Questionnaire was used to know learners’ types and levels of
motivation. Referring to table 3.2. (page 38), the questionnaire explored 2
types of motivation namely integrative motivation and instrumental
motivation. Each type consisted of 13 items so that the total number of items
was 26. There were 151 third semester learners comprising non-English
majors who participated. After the data were collected, these were analyzed
by using percentage and descriptive analysis including mean and standard
deviation to know the types of motivation. Then, the data interpretation which
was in the form of mean was used to measure levels of motivation. Finally,
all categories would be discussed in order.
1. Types of Motivation
a. Integrative Motivation
To investigate learners’ type of motivation, the items number
1, 3, 5, 7, 9, 11, 13, 15, 17, 19, 21, 23, and 25 were used. The
following were to reveal the distribution of respondents’ responses
toward each item of the questionnaire.
1) Item number 1
The statement was “I learn English because I will be able
to interact more easily with speakers of English”. Respondents’
From figure 4.1., it is known that 75 (49.67%) of the
respondents chose “agree” scale for the statement. Whereas, 49
(32.45%) chose “strongly agree”, 25 (16.56%) chose “neither
agree nor disagree”, 1 (0.66%) chose “disagree”, and 1 (0.66%)
chose “strongly disagree”. It could be drawn conclusion that
respondents (82.12%) agreed with the statement, some
respondents (16.56%) were neutral where only few respondents
(1.32%) disagreed.
2) Item number 3
The statement was “I learn English because I will be able
to know the life of the English-speaking nations”. Then,
respondents’ answers are shown in the following figure. 0
strongly disagree disagree neither agree
Figure 4.2. item number 3
From the figure above, it is revealed that 62 (41.06%) of
the respondents chose “neither agree nor disagree” scale for the
statement. Besides, 51 (33.77%) chose “agree”, 22 (14.57%)
chose “strongly agree”, 12 (7.95%) chose “disagree”, and 4
(2.65%) chose “strongly disagree”. It could be concluded that
respondents (48.34%) agreed with the statement, several
respondents (41.06%) were neutral where only few respondents
(10.60%) disagreed.
3) Item number 5
The statement was “I learn English because it will allow
me to have English-speaker friends”. Additionally, respondents’
answers are shown in the following figure. 0
strongly disagree disagree neither agree
Based on the figure above, it is known that 71 (47.02%)
of the respondents chose “agree” scale for the statement. Then,
51 (33.77%) chose “neither agree nor disagree”, 14 (9.27%)
chose “strongly agree”, 11 (7.28%) chose “disagree”, and 4
(2.65%) chose “strongly disagree”. It could be concluded that
respondents (56.29%) agreed with the statement, several
respondents (33.77%) were neutral where only few respondents
(9.93%) disagreed.
4) Item number 7
The statement was “I learn English because it will allow
me to better understand and appreciate English art and
literature”. Furthermore, respondents’ answers are shown in the
following figure.
strongly disagree disagree neither agree
Figure 4.4. item number 7
The figure above portrays that 69 (45.70%) of the
respondents chose “agree” scale for the statement. Then, 54
(35.76%) chose “neither agree nor disagree”, 15 (9.93%) chose
“strongly agree”, 12 (7.95%) chose “disagree”, and 1 (0.66%)
chose “strongly disagree”. It could be drawn conclusion that
respondents (55.63%) agreed with the statement, several
respondents (35.76%) were neutral where only few respondents
(8.61%) disagreed.
5) Item number 9
The statement was “I will keep learning English even if I
have graduated from university”. Then, respondents’ answers
are shown in the following figure. 0
strongly disagree disagree neither agree
From the figure previously presented, it is known that 64
(42.38%) of the respondents chose “agree” scale for the
statement. Then, 49 (32.45%) chose “neither agree nor
disagree”, 33 (21.85%) chose “strongly agree”, 5 (3.31%) chose
“disagree”, and none chose “strongly disagree”. It could be
concluded that respondents (64.24%) agreed with the statement,
several respondents (32.45%) were neutral where only few
respondents (3.31%) disagreed.
