GENDER AND MOTIVATION
IN ENGLISH FOREIGN LANGUAGE LEARNING
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
SarjanaPendidikan
Rosalia Roro Rengganis
112011084
ENGLISH TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
i
GENDER AND MOTIVATION
IN ENGLISH FOREIGN LANGUAGE LEARNING
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
SarjanaPendidikan
Rosalia Roro Rengganis
112011084
ENGLISH TEACHER EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
iii
This thesis contains no such material as has been submitted for examination in any course or accepted for the fulfillment of any degree or diploma in any university. To the best my knowledge and my belief, this contains no material previously published or written by any other person expect where due references is made in the text.
Copyright@2015. Rosalia Roro Rengganis and Elisabet Titik Murtisari, M. TransStud.,Ph.D
All right reserved. No part of this thesis may be produced by any means without permission of at least one of the copyright owner or the English Department, Faculty of Language and Literature, Satya Wacana Christian University, Salatiga
v
COVER PAGE ………. i
APPROVAL PAGE ………ii
COPYRIGHT STATEMENT ………iii
PUBLICATION AGREEMENT DECLARATION……….... iv
TABLE OF CONTENT ……..……….. v
LIST OF TABLES ………..… vii
LIST OF FIGURES ………...……. viii
ABSTRACT ...……… 1
A. INTRODUCTION ………... 1
B. LITERATURE REVIEW ……… 3
1. Definition of Gender ……… 4
2. Definitions of Motivation ………. 5
2. a. Motivation in Learning ………. 5
2. b. Different types of Motivational Pattern in learning English as a Foreign Language ………...…. 7
3. Gender and Motivation in language learning research ………... 9
C. THE STUDY ………...……… 10
vi 1. Correlation Data Analysis
1. a. Spearman’s Rho Correlation Data Analysis ………...……… 15
1. b. Gender and Four Types of Motivation ………...……… 19
2. Motivation Scores and Frequencies Analysis 2. a. Genders’ Motivation Score ……….. 20
2. b. Instrumental Motivation’ Frequency ……….. 25
2. c. Integrative Motivation’ Frequency ………... 27
2. d. Intrinsic Motivation’ Frequency ………. 29
2 .e. Extrinsic Motivation’ Frequency ……….. 33
E. CONCLUSION ………...……… 37
REFERENCES ………...…….40
ACKNOWLEDGEMENT ………..………... 44
vii
LIST OF TABLES
Table 1: Spearman’s Rho Correlation between gender and motivation score……….. ..16
Table 2: Spearman Rho’ Correlation for Instrumental motivation ……….16
Table 3: Spearman Rho’ Correlation for Integrative motivation ………17
Table 4: Spearman Rho’ Correlation for Intrinsic motivation ………17
Table 5: Spearman Rho’ Correlation for Extrinsic motivation ………..18
Table 6: Gender and Four Types of Motivation ………...19
Table 7: Male Participants’ Motivation Scores ………..21
Table 8: Female Participants’ Motivation Scores ………..23
Table 9: Instrumental Motivation Frequency ………25
Table 10: Integrative Motivation Frequency ………...27
Table 11: Intrinsic Motivation Frequency ………...30
viii
LIST OF FIGURES
Figure 1: Normal QCQ Plot of Male and Female Participants’ Motivation Scores ……14
Figure 2: Scatter plot of Gender and Motivation Score ………...15
Figure 3: Bar Chart Normality of Male Participants’ Scores ………..22
! !"#
Motivation is considered as one widely known study of subsequent relation with language performance. Following by an issue which has been investigated regarding its correlation links with motivation is gender. The present study examines motivational patterns and correlation across gender in English Foreign language learning. Participants in the study are Satya Wacana Christian University advanced English major undergraduate students. A questionnaire used for data collection and statistical means of frequencies and correlation analysis employed for data analysis. The findings indicated that there was no significant difference between male and female participants. The significance of this study is to reveal that it is important for teacher practice’ in English major undergraduate program with the reasons that they can indicate the extent to which motivation to learn is mediated by gender and that there would not be any bias on gender bases in their motivational patterns in learning English as a foreign language.
1 ! !"#
Motivation is considered as one widely known study of subsequent relation with language performance. Following by an issue which has been investigated regarding its correlation links with motivation is gender. The present study examines motivational patterns and correlation across gender in English Foreign language learning. Participants in the study are Satya Wacana Christian University advanced English major undergraduate students. A questionnaire used for data collection and statistical means of frequencies and correlation analysis employed for data analysis. The findings indicated that there was no significant difference between male and female participants. The significance of this study is to reveal that it is important for teacher practice’ in English major undergraduate program with the reasons that they can indicate the extent to which motivation to learn is mediated by gender and that there would not be any bias on gender bases in their motivational patterns in learning English as a foreign language.
$ % & ' : English as a Foreign Language (EFL), learning motivation, gender
(
It is common tobelieve that male and female differ in their appearance. The two
look biologically different from the outside. The question arose concerning this matter is
‘Is there any difference between both genders beside their appearance?’ The answer to
2
motivational patterns in study. Motivation is believed to play an important roles in
learning English as a foreign language. Since the main goal of education is to facilitate
and support learning for each student, thus a determining factor to successful study is the
students’ motivation itself.
Holmes and Meyerhoff (2001) as cited in Abdillah & Chowdhury (2013) argue
that “language and gender is a particularly vibrant area of research and theory
development and within the larger study of language and society” (p.234). One of the
most common genderCrelated study is gender and motivation in language learning which
has been investigated by many researchers since 1990s in regard to find the tendency of
practical classroom realities (Sugimoto, Rahimpour, & YaghoubiCNotash, 2003, p.152).
