Motivation in learning English and attitudes towards learning English : a survey study.

vi ABSTRACT

Nugroho, Asep. (2014). Motivation in Learning English and Attitudes Towards Learnin English: A Survey Study. Yogyakarta: English Education Study Program, Sanata Dharma University.

Motivation and attitudes are two important factors influencing success or failure in learning English as a foreign language. For senior high school students, the ability of using English will let the students achieve the basic competence of English subject, pass the final examination, and pass the university entrance examination or any other needs that the students have to fulfill. The current study is aimed at investigating the motivation orientations (instrumental and integrative) of the 1st grade students of SMK N 1 Depok Sleman and their attitudes towards learning English.

There are two research problems stated in this study: (1) What kind of motivation do the 1st grade students of SMK N 1 Depok have in learning English (2) What is the attitude of the 1st grade students of SMK N 1 Depok towards learning English?

A survey study was conducted to find out the answers to the research questions. There are two research instruments used in this study, questionnaire and interview. The researcher adapted the questionnaire from the five-point scale format

of Gardner’s Attitude/Motivation Test Battery. The researcher distributed the questionnaire to 3 classes from academic year 2013-2014 in SMK N 1 Depok and only 10 students were involved in the interview.

The quantitative data of the questionnaires were analyzed in terms of frequencies, means, and standard deviation. The research findings show that the 1st grade students of SMK N 1 Depok are both instrumentally and integrativelly motivated in learning English, but their instrumental motivation outdid their integrative motivation. In reference to the students’ attitudes towards learning English, the results of the study reveal that the 1st grade students of SMK N 1 Depok Sleman has positive attitudes towards learning English and English-speaking culture and its people.

The findings of this study can help the designers to develop programs and design syllabi and create interesting textbooks which encourage and maintain

students’ interest. Furthermore designers can create an interesting lesson plans by the help of different strategies, techniques, procedures in which the students’ attention is gained.

Key words: motivation, attitudes, 1st grade students of SMK N 1 Depok

vii ABSTRAK

Nugroho, Asep. (2014). Motivation in Learning English and Attitudes Towards Learnin English: A Survey Study. Yogyakarta: English Education Study Program, Sanata Dharma University.

Motivasi dan sikap adalah dua faktor penting yang mempengaruhi keberhasilan atau kegagalan dalam belajar bahasa Inggris sebagai bahasa asing. Untuk siswa SMA , kemampuan menggunakan bahasa Inggris akan membantu siswa mencapai kompetensi dasar mata pelajaran bahasa Inggris, melewati ujian akhir , dan lulus ujian masuk universitas atau kebutuhan lain yang harus mereka penuhi. Penelitian ini bertujuan untuk menyelidiki orientasi motivasi ( instrumental dan integratif ) siswa kelas 1 SMK N 1 Depok Sleman dan sikap mereka terhadap pembelajaran bahasa Inggris .

Ada dua rumusan masalah dalam penelitian ini : ( 1 ) Apakah siswa kelas 1 SMK N 1 Depok termotivasi instrumental atau integratif terhadap pembelajaran bahasa Inggris? ( 2 ) Bagaimana sikap siswa kelas 1 SMK N 1 Depok terhadap pembelajaran bahasa Inggris?

Sebuah penelitian survey dilakukan untuk mengetahui jawaban rumusan masalah diatas. Ada dua instrumen penelitian yang digunakan dalam penelitian ini , kuesioner dan wawancara . Peneliti mengadaptasi kuesioner dari Gardner (seperangkat tes baterai untuk mengukur Sikap / Motivasi) dalam bentuk skala 5 poin. Peneliti menyebarkan kuesioner ke 3 kelas tahun akademik 2013-2014 di SMK N 1 Depok dan hanya 10 siswa yang terlibat dalam wawancara .

Data kuantitatif dari kuesioner dianalisis dalam bentuk frekuensi, mean, dan standar deviasi. Temuan penelitian menunjukkan bahwa siswa kelas 1 SMK N 1 Depok termotivasi secara instrumental dan integratif dalam belajar bahasa Inggris , tapi motivasi instrumental mereka mengalahkan motivasi integratif mereka. Berdasarkan hasil penelitian untuk sikap siswa terhadap pembelajaran bahasa Inggris , hasil studi ini menunjukkan bahwa siswa kelas 1 SMK N 1 Depok Sleman memiliki sikap positif terhadap belajar bahasa Inggris dan orang yang berbahasa Inggris serta budaya mereka.

Hasil dari penelitian ini dapat membantu para desainer materi untuk mengembangkan desain program dan silabus dan membuat buku yang dapat mendorong dan mempertahankan motivasi siswa. Selanjutnya desainer dapat membuat rencana pembelajaran yang menarik dengan berbagai strategi , teknik , prosedur dimana siswa mempunyai ketertarikan didalamnya.

MOTIVATION IN LEARNING ENGLISH AND ATTITUDES

TOWARDS LEARNING ENGLISH:

A SURVEY STUDY

A SARJANA PENDIDIKAN THESIS

Presented as Partial Fulfillment of the Requirements to Obtain the Sarjana Pendidikan Degree

in English Language Education

By Asep Nugroho

Student Number: 071214153

ENGLISH LANGUAGE EDUCATION STUDY PROGRAM DEPARTMENT OF LANGUAGE AND ARTS EDUCATION FACULTY OF TEACHERS TRAINING AND EDUCATION

SANATA DHARMA UNIVERSITY YOGYAKARTA

2014

iii

A Sarjana Pendidikan Thesis on

iv

STATEMENT OF WORK’S ORIGINALITY

I honestly declare that this thesis, which I have written, does not contain the work

or parts of the work of other people, except those cited in the quotations and the

v

LEMBAR PERYATAAN PERSETUJUAN PUBLIKASI KARYA ILMIAH

UNTUK KEPENTINGAN AKADEMIS

Yang bertanda tangan di bawah ini, saya mahasiswa Universitas Sanata Dharma:

Nama : Asep Nugroho Nomor Mahasiswa : 071214153

Demi pengembangan ilmu pengetahuan, saya memberikan kepada Perpustakaan Universitas Sanata Dharma karya ilmiah saya yang berjudul:

Motivation in Learning English and Attitude towards English Learning:

A Survey Study

Dengan demikian saya memberikan kepada Perpustakaan Universitas Sanata Dharma hak untuk menyimpan, mengalihkan dalam bentuk media lain, mengelolanya dalam bentuk pangkalan data, mendistribusikannya secara terbatas, mempubikasikannya di internet atau media lain untuk kepentingan akademis tanpa perlu meminta ijin kepada saya selama tetap mencantumkan nama saya sebagai penulis.

