Language Learning Motivation of Form Six Students Preparing for MUET in Kota Kinabalu
Missah Yabis1*, Aida Hanim A. Hamid1
1 Faculty of Education, National University of Malaysia, Bangi, Malaysia
* Corresponding Author: [email protected] Accepted: 15 March 2023 | Published: 31 March 2023
DOI:https://doi.org/10.55057/ijares.2023.5.1.12
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Abstract: This quantitative study investigates the language learning motivation (LLM) adopted by form six students in preparation for the Malaysian University English Test (MUET) in Kota Kinabalu. The subjects were 306 form six students enrolled in the Malaysian University English Test (MUET) in Kota Kinabalu. The instrument for data collection was a 27-item six- point Likert scale Language Learning Motivation Questionnaire (LLMQ) which was adapted from Foreign Language Learning Motivation Questionnaire (FLLMQ). Descriptive statistics using SPSS v 28 were used to analyse the data. Results indicated that generally, the students were highly motivated to learn English in preparation for MUET. Students’ motivation orientation in learning English was sociocultural followed by knowledge. These results offer useful practical instructional implications concerning the students’ motivational orientations in the English language and MUET classroom.
Keywords: language learning motivation, form six students, Malaysian University English Test, MUET
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1. Introduction
English is a global language and is used in all fields including education and academics, science and technology, intercultural exchanges and entertainment, economics and business, politics and diplomacy, social media, and the internet. One out of five people in the world can speak or at least understand English, hence making it the greatest common language spoken globally (Nishanti, 2018).
Although English is one of the most widely used languages in Malaysia, it is referred to as a second language (Asmah, 1977 in Thirusanku & Md Yunus, 2014). The English language is a compulsory subject taught in Malaysian schools for at least eleven years (Kasinathan & Abdul Aziz, 2021; Azmi, 2013) yet in the context of applied linguistics, it is a third or even a foreign language for most Malaysian students based on their exposure and usage of the language.
1.1 Malaysian University English Test (MUET)
In Malaysia, all prospective students intending to pursue education in public and private universities as undergraduates face a mandatory competency and proficiency English language test called the Malaysian University English Test (MUET). The candidates who sit for MUET are usually students in Form Six, Pre-university, Matriculation, Foundation and Diploma levels. Each university has its general requirements regarding the MUET Band for university
admission and specific conditions for admission to the courses offered. These specific conditions vary according to the university.
MUET consists of four components: Listening, Speaking, Reading, and Writing, with each component weighing 25 per cent of the aggregated score of 360 or 90 marks. Before the MUET alignment to CEFR, there were six bands awarded based on the candidates’ achieved score against the aggregated score of 300: Band 1 (Extremely limited user), Band 2 (Limited user), Band 3 (Modest user), Band 4 (Good user), Band 5 (Very good user) and Band 6 (Excellent user). Presently, the MUET-CEFR aligned is awarding nine bands as shown in Table 1.1.
Table 1: MUET-CEFR Aggregated Score Alignment
Aggregated Score Band CEFR Level User
331-360 5+ C1+ Proficient
294-330 5.0 C1 Proficient
258-293 4.5 B2 Independent
211-257 4.0 B2 Independent
164-210 3.5 B1 Independent
123-163 3.0 B1 Independent
82-122 2.5 A1 Basic
36-81 2.0 A1 Basic
1-35 1.0 A1 Basic
It was reported that one of the reasons for unemployment among undergraduates in Malaysia was their lack of English proficiency (Pemandu Annual Report, 2016 in Abu Bakar et al. 2021).
As a response, the Malaysian government formed the English Language Standards and Quality Council (ELSQC) which is managed by the English Language Teaching Centre (ELTC) to tackle the problem and improve the standard of Malaysian students’ English proficiency. ELTC eventually recommended the adoption and alignment to the Common European Framework of Reference (CEFR) for the Malaysian education system (Mohamad Uri 2018, Abdul Aziz 2018). In 2019, the MUET syllabus was revised to align with the Common European Framework of Reference for Languages and the first batch under the new syllabus sat for the test in Session 1, 2021 (Malaysian Examinations Council, 2019). The Ministry of Education Malaysia (2015) postulated CEFR as a benchmark for students’ and instructors’ language competency levels that allows for comparisons between Malaysia and other nations.