Leading educational thinkers in motivational differences in learning related to gender
have shown varied results. There were study which resulted in differences between male
and female learners in English as a foreign language learning motivation. For example,
Ahat (2013) who examined ethnic minority students of a university in the Xinjiang
Uyghur Autonomous Region of China, showed that female students hold greater intrinsic
and attainment value than male students, and therefore their performance is better than
male students.On the contrary, the most recent study by Aldosari (2014) in King Khalid
University, Saudi Arabia shown that English major university students wasproven to have
a slight motivational pattern difference across genders in the way they exhibited different
purpose to learn English. Take another case in point Sugimoto, Rahimpour, & YaghoubiC
3
Eastern Azerbaijan Province had resulted in no significant difference found between both
sexes. It is only a slight motivational pattern differences across gender.
The context in this study isadvanced English major students in university who
learn English as a foreign language. The term of advanced students denote the meaning
of learners who is in the gradual development of language skill across the different
proficiency of speaking, listening, reading, and writing (Richards, 2008, p.22). Hence, to
be advanced learners, Richards (2008) suggested some extent of categorization like
“grammatical competence which is continuing to expand; fluent and accurate language
users; capacity to monitor their own language as well as that of others; have vocabulary
particularly at the 5000C6000 word range; master the use of conversational routines and
other means of participating in conversation and other form of spoken discourse” (p.21).
Additionally, English as a foreign language refers to the learning of a language in a
classroom setting, where the target language is not used widely in the community
(Lightbown & Spada, 2006, 199) cited in Amedi (2013). Moreover, motivational patterns
in foreign language learning among learners may varied according to their objective in
learning English. One of the subsequent factors that can affect learners’ in learning
language is about gender differences. Therefore, it is necessary to examine the potential
motivational patterns of gender differences in English Foreign Language Learning of
advanced English major undergraduate university students to specify the scope to which
motivation to learn is mediated by gender.
The present study is designed to answer the question: ‘Is there any difference in
4
learning English as a foreign language?’This question will clarify distribution of
motivational patterns across gender and the correlation of motivational patterns.
( )
Gender and motivation are two aspects that commonly known as variables in a
large number of research in language learning. Previous research by Thorn&Henley
(1975), Gumperz (1980), and McElhinny (1993) as cited in Sugimoto, Rahimpour &
YaghoubiCNotash (2003) make the area of gender and language develop widely. Besides
that, many leading educational thinkers make into wider scope of investigation about
gender and motivation in relation with language learning.
The following are some key terms regarded to gender and motivation in language
learning, specifically in the context of English as a foreign language learning.
( * + * '
For decades, it is known that a fundamental categorization in human societies is
gender. It appear as a source to determining individual as well as social identity.
Lorber and Farrel (1991) stated that gender related to “the activity of managing
situated conduct in light of normative conceptions of attitudes and activities
appropriate for one’s sex category” (p.7). It can be said that the distinction between
genders varied for the characteristic such as sex’ divisions and attitudes. In relation to
this, gender role in human society can become an instrument in determining
5
of attributes and behaviors given to the female or to the male” (p.84). In addition,
Mansour (1999) believes that gender is an achieved status that is constructed through
psychological, cultural, and social means. (p.9). In sum, gender created to bring about
the differentiation between male and female from the ideas the role of sex category,
behavior, or identity that already formed through psychological, cultural, and social
means in social lives.
( * + * + , +
( ( + , +
Theories about motivationfrom educational thinkers clarify various definitions to
explain this essential human behavior. Dörnyei (1998) believed that motivation
should be "responsible for determining human behavior by energizing it and giving it
direction" (p.17). In addition, according to Gardner (1985) as cited in Gilakjani
(2012), “to be motivated, the learner needs to have something to look forward to, a
purpose related to goal or objective” (p.9). By extension, having motivation could
give direction to set objectives in learning and in that way learners would have clear
goal(s) in learning process.Learning a language means to be able to comprehend on
how to use the language. Motivation is needed to acquire the language learning’s
goal(s) and since it come for individual self, thus language learning outcome will
6
Furthermore, Dörnyei (1998) pointed out the term of “motivation as a
process”. Dörnyei defined motivation as a process which refers to “process whereby a
certain amount of instigation force arises, initiates action, and persists as long as no
other force comes into play to weaken it and thereby terminate action, or until the
planned outcome has been reached”. (p.118). In addition, Dörnyei posited that
motivation should be “focus on individual’s thoughts and beliefs (and recently also
emotions) that are transformed into action” (p.118). Supported by Pintritch and
Schunk (1996) as cited in Dornyei (1998), motivation involves various mental
processes that lead to the initiation and maintenance of action as they define
motivation as “the process whereby goalCdirected activity is instigated and sustained.”
Ultimately, motivation is the source that cause learning process to happen to the
individuals by making a set of actions. By having motivation, it would likely to make
the learning process clearly directed to continue for a period of time. Having the same
idea with previous researchers, Aldosari (2014) believed that “motivation may be
constructed as a state of cognitive and emotional arousal which leads to conscious
decision to act and gives rise to a period of sustained intellectual and/or physical
effort in order to get a previously set goal” (p.1). In regards to motivation in learning,
Deci & Ryan (2000) believed that “people have not only different amounts, but also
different kinds of motivation.” It is to say that the motivation can “vary not only in
level of motivation (i.e., how much motivation), but also in the orientation of that
motivation (i.e., what type of motivation). It is to say that if individuals have goals,
7
learner is eager to improve language abilities, the reason is because the person
understand the potential value or because by learning the skills can be resulted in
good grades.