Demikian surat pernyataan ini saya buat dengan sebenarnya.

vi ABSTRACT

Nugroho, Asep. (2014). Motivation in Learning English and Attitudes Towards Learnin English: A Survey Study. Yogyakarta: English Education Study Program, Sanata Dharma University.

Motivation and attitudes are two important factors influencing success or failure in learning English as a foreign language. For senior high school students, the ability of using English will let the students achieve the basic competence of English subject, pass the final examination, and pass the university entrance examination or any other needs that the students have to fulfill. The current study is aimed at investigating the motivation orientations (instrumental and integrative) of the 1st grade students of SMK N 1 Depok Sleman and their attitudes towards learning English.

There are two research problems stated in this study: (1) What kind of motivation do the 1st grade students of SMK N 1 Depok have in learning English (2) What is the attitude of the 1st grade students of SMK N 1 Depok towards learning English?

A survey study was conducted to find out the answers to the research questions. There are two research instruments used in this study, questionnaire and interview. The researcher adapted the questionnaire from the five-point scale format

of Gardner’s Attitude/Motivation Test Battery. The researcher distributed the questionnaire to 3 classes from academic year 2013-2014 in SMK N 1 Depok and only 10 students were involved in the interview.

The quantitative data of the questionnaires were analyzed in terms of frequencies, means, and standard deviation. The research findings show that the 1st grade students of SMK N 1 Depok are both instrumentally and integrativelly motivated in learning English, but their instrumental motivation outdid their integrative motivation. In reference to the students’ attitudes towards learning English, the results of the study reveal that the 1st grade students of SMK N 1 Depok Sleman has positive attitudes towards learning English and English-speaking culture and its people.

The findings of this study can help the designers to develop programs and design syllabi and create interesting textbooks which encourage and maintain

students’ interest. Furthermore designers can create an interesting lesson plans by the help of different strategies, techniques, procedures in which the students’ attention is gained.

vii ABSTRAK

Nugroho, Asep. (2014). Motivation in Learning English and Attitudes Towards Learnin English: A Survey Study. Yogyakarta: English Education Study Program, Sanata Dharma University.

Motivasi dan sikap adalah dua faktor penting yang mempengaruhi keberhasilan atau kegagalan dalam belajar bahasa Inggris sebagai bahasa asing. Untuk siswa SMA , kemampuan menggunakan bahasa Inggris akan membantu siswa mencapai kompetensi dasar mata pelajaran bahasa Inggris, melewati ujian akhir , dan lulus ujian masuk universitas atau kebutuhan lain yang harus mereka penuhi. Penelitian ini bertujuan untuk menyelidiki orientasi motivasi ( instrumental dan integratif ) siswa kelas 1 SMK N 1 Depok Sleman dan sikap mereka terhadap pembelajaran bahasa Inggris .

Ada dua rumusan masalah dalam penelitian ini : ( 1 ) Apakah siswa kelas 1 SMK N 1 Depok termotivasi instrumental atau integratif terhadap pembelajaran bahasa Inggris? ( 2 ) Bagaimana sikap siswa kelas 1 SMK N 1 Depok terhadap pembelajaran bahasa Inggris?

Sebuah penelitian survey dilakukan untuk mengetahui jawaban rumusan masalah diatas. Ada dua instrumen penelitian yang digunakan dalam penelitian ini , kuesioner dan wawancara . Peneliti mengadaptasi kuesioner dari Gardner (seperangkat tes baterai untuk mengukur Sikap / Motivasi) dalam bentuk skala 5 poin. Peneliti menyebarkan kuesioner ke 3 kelas tahun akademik 2013-2014 di SMK N 1 Depok dan hanya 10 siswa yang terlibat dalam wawancara .

Data kuantitatif dari kuesioner dianalisis dalam bentuk frekuensi, mean, dan standar deviasi. Temuan penelitian menunjukkan bahwa siswa kelas 1 SMK N 1 Depok termotivasi secara instrumental dan integratif dalam belajar bahasa Inggris , tapi motivasi instrumental mereka mengalahkan motivasi integratif mereka. Berdasarkan hasil penelitian untuk sikap siswa terhadap pembelajaran bahasa Inggris , hasil studi ini menunjukkan bahwa siswa kelas 1 SMK N 1 Depok Sleman memiliki sikap positif terhadap belajar bahasa Inggris dan orang yang berbahasa Inggris serta budaya mereka.

Hasil dari penelitian ini dapat membantu para desainer materi untuk mengembangkan desain program dan silabus dan membuat buku yang dapat mendorong dan mempertahankan motivasi siswa. Selanjutnya desainer dapat membuat rencana pembelajaran yang menarik dengan berbagai strategi , teknik , prosedur dimana siswa mempunyai ketertarikan didalamnya.

Kata kunci: motivation, attitudes, 1st grade students of SMK N 1 Depok

viii

ACKNOWLEDGMENTS

First of all, I would like to thank my Lord who always accompanied me

and gave me strength in writing and finishing this thesis. I really believed that I

would not finish this thesis without His blessings He has bestowed upon me.

I am deeply indebted to Miss Veronica Triprihatmini, S.Pd., M.Hum.,

M.A. for patiently gave me guidance, suggestions, corrections and encouragement

during the completion of my thesis. My deepest appreciation goes to all lecturers

of the English Education Study Program of Sanata Dharma University, who had

given me knowledge and guidance during my study in the university.

My sincere gratitude goes to Drs. Eka Setiadi, M.P.d the headmaster of

SMK N 1 Depok Sleman who granted me permission to conduct the research and

collect the data needed to this study. I thank the 1st grade students of SMK N 1 Depok Sleman for their willingness to be the subject participants of this study.

My greatest gratitude goes to my great parents, Ahmad Dias Pairan and

Mariyam, who never lose faith in me and keep supporting me with their endless

prayer and love. I would like to extend my deepest gratitude to my best friends

Wahyu, Topan and Amri for sharing their love, tears, blood, and everything.

My sincere gratitude also goes to Harry Yudha for being such a good

friend to me and teaches me the meaning of live and to love my Lord more. Many

thanks go to my great friends Hening, Seto, Wendy, Bretya, Bre, Yusak, Asti,

ix

I am very grateful to all staff and all of the lecturers of Program Pasca

Sarjana Universitas Sanata Dharma. I Thank Mbak Dhita, Mbak Desy, Mbak

Lely, Pakde Mul, Chacha, Pita, Diyan, and Lauren for being a great friend to me.

