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Analysis of Students' Motivation in Learning English at Senior High Schools

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 Analysis of Students’ Motivation in Learning English at Senior High Schools

Supiah, M.Pd

Email:[email protected]

Abstract

The problems of the research concerned with the senior high school students’ motivation in learning English. The study would
like to find out the kinds of motivations they have and which kinds of motivation dominate them; integrative or instrumental
motivation. The respondents of this study were sixty students of senior high schools in Pangkalpinang and nearby who enrolled in
English Education Study Program in academic year 2013-2014.

This study used quantitative as well as descriptive method and is designed to find out some information from actual condition.
Then, a set of questions or questionnaire was used to collect the data and then analyzed and computed the answers of the respondents
to find out the value and mean value of each kind of motivation.

Based on the result of the study, the researcher found that most of the students have little motivation in learning English. They
tend to have instrumental motivation. They have enough self-confidence in understanding oral communication, reading, writing, and
speaking but the aspect of culture is less exposed in English language learning. The teachers of English should use the students’ own
motives for joining the course, encourage students to be active in the class by giving chance to suggest or giving opinion to solve
problems in an experiment activity for instance, ask the students what type of teaching and learning which motivate them most and
what kinds of classes which are not motivated them, encourage students to focus on their improvement not only grade or examination.
The students can do self-assessment of their own work and find out their strength and weaknesses, encourage the students to work
cooperatively in groups without pressure, give feedback without judging their mistakes and errors. Then, give reward which can
establish their self-confidence and competence later.

Keyword: Student motivation, Instrumental motivation , Self confident

Background

In terms of learning, someone will succeed in learning if he or she has a will to learn. The will or drive to learn in this case is
called motivation. The motivation to learn itself is a non-intellectual factor. It has the specific role to raise eagerness, willingness, and
gladness in learning. Motivation constructs two aspects: to know what will be learned and to comprehend why it is important to be
learned. As a matter of fact learning a foreign language is challenging task—and teaching a foreign language can be just as daunting. 1
Thus, we should constantly look for new and creative ways to motivate our students.

In English learning motivation is recognized in two types. They are integrative motivation and instrumental motivation. If
someone is learning English through a wish to learn more about a culture, its language and people and to integrate more within the
target-language society, he or she is integratively motivated. While instrumental motivation refers to learning involvement in order to
achieve some others aims such as being able to speak English in order to get a better job. 2

Motivation is also one of the factors that influence learning. Teachers can affect student motivation in ways that either
facilitate or impede learning. If our students feel better about themselves, they will achieve greater results as learners. Additionally,
the philosophy said, the more inclined students are to share their feelings, interests, values, hopes, and dreams, the stronger and more

1
Harry Samuels. 2013. 20th –Century Humanism and 21st –Century Technology: A Match Made in Cyberspace. English Teaching Forum. Number 3 Vol 51. P.2
2
Johnson Keith. 2001. An Introduction to Foreign Language Learning and Teaching. London: Pearson Education Limited. p. 129
self-confident they will be.3 It implies to foreign language teachers that our students would have the confidence to speak more in the
target language and move closer to full linguistic competence.

Based on my previous study on students’ attitude toward English learning at Stain Syaikh Abdurrahman Siddik Bangka
Belitung, it was shown that most of the freshman have difficult experience and fear when they learned English in senior high schools.
The most fear was that the incorrect pronunciation they made because of the difference of pronunciation system that is influenced by
their mother tongue. The way of the teaching of the teachers, fear of having examination, being afraid of making grammatical
mistakes, and being pessimist are other sources of the fear in learning English. 4

Bangka Belitung Islands province is developing nowadays in every aspects of living. As economy and tourism is growing, it
cannot be denied that the young generation should also develop themselves in particular through education. Many people visit this
place to do business or on vacation. They might come from foreign countries, too. Thus, everyone here should be ready for
communicating globally and education is one of the ways to develop human resources. Surely, English is an international language
used most. Moreover, English is used as the medium of communication for doing business and for academic purposes. . As a matter
of fact senior high school students will keep on learning English in university level.