Along the same lines with preceding definition of motivation in learning,
specifically Dörnyei suggested that motivation is “one of the key factors that
influence the rate and success of second/foreign language learning” (p.117). In
addition, Dornyei acknowledged that motivation gives main encouragement to initiate
learning and later will support the learning process. Hence, relating to learning
English as a foreign language, learners should have to set the objective in order to
attain their wishes by learning the target language.
( -( ** + +%. * + , + ++ /
0
Former researcher in the field of motivation, Gardner and Lambert (1972) had
proposed The Gardnerian framework of language learning that has been commonly
used to examine the motivation in language learning.Ahat (2013) believed that
previous researchers’ study on gender and motivation in English foreign language
learning are mostly follow the Gardnerian concept of integrative and instrumental
models of motivation or the combination of socioCeducation and socioCpsychological
8
Gardner and Lambert (1972) as cited in Noels (2000) stated that motivation to
learn sought to goals or orientations in the acquisition of language learning. These
authors classified two classes of orientations. First, the integrative motivation which
refers to “a desire to learn the language in order to have contact with, and perhaps to
identify with members from the language community.” (Noels, 2000, p.59). It implied
that integrative motivation as a motivation to be able to integrate with the target
language. It is also refers to integrative aspects when individuals like English culture,
like to speak English, and want to be identified as a part of the society. It is believed
that positive motivation on the language learning and relating to the target language
culture makes the learner score higher since he/she wants to be similar with the
speaker of target language (Dörnyei &Csizér, 2005). On the contrary, there is
instrumental motivation which defines as “desire to learn the language to achieve
some practical goals” (Noels, 2000, p.59). In other words, instrumental motivation
can be said as an instrument to achieve certain goals and practical purposes like
passing an examination, getting a job,climbing up the social hierarchy, etc.
This formulation of integrative and instrumental component of motivation has
led to many study of motivational models but have been resulted in inconsistent
finding. Educational thinkers started to formulate other models of motivation to
complement integrative and instrumental type of motivation. Deci and Ryan (1985)
conceptualized selfCdetermination theory as an approach to determine motivation
models. There are mainly two types of motivation, one type is interest in the learning
9
reward to the learning process or extrinsic motivation. Deci (1985) added that
“intrinsic motivation is founded upon innate needs for competence and selfC
determination.”These researchers assume that when individuals can freely choose to
do the learning activity, they will challenge themselves to do the activity and in that
way the sense of competence to develop their abilities will rise. Intrinsic motivation
cause learners involve in learning activity for their own sake not because to get the
reward from outside. The pleasure will likely to cause motivation to emerge with the
reason of satisfaction the learners feel about the task or when completing the task. In
contrast with intrinsic motivation, to be extrinsically motivated means that individuals
“carried out actions to achieve some instrumental end, such as earning a reward or
avoiding punishment.” (Noels, 2000, p.61). In other way saying, extrinsic motivation
could arise because of expectation to get reward from outside. The reward could be
prizes, grades, or positive feedback. Thus, pleasure to complete the task come
because of the reward itself.
1( ' ' + , + 0 2/
There are extensive scope of study in the area of gender and motivation in
language learning. The emphasis on gender and motivational research typically in
aspect of particular type of motivational patterns which individuals has concerning
about learning language. Back then, Sugimoto; Rahimpour; YaghoubiCNotash(2003)
mentioned the extended scope on motivation research emphasis on: “social as well as
10
tendency to address practical classroom realities.” In addition, Sugimoto; Rahimpour;
YaghoubiCNotash (2003) stated that motivational studies can be generalized into two
categories: psychological and social approaches. Psychological approach which
contain theoretical framework to explain motivation, meanwhile social approach to
examine learners’ motivational patterns. This present study tend to focus more on the
social approach since it examine learners’ motivational patterns across gender.
Previous studies conducted to investigate gender and motivation in language
learning have shown various results. There were study which resulted in significant
gender difference in motivation to learn English as a foreign language. A study by
Ahat (2013) which examined ethnic minority students of a university in the Xinjiang
Uyghur Autonomous Region of China showed that female students hold greater
intrinsic and attainment value than male students, and therefore their performance is
better than male students. To take other case in point, the most recent study by
Aldosari (2014)to find out correlation between gender and motivation of Engliah
major students in King Khalid University, Saudi Arabia have shown that women have
more tendencies in motivation toward learning EFL more than man do. In contrast,
Sugimoto;Rahimpour & YaghoubiCNotash’s (2003) study examined nonCEnglish
major undergraduates from two universities in Eastern Azerbaijan Province have
resultedin no significant difference in motivational pattern differences across gender.
The same finding happened in the study of Shekhar & Devi (2012) which showed no
significant difference between the learning English motivation of male and female
11 (
( 2/ 30 +
This research study is designed to answer the question ‘Is there any difference in
motivational patterns across gender among advanced English major university students in
learning English as a foreign language?’ In order to answer this question, this study will
examine if there is a correlation between each type of motivation and gender also study
the distributions of frequencies of responses of each gender group.
( / + 2 . +
The respondents of this study were students of Faculty of Language and
Literature, Satya Wacana Christian University batch year 2011 and 2012. The reason why
the writer chose batch year 2011 and 2012 because this year is their fourth and third year
of study in Faculty of Language and Literature, thus they can be categorized as advanced
learners who experienced more in learning English as a foreign language. The number of
respondents were as follows: batch year 2011, there were 24 male participants and 68
female participants. Meanwhile batch year 2012 there were 26 male participants and 82
female participants. As clearly seen, there are 92 participants from batch year 2011 and
108 participants from batch year 2012. So, the total number was 200 participants.