Asep Nugroho

x

TITLE PAGE………... i

APPROVAL PAGES ………... ii

STATEMENT OF WORK’S ORIGINALITY………...

PERNYATAAN PERSETUJUAN PUBLIKASI ……… iv

v

ABSTRACT ……… vi

ABSTRAK………. vii

ACKNOWLEDGEMENTS……….. TABLE OF CONTENTS………. LIST OF TABLES ………... LIST OF FIGURES ………. LIST OF APPENDICES………..

CHAPTER I. INTRODUCTION

A.Research Background ……….…..

B.Research Problems ……….…...

C.Research Objectives……….….. D.Benefits of the Study……….…. E. Definitions of Terms………..…

CHAPTER II. REVIEW OF RELATED LITERATURE

A.Theoretical Description ………...

1. Motivation ...………. a. Goals ...………... b. Needs ...………...…….……… c. Beliefs about ability ...……… 2. Types of Motivation ... a. Instrumental Motivation ... b. Integrative Motivation ... 3. Attitudes ... 4. Students’ Motivation in Learning English ... B. Review of Related Study ... C.Theoretical Framework ...

CHAPTER III. RESEARCH METHODOLOGY

A. Research Method ………...…

B. Research Participants ...………... C.Research Instruments ...……… D.Data Gathering Technique ………. E. Data Analysis Technique ...……….... F. Research Procedure ...

xi

CHAPTER IV. RESEARCH FINDINGS AND DISCUSSION

A.SMK N 1 Depok Students Motivation Towards English Language 1. Questionnaire Results ...… a. Domain 1: Degree of Instrumentality ...

b. Domain 2: Degree of Integrativeness ... 2. Interview Results ... a. Instrumental Reasons ... b. Integrative Reasons ...

B.SMK N 1 Depok Students’ Attitudes Towards Learning English

1. Questionnaire Results ... a. Domain 3: Attitudes Towards Learnign English ... 2. Interview Results ...

CHAPTER V. CONCLUSIONS AND RECOMMENDATIONS

A.Conclusions ………..

B. Recommendations ………

REFERENCES ……… APPENDICES ………. 27 27 27 28 31 33 34 35 38 38 38 41 44 44 47 48 50

xii

Tables Page

Table 2.1 Three different goal ………. 9

Table 4.2 Frequencies, Percentages, and Mean scores for items of Domain 1 …...

Table 4.3 Frequencies, Percentages, and Mean scores for items of Domain 2 …...

28

31

Table 4.4: Results of the students regarding language course needs ………... 33

xiii

LIST OF FIGURES

Figure Page

Figure 2.1 Maslow’s hierarchy of needs………...………. 10

xiv

LIST OF APPENDICES

Appendix Page

A- Research Permission Letter ………. 50

B- Questionnaire …...

C- Questionnaire Result ………...

51

55

1

CHAPTER I

INTRODUCTION

In this chapter, the researcher presents the research background, research

problems, research objectives, benefits of the study, and definition of terms

.

A. Research Background

The aim of teaching English is to enable students to communicate with other

people using the language

.

For senior high school students, the ability of using

English will help them achieve the basic competence of English subject, pass the final

examination, and pass the university entrance examination

.

As mentioned earlier, English is an important subject for senior high school

students

.

This fact can be clearly seen as the researcher served a PPL in SMK N 1

Depok. There were some students who failed to achieve an acceptable standard of

competence of the English subject

.

At that particular time, the researcher taught 2

classes

.

The students in each class had various characteristics

.

One class was very

noisy and the students did not seriously involve themselves in the teaching and

learning activities

.

Another class was really quiet that when the researcher gave them

questions, they kept silent and no one tried to answer the researcher’s questions

.

This

was either because they did not understand what was taught or they were simply

discouraged to make an effort to study English

.

The materials given to them were the

materials given in the very beginning of junior high school

.

The researcher was

2

wondering why they were not seriously learning English, whereas English is one of

the final examination subjects for senior high school students

.

There are many factors

which cause the students to fail to achieve certain competence in the English subject

.

One of them might be the students’ motivation towards the English subject

.

Learners’

motivation has been widely accepted as the main factor which influences the rate of

success of foreign language learning. McDonough (1983, p

.

142) states that

“motivation of the students is one of the most important factors influencing success

or failure in learning the language”

.

Another factor is students’ attitudes towards

learning English

.

Motivation in language learning is affected by the students’

attitudes towards learning English

.

Gardner and Lambert (1972, p

.

3) state that “the

learner motivation to learn is thought to be determined by his attitudes towards the

other group in particular and by his orientation towards the learning task itself”

.

In

addition, Lifrieri (2005, p

.

14) states that “attitudes are necessary but insufficient

indirect conditions for linguistic attainment

.

Only when paired up with motivation

proper do attitudinal tendencies relate to the levels of student engagement in language

learning, and to attainment”

.

Moreover, mastering English, at least passively, will be

one of the requirements to apply for a job

.

People learn English with their different motivation of learning, most of them

3

problem occurs when the teacher tries to make an interaction with the students using

the target language, but there are no responses from the students

.

They usually tend to

keep silent, speak softly and unclearly

.

It seems that they are afraid to speak or shy

about saying something since they are not confident of their ability or afraid of

making mistakes

.

Commonly, during a teaching and learning process, students have a

lot of questions in their mind but they have a hard time to express it in a target

language

.

In another case, the students are busy with themselves when they are not

interested in a certain subject

.

The class becomes very noisy and it is hard for the

teacher to control this kind of class

.

Given the importance of identifying learners’ motivation and attitudes towards

learning the English language, the researcher conducted a study to investigate the

SMK N 1 Depok students’ motivation and attitudes towards learning English

.

B. Research Problems

In this study, the researcher intends to find out the answer of the following

research questions:

1. What kind of motivation do the 1st grade students of SMK N 1 Depok have in learning English?

2. What is the attitude of the 1st grade students of SMK N 1 Depok towards learning English?

4

C. Research Objectives

As this study is intended to find out the answers to the questions mentioned

earlier in research problems, two research objectives are:

1. To determine what kind of motivation do the 1st grade students of SMK N 1

Depok have in learning English

.

2. To determine what kind of attitude do SMK N 1 Depok students’ have

towards learning English

.

D. Benefits of the study

Gardner and Lambert (1972, p.85) stated that a better understanding of

students' motivation and attitudes may assist ESL/EFL curriculum and instruction

designers to devise language teaching programs that generate the attitudes and

motivation most conducive to the production of more successful ESL/EFL learners.