MUET is a compulsory subject for all form six students in addition to the four or six subjects offered in Sijil Tinggi Pelajaran Malaysia (STPM). Form six candidates usually take the test either in the second semester or third semester of their studies.
1.2 Motivation
Social psychologists initiated the early research on language learning motivation because they recognised the social and cultural dimensions of second language learning motivation (Dörnyei, 2003).
Various research studies have been done to understand the complex facets of motivation as it is not easy to define what motivation is. Gardner and his associates’ language motivation model is the most influential framework in the social psychology domain (Gardner, 1985).
Maslow (1958) stipulated that motivation is the basis that dictates the actions to fulfil our needs as human beings. Motivation is a key to human learning (Brown,1987:114) and is considered
one of the most important psychological factors in education (Vallerand et al. 1992).
Motivation is related to behaviour rather than directly to achievement (Dörnyei 2001) which enables individuals to increase their actions or performance either internally or externally (Forman 2005).
In the context of language learning, second or foreign language learning, motivation greatly affects learners’ learning process and achievement as maintained by various researchers.
Motivation, according to Gardner (1985:10) is the combination of effort and desire to achieve the goal of learning the language plus favourable attitudes toward learning the language.
Motivation is an impetus to generate learning initially and later as a sustaining force to the tedious process of acquiring a target language (Cheng and Dörnyei, 2007).
Deci (1975) explained the concept of extrinsic motivation by referring to a wide variety of behaviours which are engaged by learners as a means to an end and not for their own sake. On the contrary, intrinsic motivation is participating in an activity for itself and the pleasure and satisfaction derived from it (Deci and Ryan, 1989).
Adwani & Shrivastava (2017) strongly believed that motivation is the neglected heart of language teaching as further supported by the research by Puntularb et al. (2021) that found motivation and positive beliefs correlated with self-regulated learning during the Covid-19 pandemic in Thailand.
In the Malaysian context, Sorayyaei Azar & Tanggaraju (2020) claimed that learners of English as a second language (ESL) in Malaysian public universities are instrumentally motivated and supported by Hong & Ganapathy (2017) qualitative research on ESL learners in a secondary school in Malaysia which found students more instrumentally motivated in ESL learning than integratively motivated. Other studies also showed integrative and instrumental motivations as being equally important in learning foreign languages among undergraduates in Malaysia by Wen Chua & Affiq (2019); Khong, Hassan & Ramli (2017 and Ainol & Isarji (2009).
1.3 Research Problem
The English language proficiency skills of students in Malaysia have declined over the past few years as evidenced by the MUET exam results. According to the STPM Exam Report and MUET 2021, (Malaysian Examination Council, 2021), a total of 25 989 candidates sat the MUET in Session 1, 2021. These candidates were the first batch to sit for the aligned MUET- CEFR. The number of candidates that achieved Band 5 (CEFR C1) was 0.97 per cent and Band 5+ (CEFR C1+) was 0.01 per cent. Band 5 and Band 5+ are the two highest bands for MUET and candidates achieving the levels are certified Proficient Users of the language. As a comparison, out of 74,188 candidates who sat for the pre-CEFR aligned MUET in 2020, less than 30 per cent achieved Bands 4, 5 and 6.
As mentioned previously, MUET is a compulsory entrance subject to public universities in Malaysia, thus, MUET results can affect students' chances of enrolling in university or pursuing a study course of their choice. This study examines the language learning motivation (LLM) of Form Six students in preparation for MUET as a mandatory requirement to enter university.
Various research studies have been done on learning motivation in Malaysia but there is a gap in research on the language learning motivation orientation of Form Six students in preparation for MUET.