1( 4. + 2/ 50
The participants of the study weremale and female advanced English major
12
participants were from almostCentire targeted population. From total number of 230 total
targeted population (2011=97 students and 2012=133 students), this study examined the
total of 86.95% from the targeted population. Additionally, since the number of male
students in Faculty of Language and Literature is relatively small, so it was decided to
take 50 male participants and 150 female participants from both batch year.
The different number of the male and female respondents in this study is allowed
since the sample size of the male participant (50) and the female participants (150)
represented the number of targeted population. The calculation using proportionate
stratification will ensure that the selected sample had proportionate number of the male
and female respondents.From the total population of 230 students, there is 21.73% of
male students and 78.26% of female students. Therefore, if the desired sample size is 200
participants, dividing the sample size by the proportion of each genders will resulted as
much as 153.39 result of the female participants, and 42.6 number of male participants.
To simplify and find the close number of participant, this study will examine the number
of 150 the female participants and 50 number of female participants.
#( + 04 + +
This study employed research design using questionnaire to elicit the data. The
questionnaireshave been developed from the compilation of ChingCHo (1998); Lo Castro
(2000); and Ahat (2013) to fit into Indonesian context. The questionnaire in this study
was aimed to get English major university students’ ideas about their motivation to learn
13
instrumental, integrative, intrinsic, extrinsic motivation) among the male and female
participants of English major students. In the questionnaire, the statements appeared in
order according to each type of motivation. Statements 1C5 were about participants’
instrumental motivation. The following statements 6C10 were designed to reveal
participants’ integrative motivation. Moreover, intrinsic motivation items were in
statements 11C18, while extrinsic motivation items were placed in statements 19C25.
These items in the questionnaire were writtenin the form of a fourCpoint Likert scale, i.e.
Strongly Agree, Agree, Disagree, and Strongly Disagree. A fourCpoint Likert scale was
employed with the reason that it can be used to measure opinion from participants
through their level of agreement or disagreement and to avoid indecisiveness. The
respondents could check in the box provided according to their own view toward their
motivation in learning English.
5. + 2+
The data collection was took place during the second semester of the academic
session 2014/2015. Procedures for data collection was by handed out the questionnaire
between classes and instructed the participants to complete the questionnaire. Participants
were supposed to give check mark in the box provided that closely speak for their
14
6( + %
The data were analyzed using nonCparametric descriptive statistic by Statistical
Package for Social Sciences (SPSS) IBM Statistics Version 20. Checking the
assumptions of linearity, normality, and homoscedasticity showed the result that in both
Normal QCQ plots figures for male and female participants in relation to their motivation
score, the dots are spread along the line which indicate that the data are approximately
normally distributed. Additionally, the variability in scatterplot graph is approximately
same across the line and indicating there is no case of nonCnormality as shown in Figure 1
and Figure 2. So, thereason for choosing nonCparametric analysis is the scale of
measurement (LikertCscale data) which are ordinal, thus do not represent real numbers.
The analyses were carried out using correlation (Spearman’ Rho) analysis, overall
motivation scores analysis, and frequencies analysis. Correlation analysis using
Spearman’ Rho was conducted to find out the correlation between gender and their
motivation to learn English as a foreign language. The use of overall motivation scores
analysis was carried out in order to find out the distribution of motivational scores among
genders. Moreover, frequencies analysis was aimed to identify difference among gender
in terms of their motivational factors in learning English as a foreign language. The
findings will be clarified through the level of agreement of the respondents in the given
16 (
In this section, the analyses using correlation (Spearman’ Rho) analysis,
motivation scores and frequency data analysis are present in details. Overall participants’
responses showed that there was no case where the participants left the box empty which
means all of 200 questionnaire contained valid responses.
( + + %
1. a. Spearman’s Rho Correlation Data Analysis
An analysis using SPSS IBM 20 Correlation (Spearman’s Rho) is used to find out
gender correlation with motivation to learn English as a foreign language. The reason for
conducting analysis using Spearman’ Rho correlation is to measure the association
between two variables, gender and motivation.
Firstly, this following table illustrates the correlation between gender and overall
motivation scores.
overall motivation scores indicating the strength of the correlation is considered weak
(0.498) which illustrates that there was no significant relationship between gender and
17
Moreover, the following tables are represent relation between gender and
motivation which carried out through 25 statements that revealed 4 types of motivation
(i.e. instrumental, integrative, intrinsic, and extrinsic motivation).
!" $ %
Table 2 illustrates Sig. (2Ctailed) of instrumental motivation items which are .398;
.582; .641; .948; .297. These findings showed that there was insignificant correlation
between gender and instrumental motivation items’ responses from the participants
because the Sig. (2Ctailed) indicating higher number than p value (0.05).
& !" $ % * Correlation is significant at the 0.05 level (2Ctailed)
Table 3 shows that Sig. (2Ctailed) for integrative items’ responses got .248; .048;
1.000; .694; .268. The only significant correlation is S7 (p < 0.05), but the correlation
coefficient is negatively weak (C0.140) which suggested negative correlation between two
variables. The overall finding of integrative motivation relation to gender showed that
there was no major significant correlation among gender and participants’ integrative
18
Moreover, Table 4 demonstrates correlation of intrinsic motivation among gender.
Looking at the Sig. (2Ctailed) scores for each statement, like the preceding findings, it still
showed insignificant difference between genders in relation with intrinsic motivation to
learn English as foreign language.
illustration that there was not significant correlation between the male and female
participants in regards with their extrinsic motivation to learn English as a foreign
language.
