Motivation for learning english of english major freshmen at vietnam national university of agriculture

VIET NAM NATIONAL UNIVERSITY OF AGRICULTURE

FACULTY OF EDUCATION AND FOREIGN LANGUAGES

BA THESIS
MOTIVATION FOR LEARNING ENGLISH OF
ENGLISH-MAJOR FRESHMEN AT VIETNAM
NATIONAL UNIVERSITY OF AGRICULTURE
NGHIÊN CỨU VỀ ĐỘNG CƠ HỌC TIẾNG ANH CỦA
SINH VIÊN NĂM NHẤT NGÀNH NGÔN NGỮ ANH
TẠI HỌC VIỆN NÔNG NGHIỆP VIỆT NAM

STUDENT:

DOAN THI PHUONG

MAJOR:

ENGLISH

SUPERVISOR: PHAM HUONG LAN, M.A.

Hanoi – 2021
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CERTIFICATE OF ORIGINALITY
I, the undersigned, hereby certify my authority of the study project report
entitled “Motivation for learning English of English-major freshman at Viet
Nam National University of Agriculture” submitted in partial fulfillment of
the requirements for the degree of Bachelor in English Language. Except where

the reference is indicated, no other person’s work has been used without due
acknowledgement in the text of the thesis.
Hanoi, 2021

Doan Thi Phuong

Approved by
SUPERVISOR

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ABSTRACT
The research aimed at investigating the type and level of English language
learning motivation (instrumental or integrative ) of English-major freshmen at
Viet Nam National University of Agriculture. The method used is a survey in
which k65’s students were asked to fill out questionnaires adapted from Attitude
Motivation Test Battery (AMTB) designed by R.C. Gardner. The questionnaire
was distributed to the entire English-majored freshmen. The data were analyzed
by means of frequency, percentage, arithmetic mean and standard deviation. The
main findings show that the students are ‘moderately’ motivated and found to be
slightly more ‘integratively’ motivated to learn English. This reveals that
integrative motivation is an important factor in learning English. Based on the
findings of this study, some suggestions are recommended to improve student’s
motivation.

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LIST OF TABLES

Table 1

Instrumental motivation of first-year students

Table 2

Integrative motivation of first-year students

Table 3

The Comparation between Intergrative
and Instrumental Motivation

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TABLE OF CONTENT
PART I: INTRODUCTION .............................................................................. 1
1. Rationale for the study ...................................................................................... 1
2. Aims and objectives of the study ...................................................................... 2
3. Research questions ............................................................................................ 2
4. Scope of the study ............................................................................................. 2
5. Significance of the study ................................................................................... 2
6. Design of the study ............................................................................................ 3
PART II: DEVELOPMENT .............................................................................. 4
Chapter 1: LITERATURE REVIEW .................................................................... 4
1.1. Review of the previous studies ...................................................................... 4
1.1.1 Review of the studies in the world .............................................................. 4
1.1.2. Review of the studies in Vietnam ............................................................... 6
1.2. Review of theoretical background ................................................................. 8

1.2.1. Definitions of motivation ............................................................................ 8
1.2.2. Types of motivation .................................................................................... 9
1.2.3. The importance of motivation in second language learning ..................... 10
1.2.4. Factors that affect motivation in second language learning...................... 10
1.3. Summary ...................................................................................................... 12
Chapter 2: METHODOLOGY ............................................................................ 13
2.1. Research governing principles ..................................................................... 13
2.1.1. Research question(s) ................................................................................. 13
2.1.2. Major methods........................................................................................... 13
2.2. Research methods ......................................................................................... 13
2.2.1. Research methodology .............................................................................. 13
2.2.2 Research setting/context............................................................................. 14

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2.3. Data collection.............................................................................................. 14
2.3.1. Data collecting instruments ....................................................................... 14
2.3.2. Data collecting procedures ........................................................................ 15
2.3.3. Data analysis ............................................................................................. 15
2.4. Summary ...................................................................................................... 16
Chapter 3: FINDINGS AND DISCUSSION ...................................................... 17
3.1. The level of motivation of English-majored freshmen ............................... 17
3.2. The type of motivation of English-majored freshmen ................................. 22
3.3. Summary ...................................................................................................... 23
Part 3: CONCLUSION ..................................................................................... 24
1. Recapitulations ................................................................................................ 24
2. Conclusions ..................................................................................................... 24
3. Limitation of the study .................................................................................... 25
4. Recommendations for futher study ................................................................. 25

REFERENCES .................................................................................................. 27
APPENDIX ........................................................................................................ 29

