Educafl 2022. Vol 5 No 2
Doi: 10.21776/ub.educafl.2022.005.02.02
Motivation By Indonesian EFL High School Learners: A Comparison Of Orphan And Non-Orphan Learners
Rachell Fattama Az Zahrah Universitas Brawijaya [email protected]
Indonesia
Sahiruddin Universitas Brawijaya
Indonesia
Nurul Chojimah Universitas Brawijaya
Indonesia
Article Info ABSTRACT
Article history:
Received July 04, 2022 Revised July 07, 2022 Accepted July 12, 2022
Keywords:
motivation, EFL, Orphan, non- Orphan learner
Motivation has been considered the most contributing factor to the success of language learning. Motivation has some factors that affect the high or low scale of the motivation.
Parents' support, for instance, claimed that parents involve the students' motivation, then what if the students who do not have parents or called as the orphan? This study scrutinizes the comparison of the orphan and non-orphan student’s motivation. The design of this study was quantitative design, in which the study examined the difference between orphan and non-orphan students in terms of motivation in learning English as measured by questionnaire response scores. An Independent t-test was computed to answer research question.
The participants involved in this study were a hundred
students from the secondary level, including junior high
school (n=66) and senior high school (n=34) participating in
this study fifty (n=50) the students were orphans, and fifty
(n=50) others were non-orphan. The result of the research
question demonstrates that non-orphan Indonesian EFL
learners had higher individual motivation and social
motivation in learning English compared to orphan learners
for individual motivation and social motivation. Since, the
orphan has a lower motivation, the reasons for that
phenomenon can be a potential further study.
Corresponding Author:
Rachell Fattama Az Zahrah Universitas Brawijaya
[email protected] Indonesia
1. INTRODUCTION
Theoretically, many aspects are standing as contributing factors to the success of language learning Brown (2007b), such as the character of a person, linguistic factors, the process of learning, age and expertise, instructional variables, context, and the purpose of learning. Meanwhile, Renandya (2013) stated that there are at least eight indicators to support the achievement of language learning, including; one's input and output, fluency, expression of motivation, language, vocabulary, and the amount and intensity of teaching. Lightbown and Spada (2013) consider factors that influence language learning to include the learner's personal characteristics and experiences, cultural and social environment, the structure of native and target languages, opportunities to interact with target language users, and corrective feedback and form-based instructional accessibility. Additionally, Miller (2019) claims that nine factors influence language learning (i.e. motivation, support at home, prior linguistic knowledge, learning environment, teaching, strategies, comprehensible input, student personality, age, and comfort in their country of residence).
In addition, Brown (2007a; 2007b), Dörnyei and Csizér (1998), Dornyei and Chan (2013), Mitchell and Myles ( 2004), and Yule (2006) Simultaneously agree that there are factors brought about by motivation that can greatly influence a person's level of success in learning a language, which makes it an ideology in non-integrated and holistic learning. Language is no exception in learning English (Harvey, 2017). Because of the very important role of motivation in all matters of language learning, Schunk, Pintrich, and Meece (2008, p.4) state that motivational factors can 'stimulate and sustain' the implementation of the learning process. The psychological support from the existence of motivation is the basis of a person's behavior (Guay et al., 2010, p. 712). In the context of learning English, the existence of someone's motivation can ignite a strong desire in students to be able to achieve competence in English as expected.
It is also argued that motivation is encouragement that comes from within a person and that underlies someone to do something in an effort to achieve the desired goal (Reyes, 2018). Sayed (2003) found that motivation has the highest correlation with achievement in a foreign language. In addition, Lightbown & Spada (1999) also examined the effect of student motivation on very active participation in the learning process, high student interest in the material being taught, and studying hard for learning achievement.
In more detail, Before the turn of the millennium era, socially, and psychologically the motivational factor in language learning has been widely discussed since the late 1950s, one of which is the research conducted by Gardner and Lambert (1959, 1972). As cited in Muslim’s research in 2020, this social psychological perspective in learning motivation includes status in one's economy, the geographical location of the place of study, as well as the support from parents of students.