Additionally, Midraj (2008, p.118) states that a better understanding of students’

motivation and attitudes can help material researchers create and teachers select

activities and tasks that tap students' motivation and attitudes.

For other researchers, hopefully the results of this study can provide them

useful with information for their own study related to this topic

.

They can provide a

5

E. Definition of Terms

This section is to define the important terms used in this research

.

It will avoid

misunderstanding about the terms which are used in this study

.

1. Motivation

According to Dornyei and Otto (1998, p.65), motivation can be defined as the

dynamically changing cumulative arousal in a person that initiates, directs,

coordinates, amplifies, terminates, and evaluates the cognitive and motor processes

where by initial wishes and desires are selected, prioritized, operationalized and

(successfully or unsuccessfully) acted out.

Student’s motivation naturally has to do with students' desire to participate in

the learning process (Lumsden, 2009)

.

The students may have their own motivation,

and the sources of their motivation may be different from each other

.

Motivation is a

crucial factor in learning process

.

In this study, student’s motivation refers to the

participation of the students while learning English; whether the students of 1st grade students of SMK N 1 Depok Yogyakarta participate well in the learning process or

not

.

2. Attitude

Gardner (1980, p

.

267), defines the term attitude as "an inference which is

made on the basis of a complex of beliefs about the attitude object"

.

While Ajzan

(1988, p

.

4) considers attitudes as “a disposition to respond favorably or unfavorably

6

to an object, person, institution, or event”

.

In this study, the attitudes of the student

would be categorized as positive or negative based on their answer in the

7

CHAPTER II

REVIEW OF RELATED LITERATURE

The discussion of this chapter is divided into three sub-topics

.

First is the

theoretical description which supports the research, the second is the review of

related studies and the last one is the theoretical framework of the research

.

The

first sub-topic explains the theories and concepts as the foundations of this

research to solve the problems in this research

.

The second sub-topic provides

some studies with a similar topic related to this study. The third sub-topic

summarizes and synthesizes the main theories which the researcher uses to solve

the research problems

.

A. Theoretical Description

The following sub-topic explains the theories about motivation and

attitudes.

1. The Nature of Motivation

Woolfolk (1990, p.302) defines motivation as something which comes

from inside someone’s soul which arouses and directs behavior

.

While another

psychologist, Lumsden (1994, p.126) defines motivation as desire to participate or

get involved

.

Both of them are concerned in the involvement or noninvolvement

and the desire of doing something to reach certain goals

.

People will energetically

reach their goal if he or she is highly motivated

.

Woolfolk (1990, p.308) classifies

motivation into two types: extrinsic motivation (instrumental motivation) and

intrinsic motivation (integrative motivation)

.

Extrinsic motivation is caused by

external factors or outside rewards which have nothing to do with the learning

situation while Intrinsic Motivation is internal sources of motivation such as the

satisfaction of learning or accomplishment, Woolfolk (1990, p.303)

.

The teachers

would not need any incentives or punishment to make the students work if they

are intrinsically motivated

.

The willingness come from their own and they realize

that they will get something by learning

.

Besides Woolfolk’s extrinsic motivation (instrumental) and intrinsic

motivation (integrative), Cooper and Fishman (1977, p.210) add a type of

motivation named “developmental”

.

Developmental or personal motivation,

according to them, refers to motivation relating to personal reason of satisfaction

.

This includes activities such as watching English-dub movies and reading books

in the English language

.

In this section, the researcher discusses the factors which might involve the

students actively in the learning activities

.

Woolfolk (1990, p.312) categorizes

those factors into three main factors

.

In this study, the 1st grade students of SMK

N 1 Depok might also be influenced by these factors

.

a. Goals

Making a list of goals can be a starting point to look forward

.

As the goals

9

and Johnson as cited in Woolfolk (1990, p.312), explain three different goal

structures

.

Table 2.1 Three different goals

Different Goal Structures

Cooperative Students belief they can reach their goal only if other

students will also reach the goal

.

Competitive Students belief they can reach their goal only if other

students do not reach the goal

Individualistic Students belief their own try to reach a goal is not related

to other students’ tries to reach the goals

.

According to Dweck as cited in Woolfolk(1990, p.313) there are two main

categories of goals, performance and learning

.

When the students are focus on

how they are judged by others, then the goals can be categorized as performance

goal

.

The students who have this paradigm of goal will try to look smart among

their friends; they do not want to look incompetent

.

On the other hand, learning

goal is the point to improve, no matter how many mistakes we make, the point is

we have to learn

.

People who have this paradigm of goal tend to see the

challenges and keep doing their best when encountering problems in learning

.

b. Needs

A feel of need can motivate someone to do something

.

The needs will

directly influence the intrinsic motivation of someone in order to fulfill or satisfy

the needs they have

.

According to Kolesnik as cited in Woolfolk (1990, p.313) a

need can be defined as any type of deficiency in the human organism or the

absence of anything the person needs, or thinks that he need it, for his overall

well-being

.

People who are being motivated by their needs can be seen from their

movement towards their needs and satisfy those needs

.

Abraham Maslow, as cited in Woolfolk (1990, p.314) sees human needs as

a hierarchy

.

The most essential needs of human being are survival and safety

.

Once these needs are fulfilled, the next level of needs will emerge and stimulated

us to fulfill that next level of needs, social needs for belonging and love and needs

for self-esteem

.

When these needs are satisfied, once again, we come to the higher

level of needs, self-actualization

.

Here is Maslow’s hierarchy of needs in form of

a figure

.

Figure 2.1 Maslow’s hierarchy of needs Self-actualization

Aesthetic appreciation: order, structure, beauty

Self-esteem: approval and recognition Intellectual achievement: understanding and exploring

Survival: food, water, shelter Safety: physical and psychological security

11

Maslow, as cited in Woolfolk (1990, p.314), has called four lower levels of

needs above (for survival, safety, belonging, and self-esteem) as deficiency needs

.

If these needs are not satisfied yet, the motivation to fulfill these needs is

increasing, while when these needs are satisfied, the motivation to fulfill them is

decreasing

.

For the three higher level of needs (intellectual achievement, aesthetic

appreciation, and self-actualization), Maslow has labeled them as being needs

.

When these being needs are fulfilled, the motivation does not cease. Instead, it

will increase to find further fulfillment of these needs

.

Unlike the deficiency

needs, being needs can never be completely fulfilled

.

The motivation to achieve

being needs is always change

.

c. Beliefs about ability

According to Woolfolk (1990, p.320), belief about ability is one of the

most powerful attributions which affect motivation in school

.