6) Item number 11
The statement was “I would learn English even if it were
not required by this university”. Additionally, respondents’
answers are shown in the following figure. 0
strongly disagree disagree neither agree
Figure 4.6. item number 11
In accordance to the figure above, it is known that 65
(43.05%) of the respondents chose “agree” scale for the
statement. Then, 54 (35.76%) chose “neither agree nor
disagree”, 22 (14.57%) chose “strongly agree”, 9 (5.96%) chose
“disagree”, and 1 (0.66%) chose “strongly disagree”. It could be
concluded that respondents (57.62%) agreed with the statement,
several respondents (35.76%) were neutral where only few
respondents (6.62%) disagreed.
7) Item number 13
The statement was “I want to be a part of
English-speaking group”. Then, respondents’ answers are shown in the
following figure.
strongly disagree disagree neither agree
According to figure 4.7., it is known that 72 (47.68%) of
the respondents chose “neither agree nor disagree” scale for the
statement. Then, 38 (25.17%) chose “agree”, 17 (11.26%) chose
“strongly agree”, 17 (11.26%) chose “disagree”, and 7 (4.64%)
chose “strongly disagree”. It could be concluded that
respondents (47.68%) were neutral to the statement, several
respondents (36.42%) agreed where only few respondents
(15.89%) disagreed.
8) Item number 15
The statement was “I want to participate in the cultural
activities of English-speaking group”. Furthermore,
respondents’ answers are shown in the following figure. 0
strongly disagree disagree neither agree
Figure 4.8. item number 15
The figure previously presented depicts that 74 (49.01%)
of the respondents chose “neither agree nor disagree” scale for
the statement. Then, 42 (27.81%) chose “agree”, 18 (11.92%)
chose “disagree”, 11 (7.28%) chose “strongly agree”, and 6
(3.97%) chose “strongly disagree”. It could be concluded that
respondents (49.01%) were neutral to the statement, several
respondents (35.10%) agreed where only few respondents
(15.89%) disagreed.
9) Item number 17
The statement was “I feel happy when studying English”.
Respondents’ answers are shown in the following figure. 0
strongly disagree disagree neither agree
Based on the figure above, it is known that 59 (39.07%)
of the respondents chose “agree” scale for the statement. Then,
59 (39.07%) chose “neither agree nor disagree”, 25 (16.56%)
chose “strongly agree”, 4 (2.65%) chose “disagree”, and 4
(2.65%) chose “strongly disagree”. It could be concluded that
respondents (55.63%) agreed with the statement, several
respondents (39.07%) were neutral where only few respondents
(5.30%) disagreed.
10) Item number 19
The statement was “I feel proud if I can speak English”.
Then, respondents’ answers are shown in the following figure. 0
strongly disagree disagree neither agree
Figure 4.10. item number 19
The figure above reveals that 65 (43.05%) of the
respondents chose “strongly agree” scale for the statement.
Then, 58 (38.41%) chose “agree”, 22 (14.57%) chose “neither
agree nor disagree”, 6 (3.97%) chose “disagree”, and none chose
“strongly disagree”. It could be concluded that respondents
(81.46%) agreed with the statement, several respondents
(14.57%) were neutral where only few respondents (3.97%)
strongly disagree disagree neither agree
According to the figure above, it is known that 84
(55.63%) of the respondents chose “agree” scale for the
statement. Then, 60 (39.74%) chose “strongly agree”, 7 (4.64%)
chose “neither agree nor disagree”, and none chose either
“disagree” or “strongly disagree”. It could be concluded that
respondents (95.36%) agreed with the statement, several
respondents (4.64%) were neutral where none disagreed.
12) Item number 23
The statement was “It is my own satisfaction if I can
learn English more than what I expected”. Additionally,
respondents’ answers are shown in the following figure. 0
strongly disagree disagree neither agree
Figure 4.12. item number 23
In accordance to the figure previously presented, it is
known that 71 (47.02%) of the respondents chose “agree” scale
for the statement. Then, 51 (33.77%) chose “strongly agree”, 25
(16.56%) chose “neither agree nor disagree”, 3 (1.99%) chose
“disagree”, 1 (0.66%) chose “strongly disagree”. It could be
concluded that respondents (80.79%) agreed with the statement,
several respondents (16.56%) were neutral where (2.65%)
disagreed.
