Student’s learning: Instrumentally, Integratively or Personally Motivated? (original) (raw)
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English as one of the most appealing subjects for student at University especially in Indonesia. Over the decade English is the subject that many students want to mastered it. To achieved it, student need to learn English as the way they need it for specific goals. One of the aspects to reach the goal in learning English is motivation. Motivation has been broadly accepted by both teachers and researchers as one of the most significant factors that influence and affect the rate and success of foreign language learning. Because teaching and learning English is not only the cognitive aspects on its but also there is psychology aspect how maintain the point of view in every student how to achieved new material as the language input that is very different with their native language. Inspired by such resume above, the study on which the present article is based aimed to investigate and to knowing kind of motivation such as instrumental and integrative motivation for student who learn Engl...
Students’ Motivation in Learning English
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Motivation is a key concept to be success in learning. Student who has high motivation would do the best in learning even though the materials were felt difficult. On the contrary, student who has low motivation would get bored and be indifferent in learning even though the materials given were so easy. In linH ZLWK WKLV WKLV VWXG\ WULHG WR LQYHVWLJDWH VWXGHQWV ¶ PRWLYDWLRQ in learning English, whether they had intrinsic or extrinsic motivation. The study was conducted at English Department of Islamic State University (UIN) Ar-Raniry Banda Aceh. The sample of this study was 142 English students from first, third, fifth and seventh semesters. This study was a survey method and the technique sampling used in this study was random sampling. Furthermore, the instrument used to collect the data is questionnaire. The questionnaire consists of 10 questions in which question 1-5 are questions for intrinsic motivation and question 6-7 are questions for extrinsic motivation. The result of this study shows that the total mean score of intrinsic motivation is higher than the total mean score of H[WULQVLF PRWLYDWLRQ " ,W PHDQV WKDW (QJOLVK VWXGHQWV DW 8,1 $U-Raniry had higher intrinsic motivation than extrinsic motivation in learning English. In other words, the motivation to learn English that comes from inside students was bigger than the motivation comes from outside students.
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The Factors Affecting Learners’ Motivation in English Language Education
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Teachers and researchers have broadly accepted motivation/demotivation as one of the most important elements in foreign language (L2) learning. The present research investigated the role of motivation and factors affecting students’ motivation in teaching/learning English as foreign language. Parental, environmental, and teacher’s attitude-related factors were examined. Participants were 40 first grade students studying in English Language Teaching department. The participants were given a survey which consisted of several statements related with the mentioned factors. The current study showed that there were strategies and behaviours that motivate students but suppress positive attitudes towards English learning. The findings showed that learners were more motivated when their parents supported and encouraged them to learn English. The research also revealed that reinforcing the learner beliefs also motivated students and they were more motivated when they worked with their friends...
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Identifying motivational factors in every field is always important. Likewise, identifying the student’s motivation to learn English is important so that the teachers or the other relevant education stakeholders can take more specific action regarding their students’ motivation. Especially, since motivation is a driving force affecting human’s life, the attempt to analyze the factors affecting the students’ motivation is always important. The present study was conducted in a private telecommunication college. The research method employed was a survey research with additional limited interview. The number of the participants recruited for the study was 40 students. The students recruited were the active students who are currently studying in their fourth/fifth semester. Of the whole factors questioned to the students, the lecturers were found to be the most significant factors affecting the students’ motivation. The other factors affecting the students’ motivation were the teaching...
Motivation of Borneo Tarakan University Students in Learning English as a Foreign Language
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This study aims to analyze the motivation level of Borneo Tarakan University students in learning English as a foreign language. Respondents surveyed in this study amounted to 265 people consisting of 189 female and 76 male students. The instrument used was a questionnaire adopted from the Attitude/Motivation Test Battery (AMTB) developed by Gardner. The results of the study showed that in general the students of Boneo Tarakan University had a high level of motivation in learning English. According to them learning English was important both for integrative and instrumental oriented purposes. There were significant differences between male and female students in the mean scores of integrative motivation and instrumental motivation. However, by English achievement, significant difference was not found in the mean scores of integrative motivation and instrumental motivation .
This research aimed at investigating the students' motivation in English learning as second language. The method used was a survey by randomly asking the students in Pritchard English Academy (PEACE) to fill out a questionnaire which adapted from Attitude Motivation Test Battery (AMTB) designed by R.C. Gardner. The questionnaire was administered to a group of 30 students who come from intermediate until advanced level. The data were analysed by using SPPS program. It was used to find out mean score and standard deviation. The main findings show that the students are relatively "highly" motivated and found to be slightly more "instrumentally" motivated to learn English. This reveals that instrumental motivation is a significant factor among this group of students learning English. Based on this study's findings, some relevant and useful motivational learning implications are recommended for enhancement and improvement of the students' motivation.