Based on the explanation above we can conclude that senior high school students should have self-confidence and motivation
since they are expected to continue to higher level of education as one of the goals of national education. Thus, the senior high school
students are prepared to be in university and develop science and technology. Most of books, references, and other sources especially
the use of internet are available in English.

It is hoped that the students have good English spoken and written when they graduate since they will face competition in job
opportunities in global world. The researcher believe that it is important to find out the students’ motivation in learning English since

3
Harry Samuels. 2013. 20th –Century Humanism… p.2
4
Supiah, and Eka Yulianti. 2011. Sikap Mahasiswa Non-bahasa Inggris Stain SAS terhadap Pembelajaran Bahasa Inggris. Research report
motivation plays important role in language acquisition which can affect the students’ success in mastering the content knowledge
they learn.

This research would be done in order to find out the kinds of motivation which drive students significantly to learn English and
the kind of motivation is dominant. Hopefully this study will reveal some information on the senior high school students’ motivation
type which later can give the development of the language program which accommodates the students’ need and goals.

2. The Problems of the Study

The research questions concerning to this study is stated as follows:

1. What are the motivation types of the senior high school students?
2. Which motivation type is dominant among the senior high school students?

3. The Limitation of the Study

In this research motivation types refer to integrative and instrumental motivation. Then, motivation type in this case would
refer to the score of the students which shows their choice or opinion on the statement items in a questionnaire. Due to the limitation
of time, the researcher took the senior high school students who enrolled in English Study Program at Stain Syaikh Abdurrahman
Siddik Bangka Belitung in academic year 2013-2014.
4. The Objective of the Study

Based on the problems above this research has the following objectives:

1. to show the motivation type of the senior high school students.

2. to find out the dominant motivation type of the senior high school students.

5. The Significances of the Study

The result of this study hopefully would be beneficial for teachers of English at schools in order to develop the teaching and
learning activities including classroom management and atmosphere, materials, environment, methods and strategy which can
facilitate the students’ motivation. In the next level of education, college level, based on the general findings of the study it is
expected to give suggestion and ideas of the teaching and learning process including materials, method, strategy, and techniques, etc
which can accommodate their different types of motivation and needs in learning English.
Theoretical Framework

It is globally agreed that motivation always helps, especially when someone learns something difficult and sophisticated.
Learners who are successful in learning a second or foreign language, for example, would always highly motivated to learn the
language and they are willing to solve difficulties they meet in the learning process. 5

On the other hand motivation is defined specifically by four aspects of motivation. They are in the following:

1. A goal
2. Effortful behavior to reach the goal
3. A desire to attain the goal, and
4. Positive attitudes towards the goal.6

However, he stated that a goal is not importantly a measurable component of motivation but it is a stimulus classifying reasons for
second or foreign language study which he called orientations.

There are at least three different points of view among various definitions of motivation. Here is the following explanation of
them.

1. Behavioristic perspective

5
John B. Carroll.1977. Characteristics of Successful Second Language Learners, Viewpoints on English as a Second Language. New York, Regent Publishing
Company Inc. p.4
6
Robert C. Gardner.1985. Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. London: Edward Arnold. p.50
 Motivation is just a matter of fact terms and simply the anticipation of reward. It is external factor for reinforcing the act in
order to obtain the reward.
2. Cognitive terms
Motivation emphasizes on the individual’s decisions, i.e. the choices people make as to what experiences or goals (exploration,
manipulation, activity, stimulation, knowledge, ego enhancement) they will approach or avoid, and the degree of effort will
exert in that respect7
3. A constructive point of view of motivation places the emphasis on social context as well as individual personal choices.8 Each
person is motivated different and will act on his or her environment accordingly.

The needs concepts of motivation somewhat belongs to three schools of thought: the fulfillment of needs is rewarding, requires
choices, and in many cases must be interpreted in social context. When a learner is motivated to learn English, he is motivated
because he or she achieves the value (reward) of learning English. He encounters the needs of exploration, stimulation, knowledge,
self-esteem, and autonomy. Then, he or she will vary the ways and value English skills in social context.