13) Item number 25
The statement was “I want to integrate with
English-speaking group”. Then, respondents’ answers are shown in the
following figure.
strongly disagree disagree neither agree
According to the figure, it is known that 80 (52.98%) of
the respondents chose “neither agree nor disagree” scale for the
statement. Then, 48 (31.79%) chose “agree”, 10 (6.62%) chose
“strongly agree”, 9 (5.96%) chose “disagree”, and 4 (2.65%)
chose “strongly disagree”. It could be concluded that
respondents (52.98%) were neutral to the statement, several
respondents (38.41%) agreed where only few respondents
(8.61%) disagreed.
b. Instrumental Motivation
To know learners’ type of motivation, the items number 2, 4,
6, 8, 10, 12, 14, 16, 18, 20, 22, 24, and 26 were used. To do with
this, the following were to reveal the distribution of respondents’
responses toward each item of the questionnaire. 0
strongly disagree disagree neither agree
1) Item number 2
The statement was “I learn English because it will be
useful in getting a good job”. Then, respondents’ answers are
shown in the following figure.
Figure 4.14. item number 2
From the figure above, it is known that 77 (50.99%) of
the respondents chose “agree” scale for the statement. Whereas,
60 (39.74%) chose “strongly agree”, 9 (5.96%) chose “neither
agree nor disagree”, 5 (3.31%) chose “disagree”, and none chose
“strongly disagree”. It could be drawn conclusion that
respondents (90.73%) agreed with the statement, some
respondents (5.96%) were neutral where only few respondents
(3.31%) disagreed.
strongly disagree disagree neither agree
The statement was “I learn English because I need it to
pass English exams and graduate from the university”.
Respondents’ answers are shown in the following figure.
Figure 4.15. item number 4
From the figure 4.15., it is known that 64 (42.38%) of the
respondents chose “agree” scale for the statement. Whereas, 51
(33.77%) chose “strongly agree”, 24 (15.89%) chose “neither
agree nor disagree”, 12 (7.95%) chose “disagree”, and none
chose “strongly disagree”. It could be drawn conclusion that
respondents (76.16%) agreed with the statement, some
respondents (15.89%) were neutral where only few respondents
(7.95%) disagreed.
strongly disagree disagree neither agree
3) Item number 6
The statement was “I learn English because I will be able
to search for information and materials in English”.
Furthermore, respondents’ answers are shown in the following
figure.
Figure 4.16. item number 6
From the figure previously presented, it is known that 71
(47.02%) of the respondents chose “strongly agree” scale for the
statement. Whereas, 67 (44.37%) chose “agree”, 11 (7.28%)
chose “neither agree nor disagree”, 2 (1.32%) chose “disagree”,
and none chose “strongly disagree”. It could be drawn
conclusion that respondents (91.39%) agreed with the statement,
some respondents (7.28%) were neutral where only few
strongly disagree disagree neither agree
The statement was “I learn English because I like to
travel to countries where English is used”. Respondents’
answers are shown in the following figure.
Figure 4.17. item number 8
According to the figure above, it is known that 67
(44.37%) of the respondents chose “neither agree nor disagree”
scale for the statement. Then, 33 (21.85%) chose “disagree”, 27
(17.88%) chose “agree”, 14 (9.27%) chose “strongly agree”, and
10 (6.62%) chose “strongly disagree”. It could be concluded that
respondents (44.37%) were neutral to the statement, some
respondents (28.48%) disagreed where a few respondents
(27.15%) agreed.
strongly disagree disagree neither agree
5) Item number 10
The statement was “I learn English because it will help
me when I continue studying in the future in English-speaking
countries”. Furthermore, respondents’ answers are shown in the
following figure.
Figure 4.18. item number 10
Based on the figure above, it is known that 67 (44.37%)
of the respondents chose “agree” scale for the statement. Then,
60 (39.74%) chose “strongly agree”, 20 (13.25%) chose “neither
agree nor disagree”, 4 (2.65%) chose “disagree”, and none
“chose strongly disagree”. It could be concluded that
respondents (84.11%) agreed with the statement, some
respondents (13.25%) were neutral where only few respondents
(2.65%) disagreed.
strongly disagree disagree neither agree
The statement was “I learn English in order to have a
better salary later on”. Respondents’ answers are shown in the
following figure.