A study on LLM of the Form Six students who are preparing for MUET is important because the motivation for learning a second or foreign language is different from learning motivation for other subjects (Cohen & Henry, 2019). Knowing the LLM will help both educators and learners maintain their action or effort and persistence in ensuring the goals can be achieved.
1.4 Research Objective
The objectives of this study were to identify the LLM orientation of Form Six students in Kota Kinabalu in preparation for MUET and to examine the level of LLM of Form Six students in Kota Kinabalu in preparation for MUET. Based on the research objectives, the research questions (RQs) are as follows:
RQ1: What is the language learning motivation orientation of Form Six students in Kota Kinabalu in preparation for MUET?
RQ2: What is the level of language learning motivation of Form Six students in Kota Kinabalu in preparation for MUET?
2. Methodology
2. 1 Research Design
This study was quantitative research using a survey questionnaire. Ethical approval was obtained from the Universiti Kebangsaan Malaysia and permission to conduct the study was granted by the Ministry of Education Malaysia, Sabah State Education Department, and the school administrators in each of the schools involved.
2.2 Population and Sample
A sample of three hundred and six (N=306) form six students was randomly selected from the total population of 1000 form six students from seven form six centres and one form six college in Kota Kinabalu. The sample comprised students who enrolled in the Malaysian University English Test (MUET) in 2022 and 2023. All the participants were sixth-form students, ranging between 18 and 21 years old. The sample consisted of 87 males and 219 females with 176 of them sitting for MUET in 2022 while 130 will take the test in 2023. Most of the respondents use Malay as the main spoken language (176 or 57.6%) followed by Chinese language (66 or 21.6%). 53 respondents or 17.3% use their ethnic language (in this study they are lumped together as Sabah Ethnics language) and 11 or 3.6% of respondents speak other language(s) apart from the listed in the survey (see Table 2).
Table 2: Demographic Background of Participants
Demography Respondents Frequency
N=306 Percentage
Gender Male 87 28.4
Female 219 71.6
Age
18 144 57.5
19 159 41.8
20 2 0.7
21 1 0.3
Main Spoken Language
Malay language 176 57.5
Chinese language 66 21.6
Sabah Ethnics language (Kadazan, Dusun, Murut,
Rungus, Bajau, LunDayeh etc) 53 17.3
Other languages 11 3.6
2.3 Data Collection Method/ Instrumentation
The survey was conducted using a questionnaire via Google Forms to collect data on the LLM of Form Six students in Kota Kinabalu in preparation for MUET. The survey questionnaire collected data on respondents’ demographic backgrounds and LLM. For the LLM, the researcher used a questionnaire adapted from the Foreign Language Learning Motivation Questionnaire (FLLMQ) first formulated by Gonzales (2006) with a Likert Scale of 1-6.
Gonzales (2016) used 40 question items and for this study, only 27 question items were used.
These question items were further divided into six motivational orientation domains or groups, namely a) Instrumental Motivation (comprising 5 question items), b) Knowledge Motivation (contains 5 question items), c) Travel Motivation (contains 4 question items), d) Friendship Motivation (contains 4 question items), e) Socio-Cultural Motivation (contains 5 question items) and f) Integrative Motivation (contains 4 question item). The LLM items were made available in both Malay and English languages.
A pilot study comprising 30 respondents was conducted before distributing the questionnaire to the population. This is to ensure the validity and reliability of the instrument as well as measure the time taken to answer the questionnaire.
Despite an adaptation of the previous study, Cronbach’s Alpha Reliability test was conducted to test the internal consistency of the study instrument with r=.958 which indicated high reliability.
2.4 Data Analysis Method
The data collected for this research were analysed using IBM Statistical Package for Social Science (SPSS) version 28.0 software such as testing for descriptive statistics of frequencies, means and standard deviations. Normality testing was also done using the Lilliefors test with Kolmogorov Smirnov to find out whether the data were spread out in a normal way.
