Septimus Hanyeq, Bibit Suhatmady & Syamdianita. Students’ instrumental and integrative motivation...

Students’ instrumental and integrative motivation in learning English

Septimus Hanyeq
Mulawarman University, Samarinda, East Kalimantan, Indonesia

Bibit Suhatmady
Mulawarman University, Samarinda, East Kalimantan, Indonesia

Syamdianita
Mulawarman University, Samarinda, East Kalimantan, Indonesia

Corresponding email: [email protected]

Abstract: Some studies have indicated that it is very impossible to successfully reach
goals and good achievement without sufficient motivation, i.e., Mayer in Liu (2010),
Williams and Burden in Kelly (2005), and Dornyei (1998). Brown (2000) then explains
that in the context of learning, there are two types of motivation. They are instrumental
and integrative motivations. This current research attempted to address relevant research
questions related to (1) type of motivation that the students have in learning English and
(2) the students’ reasons related to their motivation in learning English. The findings
revealed that the students have instrumental and integrative motivations. When being
asked about the students’ reasons related to their motivation in learning English, it
comprises many aspects or indicators related to instrumental and integrative motivation.
For reasons related to instrumental motivation, they learn English because it is useful in
getting an excellent job in the future, to study or work abroad, to pass a test (school test or
TOEFL/IELTS test) and to be able to read materials in the English language for school
assignments or competition material. Then for reasons related to integrative motivation,
they learn English because they like the language, they would like to make friends with
people from English-speaking countries, they are interested in English movies and songs,
they enjoy talking in English and they want to understand English life style and culture as
reference for them to increase their knowledge and insight about the outside world.

Keywords: Instrumental Motivation, Integrative Motivation, Learning English

Introduction It is also the same as a student that learns

English. There is a reason that encourages and
In this global era, people who are from every stimulates students to learn English.
part of the world can meet and have an Williams and Burden in Kelly (2005) defined
interaction. When they meet, there will be motivation as continuous efforts towards a set
communication between them. To communicate goal, where the value the student places on that
well, they need to speak a language that is goal will determine the effort intended for
known and understood by everyone. As we achieving that goal. Mayer in Liu (2010) adds
know, English takes that role as an that when students are motivated to learn, they
international language. Therefore, it will make try harder to understand the material and learn
them decide to learn English. The fact more deeply, so the result is that they have
mentioned above is an example of a reason that better ability to apply what they have learned
drives some people to learn English. By into their life. Also, Dornyei (1998) states that
learning English, some people hope that they it is very impossible to successfully reach goals
can communicate in English with people from and good achievement without sufficient
English speaking countries or understand motivation, even people with the most
information in English. So, when people finally remarkable abilities. So, motivation drives
decide to learn English, it must be because they students to learn English, and they may have
have a reason. various types of motivation in learning English.

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Conversation Class in Mulawarman University