Figure 4.19. item number 12
From the figure 4.19., it is known that 52 (34.44%) of the
respondents chose “neither agree nor disagree” scale for the
statement. Then, 48 (31.79%) chose “agree”, 24 (15.89%) chose
“disagree”, 21 (13.91%) chose “strongly agree”, and 6 (3.97%)
chose “strongly disagree”. It could be drawn conclusion that
respondents (45.70%) agreed with the statement, some
respondents (34.44%) were neutral, where only few respondents
(19.87%) disagreed.
strongly disagree disagree neither agree
7) Item number 14
The statement was “I learn English because it will help
me improve my competence in my career”. Furthermore,
respondents’ answers are shown in the following figure.
Figure 4.20. item number 14
In accordance to the figure above, it is known that 74
statement, some respondents (23.18%) were neutral where only
few respondents (1.99%) disagreed. 0
strongly disagree disagree neither agree
The statement was “I learn English because it will help
me have a better life later on”. Respondents’ answers are shown
in the following figure.
Figure 4.21. item number 16
According to the figure, it is known that 61 (40.40%) of
the respondents chose “agree” scale for the statement. Then, 50
(33.11%) chose “neither agree nor disagree”, 25 (16.56%) chose
“strongly agree”, 15 (9.93%) chose “disagree”, and none chose
“strongly disagree”. It could be drawn conclusion that
respondents (56.95%) agreed with the statement, some
respondents (33.11%) were neutral where only few respondents
(9.93%) disagreed.
strongly disagree disagree neither agree
9) Item number 18
The statement was “I learn English in order to achieve
good score in English subject”. Furthermore, respondents’
answers are shown in the following figure.
Figure 4.22. item number 18
From the figure above, it is known that 67 (44.37%) of
the respondents chose “agree” scale for the statement. Whereas,
47 (31.13%) chose “strongly agree”, 28 (18.54%) chose “neither
agree nor disagree”, 8 (5.30%) chose “disagree”, and 1 (0.66%)
chose “strongly disagree”. It could be drawn conclusion that
respondents (75.50%) agreed with the statement, some
respondents (18.54%) were neutral where only few respondents
(5.96%) disagreed.
strongly disagree disagree neither agree
The statement was “I learn English in order that people
respect me more because I can speak English”. Then,
respondents’ answers are shown in the following figure.
Figure 4.23. item number 20
From the figure previously presented, it is known that 66
(43.71%) of the respondents chose “neither agree nor disagree”
scale for the statement. Then, 30 (19.87%) chose “disagree”, 25
(16.56%) chose “agree”, 18 (11.92%) chose “strongly disagree”,
strongly disagree disagree neither agree
11) Item number 22
The statement was “I learn English because there are a
few jobs in which one of the requirements is good at English”.
Respondents’ answers are shown in the following figure.
Figure 4.24. item number 22
From figure 4.24., it is known that 70 (46.36%) of the
respondents chose “agree” scale for the statement. Furthermore,
42 (27.81%) chose “neither agree nor disagree”, 30 (19.87%)
chose “strongly agree”, 8 (5.30%) chose “disagree”, and 1
(0.66%) chose “strongly disagree”. It could be drawn conclusion
that respondents (66.23%) agreed with the statement, some
respondents (27.81%) were neutral where only few respondents
(5.96%) disagreed.
strongly disagree disagree neither agree
The statement was “I learn English because I want to
understand films, videos, and programs in English easily”.
Additionally, respondents’ answers are shown in the following
figure.
Figure 4.25. item number 24
The figure portrays that 70 (46.36%) of the respondents
chose “agree” scale for the statement. In addition, 42 (27.81%)
chose “neither agreenor disagree”, 35 (23.18%) chose “strongly
agree”, 2 (1.32%) chose “disagree”, and 2 (1.32%) chose
“strongly disagree”. It could be concluded that respondents
(69.54%) agreed with the statement, some respondents (27.81%)
were neutral where only few respondents (2.65%) disagreed. 0
strongly disagree disagree neither agree
13) Item number 26
The statement was “I learn English because my parents
will give me reward if I master it”. Furthermore, respondents’
answers are shown in the following figure.