On the other hand, other students might be unmotivated to learn for a foreign language, for instance, English because they fail
to see the rewards, connect the learning only to needs such as, fulfilling a requirement, and find that there is no possibility of socia l
context in which the skill is beneficial.

Furthermore, motivation is examined as a factor of number of different kinds of attitudes. Two different clusters of attitude
divide two main types of motivation which are called ‘instrumental’ and ‘integrative’ motivation. 9 The first refers to acquiring a

7
Keller J. M. motivation Design of Instruction, Instructional design Theories and Models. An Overview of their Current Status. Hilsdale: Lawrence Earlbaum
Associate 1983.p.389
8
Williams, Marion and Burden, Robert L.1997. Psychology for Language Teachers: A Social Constructivist Approach. Cambridge: CUP p.120
9
Brown. Douglas. 2000. Principles of Language Learning and Teaching. New York: Pearson Education Company. p. 162
language as a means of attaining instrumental goals such as, developing a career, reading technical material, translation, and so on.
The latter describes learners who want to integrate themselves into the culture of the second or foreign language group and get involve
in social interaction in that group. In addition, since instrumental motivation is the reflection of the external need, the learners are not
learning a language because they want to but rather they need to. On the other hand, the integrative motivation is internally produced
want, a desire on the part of the learners to be members of the speech community that used particular language 10.

Motivation is defined by Gardner as the learner’s orientation regard to the goal of learning a second language. Motivation is
divided into two basic types: integrative and instrumental. Integrative motivation is characterized by the learner’s positive attitudes
towards the target language group and desire to integrate into the target language community. Instrumental motivation underlies the
goal to gain some social or economic reward through L2 achievement, so that referring to a more functional reason for language
learning.11 He used his Socio-Educational Model as the basis for his research to investigate motivation as an influencing factor in L2
acquisition which try to relate four features of second language acquisition: the social and cultural milieu, individual learner
differences, the setting or context in which learning take lace and linguistic outcomes. 12 Then, linguistic outcomes refer to actual
language knowledge and language skills. Non-linguistic outcomes are the reflection of an individual’s attitude concerning cultural
values and beliefs usually towards the target language community.

Furthermore, individuals who are motivated to integrate both linguistic and non-linguistic output of the learning experience
will obtain a higher degree of L2 proficiency and more desirable attitudes. Motivation is comprehended to be composed of three
elements which include effort, desire, and affect. Effort refers to the time spent studying the language and the drive of the learner.

10
Hutchinson Tom and Waters.1987. English for Specific Purposes. London: CUP p.48
11
Larson-Freeman and Long.1994
12
Gardner. 1982
Desire indicates how much the learner wants to become proficient in the language, and affect illustrates the learner’s emotional
reactions with regard to language study13

Integrative motivation is defined as the learner’s orientation with regard to the aims of learning a second or foreign language,
that students who are successful when learning a target language are those who like the people that speak the language, admire the
culture and have a desire to become familiar with or even integrate into the society in which the language is used 14. Moreover,
integrative motivation is the main component in helping the learner to develop some level of proficiency in the language when
someone becomes a resident in a new community that uses the target language in its social interactions. 15 In relation to English
teaching and learning Benson proposed a more suitable approach to the concept of integrative motivation in the EFL context would be
the thought that represents the desire of the individual to become bilingual and at the same time becoming bicultural. 16

Instrumental motivation in contrast to integrative motivation is the form of motivation referred to as instrumental motivation.
It is characterized by the desire to obtain something practical or concrete from study of a second language 17 (Hudson, 2000). With
instrumental motivation the purpose of language acquisition is more utilitarian, such as meeting the requirements for the school or
university graduation, applying for a job, requesting higher pay based on language ability, reading technical material, translation work
or achieving higher social status. While both integrative and instrumental motivation is important elements of success, it is integrative
motivation which has been found to keep on long-term success when learning a second language or foreign language.