Research background
Parental supports for their children's academic performance are necessary for shaping the intrinsic motivation to progress well in their language learning (Pavalace, 2015). Daniel et.al (2018) demonstrate that parental involvement is considered the most influential of all in developing learners’ desire and motivation to learn English. Those studies show how essential is the role of parents. In other words, parents have a crucial influence on the level of motivation of a student to learn a language, and it has an impact on language learning achievement. The big issue arises when exploring the motivation of language learning from children who do not have parents, and little is known about this issue. The question is, how if the research subjects are children who do not have parents?
Hailegiorgis et al. (2018) state that, the situation of children who do not have parents will have an impact on a child's psychology which can affect his life such as in learning, playing, living productively which continues in the long term and its relationship with relationships that involve other people as they develop which are actually important in the world of linguistics, including for educational purposes. Some studies also claim that, orphans and vulnerableindicated to have a worse psychological condition than the comparison, where they tend to have a more depressing condition, high levels of anxiety, low optimism, and are more difficult to express their emotions such as anger and other disturbing feelings (Zao et al, 2010; Delva et al, 2005; Segendo, 1997; Atwine et al, 2005;
Nyamukapa et al, 2008). In other words, those kinds of feelings must be harmful to education.
Moreover, in motivation issues, Khan and Jahan’s (2015) conduct a comparative study of orphan and non-orphan adolescents (males and females) in Kashmir. In the research conducted, the number of participants consisted of 80 teenagers, with categories; orphaned teenage girls, non-orphaned teenage girls, orphaned teenage boys, and non-orphaned teenage boys each consisting of 20 teenagers. The sample of the study came from three different orphanages and public schools in Kashmir. In collecting research data, the Deo-Mohan Achievement Motivation scale is used in conjunction with Multivariate analysis of variants as a data analysis technique. There is a significant difference from the results obtained, namely in the form of a higher level of motivation possessed by adolescents with non-orphan status.
The other study by Akbari and Sahibzada (2019) found low motivation for the orphan students, and that causing of low motivation of the orphans were financial problems, daydreaming, and distraction during the study.
Research has shown that orphan has lower motivation than non-orphans, the causes are because of the distractions by financial problem, and daydreaming. However, the previous research only focuses on the orphan’s motivation in general, there is no study that examines the orphan’s motivation in learning English, and the settings of the previous studies are also outside of Indonesia. Based on this evidence, the current research will explore this issue.
Theoretical Frameworks/Literature Review
Definition of Motivation
Pintrich and Schunk (2002) present several definitions of motivation are also many differences in the meaning given. The term “motivation” comes from the Latin verb “movere” which means “to
move”. The existence of meaning in the movement mentioned refers to the word motivation itself which is often associated with the impulse that makes us move to do something with the aim of achieving the expected goals. Motivation is associated with inner abilities, persistence, a set of beliefs and their effects, and responses to stimuli. It is also stated that “Motivation is a sustained step by which an effort is made to achieve a goal” (Pintrich and Schunk 2002, p 5).
In line with this, Hollyforde and Whidett (2002) state that the existence of motivation is described by the existence of internal processes which can activate, guide, and maintain behavior to always lead to the expected goals, and emphasizes that "motivation is a psychological concept that is closely related as the basis of human behavior" (Hollyforde and Whidett 2002, p. 2). The conclusion is, that motivation has an effect on every behavior that a person does.
Crookes and Schmidt (1991) stated that the motivation in language learning activities leads to the goal of the learning. According to Ellliot and Covington (2001), motivation also has an impact on every person's actions and desires, as well as their needs. In addition, motivation is also related to the causes of actions that are carried out by someone repeatedly or vice versa. Pardee (1990) states that the meaning of motive is the impetus that a person gets to act in a certain way and there is a tendency to do it repeatedly.