Figure 4.26. item number 26
Based on the figure above, it is known that 62 (41.06%)
of the respondents chose “neither agree nor disagree” scale for
the statement. Whereas, 40 (26.49%) chose “disagree”, 21
(13.91%) chose “strongly disagree”, 19 (12.58%) chose “agree”,
and 9 (5.96%) chose “strongly agree”. Therefore, it could be
drawn conclusion that respondents (41.06%) were neutral to the
statement, some respondents (40.40%) disagreed where a few
strongly disagree disagree neither agree
The data interpretation which was in the form of mean was used
to measure levels of motivation had by third semester learners of
non-English majors of Faculty of Education and Teacher Training in one of
Indonesian private universities. To make it clear, descriptive statistics
including mean and standard deviation with five-point Likert scale were
provided in the table below for each type of motivation in order to detect
the levels of motivation.
Table 4.1. Descriptive Statistics for Each Type of Motivation
Type/ item
Integrative Motivation
M = 3.72, SD = 0.82 Mean SD
1 I learn English because I will be able to interact more easily with speakers of English.
4.13 0.74
3 I learn English because I will be able to know the life of the English-speaking nations.
3.50 0.92
5 I learn English because it will allow me to have English-speaker friends.
3.53 0.86
7 I learn English because it will allow me to better understand and appreciate English art and literature.
3.56 0.80 23 It is my own satisfaction if I can learn English more
than what I expected.
4.11 0.79
Type/ item
Instrumental Motivation
M = 3.70, SD = 0.87 Mean SD
2 I learn English because it will be useful in getting a good job.
4.27 0.71
4 I learn English because I need it to pass English exams and graduate from the university.
4.02 0.90
6 I learn English because I will be able to search for information and materials in English.
4.37 0.67
8 I learn English because I like to travel to countries where English is used.
3.01 1.01
10 I learn English because it will help me when I continue studying in the future in English-speaking countries.
4.21 0.76
12 I learn English in order to have a better salary later on.
3.35 1.03
14 I learn English because it will help me improve my competence in my career.
3.98 0.77
16 I learn English because it will help me have a better life later on.
3.63 0.87
18 I learn English in order to achieve good score in English subject.
4 0.87
20 I learn English in order that people respect me more because I can speak English.
2.88 1.07
22 I learn English because there are a few jobs in which one of the requirements is good at English.
3.79 0.84
24 I learn English because I want to understand films, videos, and programs in English easily.
3.88 0.81
26 I learn English because my parents will give me reward if I master it.
2.70 1.04
As could be seen in table 4.1., the mean value of integrative
motivation achieved 3.72 and the mean value of instrumental motivation
reached 3.70. To measure levels of motivation, both means from integrative
and instrumental motivation were summed and then divided by 2. The final
mean was 3.71 and it was between 3.1 – 4.0. The interpretation from the
1. Types of Motivation
Based on the results of the questionnaire, respondents were more
integrative (M=3.72) than instrumental motivation (M=3.70). However,
the difference was not significant so that the learners actually possessed
almost balanced motivation. As in the case of learners who are
motivated by both instrumental and integrative motivation, this is not
always true that these two motivational factors may be seen as being in
opposition to each other (Crookes & Schmidt, 1985:475).
In addition, when results showed that learners had more
integrative motivation, it meant that they had desire to learn a foreign
language because they were genuinely interested in the culture of the
language. Additionally, the primary reasons why the learners were more
integrative than instrumental were that actually they felt proud if they
could speak English (M=4.21), they wanted to be able to interact more
easily with speakers of English (M=4.13), and they felt their own
satisfaction if they could learn English more than what they expected
(M=4.11). As Crookes and Schmidt (1985:474) state that one is
integratively motivated if he or she desires to learn a foreign language
simply because they find the target language culture, group, or the
language itself to be attractive.
Furthermore, this research also found that the learners were also
instrumentally motivated were that they learnt English in order to search
for information and materials in English easily (M=4.37), they also learnt
English in order to help them find a good job (M=4.27), they learnt
English to help them when they continue studying in the future in
English-speaking countries (M=4.21), and they learnt English in order to
achieve good score in English subject (M=4). As Crookes and Schmidt
(1985:471) state that when learners are driven to learn English because
they believe learning it will benefit them in certain, specific ways
(meeting other people, getting a job, and social pressure), this is referred
to as instrumental motivation because the foreign language (English, in
this case) is learned so that it can be used as a tool to improve the
learners’ lives.