3. Findings
The respondents chose the LLM based on the frequency of their use and then descriptive statistical data analysis was performed by SPSS to obtain the mean values and standard deviations. The test of normality (Table 3) showed the ratio of kurtosis between the range of +/ -1.96 with a significance level of 0.01 (2-tailed), signifying that the respondents’ data have a regular distribution.
Table 3: Test of Normality
Tables 4 and 5 depict the results of the descriptive statistical testing of the LLM.
Kolmogorov-Smirnova Shapiro-Wilk
Statistic df Sig. Statistic df Sig.
Instrumental Orientation .169 306 <.001 .864 306 <.001
Knowledge Orientation .186 306 <.001 .833 306 <.001
Travel Orientation .158 306 <.001 .876 306 <.001
Friendship Orientation .179 306 <.001 .874 306 <.001
Sociocultural Orientation .216 306 <.001 .786 306 <.001
Integrative Orientation .084 306 <.001 .959 306 <.001
a. Lilliefors Significance Correction
Table 4: Descriptive Statistics of Language Learning Motivation
Table 5: Descriptive Statistics of Overall Mean of Language Learning Motivation
As shown by Table 6, the LLM mean score comparison is based on Oxford (1990) which means high use is a score of 5.0 - 6.0 (always or almost always used) and a score of 4.0 - 4.9 (usually used), moderate use is a score of 3.0 - 3.9 (sometimes used) and a score of 2.0 – 2.9 (usually not used), low use is a score of 1.0 – 1.9 (never or almost never used).
Table 6: Interpretation of LLM Mean Score
RQ1: What is the language learning motivation orientation of Form Six students in Kota Kinabalu in preparation for MUET?
The first research question seeks to identify the main LLM orientation adopted by the form six students in Kota Kinabalu in preparation for MUET. Thus, the mean, standard deviation, and minimum and maximum scores for each item were determined as shown in Tables 4 and 5.
Based on the mean and standard deviation, Sociocultural orientation (M=5.2706, SD=.05313) showed the highest level of usage followed by Knowledge orientation (M=5.2072, SD=.05087). Integrative orientation, though still scoring a high level, showed the lowest mean of 4.33 with a standard deviation of .066 followed by Friendship orientation (M=4.95, SD=.060) signifying ‘usually used’ frequency.
Table 7 depicts the LLM items analysis for all the motivation orientations. Respondents expressed the highest level of motivation under the sociocultural orientation with M=5.44 and SD=.971, which is to learn English so they can understand English-speaking films, videos and TV or radio shows. It is noteworthy that under the integrative orientation, two items received a moderate level of the mean score. These two items, ‘in order to be similar to the
Motivation Mean Standard
Deviation
Interpretation
Instrumental Orientation 5.17 .050 High
Knowledge Orientation 5.21 .051 High
Travel Orientation 5.05 .054 High
Friendship Orientation 4.95 .060 High
Sociocultural Orientation 5.27 .053 High
Integrative Orientation 4.33 .066 High
Level Frequency of Use Score
High Always or almost always used 5.0 – 6.0
Usually used 4.0 – 4.9
Moderate Sometimes used 3.0 – 3.9
Usually not used 2.0 – 2.9
Low Never or almost never used 1.0 – 1.9
British/Americans’ and ‘in order to think and behave like the English/Americans do’ have the lowest mean.
Table 7: LLM Orientation Items Analysis
Std.
Item Statistics Mean Deviation N
(Instrumental) Studying English is important to me
because I may need it later on for job/studies. 4.98 1.115 306
because without it one cannot be successful in any field. 4.88 1.234 306
because I don’t want to get bad marks in MUET. 5.34 .990 306
because it is expected of me. 5.30 .982 306
because I would like to use it to apply for university. 5.34 .990 306 (Knowledge) Studying English is important to me
so that I can be a more knowledgeable person. 5.33 .991 306
so that I can broaden my outlook. 5.30 .982 306
because I would like to learn as many foreign languages as 5.19 1.105 306 possible.
because an educated person is supposed to be able to speak 4.88 1.234 306 English.
