Student’s learning: Instrumentally, Integratively or Personally Motivated?

Fitriani, Somariah (2017) Student’s learning: Instrumentally, Integratively or Personally Motivated? REGISTER JOURNAL, 10 (2). pp. 140-156. ISSN 1979-8903

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Abstract

The study focuses on learners’ motivation to learn English as L2/foreign language. For data collection, questionnaire was distributed to 82 respondents of STIBA IEC Jakarta via whatsApp and face book messenger. In addition, interviews were also conducted to find out the detail information about the role of teacher and inspirational/motivational teacher. For data analysis, the step of sorting, classifying, coding, and presenting the data and drawing conclusion was adopted. This is a research based article, which has aimed to elaborate the learners’ English learning motivation whether it is instrumentally, integratively or personally motivated and the most dominance type of motivation as well as the important role of teacher in motivating students. It is somewhat surprising that there are six categories found in the research, namely personal motivation (PS), integrative motivation (IT), instrumental motivation (IS), the combination of PS & IT, PS & IS, and IT & IS. The findings have revealed that 1) instrumental motivation is the most dominant type as the first rank, which includes to get a better living, better jobs and position; PS & IS as second rank, IT & IS as the third rank, PS & IT as the fourth rank, personal motivation as the fifth rank and integrative motivation as the last rank; 2) teacher who is resourceful, skillful, competent and has good personality plays a imperative role in motivating and inspiring students. To sum up, regardless of personal, integrative or instrumental motivation, teacher as a role model also determines learner’s success in learning L2.

Item Type: Article
Uncontrolled Keywords: motivation, L2/foreign language learning, instrumental, integrative, personal motivation
Subjects: L Education > L Education (General)
Divisions: Faculty of Law, Arts and Social Sciences > School of Education
Depositing User: ST Bahar Sobari
Date Deposited: 12 Dec 2017 06:17
Last Modified: 12 Dec 2017 06:17
URI: http://repository.uhamka.ac.id/id/eprint/380

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