According to Gardner (1985), the meaning of motivation leads to efforts accompanied by a desire to be able to achieve goals and a favorable attitude in language learning. Oxford and Shearin (1994) put forward a definition of motivation, namely the desire to be able to achieve certain goals along with the energy to make them happen. Narayanan (2006), motivation is the reason for someone's actions.
Motivation is the basis of the actions taken (Guay et al., 2010). Broussard and Garrison (2004), motivation is an attribute that can move us to take an action. In sum, motivation is what drives individuals to do something.
Motivation and English Language Learning
Motivation is a crucial factor in learning success which can also trigger a person's desire to learn independently. A well-known linguist, Chomsky (as quoted in Amold, 2000) mentions that there is an important goal in the learning process, namely 'to grow students' interest in the material being taught' (p. 13). Therefore, motivation is an ideology in an integrated and holistic foreign language learning process (Harvey, 2017). Because of the very important role of motivation in all matters of language learning, Schunk, Pintrich, and Meece (2008, p.4) state that motivational factors can 'stimulate and sustain' the implementation of the learning process. The psychological support from the existence of motivation becomes the basis for the behavior of a person (Guay et al., 2010, p.
712). In the context of learning English, someone's motivation can ignite a strong desire in students to be able to achieve competence in English as expected.
Different Types of Motivation
Learning motivation has various types. There are some people who show motivation to learn instrumentally, namely when someone enjoys the process of learning English which can be in the form of good school grades as well as a promising future. On the other hand, there are some people who have an integrative learning motivation, namely their belief in being able to communicate smoothly with native speakers well. Some people also have good or bad motivation for the English learning process (Carrió-Pastor & Mestre, 2014; Iwaniec, 2014; Khajehpour & Ghazvinia, 2011), as well as internal or external motivation to learn a foreign language. (Zubairi & Sarudin, 2009). Based
on the above statement, integrative motivation has more influence on success in the language learning process (Crookes & Schimdt, 1991; Ellis, 1994; Taylor, Meynard & Rheault, 1977).
In the Indonesian context, Lamb (2004, 2007, 2013) states that both instrumental and integrative motivation is shown by the learners. The belief in the importance of English in the development of this globalization era can affect their future. In more detail, Lamb (2007) also stated that in the early 20 months of learning the stability of students' attitudes towards learning English related to their personal and social lives, while their attitudes towards learning situations tended to fluctuate. The existence of several disappointments in the process of learning English does not necessarily erase the number of students with a positive attitude to continue to develop their motivation in learning English, one of which is to face challenges in the future. The existence of such stability may indicate a more favorable sociocultural background, which is in accordance with the L2 self-posited ideal by Dörnyei (2005) in the latest L2 self-motivation system model. Meanwhile, learners who are not from favorable backgrounds tend to be more easily discouraged and take less opportunity to be able to use the language they are learning. On the other hand, motivation is also caused by a person's socioeconomic status (SES), for example, regarding learning motivation in Chilean English learners, Komos and Kiddle (2013) found that students with low SES levels will have an effect on low motivation, self-regulation and high desire to learn.
Many scholars on learning foreign languages or second languages focus on the important role of motivation in learning, and English is no exception. Dörnyei (1994), for example, suggests three main aspects of motivation; language, learners, and learning situations. Aspects of language related to the components of motivation as instrumental and integrative motivation. The learner aspect relates to several indicators that include one's achievement, self-confidence, learner concerns, perceived L2 competence, causal attribution, and self-efficacy. The last classification is the learning situation which includes three points; courses, teachers, and groups. Course motivation can be in the form of interest, relevance to its users, and satisfaction obtained (p. 277). The teacher component refers to the way the teacher presents and provides material through the learning process he does to be able to attract the interest and attention of his students. The last is group motivation related to the goals of a group, the existence of a reward system, norms, and unity of goals formed in groups or classes.
