Student’s learning: Instrumentally, Integratively or Personally Motivated?
Fitriani, Somariah
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.
http://dx.doi.org/10.18326/rgt.v10i2.140-156