13
ibid
14
Crooke, G. and Schmidt, R.W. 1991. Motivation: Reopening the Research Agenda, Language Learning, 41(4),469-512
15
Finegan, E. 1999. Language: It’s Structurre and Use. New York: Harcourt Brace. p.568
16
Benson, M. J. 1991. Attitudes and Motivation Towards English: A Survey of Japanese Freshman, RELC Journal, 22(1), 34-48
17
Hudson, G. 2000. Essential Introduction to Second Language Acquisition Research. London: Longman.
 Studies on motivation have shown that students performing better proficiency are those who are integratively motivated. 18
Dornyei’s study informs that the level of the students’ proficiency may result in different kinds of motivation. Instrumentally
motivated students are those coming from the level of proficiency that is lower than intermediate; whereas those are more
integratively motivated show their higher level of proficiency. 19 Moreover, a study conducted by Greer shows that when the
textbooks and the teaching techniques used in class provide more opportunities for conversation practice, more than half of the
students he surveyed show good integrative motivation.20

Language teachers are often aware of their students’ language proficiency accordance with their career in the future. However,
many language learners think that studying a language, for example English is only a requirement for academic degree. Although
many people might believe that cognitive abilities plays important roles in language learners’ success, research in second language
acquisition gives different facts. A number of studies in many parts of the world have found that motivation is consistently strong
indicator of successful language learning 21.

Moreover, Language learning needs a long-term commitment and only motivated individuals would like to spend such a long
time to language learning 22. Having a specific goal in language learning can help students focus their deeds and maintain their
motivation.

By doing this study, it is expected that motivation type and differences among students can be identified and classified.
Hopefully the result of this study can be advantageous information for teachers teaching English at the schools and the society

18
Oller, Hudson and Liu. 1977. Attitude and Attained Proficiency in ESL. A Sociolinguistic Study of Native Speakers of Chinese in the United States. Language
Learnin, 27,1-27
Svanes B. 1987. Motivation and ‘Cultural Distances’ in Second Language Acquisiton. Language Learning, 37, 341-359.
19
Dornyei Z. 1990. Conceptualizing Motivation in Foreign Language learning. Language Learning, 40(1), 45-78
20
Greer. 1996. Gardner and Lambert in the Classroom. The Language Teacher, 20
21
Gardner, Tremblay, Masgoret. 1997. Towards a full model of Second Language Learning: An Empirical Investigation. The Modern Language Journal, p 344-
362
22
Masgoret and Gardner. 2003. Attitudes Motivation, and Second Language Learning: A Meta-Analysis of Studies. Language Learning. p. 167
including colleges where they might go on their study to adjust their teaching materials and techniques to meet the students’ need and
motivation type so that the process of teaching and learning English would be greatly beneficial.
Research Methodology

This research would be conducted by using quantitative as well as descriptive method and is designed to find out some
information from actual condition. It would be directed to determine the nature of a current situation in time the research is done.

3.1 The Population and the Sample

The population of this research was the senior high school students who enrolled and registered in English Education Study
Program at Stain Syaikh Abdurrahman Siddik Bangka Belitung. The sample would be taken randomly, that is each class of different
majors and the respondents would be taken randomly excluding the sexes. The total numbers of the respondents would be
approximately sixty students.

3.2 Technique of Collecting the data

The data was taken by giving questionnaire. Park states that self-report questionnaires can provide information from a large
population and the information can be compared and interpreted objectively through statistical data analysis. 23 Moreover, such
techniques of data collection are easy and quick for administration, cost-effectiveness, and non-threatening for the participants.24 The
motivation questionnaire was written in Indonesian in order to be comprehended by the participants. The questionnaire would be
asked the participants’ general information and English learning experience. Then, the questionnaire of motivation which Liu adopted
from questionnaire of Gardner and Clement contains thirty items. Items 1-14 are integrative motivation and item 15-30 are

23
Park, G.P. 1997. Language Learning Strategies and English proficiency in Korean University. Foreign Language Annals 30(2) p. 212
24
Oxford, R.L. and Burry-Stock, J. 1995. Assessing the Use of Language Learning Strategies Worldwide with the ESL/EFL version of the strategy Inventory of
Language Learning (SILL), System 23, 1-23
instrumental motivation. The score of students’ motivation would be analyzed based on Liu 25. The following are the explanation of
the score.