Another linguist, Norton (2000, 2013) expressed his opinion on the relationship between motivation and investment in the language learning process. For example, students, including those who speak English, will be instrumentally motivated as well as integrative which results in a willingness to invest their energy, time, and money to complete the learning process. They do this because of the belief that learning the language is one of their identities. This is in line with the specific motivations of Dörnyei's (1994) group (p. 277), Norton (2013) states that this individual's investment will expand their world network as their social identity (p. 3).
According to the research conducted, English language learners in junior high and high school will be formed in many groups where they can invest in each other and support each other to achieve the goals they expect in the process of learning English as one of their social identities. It is possible for them to invest time and energy in order to achieve the desired learning objectives to be able to develop the development of the human index in the country.
Considering how important motivation is in learning English, the researcher is seeing this as an opportunity to reveal. In more detail, As cited in Muslim’s (2020) research, learning motivation
includes socioeconomic status such as school geographical location, classroom learning situation, and parental involvement.
Parental Involvement in Foreign Language Learning
Alawawda & Razi (2020) investigated the connection between parents’ education attainment and their academic contribution to Iranian ESP learners’ self-regulation and language learning performance. The participants who participated in this study were 460 Iranian college students elected out of 575 students. As some instruments implemented in this study, a demographic data sheet, Ryan's (2005) Parental Involvement Questionnaire, along with the modified version of Tseng, Dornyei, and Schmitt’s (2006) self-regulatory scale were applied. To analyze the data, Structural Equation Modeling was put to effect using the AMOS program. The outcomes of the asserted model depicting parents’ education levels, academic contribution, as well as learners’ self-regulation and language performance are suitable with the derived data. The outcomes of the Structural Equation Model described that parents’ education levels effectively and largely correlated with the learners’
self-regulation. Moreover, the results of path analysis presented a positive and significant indirect implied connection between parents’ education and learners’ language performance in their language learning.
Wadho et.al (2016) conducted a study at the college level in Kambar Shahdadkot and explored the significant impact of parents and teachers on L2 learning. The research implemented a quantitative approach to reach the answer to the research question. The survey was carried out and all information was derived using a questionnaire. The study revealed that students were greatly affected by parents and teachers in their learning progress. Dominant learners learn the English language related to the obligation they have to fulfill to show respect to their parents and teachers.
The parents and teachers display a positive response towards English language learning which affects L2 learners' motivation and decisions remarkably. The research also identified that dominant L2 learners learn the English language by considering the rewards presented to them once they have accomplished a certain improvement in their academic performance. Furthermore, the positive attitude displayed by teachers also stands as another factor to influence learners' motivation. It was also discovered that insufficient feedback from teachers adds up to a factor that demotivates the L2 learners. This study asserts that teaching methodology is a decisive component in L2 motivation and contributes to positive outcomes for language learners.
Hosseinpour (2015) conducted a study exploring and evaluating the significance of Iranian parents’
contribution and attitude concerning their children’s foreign language learning. By all means, the efficiency involvement level and their displayed attitude were evaluated. Moreover, this study intended to explore the influence of some other aspects regarding the gender of parents, current knowledge of English, income, and levels of education on parental involvement and attitude. A questionnaire was deployed to 140 parents to figure out the frequency of their involvement and responses related to their children’s language learning. Concerning the outcomes of the normal curve and also the computation of the Z score, the outcomes of the questionnaire were divided in two diverse groups, one with a high level of contribution and more positive attitude and the other with a low level of participation and less positive attitude. The results of this study revealed that those parents who possess a high level of contribution and display a positive response toward the English programs at school contributed to a higher level of performance in their children’s language learning.
Additionally, other results accentuated that there is great diversity between the parents’ ability to use English, economy, educational background, as well as their contribution level and attitude which also impacted the performance of their children.
Yulianti, et.al (2019) explored how parents got included and what kind of hindrances they experienced in their coordinated inclusion toward students’ language learning. The analysis of this research is inserted in Hoover-Dempsey and Sandler’s parental involvement motivation model.