so that I can read English books, newspapers, or magazines. 5.34 .990 306 (Travel) Studying English is important to me
because I would like to spend some time abroad. 4.77 1.217 306
because it will help when travelling. 5.38 .954 306
because without English I won’t be able to travel a lot. 4.98 1.115 306 because I would like to travel to countries where English is used. 5.07 1.166 306 (Friendship) Studying English is important to me
because I would like to meet foreigners with whom I can speak 4.95 1.175 306 English.
because I would like to make friends with foreigners. 4.77 1.231 306
so that I can keep in touch with foreign friends and acquaintances. 4.97 1.138 306 because it will enable me to get to know new people from 5.12 1.092 306 different parts of the world.
(Sociocultural) Studying English is important to me
so that I can understand English-speaking films, videos, TV or 5.44 .971 306 radio show.
so that I can understand English pop music. 5.22 1.098 306
because it will enable me to get to know various cultures and 5.31 .980 306 people and learn more about what is happening in the world.
because it will enable me to learn more about the English world. 5.18 1.057 306 because it will enable me to understand various cultures and 5.21 1.019 306 peoples.
(Integrative) Studying English is important to me
in order to get to know the life of the English-speaking nations. 4.94 1.125 306 to better understand the English-speaking nations’ behavior and 4.83 1.164 306 problems.
in order to be similar to the British/Americans. 3.87 1.614 306
in order to think and behave like the English/Americans do. 3.67 1.611 306
RQ2: What is the level of language learning motivation of Form Six students in Kota Kinabalu in preparation for MUET?
The level of overall LLM of form six students in Kota Kinabalu in preparation for MUET is high with M = 5.02 and SD = .784 as shown in Table 5. All six LLM orientations showed a high level based on the interpretation of the mean score shown in Table 6.
It can be concluded that the form six students in Kota Kinabalu are highly motivated to learn English while preparing for MUET with sociocultural orientation being the most motivating factor followed by knowledge orientation, instrumental orientation, travel orientation, friendship orientation and integrative orientation.
4. Discussion
Vygotsky pioneered the sociocultural theory that purported learning is a social process and the origin of human intelligence in society or culture. Vygotsky also stated that social interaction plays a fundamental role in the development of children's cognition and learning which is a continuous process that is strongly influenced by culture. (van der Veer, 2020).
While Piaget surmised that children learn independently and achieve their understanding of the world. (Cherry, 2010, Huang, 2021), Vygotsky believed that cognitive development occurs with the cooperation of others and cannot occur without language and social interaction (Vygotsky, 1978).
The results of this study show similarities to Pham (2016) study on sociocultural influences on high school students' motivation to learn English in rural Vietnam. Past studies in Malaysia showed learners’ orientation toward instrumental and integrative motivation while the findings of this study showed learners’ inclination towards sociocultural motivation. A study by Keumala et al. (2019) in Indonesia suggested that learners’ sociocultural background, as well as educational background, played an important part in learners of English as a foreign language (EFL) choice of LLM. Keumala’s findings can be used to shed insight into this present study, however, as the purpose of this study was to investigate the motivation orientation and level, the cause-and-effect context of choice of LLM among the form six students in Kota Kinabalu in preparation for MUET was not established.
Another limitation of the study was the sample was taken within the urban setting of Kota Kinabalu and therefore the findings are specific and cannot be generalised for similar contexts.
Also, this was a quantitative study and the incorporation of a qualitative instrument in future research can help improve the insights into learners’ LLM. It is also possible for future studies to find out the link between varieties of motivational orientations and the language proficiency of the learners.
5. Conclusion
These results offer useful practical instructional implications concerning the students’
motivational orientations in the English language and MUET classroom because a comprehensive understanding of students' motivation for language learning can help teachers to increase students' achievement and life-long persistence in learning. As most recent studies showed that Malaysian students are instrumentally motivated, further studies to explore the
reasons why form six students in Kota Kinabalu are oriented toward sociocultural motivation in preparation for MUET.
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