In case of EFL learners, the findings of this research showing that
Indonesian university EFL learners had more integrative motivation were
not in line with the findings of research done by Ma and Ma (2012:840)
in Chinese learners who found that in the case of Chinese learners in a
Chinese cultural setting, learners were more instrumentally motivated.
Ma and Ma (2012:842) attributed this tendency to the fact that Chinese
learners learning English did so because of the important international
role that English holds, as well as government requirements.
Furthermore, this research’s findings were not in line with Alrabai’s
(2014:240) findings as well saying that Saudi EFL learners were purely
high intensity to reinforce learners’ interest in learning language.
On the other hand, the findings of this research were in line with
some research which has been conducted regarding the motivation of
Indonesian learners. The research was conducted in the elementary and
secondary level. The findings stated that Indonesian EFL learners were
more integrative motivation. The primary reason why the learners were
more integrative emphasized on the admission that Indonesians do
express a desire to befriend native English speakers (Bradford (2007) as
cited in Nichols, 2014:16).
In accordance to research conducted in Indonesia, Indonesian
high schools were more integrative than instrumental in studying English
as a foreign language (Lamb (2004); Liando et al., (2005) as cited in
Astuti, 2013:17) with the indication that the primary reason for studying
English in those research contexts was to be able to have opportunities in
a conversation with English speaking people, rather than pragmatic goals
like in assisting in the pursuit of a career (Liando et al., (2005) as cited in
Astuti, 2013:17). This was in line with this research which found that
Indonesian university learners were more integrative motivation as well,
but it had different primary reasons. The primary reasons why the
learners were more integrative than instrumental were actually they
felt proud if they could speak English, and they felt their own satisfaction
if they could learn English more than what they expected.
Although there is a commonly held belief that integrative
motivation is stronger than instrumental motivation because instrumental
motivation holds that the learner may or may not actually like the
language being learned and only learn it for the purposes of advancing in
life. Crookes and Schmidt (1985:475) further state that based on several
previous research, it is unclear whether integrative motivation causes
successful learning or is simply a result.
2. Levels of Motivation
According to the results of the questionnaire, it was revealed that
the level of motivation of EFL learners in one of Indonesian private
universities was between 3.1 – 4.0, that’s 3.71 exactly. Additionally, the
level of motivation of the learners was moderate. They were moderately
motivated to learn English, it meant they did not hate learning English.
Since the level was 3.71, it almost achieved 4.1, with the appropriate
teaching materials, instructional media, techniques to teach English as
foreign language and appropriate assessment, it is not impossible to make
them highly motivated. Eventually, highly motivated individual enjoys
striving for a goal and makes use of strategies in reaching that goal
(Gardner (2001) as cited in Cheng & Dornyei, 2007:154).
In the context of Indonesian learners, this research findings
motivation (Astuti, 2013:15). However, the previous research was done
in secondary level. In addition, other previous research also stated that
Indonesian high school learners are initially motivated to learn but their
experience of learning English at school decreases their motivation over
time (Lamb, 2007:770).
On the contrary, this research finding stating that Indonesian EFL
learners of university was moderately motivated was in line with the
research conducted in junior high school learners saying that learners’
motivation both integrative and instrumental in relation to learning
English as a global language was moderate (Lamb, 2004:12).
Besides, learners believed that learning English as a Foreign
Language is important. It could be revealed from the indication that
learners had quite high expectation of learning English. The problems
which should be overcome are how to design the teaching learning
process as motivating as possible, how to use instructional media
appropriate for each type of motivation, how to assess learners as good as
possible so that they will keep motivated.
In line with level of motivation, cognitive skills in the target
language do not guarantee that a learner can successfully master a foreign
language. In fact, in many cases, learners with greater level of motivation
of second/foreign language learning motivation receive better grades and
addition, high levels of motivation can make up for considerable
deficiencies both in learners’ language aptitude and learning context
(Dornyei, 2001:51). Whereas without motivation, even the most
intelligent learner can fail to learn the language. Additionally, motivated
learners can master their target language regardless of their aptitude or