Total
Motivation Interpretation
Score

>56 The respondent is strongly integratively motivated

to learn English
Integrative
42-56 The respondent has moderate integrative orientation

< 42 The respondent has no/little integrative orientation

>64 The respondent is strongly instrumentally

motivated

48-64 The respondent has moderate instrumental

Instrumental
motivation

<48 The respondent has no/little instrumental

motivation

Integrative >120 The respondent is strongly motivated

25
Liu M. 2007. Chinese Students’ motivation to learn English at the Tertiary level. Asian EFLJournal, 9(1), 126-146
and 90-120 The respondent has moderate motivation
Instrumental
<90 The respondent has no/little motivation

3.3 Technique of Analyzing the data

The data would be analyzed by using statistical analysis, descriptive measure including means and standard deviation of the
variable to answer the research questions. Statistical Package for Social Science version 16 would be used to compute the answers of
the respondents. Then, the result would analyzed and categorized in terms of the kinds of motivation; integrative and instrumental
motivation. As supporting data, the researcher would also find out the respondents’ general assumption of their English skills;
reading, listening, writing, and speaking or oral communication comprehension.

Findings and Interpretation

Based on the problems of this research, the result of the questionnaire were divided into two, the general information of
the students and the statement of each students. This questionnaire has thirty closed statements concerned with their
experience, hope, aims and etc in learning English.

4.1 Findings
The result of the questionnaire concerned with the sample general information showed that they came from different
majors at school for instances, science, social science, office administration, computer, hotel accommodation, and travelling.
The entire sample has never been in English speaking country. Moreover, all of their parents never speak English. There were
only six out of sixty students speaking English outside the class for example with their brothers and sisters, with their
classmates, with their instructors, and their seniors at school.

Based on the result of questionnaire, the mean value of integrative was 25 it means that they were has little integrative
motivation. While, the mean value was 37 it indicated that they had little instrumental motivation. And the total mean of the
questionnaire was 81. It can be said that the students had little motivation. The frequency of the answers of the questionnaire
is as follows:

Studying English can be important for me because I would like to meet foreigners with whom I can speak English.
There were thirty five students or 58.3% answered very agree and there were twenty five students or 41.7% agreed to this item.
Studying English can be important for me because it will enable me to better understand and appreciate English art
and literature. There were twenty five students or 41.7% who chose very agree and twenty eight students (46.7%) answered
agree and seven students were neutral (11.7%).
Studying English can be important for me because I will be able to participate more freely in the activities of English
groups. There were twenty seven (45%) chose very agree and 46.7% agreed. Two students (3.3%) were neutral and three
(5%) disagreed.
It is important for me to know English in order to know the life of the English-speaking nations. There were fifteen
students (25%) who agreed to this statement and thirty three agreed (55%). Seven were doubtful (11.7%) and the rest five
students (8.3% disagreed.
There were ten students who are very interested in knowing British culture. Most of them (54%) agreed that they were
interested in knowing British culture. Then, nineteen of them were doubtful (31.7%) and seven (11.7%) disagreed and one very
disagreed (1.7%).
 Studying English is important to me so that I can understand English pop music. There were twenty two students
(36.7%) thought that studying English is important for them in order to understand pop music. However, most of them agreed
that they thought English is very important to understand pop music (it was about thirty one students or 51.7%). There were
only two students (3.3%) who were doubtful and five persons disagreed to this statement (8.3%).
I like American people because they are so independent. Most of the students (41.7%) were doubtful whether they like
American people in case of their independence. They did not agree (23.3%) if they like American because of their
independent life. Only four (4%) very agreed to this opinion and there were seventeen (28.3%) agreed to the independent life
of American.
The more I learn about British, the more I like them. Most of the samples (40%) were doubtful about their feeling in
learning British. 26.7% very agree to this statement but 25% disagreed. Only 3.3% of the students disagreed. And 5% agreed.
Studying English is important to me because it will enable me to get know various cultures and people. 18 31 6 5 most
of them (51.7%) agreed that studying English is important to them because it would enable them to get know various cultures
and people.
Studying English is important to me so that I can keep in touch with foreign friends and acquaintances. It’s 48.3%
agreed to this statement. It was seen that they tended to agree that studying English is important to them in order to keep in
touch with their foreign friends and acquaintances.
I would like to know more about American people. It’s 36.7% of the respondents agreed to this statement. Most of them
agreed that they would like to know more about American people.
I am interested in knowing American culture. There were twenty three students or 38.3% agreed they were interested in
knowing American culture. It could be concluded that there was more than ninety percent agreed to this statement.
I like British people because they are so independent. It’s fifty percent of the respondents was mostly doubtful whether
they like British because of their independent life or not.
 I would like to know more British people. Most of the respondents agreed to know more British people more. It could
be seen more than ninety percent agreed and only 1.7% disagreed to this statement.
Studying English can be important to me because it will make me a more knowledgeable person. Most of the students
were agreed that studying English to make them more knowledgeable. The percentage was 53.3% .
Studying English can be important to me because I may need it later (e.g., for job, study). They agreed to the statement
that studying English could be important to them and they might need it later in their life for job, study, etc. Forty six
respondents or 76.7% agreed to this statement.
Studying English can be important to me because other people will respect me more if I have knowledge of foreign
language. Based on the respond it can be seen that they agreed but were not sure whether other people would respect them
more if they study English and have knowledge of foreign language. Forty percent of the respondents very agree, 36.7%
agreed, 18.3% doubtful, and 5.0% disagreed.
Studying English can be important to me because I will be able to search for information and materials in English on
internet. They mostly agreed that studying English could be important to search for information and materials in English on
internet. It could be seen there was 53.3% agreed to this statement.
Studying English can be important to me because I will learn more about what’s happening in the world. Most of them
agreed that they would learn more about what’s happening in the world if they study English. It’s 46.7% agreed to this
statement.
Studying English can be important to me because language learning often gives me a feeling of success. Most of them
very agreed that studying English is important language learning often gives them a feeling of success. There were thirty two
respondents or 70.0% agreed and very agreed to the statement.
Studying English can be important to me because language learning often makes me happy. There was a bit difference
between the samples in case of being happy if they learn English. However, most of them agreed to this statement (46.7%)
 Studying English can be important to me because it provides an interesting intellectual activity. There were thirty four
respondents or 56.7% agreed that studying English could be very important because it provides interesting intellectual
activity
Studying English can be important to me because it offers a new challenge in my life which has otherwise become a bit
monotonous. It’s 56.7% or thirty four of the respondents stated English could offer a new challenge in their lives.
Studying English can be important to me because an educated person is supposed to be able to speak English. There
were thirty two respondents or 53.3% agreed to the statement that educated person should be able to communicate in English.
Studying English can be important to me because I can understand English speaking films, videos, TV or radio. It’s
about 48.3% of the respondents agreed that English could be important to comprehend English speaking films, videos, TV or
radio.
Studying English can be important to me because without it one cannot be successful in any field. The percentage of the
response was varied for this statement. Twenty one respondents or 35.0% disagreed that they could not be successful in any
field if they did not study English. However, it’s 51.3% stated they agreed and very agreed to the statement.
Studying English can be important to me because it will enable me to get know new people from different part of the
world. Most of the respondents or 53.3% agreed that they would enable to get in touch with new people from different
countries by learning English.
Studying English can be important to me because it will enable me to learn more about English world. There were
thirty two respondents or 53.3% agreed to this statement. And only one respondent disagreed.
Studying English can be important to me so that I can read English books. Mostly the respondents or 60.0% agreed that
studying English is necessary so that they could be capable in reading English books
 It is important to me to know English in order to better understanding the English-speaking nations’ behavior and
problems. There were twenty nine respondents or it’s 48.3% agreed that they want to have better English in order to
understand English Speaking nations’ behavior and problems.