There are two basic

concepts of ability, entity view of ability and incremental view of ability

.

An

entity view assumes that ability is a stable and uncontrollable trait

.

On the other

hand, incremental view suggests that ability is an unstable and controllable trait

.

Students who have an entity view of ability tend to set performance goals

and they usually look for situations where they can look smart among their

friends

.

In the other hand, students who have an incremental view of ability tend

to set learning goals and seek situations where they can improve their skills

.

In

their paradigm, improving their skills means getting smarter

.

They often set their

goals in difficult goals level, so it will be boost their motivation to reach those

goals

.

As the theoretical factors are well-established, later it will be useful for the

researcher to achieve the objectives of this study

.

Specifically, those factors will

enable the researcher to categorize the types of motivation the 1st grade students of

SMK N 1 Depok have

.

2. Types of Motivation

a. Instrumental Motivation

Gardner (1983, p205) defines instrumental motivation as “learning a

language because of someone else or less clearly perceived utility it might have

for the learner”. Wilkins (1972, p.184) assumes a learner is instrumentally

motivated when he or she wants to learn a language “in order to pass examination,

to use it in one’s job, to use it in holiday in the country, as a change of watching

television, because the educational system requires it”. With instrumental

motivation, the purpose of language learning is more utilitarian, such as meeting

the requirements for school, applying for a job, reading technical material.

b. Integrative Motivation

Gardner (1983, p.203) has explained and clarified what is meant by an

integrative motivation as “learning a language because the learner wishes to

identify himself with or become integrated into the society of target language”.

Additionally, Finnegan (1999, p.568) states that “a learner is integrativelly

13

of the culture and values of the foreign language group, to make contact with the

speaker of the language, to live in the country concerned”. Finnegan also believes

that students who like the people that speak a target language, admire the culture

and have desire to become familiar or even integrate into society in which the

target language is used are most successful in learning that target language. This

form of motivation known as integrative motivation, is believed by Finnegan to

underlies successful acquisition of a wide range of registers and a native like

pronunciation.

Therefore, identifying SMK N 1 Depok students’ motivation will be

related to the reason for which they learn the English language. In other words,

instrumental or integrative reasons will be considered as far as the students’

motivation is concerned. What is important is that the two orientations of

motivation are not mutually exclusive. Some learners learn better if they are

integrativelly oriented while others will be more successful if they are

instrumentally motivated and some learn better if they have both of those

motivations.

3. Attitude

Gardner (1985) defines attitudes as components of motivation in language

learning

.

Gardner states that “motivation refers to the combination of efforts plus

desire to achieve goal of learning the language plus favorable attitudes toward

learning the language”

.

A broader definition of attitudes is stated by Wenden

(1991, p.114)

.

Wenden categorizes the term “attitudes” into three components,

namely cognitive, affective and behavioral

.

Beliefs and ideas or opinions about

the object of the attitude construct the cognitive component

.

The affective

component refers to the feeling and emotions one has towards an object, the

feeling of ‘likes’ or ‘dislikes’ or ‘with’ or ‘against’

.

The behavioral component

refers to someone’s consisting actions or behavioral intentions towards the object

.

As cited in Gardner (1980, p

.

267), Likert (1932, p

.

9) defines attitudes as

“an inference which is made on the basis of a complex of beliefs about the attitude

object”

.

From Likert’s definition of attitude, Gardner elaborates it and defines

attitude as “the sum total of a man instincts and feelings, prejudice or bias,

preconceived notions, fears, threats, and convictions about any specified topic”

.

While Ajzan (1988, p.4) considers attitudes as “disposition to respond favorably

or unfavorably to and object, person, institution, or event”

.

De Bot, Lowie and Verspoor (2005, p

.

72) who are concerned on the

motivation and attitudes in language learning, agreed that a high motivation and

positive attitude towards language learning will help the language learning

process

.

The fact that motivation and attitude towards language learning may play

a very crucial role leading to the question, how they could be measured

.

Gardner

and Lambert (1972) in Attitudes and Motivation in Second Language Learning

elaborate the theory in a brief

.

The motivation to learn is determined by the

attitudes towards language learning

.

Gardner and Lambert categorize motivation

15

in Social psychology and second language learning designed a test battery known

as Attitude and Motivation Test Battery (AMTB)

.

In Gardner’s AMTB, attitude is

linked with motivation, a positive attitude increases motivation

.

Later, the descriptions of the attitude logical truths would be used to

analyze the attitudes of students of SMK N 1 Depok towards English language

learning

.

For instance, the definitions would help the researcher finding the

answer of the second research problem about the type of attitudes

.

4. Students’ Motivation in Learning English

Students’ motivation is the crucial thing of a successful teaching and

learning process

.

No matter which the teaching methods are applied in the

classroom, teachers have to make sure that the students are highly motivated, are

eager to learn and have good motivation to involve themselves in the learning

process

.

The motivation to learn comes from various reasons

.

It can be assummed

that the students simply love the subject and interested in studying it or there can

be some other practical reasons, such as the students’ eagerness to learn English

so that they can fluently use it as one of the globalization era’s demands

.

Jere Brophy, as cited in Woolfolk (1990, p.328), describes student

motivation to learn as a student’s tendency to find academic activities

meaningful and worthwhile and try to derive the academic advantages from those

activities

.

When the students are motivated to learn, they will do their academic

work more seriously and try to do their best out of it

.

Motivation to learn is important for the students’ success

.

The sources of

motivation are complex

.

The motivation to learn is personal and comes from

within an individual, yet it is influenced by some external factors

.

Frith (2001,

p.3) defines motivation as the internal drive directing behavior towards some end

.

Frith also explains the components of the learning motivation into six

components, they are:

a. Curiosity

Human behavior is far more complex, and people are naturally curious

.

They tend to seek something new, they find satisfaction when they can finish a

puzzle, and they are curious about anything

.

Providing students with stimuli

which are new but not too different from what they already know, will then

develop curiosity within the students

.

Ask the students a question which creates a

problem situation rather than presenting statements of fact

.

b. Self-efficiency

Dividing tasks into chunks and providing students with early success is a

method of developing confidence in the student

.

Drisscoll as cited in Frith

describes this as performance accomplishments, one of four possible sources of

17

c. Attitude

Attitude is an illusive commodity

.

According to Frith, the attitude of a

student toward learning is very much an intrinsic characteristic and is not always

demonstrated through behavior

.

d. Need

The most well-known and respected classification of human need is

Maslow’s hierarchy of needs

.