Sixteen parents in eight elementary schools in urban and provincial regions in Java took part in this interview study. The researcher discovered contrasts in parents’ expectations and aspirations for their children’s achievement and in their recognition of their commitments and duties concerning their children’s achievement. These differences were connected to parents’ financial state conjointly to the urban and country community settings. In spite of the fact that all parents felt welcome at school, a few well-educated parents detailed need for control and the need for opportunity for dynamic parental involvement at the school.
In short, parental involvement in their children's academic performance is necessary for shaping the intrinsic motivation to progress well in their language learning (Pavalace, 2015). Daniel et.al (2018) demonstrate that parental involvement is considered the most influential of all in developing learners’ desire and motivation to learn English. Those studies showed how essential is the role of parents. In other words, parents have a crucial influence on the level of motivation of a student to learn a language and it has an impact on language learning achievement. The big issue arises when exploring the motivation of language learning from children who do not have parents. A little is known about this issue. The question is how if the research subjects are children who do not have parents?
Therefore, the researcher is trying to test the parental involvement’s theories on the orphans.
Orphanhood
Orphanage results in many problems regarding existing prejudices related to psychology and many factors influencing the future (Erango MA, 2015).
Orphans
The orphan is a condition in which children no longer have parents because they died or were unable to care for them. The condition in which a child less than 18 years of age who has lost one or both parents are called (George, 2011). Skinner et al (2006) stated that an orphanage is a condition of a child who no longer has parents due to death, desertion, or circumstances when both parents are unable and unwilling to provide care where the age of the child is under 18 years.
Orphanages
Orphanage refers to an institution created specifically to care for orphaned children. The orphanages are an alternative that contains a group of communities that teach the learning and provide housing for them. There are many orphanages in Kashmir, run by different organizations and trusts.
Orpan’s Motivation
A study in China with a total of 1625 children aged 6 to 18 years as the sample stated that the psychological state shown by the orphans was worse than the comparison group (Junfeng, 2010). In a study which was aimed to determine the state of psychological well-being of children who were orphaned (n = 257) and not (n = 140) in Guinea, it was found that the psychological well-being of orphaned children tended to be lower than the comparison group, namely children with normal parents (Wim Delva, 2005). Sengendo conducted a study using the interview method of as many as 169 orphans with many comparison groups, namely 24 children who were not orphans. The results
of the study stated that children with orphaned conditions tend to have higher levels of depression, and lower levels of optimism about the future (Sengendo, 1997). In another Chinese study, that comparisons of psychological well-being in children in terms of self-esteem, quality of life, and depression of orphaned children with a comparison group, the results of which showed low levels of self-esteem and quality of life for those with depression levels higher (Qun Zhao, 2010).
In Africa, research on health problems and nutritional adequacy in children has been widely carried out; also on the psychological research involved. Research using a cross-sectional survey method conducted in Uganda showed a trend toward higher levels of depression among orphans with lower levels of optimism in themselves about the future and their lives. In Zimbabwe, a study has been conducted which shows that the levels of stress and depression in children with orphans tend to be higher, which accompanies their lower levels of psychological well-being. In addition, orphaned children experience more problems including depression, anxiety, lack of optimism in life, and difficulty expressing their emotional feelings (Sugendo, 1997; Atwine, et al, 2010). 2005;
Nyamukapa, et al, 2008). The study was conducted in Tanzania with 41 children who were orphaned and 41 children who were not orphaned were interviewed. The results of interviews in the study found that orphaned children encountered more internal personal problems than children who were not orphaned, and there were findings that in the past year as many as 34% of them thought to end their lives, which when compared to only 21% of non-orphaned children have the same thought (Wim Delva, 2005).