To put it briefly, the value of the correlation coefficient mostly goes towards less
than +1. There were even negative correlation in S1, S2, S5, S6, S12, S19, and S22.
' !" $ %
19
Thus, it implied that the relationship between both variables are weak. For instance,
looking at Sig. (2Ctailed) in all statement’ responses, it shows relatively high number than
0.05 level (2Ctailed). The highest number of correlation coefficient is S15 (0.71), but it is
not significant (p < 0.05). It suggested that the correlation considered weak between two
variables.
These correlation findings follow previous analysis of total score and frequencies
number that there is no significant correlation between male and female participants in
regards to their motivation for learning English as a foreign language. A possible reason
why there is no significant difference among genders and motivation to learn English as a
foreign language could be because the participants are advanced learners of Faculty of
Language and Literature who could already motivated to learned English whether to
achieve particular goals, to be part of the English society, to get selfCacknowledgement of
being EnglishCcompetent, or to get reward from the outside.
1. b. Gender and Four Types of Motivation
With regard to four types of motivation, the findings using Spearman’s Rho
correlation analysis indicated that there is low degree of relationship between gender and
overall motivation scores; and gender with four types of motivation. In addition to the
20
+ ,
! " #
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! "
Among both genders, the means for each type of motivation are similar between
male and female respondents and thus there is no significant difference. In spite of this, it
is shown that the mean of instrumental motivation for each gender has the highest score
among all types of motivation. Soureshjani (2011) assumed that “extrinsic motivation is
somehow related to instrumental motivation and intrinsic motivation is related to
integrative motivation” (p.622). In addition, Noels (2000) proposed that the similarity
between being instrumentally motivated and extrinsically motivated is that both
“constructs emphasize the pursuit of an activity as a reaction to some object external to
the individual and the activity.” (p.64).
The findings from the table showed that the participants in this study have highest
mean score in their instrumental motivation which indicated that the participants were
considered more on the purpose of language learning to get benefit, for example like
21
acquiring personal development. With the regard of relation between instrumental
motivation and extrinsic motivation, the result turned out rather different from
instrumental motivation since it showed the lowest mean score (2.694) with relatively
higher difference with instrumental motivation. It can be said that in this study, the term
of motivation with the purpose of getting something from the outside individualare not
closely related.
Moreover, the integrative and intrinsic types of motivation in this study showed
the mean scores with relatively slight difference. Integrative and intrinsic motivations are
believed to be“internal factors for learning the language just for itself.” (Soureshjani,
2011, p.622). Additionally, Noels (2000) also stated that “it is conceivable that these
orientations are relatively selfCdetermined orientations in that they may be related to
values that the individual has incorporated into the selfCconcept.” This finding indicated
that in this study, participants have relatively same desire in terms of learning activity for
their own sake.
( + , + 2 ' 50 2 %
2. a. Genders’ Motivation Scores
Analysis of motivation scores for each male and female participants are presented
22
-Participant Total Score Participant Total
Average of Male Participants’ Total Score = 78.14 Standard Deviation = 8.804
The calculation of the scores assigned by converted the numerical values of 4, 3,
2, and 1 into Strongly Agree, Agree, Disagree, and Strongly Disagree. Having a total
number of 25 statements in the questionnaire, it means the maximum score of a
participant can reach 100 of total score, meanwhile the lowest score will be 25. In order
to make distinction in the degree of motivation, it decided to categorize the motivation
score into 2 categorization: low motivation and high motivation. Low motivation
occurred when the score range from 25C62.5 while high motivation happened when the
score range from 62.6C100.
In the male participants total score case, there were 3 out of 50 participants who
have low motivation (Male 7, Male 32, and Male 37) and the lowest among those three
23
categorized having high motivation score. The highest number is participant Male 18
with 95 points. Additionally, the overall average of 50 male participants is 78.14 which
indicated that that most of the male participants have positive attitude toward the idea of
motivation in their English foreign language learning. To make it clear, the following
figure of bar chart normality of male participant’ motivation score.
.
Participant Total
Score Participant Total
Score Participant Total
Score Participant Total
Score Participant Total
Score
Female 1 80 Female 31 95 Female 61 78 Female 91 88 Female 121 73
Female 2 81 Female 32 83 Female 62 73 Female 92 86 Female 122 77
Female 3 74 Female 33 76 Female 63 87 Female 93 95 Female 123 69
Female 4 91 Female 34 81 Female 64 70 Female 94 88 Female 124 79
24
Average of Female Participants’ Total Score = 79.333 Standard Deviation = 6.971
Furthermore, in the case of female participants’ total score, only 1 participant (Female
11) that have low motivation score of 62, meanwhile the other 149 participants surely
25
score(Female 80) reached until 97 points and the overall average of the female
participants’ total score is 79.333.
The following figure of bar chart normality will give clear illustration on how the
data are approximately normally distributed.
Overall, comparing the result of total score by both genders, it is clearly seen that
the female participants have slightly higher average than the male counterparts with
1.193 difference.
2. b. Instrumental Motivation’ Frequency
These following five statements of instrumental motivation were aimed to find
out whether or not the participants have motivation to learn English to fulfill certain
26
practical goals like furthering career, getting a job, climbing social hierarchy, travelling
abroad, and acquiring personal development.
0 % 1 ,
+ + 4 + '
50 2%
1. The acquisition of English is useful for my plans
after leaving university.
Male 29 21 0 0
58% 42% 0% 0%
Female 77 72 1 0
51.3% 48% 0.7% 0%
2. What I have learnt in the English course will be
useful for my future job.