In terms of the ability in understanding English speaking, there were thirty seven students who felt that they have enough
ability in it. Then, there were eighteen students felt that they had good ability and five students thought they had less capability.

In the ability of speaking English, there were twenty students felt that they had enough ability. Most of them, it was about
thirty six students thought that they had good ability in speaking and only four of them had less ability in it.

In terms of reading ability, it was found that most of the students had enough capability in reading and it was shown those
twelve students for each category of good and less ability in reading.

It was shown that most of them felt that they had enough capability in understanding people’s speaking. They also had enough
capability in speaking and reading.

4.2 Interpretation

People may have many kinds of different reasons for studying a foreign language for instance English. Sometimes they study
English for practical reasons while others have a special aims for the particular language, people, and culture. Since the work of
Gardner and Lambert in 1972 26, language teachers and researchers have proposed the importance of motivation in language learning.
They differentiated the two types of language learning motivation. They are instrumental and integrative motivation.

26
Gardner, R.C. and Lambert, .E. (1972). Attitude and Motivation in Second Language Learning. Rowley, Newbury House.
 Based on the findings above most of the respondents have already had understanding that studying English is important for
them in order to communicate with foreigners, read English resources such as books, magazines, newspaper etc and get understanding
of them, appreciate English art and literature. Moreover, they would like to have knowledge of English to know and participate in the
activities of English groups, know the life of the English speaking countries, and understand English pop music as young people
usually like. However, not all of them know British culture and American culture since they are seldom exposed to these two majors
of English. Culture is sometimes neglected by the teachers of English at schools. The teachers just teach the linguistics aspects, for
example grammar and vocabulary isolated. The other factors might be the teachers’ skills concerning their educational background,
lack of effort, and resources. The students at senior high school are less of English exposure because they often speak in local
language or in Bahasa in English class.

The result of the questionnaire showed that the respondents have little motivation in learning English. They tend to have
instrumental motivation for some practical reasons such as getting salary or getting into college, passing a language requirement,
getting a monetary reward such as an increase pay level for language competence or having chance to get into medical school. In this
study, the respondents just want to fulfill a school or college language requirement. On the other hands, integratively motivated
students want to learn English in order to understand better and get to know the people or speaker of English. In other words, they
still have reluctance to get to know English more in order to connect with its persons or culture. And integrative motivation has
proven to be the most important factor in successful language learning.
 Chapter 5
Conclusion and Suggestions

A. Conclusion

Based on the result of the study the researcher could conclude that the respondents of the study in this case the
senior high school students who enrolled in English Education Study Program of State College of Islamic Studies
Syaikh Abdurrahman Siddik Bangka Belitung in academic year 2013-2014 have little or less motivation in studying
English in general. However, they actually tend to have the two kinds of motivation; instrumental motivation and
integrative motivation.

The findings of the study also indicated that the respondents can be categorized in having instrumental
motivation. They regarded English as compulsory subject and just fulfilled for the need of examination passing level.
They were lack of integrative motivation. As a matter of fact, they have not realized that English is important for them
in the future for instances making them more knowledgeable, getting good jobs, searching for information, knowing
new people from different countries, and being successful in any field.

B. Suggestions

Some suggestions are proposed for the teachers of English concerning some things that can be practiced and
implemented to motivate students in learning English. The suggestions are as follow
1. Use the students’ own motives for joining the course. Some students might come to the class with the need of
completing a particular task or activity, seeking for new experiences, mastering English skills, mastering English,
 being successful and doing well, involving and interacting with other people and so on. We can create questions to
have these needs in class-activities.
2. Encourage students to be active in the class by giving chance to suggest or giving opinion to solve problems in an
experiment activity for instance.
3. Ask the students what type of teaching and learning which motivate them most and what kinds of classes which are
not motivated them. It can be done in a survey to find the students’ curiosity and interest.
4. Encourage students to focus on their improvement not only grade or examination. The students can do self-
assessment of their own work and find out their strength and weaknesses.
5. Encourage the students to work cooperatively in groups without pressure, give feedback without judging their
mistakes and errors. Then, give reward or at least praise because this can establish self-confidence and competence.

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