The other study by Khan and Jahan also aimed to compare the psychological well-being and achievement motivation of orphan and non-orphan adolescents (males and females) in Kashmir. In the research conducted, the number of participants consisted of 80 teenagers, with categories;
orphaned teenage girls, non-orphaned teenage girls, orphaned teenage boys, and non-orphaned teenage boys each consisting of 20 teenagers. The study sample came from three different orphanages and public schools in Kashmir. In collecting research data, the Deo-Mohan Achievement Motivation scale and Ryff's psychological well-being scale used in conjunction with Multivariate analysis of variants as the data analysis technique. There is a significant difference from the results obtained, namely in the form of a higher level of motivation possessed by adolescents with non- orphan status.
The lower psychological well-being depressed, anxious, and less optimistic and displayed angry feelings and disruptive behaviors cold be ruin learning activity and or even, being unable wil for learn, especially English. The worst is, that they couldn’t communicate with others, which is important to develop linguistic development. It is proven by Omidullah Akbari and Javed Sahibzada (2019), This research aims to find out the level of motivation possessed by orphans in the realm of education and the factors that influence it. Kandahar is one of the historically and strategically located places in Afghanistan; a place where four decades of war took place which automatically affected the daily lives of its inhabitants. Orphans and education are two contradictory aspects in that place. This research is descriptive with a quantitative questionnaire method with research subjects as many as 112 students who were randomly selected in a nursing home of Shaykh Zaid 10th, 11th, and 12th and from 15 graduates using the snowball sampling method. The results of the existing research found that there was motivation in education with higher education, transportation, financial problems, daydreaming, and distractions during learning were the most significant challenges as a barrier for them to obtain higher education. The destruction during the study could be harmful to the learning activity.
Research problem
However, the previous research only focuses on the orphan’s motivation in general, there is no study that examines the orphan’s motivation in learning English. In addition, the settings are also outside of the Indonesia. Based on this evidence, researchers, in the current research will take advantage of this.
This study attempts to answer the following questions. Is there any significant difference between orphan and non-orphan students in terms of motivation in learning English? The objectives of the study is to assess differences between orphan and non orphan student in in terms of motivation in learning English.
2. METHODS
Quantitative data from a survey were obtained questionnaires adopted from Lamb (2004, 2007) to analyze inferential statistic to identify students’ language learning motivation. Data for this study are the result of the questionnaire, orphan-and-non-orphan students. Orphans students, as defined by Skinner et al. (2006), that orphanage is the condition of a child who no longer has parents due to death, desertion, or circumstances when both parents are unable and unwilling to provide care where the age of the child is under 18 years. Thus, research participants are students who fit the criteria according to the definition of Skiner et al (2006).
The data was taken from May 9th until June 6th 2022. The setting of the study are four orphanages in Surabaya. The named was Panti Asuhan Muhammadiyah Kenjeran, Panti Asuhan Muhammadiyah Semampir, Panti Asuhan Muhammadiyah Cabang Tambaksari, dan Panti Asuhan Muhammadiyah Genteng.
The researcher is using Convenience sampling techniques, in which the samples are the researcher’s students and or people who voluntarily fill out the survey (Ary, 2009). The samples are a hundred students, 50 orphans, and 50 non-orphans. The level of schools is 50 students in Junior High School, and 50 students in Senior High School. The researcher chooses junior and senior high school students because the questionnaire contains 51 questions in long sentences probably not suitable for the elementary school who is still learning to read fluently. The 50 orphan students will select by Skinner orphans’ criteria, that noted as the most completed criteria, the Skinner’s theory not only discuss the dead status of the child’s status but also how the parents’ deal in orphanages and treat their child.
Advocating the aims of the study, the following instruments were implemented to derive all requisite information regarding the primary concern of this study. Adopted from Lamb (2004, 2007), the use of research questionnaires is divided into several constructions including intended efforts, ideals and should be oneself, international postures and instrumentalities, social influences (family, teachers and peers), learning experiences both inside and outside out of school and language anxiety. In addition, several aspects of student participation are also included; geographic location of the school, parents' education, family English proficiency, and the student's future occupation or profession.
