in learners’ language aptitude and learning context (Dornyei, 2001:51). Whereas without motivation, even the most intelligent learner can fail to learn the language. Additionally, motivated learners can master their target language regardless of their aptitude or other cognitive characteristics.