Maslow categorizes the human needs into five

levels, psychological (lower-level), safety (lower-level), love and belongings

(higher need), esteem (higher need), self-Actualization (higher need)

.

The

importance of this to motivation is the lower-level needs must be satisfied at one

level before the next higher order of needs become predominant in influencing

behavior

.

e. Competence

Competence is an intrinsic motivation for learning which is highly related

to self-efficiency

.

Human being receive more pleasure when doing this well

.

External support is important for the student to achieve competence, then the

achievement of competence will be the intrinsic motivation for the student

.

f. External Motivators

In order to create a stimulating environment and combat boredom, an

active participation from the students is needed

.

Therefore learning strategies

should be flexible, creative, and constantly applied

.

Beside a stimulating

environment, grades also have a value as an external motivator

.

B. Review of Related Studies

Atef Saleh Al-Tamini and Munir Shuib was investigating the motivation

and attitudes of the students in learning English at Hadhramout University of

Sciences and Technology (HUST)

.

One of the research objectives of the study

was to investigate and identify the students’ attitudes towards learning English as

their language course for 2 semester in their first year

.

The research sample

consisted of 81 students who studied in the academic year 2006-2007 in the

Department of Petroleum Engineering (DPE) at HUST

.

To collect the data, they

used questionnaires and interview

.

The result showed that most of the participants

had positive attitudes towards learning English language

.

There was a research conducted in Japan by Benson (1991) who surveyed

over 300 freshmen to investigate their motivation and attitudes towards learning

the English language

.

The results showed that integrative and personal sets of goal

were important factors in motivation among Japanese college students

.

Another study by Sarjit (1993) was carried out to investigate the language

needs of the consultants at a company

.

Learner’s motivation was the main concern

in the study

.

The research participants consisted of 26 consultants, one instructor

and four directors

.

To gather the data, the researcher used questionnaires,

19

motivation was the main reason for learning the English language followed by

personal motivation

.

C. Theoretical Framework

From the discussion in theoretical description, the researcher establishes a

theoretical framework for this research

.

The researcher is concerned with all

theories about motivation

.

Indeed, people will do their best if they are highly

motivated to do something

.

Motivation is an important thing; to gain the

motivation is to gain our own desire and our own willingness

.

Based on the

researcher’s experiences in teaching English classes, some students in those

classes tended to be passive and keep silent if the teacher asked them them about

something

.

Only few of them seemed actively involved in each activity given by

the teacher

.

In the theoretical description, from the theories the researcher

elaborated motivation into two types, instrumental and integrative

.

The researcher

also elaborates other factors which might affect the motivation of the students of

SMK N 1 Depok Sleman

.

From the discussion of each part, the researcher is able

to design the research instrument to know what type of motivation that the

students of SMK N 1 Depok Sleman have

.

The theories about motivation are used

to answer the first research problem

.

The researcher also elaborates the theories

about attitudes towards learning English

.

Mostly, the theories about attitude

towards learning English talk about the types of attitudes and from the discussion

about the attitude theories, the researcher categorizes attitudes towards learning

English into two types, positive and negative

.

The theories about attitudes are

21

CHAPTER III

RESEARCH METHODOLOGY

This chapter deals with the methodology used in conducting this study

.

It

consists of research method, research participants, research instruments, data

gathering technique, data analysis technique, and research procedure

.

A. Research Method

This study was conducted to identify SMK N 1 Depok students’

motivational and attitudinal orientations in learning English language

.

To achieve

the objective, two research instruments were used, questionnaire and interview

.

The research was conducted in a survey study and made use of quantitative and

qualitative data

.

To get the reliable data to analyze, the researcher had selected to

gain quantitative data from the questionnaire to be calculated precisely

.

On the

other hand, the data from the interview was analyzed using a content analysis

method to get qualitative data

.

B. Research Participants

The research participants of this study were the 1st grade students of SMK

N 1 Depok Yogyakarta

.

The researcher decided the school as the research field

because he had once practiced teaching there for 3 months. Thus the researcher

was quite familiar with the condition of the school

.

The target students’

population in this study was all the 1st grade students who studied in the academic

year 2013-2014 in SMK N 1 Depok

.

A random sampling technique was employed

by the researcher to select a representative sampling of the subjects in this study

.

There were six classes, each class had 32 students, and the researcher was

randomly selected 3 classes

.

Meanwhile, only 10 students were involved in the

interview

.

The students were selected based on their response to the questionnaire

in section B

.

In section B of the questionnaire, the students were asked to answer

a question on whether or not they were interested in attending more English

language training courses to improve their English proficiency

.

10 students whose

responses were “yes” were selected randomly as interviewee.

C. Research Instruments

The primary instrument used in this study was a questionnaire

.

The

questionnaire was translated into Indonesian

.

It consisted of three sections: A, B

and C

.

In section A, the questionnaire collected the students’ basic information

.

Section B consists of two parts which included questions to identify the students’

motivation to learn English language

.

The researcher adapted the questions from

integrative and instrumental orientation scales of the five-point scale format of

Gardner’s Attitude/Motivation Test Battery (Gardner, 1985), ranging from

‘strongly disagree’ to ‘stronglyagree’

.

It might be worth indicating that Gardner’s

instrumental and integrative types of motivation were adopted because such a

clasification offers “an impetus to the study of languages attitudes and motivation

23

Test Battery (AMTB) is also reported to have good reliability and validity

(Gardner, 1985)

In section B of the questionnaire, the students were asked to answer a

question on whether or not they were interested in attending more English

language training courses to improve their English proficiency

.

The items of

Gardner’s AMTB were integrative orientation (item number 1-4) and instrumental

orientation (item number 5-8)

.

Section C of the questionnaire was developed to elicit information

regarding the students’ attitudes towards the English language

.

In this section, the

students were given ten statements. They were asked to specify their responses to

those statements by using the five-point scale format of Gardner’s

Attitude/Motivation Test Battery, ranging from strongly disagree to strongly

agree

.

It might be worth mentioning that the researcher modified some statements

into positive (item number 1, 2, 5, 8, 9) and negative (item number 3, 4, 6, 7, 10)

.

Another instrument was in a form of interview. The interview was used to

gain data to cross-validate the students’ responses to the questionnaire

.

The

students were asked questions related to their motivation and attitude towards the

English language

.

The questions were: their reasons for learning English, their

interest to attend English courses, and their attitudes towards the English language

and towards the culture of English speaking world

.

D. Data Gathering Technique

As explained before, this research deals with two major problems

.

To

solve those problems, this study would gather the data with the following

technique

.

The researcher started to conduct this study at SMK N 1 Depok

Yogyakarta

.