Questionnaire using a Likert scale (1-6) provides identification of data related to demographics, construction of individual or personal motivation which includes efforts made to learn English, ideal and should be oneself, international posture, and instrumentality, and social influences of motivation
(peers, teachers, and parents).
All of the data were analysed based on the research questions in the following ways. The questionnaire was analysed in terms of the reliability of the two instruments and descriptive statistics.
The questionnaire data revealed the motivation in their language learning’s skill. To answer the research question, the questionnaire results were split into two diverse parts: orphan and non orphan students. Then, an independent t-test was computed to examine which one is higher.
3. RESULTS/FINDINGS
The research question examines the difference of motivation in learning English between orphans and non-orphans EFL Indonesian secondary learners. There were 100 students from secondary level including junior high school (n=66) and senior high school (n=34) participating in this study. They were then classified into orphans (n=50) and non-orphans (n=50). Participants were voluntarily joining this study, and they were required to do motivation survey adopted from Lamb (2004, 2007).
The reliability as measured by Cronbach alpha for motivation questionnaire (number of items =51) is at .962, demonstrating the instruments used were reliable as the value was above .50. The normality of the instrument used shows a normal distribution in the kurtosis and skewness ranges, especially the data is in the normality range with skewness -0.12 (SE = 0.20), Z = -.12/. 20 = -.6 < 1.96 and kurtosis of -0.46 (SE = 0.40), Z = .46/. 40 = 1.15 < 1.96. This is based on the status of the data which is within the normal range of kurtosis and skewness as a value not greater than 1.96 or 2.58 (Field, 2009, p.
139). The Likert scale data were treated as interval data as the questionnaire designer and previous study computed (Lamb, 2004, 2007; Muslim, Hamied & Sukyadi, 2020).
Tests of instrument reliability and statistical test assumptions are reported before the results are discussed. In answering the first research question, motivation scores (Likert scale data) were analysed using descriptive statistics, and independent t test was calculated to look at the significant difference between the two groups.
The research question of this study examined the profile of L2 motivation in learning English by orphan and non-orphan secondary EFL learners. The motivation questionnaire used was adopted from Lamb (2004, 2007) consisting 51 items that in turn they were categorised into 2 clusters: individual motivation in English learning and social motivation. Each motivation type includes several aspects.
In more details, Individual motivation type includes (a) intended effort, (b) ideal self, (c) ought to self, (d) international posture, (d) instrumentality, while for social motivation comprises: (a) family influence, (b) teacher influence, (c) peer influence, (d) learning experience at school, (e) learning experience outside school, and (f) language anxiety.
The following table presents the descriptive statistics regarding the profile of English learning motivation for each category and its elements by two groups of secondary learners: orphans vs. non- orphans.
Table 1. Summary of English Learning Motivation by Orphans and Non-Orphans Learners
Motivation types and aspects Non-Orphans Orphans
Mean SD Mean SD
Individual motivation 4.54 0.99 4.16 0.88
Intended effort 4.34 1.23 4.06 1.16
Ideal self 4.82 1.18 4.20 1.08
Ought to self 3.94 1.09 3.90 1.09
International posture 4.84 1.03 4.46 1.12
Instrumentality 4.96 1.08 4.58 1.08
Social Motivation 4.1 0.90 3.72 0.94
Family influence 3.82 0.87 3.72 0.92
Teacher influence 4.36 1.12 3.92 1.08
Peer influence 3.94 1.18 3.28 1.26
Learning experience at school 4.00 1.27 3.62 1.24 Learning experience outside
school
4.52 1.24 4.00 1.17
Language anxiety 4.76 1.15 4.00 1.32
The table above demonstrates that non-orphan Indonesian EFL learners had higher individual motivation (M=4.45) and social motivation (M=4.1) in learning English when compared to those of orphan learners for individual motivation (M=4.16) and social motivation (M=3.72). This indicates that parental supports do contribute the high motivation that their children have when learning English. In order to determine the extent to which overall difference is statistically significant, independent t-test was computed for both means for two groups in terms of individual and social motivation. The results indicate a significant difference between mean scores for individual motivation for non-orphan learners (M=4.54, SD=0.99) and individual motivation for orphans (M=4.16, SD=0.88), [t (98) = 2.015, p = .047]. The 95% confidence interval of the difference between means ranged from .00574 to .75426] and did indicate a difference between the means from the two groups. For social motivation difference between two groups was also calculated revealing that a significant difference between mean scores for social motivation for non-orphan learners (M=4.10, SD=0.90) and social motivation for orphans (M=3.72, SD=0.94), [t (98) = 2.045, p = .044].