Brown (2000: 75) explains that in the context Language Centre so students in Conversation
of learning, there are two types of motivation. Class must have their reasons that make them
They are instrumental and integrative choose this class which can be related to what
motivations. According to Mun (2011), their motivation in learning English is.
instrumental motivation is a motivation that Generally, most of the classes in Mulawarman
drives learners to learn a language with a more University Language Centre are based on
useful purpose of the language such as applying students’ ability levels which can be known
for a well- paid job or achieving higher social from their grades at school or the result of
status. On the other hand, he defines integrative the placement test that they take before
motivation as a motivation that moves learners attending one of the classes. Nonetheless,
to learn a language because of the positive students who attend Conversation Class can
attitudes toward the target language group and choose this class at the time they sign up
their intention to join together with the target without taking a placement test at first. The
language community. These types of researcher thought that there must be reasons
motivation have a precise orientation and goal behind their intention in learning English in
that can be pursued by the students who have Conversation Class. The researcher also saw
these motivations in learning. The orientation that the students come from different academic
and goal can be related to the utilitarian purpose backgrounds, ages, and English capabilities.
of language (instrumental) and joining the They thought that it would add more
target language community (integrative). explanation to the reasons why they choose this
Because of these unique characteristics of these class.
motivations, the researcher was interested in
analyzing them in the real field. Mun (2011) did a study about instrumental and
integrative motivation as factors influencing
To learn English, there are many ways that third-year Chinese undergraduates of Universiti
students can choose. One of them is through Tunku Abdul Rahman (UTAR) in learning
an English course. Mulawarman University English as a second language in Malaysia. The
Language Centre, study shows that the students tend to have a
located on Jl. P. Flores No. 1 Samarinda, is stronger instrumental motivation compared to
an institution that offers English course integrative motivation in their second language
program. It has many kinds of classes that learning process. As a whole, they learn
cover various students’ ability levels or English because of certain academic and
purposes in learning English. One of the classes professional reasons such as to pass an
is Conversation Class. It is for those who have examination or to apply for a well-paid job.
excellent English necessary skills and want to On the other hand, of course, there were also
use it in oral communication. The students in students that learned English because of
Conversation Class will be involved in integrative motivation. However, they were in
discussion or debate that will make them the minority group in this study.
practice their communication skill. Currently, it
consists of five students. They are one In 2012, Zanghar did a study to find out
undergraduate student and four senior high instrumental and integrative motivations
school students. among Libyan undergraduate students of
English as a foreign language (EFL). It
The researchers were interested in analyzing investigates whether EFL Libyan students are
types of motivation in Conversation Class of instrumentally or integratively motivated to
Mulawarman University Language Centre study English. The findings show that EFL
Samarinda because Conversation Class is a Libyan students were highly instrumentally and
different class from other classes in integratively motivated to study English, but
Mulawarman University Language Centre. It their integrative motivation came out to be a
has a specific purpose for students who attend little higher than their instrumental motivation.
this class which is improving their
communication skill. Also, there is only one

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 Septimus Hanyeq, Bibit Suhatmady & Syamdianita. Students’ instrumental and integrative motivation...

Also, Choubsaz and Choubsaz (2014) did a the Integrative and Instrumental Orientation
study investigated instrumental and integrative Scales of Gardner's Attitude/Motivation Test
motivation among Iranian undergraduate Battery. The researcher did a change in the way
students. The findings of the study indicate that of answering the questionnaire by using “Yes
Iranian EFL learners are both instrumentally or No” options rather than Likert Scale as in
and integratively motivated to learn English. the original version. It was done to make the
Also, it was shown that students are highly students answer it more accessible and more
motivated towards learning English. The results straightforward. Also, it was done to keep the
of the study seem to be helpful for EFL characteristic of descriptive research become
teachers and curriculum developers to adjust primary in this study.
the common trends of ELT in Iran based on
some realistic points of view regarding the There are eight statements in the questionnaire
learners’ motivations. related to the types of motivation investigated
in this study. The first 4-item of the
Therefore, this research attempted to address questionnaire is related to integrative
two research questions related to (1) the motivation. The scale includes four items to
students’ types of motivation as well as (2) the find out how much the learners learn English
students’ reasons related to their motivation in with a real interest to join together with the
learning English. target language, culture, community, their way
of life, literature etc. This will show their
Method integrative motivation towards the target
language. The items are (1) Studying English
This current study was designed as qualitative can be important to me because it will allow me
research that aims to find out what type of to be more at ease with other people who speak
motivation that students have and the students’ English, (2) Studying English can be important
reasons related to their motivation in learning for me because it will allow me to meet and
English in Conversation Class of Mulawarman converse with more and varied people, (3)
University Language Centre. Studying English can be important for me
because it will enable me to understand better
According to Spradley (1980), a research and appreciate English art and literature, and
subject in descriptive research is called social (4) Studying English can be essential for me to
situation that consists of three elements: place, because I will be able to participate more freely
actors, and activities that interact well one to in the activities of other cultural groups. The
another. The researcher chose all five students next 4-item of the questionnaire is related to
in Conversation Class of Mulawarman instrumental motivation. On this scale, there are
University Language Centre. There was only four items, and the students are asked to
one Conversation Class in Mulawarman measure their practical reason in learning
University Language Centre, and it only English. The items are (5) Studying English
consisted of five students, so the researcher can be important for me because I'll need it for
decided to employ all of them as research my future career, (6) Studying English can be
subjects. important for me because it will make me a
more knowledgeable person, (7) Studying
The data of the study were the results of the English can be important for me because I
questionnaire and interview transcript. The think it will someday be useful in getting a
sources of data were the students and interview good job, and (8) Studying English can be
guideline. The questionnaire used in this study essential for me to because other people will
gave information about what type of motivation respect me more if I have knowledge of a
that students have in learning English based on foreign language.
their answers for each statement. In doing the
interview, the researchers asked some questions
of the students as the research subjects.
Findings and Discussion
The researchers adopted the statements related
to integrative and instrumental motivation in Based on the results of the questionnaire, the