Male 27 23 0 0
54% 46% 0% 0%
Female 76 70 4 0
50.7% 46.7% 2.7% 0%
3. English is essential for me to participate more
significantly in society.
Male 13 28 9 0
26% 56% 18% 0%
Female 36 98 16 0
24% 65.3% 10.7% 0%
4. English will help me if I should ever travel
abroad.
Male 39 10 1 0
78% 20% 2% 0%
Female 117 33 0 0
78% 22% 0% 0%
5. English is essential for my personal
development.
Male 23 23 4 0
46% 46% 8% 0%
Female 52 91 7 0
34.7% 60.7% 4.7% 0%
The top result which gained highest frequencies and percentages among items in
27
abroad’. Only 1 male participant did not agree with the statement. Therefore, this
statement revealed that almost all participants, both male and female participants are
agree that learning English is beneficial for them when it comes to travelling abroad.
Statements number 1 and 2 have similarity in terms of furthering career and
getting a job. In fact, in both statement, the male participants have a slightly higher
percentage of agreement upon the statement but the difference to the female participants
is not significant. This finding is different from that of Xiong (2010), who found that girls
have higher instrumental motivation than boys. Xiong (2010) believes that motivation
comes because individuals are interested in gaining more knowledge to increase their
abilities in English that can help them for attaining goals like furthering their career.
Furthermore, statement 3and 5 were gained more positive responses from the
participants. In statement 3, since there were only 25 participants out of the 200 total
participants negatively responded to the statement, ultimately most of the participants had
a positive view toward the idea that the English is essential for them to participate more
significantly in society. In statement number 5, comparing responses from the male and
female participants, it confirmed to be the same lines with the preceding statements’
finding, there was only a slight difference found between both genders.
In sum, comparing both genders in terms of instrumental motivation, there was no
significant difference between the male and female participants in terms of this type of
28
to achieve practical goals like furthering career, getting a job, climbing social hierarchy,
travelling abroad, and acquiring personal development.
2 .c. Integrative Motivation’ Frequency
This section discusses the frequency of integrative motivation items which is
related to learning language to integrate with the culture and to be a part within the target
language society.
2 % 1 ,
+ + 4 + '
50 2%
6. I think English language is important to know
to make myself part of the culture and to be the
part of the English society.
Male 15 27 8 0
30% 54% 16% 0%
Female 26 103 21 0
17.3% 68.7% 14% 0%
7. English will help me acquire new ideas to
broaden my outlook.
Male 19 26 4 1
38% 52% 8% 2%
Female 30 106 14 0
20% 70.7% 9.3% 0%
8. English will enable me to understand and
29
Female 90 57 3 0
60% 38% 2% 0%
10. I can learn more about the world through
learning English.
Male 20 26 4 0
40% 52% 8% 0%
Female 70 75 5 0
46.7% 50% 3.3% 0%
With the regard of statement 9 which gained more positive responses compared to
the other integrative items, there are a total of 90% of male and 98% of female
participants who agreed and strongly agreed toward the idea that it is interesting to be
integrated with English through listening to music and watching movie. A possible
reason might be because knowledge can be acquired at the same time when they enjoyed
the music or movies in the target language.
As clearly seen from the table, the other statements also have more positive
responses from both genders. In statement 6 there were more participants who believed
that English is a crucial factor to be integrated in target language culture. The finding
echoes Gardner (1985) who stated that a language cannot be separated from the learners’
attitude towards the community. Therefore, if the participants are willing to be integrated
in English society, they are motivated enough to learn English for that reason. The same
finding of more positive responses with slightly difference frequencies and percentage
number between both genders also happened in statement 7 and 10. Additionally, to
further reveal their integrative motivation, participants were asked to give their opinion
30
culture better’. Interestingly, both the male and female participants resulted in the same
percentage numbers. Only 10% of each that did not agree with the statement.
The upshot of all the findings mentioned above is that the overall frequencies
finding showed a slight difference between male and female participants. Both genders
were almost equally motivated in terms to be part of culture and to be part of English
society, to broaden their perspective in the way of understanding and thinking about
something, to make them understand and appreciate English culture better, to help them
more about the world. All in all, regardless the gender, most participants in this study
positively responded to the integrative factors to learn English to understand the culture
and to be part of the language society.
2.d. Intrinsic Motivation’ Frequency
Intrinsic motivation occurs when learners are involved in learning activity for
their own sake and not for the reason to get reward from outside. By extension, Ahat
(2013) stated that intrinsic motivation has intention to bring learners’ internal reward
consequences such as selfCdetermination or competence.
% 1 ,
+ + 4 + '
50 2%
11. I think I can achieve my goal successfully in learning
English.
Male 10 34 6 0
20% 68% 12% 0%
31
16. I like to learn English for the activity itself and not for
any reward.
Male 12 27 11 0
24% 54% 22% 0%
Female 37 100 13 0
24.7% 66.7% 8.7% 0%
17. I feel freer to express myself in English than in my
first language.
Male 5 9 34 2
10% 18% 68% 4%
Female 11 56 78 5
7.3% 37.3% 52% 3.3%
18. I am very pleased that I have the chance to learn
English because I am interested in it.
Male 15 32 3 0
30% 64% 6% 0%
Female 54 90 5 1
32
In terms of intrinsic motivation, statement 12 ‘I would like to speak English really
well’ gained 100% positive responses from both genders although the degree of
agreement different between both genders, the male participant on strongly Agree (62%),
and Agree (38%), whereas the female participants on Strongly Agree (56%) and Agree
(44%). As clearly seen from the result, all the participants in this study were deemed to
be motivated in terms of speaking English really well.