Before distributing the questionnaire, a permission letter to conduct

this study was sent to the authorized department at SMK N 1 Depok

.

The students

were informed about the objectives and the significance of this study when the

researcher distributed the questionnaire

.

They were also asked to state their very

honest responses and answers

.

The researcher also asked the students if they

needed any clarifications, they could ask the researcher

.

After the students

finished filling out the questionnaire, they were requested to recheck their

responses for incompleteness or missing answers

.

To conduct the interview session, the researcher selected 10 students as

interviewees

.

As explained earlier, those 10 students were selected based on their

responses to the questionnaire in section B

.

In section B of the questionnaire, the

students were asked to answer a question on whether or not they were interested

in attending more English language training courses to improve their English

proficiency

.

The 10 students who responded the question by “yes” were selected

25

would be treated with complete confidentiality

.

To record the interviewees, the

researcher used a digital voice recorder and a notebook

.

E. Data Analysis Technique

The data collected in the present study was of two types, quantitative and

qualitative

.

The quantitative data of the questionnaires were analyzed in terms of

frequencies, means, and standard deviation

.

Frequency shows the number of times an event occurs

.

In this study,

frequency was used to analyze how many times a certain item in the instrument

was answered by “strongly agree” or “strongly disagree”

.

The sum of the

frequency would be used to help the researcher answer the research problems

.

Mean also known as average is obtained by dividing the total (sum) of

observed values by the number of observations

.

To calculate mean, the researcher

use this formula:

Later, the mean would be used to calculate the standard deviation

.

A low standard

deviation indicates that the data points tend to be close to the mean, while a high

standard deviation indicates that the data is spread out over large range of values

.

To calculate standard deviation, the researcher used this formula:

For analyzing the qualitative part of the data, a content analysis method

was used

.

In the analysis process, the interviewees’ responses to each question

were firstly translated into English and then transcribed

.

After that, the responses

were analyzed in terms of themes related to the study objectives

.

F. Research Procedure

This research would be conducted through several steps

.

Before

administering the questionnaire to the respondents, the researcher would obtain a

permission letter

.

The letter was used to get permission to do a research in SMK

N Depok 1 Sleman

.

The researcher also consulted with the teachers at the school

about the research

.

Before distributing the instrument to the subject research, the

researcher tried the instrument out to a sample group of people

.

The researcher

also revised the instrument if there was a mistake during the try out

.

The next step

was distributing the questionnaires to the sample group and analyzing the data

obtained from the questionnaires which applies calculation as explained earlier

.

After analyzing the data, the researcher would obtain information which can be

27

CHAPTER IV

RESEARCH FINDINGS AND DISCUSSION

This chapter deals with the presentation and discussion of the research

findings which provides answers to the research questions in the problem

formulation stated in chapter I

.

There are two research questions to be answered,

first is whether the students of SMK N 1 Depok are motivated instrumentally or

integratively in learning English and second is what the attitudes of the 1st grade

students of SMK N 1 Depok towards learning English are

.

This chapter is divided

into two parts, namely, SMK N Depok Students’ Motivation Towards Learning

English and SMK N Depok Students Attitudes Towards Learning English

.

The

first part of this chapter discusses the results and discussion of the questionnaire

and interview for domain 1: Degree of Instrumentality and domain 2: Degree of

Integrativeness, meanwhile, the second part of this chapter discusses the results

and discussion of questionnaire and interview for domain 3: Attitudes Towards

Learning English

.

A. SMK N 1 Depok Students’ Motivation in Learning English

1. Questionnaire Results

To identify the students’ motivation in learning English, the participants

were asked to answer the questionnaire adapted from Gardner’s Attitude and

Motivation Test Battery (AMTB)

.

In this part, the researcher used 2 domains:

degree of instrumentality and degree of integrativeness

.

Originally, Gardner’s AMTB has 12 domains; for the purpose of this

study, the researcher only used 3 domains

.

The data will be prensented in terms of

the distribution of frequencies/percentages and the total means value for each

domain

.

The means are simply the average calculation of the responses with 1

point assigned for “strongly disagree”, 2 for “disagree”, 3for “do not know”, 4 for

“agree”, 5 for “strongly agree”

.

In this part, the researcher presents the results and

discussion of the questionnaire on domain 1 and 2

.

[image:44.595.103.540.211.728.2]

a. Domain 1: Degree of Instrumentality

Table 4.2: Frequencies, Percentages, and Mean scores for items of Domain 1

What are your reasons for learning English? (item 1-4)

Freq/ perc

Agree Disagre e

Don’t know

Total Mea n

Std

Because it will enable me to get job easily

Freq 77 1 12 90

4

.

32 0

.

73 Perc ₈₅

.

_{56% 1}

.

_{11% 13}

.

_33% 100%

Because it will enable me to carry my tasks easily

Freq 71 11 8 90

3

.

75 0

.

79 Perc ₇₈

.

_89% 12,22% ₈

.

_89% 100%

Because it is a school requierement

Freq 58 21 11 90

3

.

57 1

.

11 Perc ₆₄

.

_{45% 23}

.

_{33% 12}

.

₂₂ 100%

Because I hope to further my education

Freq 74 3 13 90

4

.

19 0

.

81 Perc ₈₂

.

_{23% 3}

.

_{33% 14}

.

_44% 100%

Total percentage 77.785% 9.995% 12.22% 100%

29

Table 4.2 illustrates that 77

.

7 % of the participants are instrumentally

motivated

.

Questionnaire item number 1 which receives the highest mean score

4

.

32 and percetage 85

.

56 % reveals that the great majority of 1st grade students of

SMK N 1 Depok Sleman learned English because it would enable them to get job

easily, while 82

.

23% of 1st grade students of SMK N 1 Depok Sleman learned

English to further their education, and 78

.

89 of the participants learned English

because it helps them to carry out their tasks more efficiently

.

In brief, the total

mean score (3

.

55) indicates that the largest number of 1st grade students of SMK

N 1 Depok Sleman learned English for instrumental reasons such as getting a job

easily, to further their education, and carry out tasks more efficiently, while item

number 3 shows more than 64

.

45 % learned English because it is a school

requirement

.

The findings show that the students demonstrated greater emphasis on

instrumental reasons for learning the English language including utilitarian (e

.

g

.

enable me to get job easily) and academic reasons (e

.

g

.

enable me to carry my

tasks more efficiently, it is a school requirement and to further my education)

.

The

students see the idea that English is playing a vital role in their recent or future

lives

.