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researcher found that the research subjects have language.

instrumental and integrative motivations in
learning English in Conversation Class of Mun (2011) also said that instrumental
Mulawarman University Language Centre. motivation goes for more usage purpose of
However, R1 appeared to have integrative English such as applying for a well-paid job or
motivation more dominant because she fulfilled achieving higher social status. It can be seen
all indicators related to integrative motivation from R1’s reasons that she had an example of
while she only fulfilled two of the four her aunt that become successful person now
indicators related to instrumental motivation. because her aunt is working abroad which
R2, R3, and R5 appeared to have both requires good English skills. Furthermore,
motivations in balance because each of them Nicholson (2013) added that instrumental
fulfilled three of the four indicators for each motivation deals with the practical advantages
type of motivation. Also, R4 appeared to have of learning a target language as a means for
both motivations in balance because she achieving instrumental goals. For example,
fulfilled all indicators in each type of reading technical material. It is also shown in
motivation. R2, R3 and R4’ reasons while they stated that
their experience in learning English helps them
Based on the results of the interview, to understand when they have to read materials
students’ reasons for learning English in in English for school assignments and
Conversation Class of Mulawarman University preparation of English competition which
were related to the types of motivation that required them to explore materials in the
they have shown in their results of the English language.
questionnaire before. Also, their reasons
comprise of many aspects or indicators related Then for integrative motivation, it is related to
to instrumental and integrative motivation. English native speakers as the target language
They learn English not only because of wanting group. Gardner (2001) expressed that
to get a good grade or job in the future but integrative motivation emphasizes an
also willing to interact with the language individual’s interest in learning the language
owner of English itself which is, in this case, and willingness to expend the effort to make it
are English native speakers. part of their behavioral choice. It was shown on
R4’ reasons that said she enjoys having a
For instrumental motivation, the result of conversation in English because if she
questionnaire and interview from R1 to R5 speaks English over and over, it will practice
showed that they learn English because they her speaking skill indirectly. Additionally, Mun
think that it can support their study, social life (2011) pointed out that integrative motivation
and career in the future. It is in line with what makes learners have positive attitudes toward
Brown (2000:75) said that the focus on the target language group, and they intend to
instrumental motivation is to reach specific join together with the target language
career, educational or financial goals such as to community. The researcher found that the
achieve academic achievement or to get a better research subjects, especially R4 and R5,
job which makes a better salary for someone’s showed positive attitudes toward the target
life. Then according to Krashen in Al-Ansari language group. They expected to not only
(2000), instrumental motivation is the learner’s interact but also make friends with English-
desire to achieve proficiency in the language speaking people. Furthermore, they showed
for usage or practical purposes to achieve their intention to know and experience different
specific goals such as to pass an examination or cultures from English native speakers. They
to use it in their work. It is also can be found in realized that it is good to improve their
the students’ reasons while they stated that they knowledge and insight about the outside world.
learn English to pass a practical test at school,
TOEFL or IELTS tests and they can use Conclusion
English when they work later because they
think that nowadays people would like to hire
To sum up, the researchers found that it is an
people who can speak an international

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 Septimus Hanyeq, Bibit Suhatmady & Syamdianita. Students’ instrumental and integrative motivation...

essential thing to recognize students’ mind, feeling and motivation to deal with their
motivation in learning English. This study environment, especially the learning
showed that it is possible for a student to have environment. Not only the students themselves,
more than one type of motivation in which the but the English teacher and their family should
results of this study has presented that students appreciate the existence of their motivation in
in Conversation Class of Mulawarman learning English as people who are also
University Language Centre have instrumental involved in their learning environment.
and integrative motivations in learning English.
Students are human beings with developing the
Educational Communications and
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