If statement 12 has no disagree and strongly disagree responses, in contrast with
statement 17 with the idea that it is freer to express themselves in English than in their
first language, as many as 72% male participants disagreed (68%) and strongly disagreed
(4%) with the statement meanwhile 55.3% female participants disagreed (52%) and
strongly disagreed (3.3%) with the idea. It shows that more than half of the participants
did not feel free to express themselves in English compared to when they used first
language to express themselves.
Statement 16 in this intrinsic motivation are “I like to learn English for the
activity itself and not for any reward” and. The result of statement number 16, echoes
Xiong’s (2010) finding that shows girls’ intrinsic motivation is stronger that boys in the
foreign language learning. In addition, Amedi (2013) believed that mastery of the content
should be the goal instead of learn to get any reward, “If the participants are intrinsically
motivated, then the process of learning English is contented and therefore they will learn
33
Moreover, statement 13 ‘I want my English to be good’ was designed find out
participants’ intention in learning English in case they were motivated to make their
English abilities good or not. All of the female participants gave positive responses
toward the idea. In the case of the male participants, 2 of them disagreed and strongly
disagreed toward the statement. Why these 2 male participants think that they do not
want their English to be good can only be speculated because there is no follow up
question. A possible reason could be because they think that their English is already good
or could be because to make their English to be good is not essential desire for them.
Statement number 11, 14, and 15 are in the same line with the result that the
female participants have higher percentage number than the male counterparts. In
addition, with regard to statement 15, ‘I find it a pleasure to learn English’, the word
‘pleasure’ becomes important to consider when it comes to motivation aspect. If
individuals think they learn with pleasure, then it would be easier to attain their goals in
learning. Since having pleasure creates fun in leaning, Ormrod (2008) stated that when
individuals think that something is fun to learn, it increases your effort and energy in the
task. Although there are participants who disagreed with the statement, most of the
participants positively thought that they learned English with pleasure. This finding can
be related to statement number 18 ‘I am very pleased that I have the chance to learn
English because I am interested in it’. Appreciating the chance to learn English can result
into a pleasure feeling to learn English. The finding to this statement is that 94% of the
male and 96% of the female participants gave positive responses that they are very
34
To put it succinctly, there is only a slight difference in the overall frequencies
result between male and female respondents. Both genders comparatively had higher
motivation to be intrinsicallyCmotivated in learning English as a foreign language in
terms of learning English for their own sake and not for the reason to get reward from
outside. To summarize this part, when learners are intrinsically motivated, they will do
the task with the curiosity to find the solution to complete the task and thus they can
achieve their goal in learning English successfully.
2.e. Extrinsic Motivation’ Frequency
According to Amidi(2013), when learners are extrinsically motivated, they will
still do their task although with little interest because of the reward that will provide
satisfaction for them. It also means that the pleasure they get from an external reward will
keep motivating them even when they are not interested in the task.
)* 1 ,
+ + 4 + '
50 2%
19. I am more competent in my English than my
classmates.
Male 1 17 28 4
2% 34% 56% 8%
Female 2 43 101 4
1.3% 28.7% 67.3% 2.7%
20. For me, to be sophisticated, one must know
English.
Male 3 23 22 2
6% 46% 44% 4%
35
12% 50.7% 34.7% 2.7%
21. To be cosmopolitan, I need to be able to speak
English.
Male 14 26 9 1
28% 52% 18% 2%
Female 42 95 13 0
28% 63.3% 8.7% 0%
22. It is important for me to have good grades in
English.
Male 16 22 8 4
32% 44% 16% 8%
Female 37 94 18 1
24.7% 62.7% 12% 0.7%
23. To get good grades in English, I have to work
hard.
Male 24 21 4 1
48% 42% 8% 2%
Female 66 77 7 0
24. For me, it is important to know English to get a
reward from other people.
The responses to the statement number 19, ‘I am more competent in my English
than my classmates’, showed that more participants negatively responded to the
statement. More than half of the participants disagreed with the statement, which possibly
36
(2013) pointed out that “feeling of competence are promoted by communicating
expectations that are challenging without being overwhelming” (p.158). For individuals
to consider themselves more competent, they first would probably deal with motivation
to challenge themselves to do the learning process and thus they can measure how well
their abilities in English compared to other friends.
Moreover, the external factor to be sophisticated by learning English resulted in
more positive responses by both the male and female participants. 52% of the male
participants believed that it is a must to know English to be sophisticated, while 62.7% of
the female participants thought the same. Amedi (2013) stated that the sophistication
term could bring different perception among participants. It could be related to the other
type of motivation. As an illustration, individuals probably think that to be integrated and
used English in society are sophisticated. By first having the integrative motivation to do
so, later it make them learn English by having purpose to get reward that is become
sophisticated. The finding shows more than half of the participants positively responded
to the idea which means they want to be sophisticated and knowing English would help
them to acquire that. The same finding is in the responses of statement 25, ‘To be
cosmopolitan, I need to be able to speak English’. The percentages of the female
participant higher (91.3%) than the male participants (80%).
In addition, the responses for statement 21 “It is important for me to have good
grades in English” and statement 22 “To get good grades in English, I have to work hard”
37
indicates they hope extrinsic factor of “good grades” in their learning process. The
following statement make it clearer that if individual have that extrinsic motivation, then
they will consider “work hard” as essential to do to get good grades in English. The
finding showed that in both statements the female participants have higher percentages
number than the male participants.