This finding is consistent with Woolfolk’s (1990: 312) view pertaining to

the need factor that can motivate students to learn

.

The needs will directly

influence the instrumental motivation of the students in order to fulfill the needs

that they have

.

Gardner defines instrumental motivation as “learning a language [image:45.595.98.517.229.560.2]

because of someone else or less clearly perceived utility it might have for the

learner (Gardner, 1983, p

.

203)”

.

In other words, a learner is instrumentally

motivated when he/she wants to learn language “in order to pass examination, to

use it in one’s job, because the educational system requires it” (Willkins, 1972, p

.

184)

.

In this case, the students’ needs are in the context of utilitarian and

academic needs

.

For the utilitarian (e

.

g

.

enable me to get job easily) matter, the

students of SMK N 1 Depok agreed that it will be their advantages if they are

mastering English language since some job requires the applicant to meet certain

level of English mastery (measured by the TOEFL score)

.

For the academic

reasons (e

.

g

.

enable me to carry my tasks more efficiently, it is a school

requirement and to further my education) the students of SMK N 1 Depok assume

that mastering English will let them to do better for their education

.

English has

become the international language of science and technology; students SMK N 1

Depok have to face this fact since some of their learning sources (books, internet

articles, etc

.

) are written in English

.

English subject has become one of the main

subjects in National Examination, the need to pass this examination also play

important role for their motivation in learning English language

.

The students

consider this as school requirement that they should accomplish

.

The students of

SMK N 1 Depok also want to further their education by entering the university

31

subjects; indeed this will lead the students to be motivated in learning the English

language

.

[image:47.595.104.554.220.582.2]

b. Domain 2: Degree of Integrativeness

Table 4.3: Frequencies, Percentages, and Mean scores for items of Domain 2

As shown in table 4.3, 74

.

36 % with a total mean score 3

.

85 of the

participants are integratively motivated and thought that English is an important

language

.

Item number 5 receives the highest percentage 94

.

44 % with a highest

mean score 4

.

36 of the students who said that studying English is important

because it will allow them to speak, communicate, and interact more easily with

speaker of English, whereas 76

.

67 % agreed with the idea that if Indonesia had no

Item number 5-8 Freq

/perc

Agree Disagre e

Don’t know

Total Mea n

Std

Studying English is important because it will allow me to be more at ease with people who speak English

Freq 85 0 5 90

4

.

36 0

.

57 Perc 94

.

44% 0% 5

.

56% 100%

Studying English is important because it will allow me to meet and converse with more and varied people

Freq 61 15 14 90

3

.

69 0

.

98 Perc 67

.

77% 16

.

67% 15

.

56% 100%

If Indonesia had no contact with English-Speaking countries, it would be a great lost

Freq 69 10 11 90

3

.

97 0

.

97 Perc 76

.

67% 11

.

11% 12

.

22 100%

Studying English is important because it makes me look smarter than others

.

Freq 53 22 15 90

3

.

39 1

.

19 Perc 58

.

89% 24

.

44% 16

.

67% 100%

Total percentage 74.365

% 13.055 % 12.502 % 100%

Total _{3.85 0.92}

contact, it would be a great loss

.

While 67

.

77 % of the sample agreed that

studying English is important, it will allow them to meet and converse with more

and varied people

.

Item number 8 receives the lowest percentage 58

.

89 % with a

lowest mean score 3

.

39 of the students who said that studying English is

important because it made them look smarter than others

.

The results show that most of the SMK N 1 Depok students learned

English for their needs of communication to the English speaker

.

Gardner (1983,

p

.

203) has explained and clarified what is meant by an integrative motivation as

“learning a language because the learner wishes to identify himself with or

become integrated into the society of the target language”

.

In other words, a

learner is integratively motivated when he/she learns a language because he/she

wants to “know more of the culture and values of the foreign language group…to

make contact with the speakers of the languages…to live in the country

concerned

.

It is believed that the students who are more successful when learning

a target language are those who like the people that speak the language, admire

the culture and have desire to become familiar with or even integrate into society

in which the language is used”, Finegan (1999, p

.

568)

.

The result of questionnaire

item number 8 goes in line with the study proposed by Woolfolk (1990: 320)

about the entity view of ability. Students who have an entity view of ability tend to

set performance goals and they usually look for situation where they can look

33

view of ability tend to set learning goals and seek situations where they can

improve their skills

.

Given the participants’ reasons to learn the English language, these

participants were further asked to specify their own opinions to the idea of

attending more English language training courses that would help improve their

English proficiency

.

The results in the table 4.4 below indicate that 80 % of them [image:49.595.102.515.229.535.2]

responded positively

.

Table 4.4: Results of the students regarding language course needs

Question Yes No Total

n % n % n %

Would you like to attend more English

language courses?

72 80 18 20 90 100

The most reasonable explanation for this might be that the students lacked

the language skills that would enable them to function effectively in their

academic activity

.

Having great desires for learning the language is considered to

be one of the main components of language learning motivation (Gardner, 2006)

.

2. Interview Results

The interview was used to gain data to cross-validate the students’

responses to the questionnaire

.

As explained before, 10 students were selected

randomly as interviewee based on their response in the section B of the

questionnaire

.

For the sake of confidentiality, the researcher named those 10

students by “student 1-10” instead of mention them with their real name

.

The

students were asked questions related to their motivation towards learning

English

.

The questions are: 1) their reasons for learning English and 2) their

interest to attend English courses

.

a. Instrumental reasons

Consistent with the questionnaire results, the majority of the interviewees

agreed that their motivation arises from “more functional or external needs, such

as the need to pass examinations, or posibly, career opportunities” (Skehan, 1989,

p

.

50)

.

In other words, instrumental motivation is considered as the primary source

of SMK N 1 Depok Students’ motivation towards learning English

.

Here are

some direct quotes from the interviewees that illustrate those reasons:

Student 8: “because I want to pass the final examination, we all know that English will be one of the main subject in the final examination”

Student 4: “because I want to pass the national examination and I want to go to college I dream about”

Both student 8 and student 4 mentioned about passing the final

examination

.

Moreover, student 4 also mentioned about her willingness to enter

the university that she wants

.

From the two statements above, the instrumental

motivation arises from academic reason; the need to pass the examination and to

35

arouses their motivation into somehow becomes instrumental motivation for

academic reason

.

Student 3: “because it will be a consideration when I apply a job later” Student 10: “because when I apply a job later, the possibility to get the job will be higher if I master the English language”

Those statements above clearly show us that these students’ motivation

arises from the utilitarian need, which is to get job easily

.

Indeed, mastering

Engl