Thus, there were significant differences of individual and social motivation for those two groups.
The Difference Between Orphan and Non-Orphans Motivation
The motivation questionnaire used was adopted from Lamb (2004, 2007) consisting 51 items that, in turn they were categorised into 2 clusters: individual motivation in English learning and social motivation. Each motivation type includes several aspects. In more detail, Individual motivation type includes (a) intended effort, (b) ideal self, (c) ought to self, (d) international posture, (d) instrumentality, while for social motivation comprises: (a) family influence, (b) teacher influence, (c) peer influence, (d) learning experience at school, (e) learning experience outside school, and (f) language anxiety.
4. DISCUSSION
Regardless of the varied clusters and categories, the mean score in each cluster and the statements are also different, which proves how significant the level of motivation for learning English is between orphans compared to non-orphans. Furthermore, the mean score of the non-orphan motivation is not only different but also high in each statement. Those justified the previous studies that claim a significant difference in motivation between orphans and non-orphans (Jahan, 2015; Sahibzada, 2019).
In addition, the significant difference between orphans and non-orphans indicates how this orphan issue could impact the motivation to learn English. These results are also in line with Hailegiorgis et
al. (2018), who claimed that the orphan issue has a profound and lifelong impact on the psychological wellbeing of children that affects every aspect of their lives. In more detail, Pavalace (2015), Daniel et al. (2018), and Muslim (2020). They were all agree that parents can impact the student’s motivation.
In more detail, Daniel et al. (2018) demonstrate that parental involvement is considered the most influential of all in developing learners’ desire and motivation to learn English. Pavalache (2015) adds claims that parents or shaping motivation. Muslim (2020) also mentioned that parents could motivate them to learn more. In other words, those who do not have parents can affect their motivation.
5. CONCLUSION
The present study reveals the diffrence level of motivation in learning English between orphans and non-orphans EFL Indonesian secondary learners. The participants were a hundred EFL students in secondary levels. Fifty students are orphans, as defined by Skinner, and the 50 students the other are non-orphans. Participants voluntarily joined this study and were required to do a motivation survey adopted from Lamb (2004, 2007). The questionnaire designer and previous study computed the Likert scale data were treated as interval data (Lamb, 2004, 2007; Muslim, Hamied & Sukyadi, 2020). Tests of instrument reliability and statistical test assumptions are reported before the results are discussed. In answering the first research question, motivation scores (Likert scale data) were analyzed using descriptive statistics. The independent t-test was calculated to examine the significant difference between the two groups.
The findings of this study showed that orphans are at the brink of serious psychological problems. The motivation of orphans is significantly lower than their non-orphaned peers. Therefore, the researcher recommend that orphan support projects need to provide not only material support but psychosocial support to attain sustainable motivation orphans. Moreover, societal and school authorities' awareness needs to be created on how serious it is.
It is worth to mention the limitations of this research. The reasons for that phenomenon can be a potential further study. In more detail, reveal how the orphans' issues can interrupt their motivation to learn a language. The larger population also needed to increase validation data. Moreover, involving different levels of students in primary and secondary schools might be another option for conducting a similar type of research, which of course, might reveal something different from what has been discovered by previous researchers. By conducting a more thorough investigation on other aspects of language learning and diverse levels of learners, there might be some information or understanding to increase students’ performance in language learning and their ability to master the target language.
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