Furthermore, the responses to statement number 23, “For me, it is important to
know English to get a reward from other people” showed that there was less than half of
the participants positively responded to the statement. There were only 37 female
participants strongly agreed (4.7%) and agreed (20%) with the statement meanwhile 13
male participants strongly agreed (8%) and agreed (18%) to the idea. This finding could
possibly means they are learning English to get reward from other people. This finding is
contradictory with the finding of statement number 16 in intrinsic motivation ‘I like to
learn English for the activity itself and not for any reward’. The result in the statement
number 16, there was 78% of the male participant and 91.4% of the female participant
positively responded toward the idea. So, if there is more agreement in intrinsic
motivation to learn English without intention to get any reward, then there is less
agreement in term of extrinsic motivation to learn English to get reward like the
responses in statement 24.
Last but not least, the responses to the statement number 24, reward to be
‘cleverer when knowing English’ resulted in 44% positive answer from the male
38
participants are more extrinsically motivated when it comes to reward to be cleverer if
they know English.
To sum up, the general responses to find out extrinsic motivation among students
revealed that the female participants had higher frequencies scores compared to the male
participants, although the difference between both genders is not significant.
(
This study was designed to examine if gender correlates with students’ motivation
in learning English as a foreign language and the motivational patterns across gender.
More specifically, the research question of this study is ‘Is there any difference in
motivational patterns across genders among advanced English major university students
in learning English as a foreign language? Expected outcome from the study is knowing
the motivational patterns of the advanced English major undergraduate students in Satya
Wacana Christian University in learning English as a foreign language. Comparing the
responses between the male and female participants, the findings showed that there was
only a slight difference for each type of motivation. From the total of 4 types of
motivation carried out in 25 statements, both sexes resulted in a very close correlation
coefficient values, mean scores, motivation scores and frequency numbers.
The findings on Spearman’s Rho correlation analysis which is used to measure
the association between gender and motivation showed that the value of the correlation
coefficient mostly goes towards less than +1. It implied that the relationship between
39
statement’ responses also showed relatively high number than 0.05 level (2Ctailed) which
suggested that the correlation considered weak between two variables.
Additionally, the mean scores for each type of motivation are similar between
male and female participants. Hence, there is no significant difference between the two
variables. In spite of this, it is shown that the mean of instrumental motivation for both
genders has the highest score among all types of motivation. This finding illustrates that
the respondents have more consideration into the purpose to get benefit in language
learning, for example like furthering career, getting a job, climbing social hierarchy,
travelling abroad, and acquiring personal development.
Furthermore, for the overall motivation scores among both genders, it echoed
with preceding findings that there is no major difference among gender and motivation.
The result showed that female participants have only a slight higher average than the
male counterparts with 1.193 difference.
For the frequency data analysis, the findings on four types of motivation’
responses mainly showed that the participants have a relatively high drive motivation to
learn English in terms of instrumental, integrative, intrinsic, and extrinsic motivational
aspects regardless to participants’ gender. All in all, the male and female respondents
only showed slightly difference in regards to four motivational patterns.
A possible reason why there was only a slight difference between both sexes in
terms of their motivational patterns to learn English could be because the participants
40
experienced more in learning English and were likely to have clear goals to learn English.
The findings in this study was in line with Fan and Feng (2012) who believed that
“learning experiences would affect motivations.” (p.51). Thus, the participants who were
advanced learners would likely to have clear motivation to learn English as a foreign
language since they already got morelearning experience.
Regarding the previous study in the same area, the finding in this study echoes
Sugimoto; Rahimpour & YaghoubiCNotash’s (2003) study which examined university
students as English foreign language learners from two universities in Eastern Azerbaijan
Province that resulted in no significant difference in motivational pattern differences
across gender. On the other hand, this study contradicts the result of Aldosari’s (2014)
research of English major university students which found women have more tendencies
in motivation toward learning EFL more than man do. The overall finding illustrated that
the tendency from this study is that motivation to learn English among gender more or
less are alike. No superiority in motivation aspects since the participants are considered
as advanced learners in English major undergraduate program.
As the study is limited to only one population of university English Foreign
Language learners, the findings cannot be generalized to other contexts. However, it may
be recommended to teacher of English as a foreign language that it is important to
indicate the extent to which motivation to learn is mediated by gender so that there would
not be any bias on genderCbases in their motivational pattern in learning English as a
41
English foreign language learning, but it is essential to be able to motivate both male and
female learners in learning English as a foreign language.
For the future research, it was suggested to conduct similar genderCrelated study
but can draw larger data population. The future research can be conducted with the
participants of freshman of Faculty of Language and Literature to make comparison
result with the advanced learner with the reason to find out difference of motivational
patterns among beginner and advanced learners of English as a foreign language.
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$ )
First and foremost, I want to thank God Almighty for His blessings that always
guide me from the beginning of my study until the end of my thesis submission.
Secondly, I would like to thank all of those who have given me help, support, and
guidance so that this thesis can be finished. I also would like to express my sincere
gratitude to:
1. My mother, father, and sister who always support me in every condition
during my study.
2. My supervisor, Dr. Elisabet Titik Murtisari, M. Trans Stud. My sincere
gratitude for the guidance, assistance, and patience from the beginning until
the end of my thesis.
3. My examiner,Neny Isharyanti, M.A. Thank you for the help, suggestions,
and corrections for my thesis.
4. My best friends, Riry, Rinta, Ratna, Meirista, Errisha, and Endah. Thank
you for every moment we cherished together. My college life would be
incomplete if I did not meet and be friend with you.
5. Lydia, Kak Chrisna, Ecca, and Cici who always support me in this thesis’
completion process. Thank you for stayed up until late night to cherish me