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PART I: INTRODUCTION
1. Rationale for the study
Motivation is an important factor for explaining the success or failure of
any complex task. In order to learn English, learners require motivation so that
they can be successful in learning the language .Therefore, the role of
motivation is very crucial during the learning process. So far, many reseachers
have conducted studied on English language motivation. Hedge (2000)
conducted a study about the motivation of 20 Japanese students who were
studying English. Siriluck Wechsumangkalo and Sirithip Prasertrattanadecho
(2004) conducted a study which indicated clearly that high English proficiency
subjects are more integratively motivated than low English proficiency subjects.
In Vietnam,there are a lot of researchers have also been interested in the topic of
motivation i.e. Le Thi Hanh (2011) with her study namely “Influence of
teaching method on first year students' English language dynamics in economics
at Van Lang university”. Another article about motivation was published in
2006, namely “Needs and Motivations in learning Eglish of the first year
students at at Vietnam National University, Ha Noi”. There are many other
scholars who have conducted research about this topic, but not any research of
this type has been witnessed at Vietnam National University of Agriculture.
After studying at Vietnam National University of Agriculture (VNUA), for
nearly four years, I realized that many English – major freshmen lack motivation
to learn English. In the hope of finding out the motivation for learning English
that they normally get, I decided to conduct a study entitled “Motivation for
learning English of English –major freshmen at Vietnam National University of

Agriculture (VNUA)” as my graduation paper. This study tried to investigate
the level of motivation among English major freshmen and the most common
type of motivation shown by these students. Based on the results, some

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suggestions are given for students of the next course to better motivate
themselves in their English learning.
2. Aims and objectives of the study
This study was carried out to determine the motivational level and type of
English-majored freshmen at Viet Nam National University of Agriculture
(VNUA). From the result of this study, I intended to make some suggestions to
help students improve their motivation towards English learning. The study was
used survey questionnaires for English-majored freshman at Viet Nam National
University of Agriculture to get the following goals: Firstly, the study will be
determined if the students’ motivation level is high or low. Second, identifying
the types of motivation of the student
3. Research questions
The research study was conducted to survey the English major freshmen
in the second semester, academic year 2021 in particular. Its aim was to find the
answers to the following questions:
1. What is the level of motivation among English major freshmen at Viet Nam
National University of Agriculture towards English language learning?
2. Are they predominantly integratively or instrumentally motivated towards
English language learning?
4. Scope of the study
The study was participated by English-majored freshmen at Viet Nam
National University of Agriculture in the second semester, academic year 20202021 to explore the level of motivation in their English language learning. The
data of this study were taken through questionnaire administered to the total

number of 132 students.
5. Significance of the study
The result of this study will be expected to inspire the students in their
English learning. It will be expected that the recommendations can help them in
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improving their motivation towards English learning. The significance of this
study should be that the responses lead to a better understanding of their
motivation. The findings could help the institute in improving their motivations
and, alongside, enhancing their language learning achievement at the very
earliest stage of their enrollment in the first year.
6. Design of the study
This study was divided into three parts: Introduction, Development and
Conclusion.
Part 1, Introduction, provides brief information about the rationale, the
aims & objectives, the research questions, the scope, the significance and the
design of the study.
Part 2, Literature review, presents an overview about some previous
studies and some theoretical background to the study.
Part 3, Methodology, includes the governing research orientation (the
major method & the research questions) and the detailed methodology of the
study (participants, data collecting instruments, data collecting procedures, data
analysis)
Part 4, Findings and Discussion, demonstrates the major findings of the
study as well as discussion around these findings.
Part 5, Conclusion, Limitations and Recommendations, claims the main
points of the study, some limitations of the study and recommendations for
further study as well as some suggestions to improve motivation

among

English-majored students at VNUA.

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PART II: DEVELOPMENT
Chapter 1: LITERATURE REVIEW
1.1. Review of the previous studies
1.1.1 Review of the studies in the world
In 2000, Kassim A.Shaaban and Ghazi carried out a study “Student
motivation to learn English as a foreign language”. The results of the study
underscore the importance of learner characteristics and effective orientation
toward program of study in the development of motivation to acquire another
language. The results suggest that low-proficiency students and females tend to
be more willing to exert effort in learning English. They also tend to perceive
the goals of learning English as more attractive than do their male and higherproficiency counterparts.
From the above studies, it has been shown that motivation for learning
English has a tremendous effect on the learners. These studies have shown
student motivation levels and solution proposals to improve student motivation
levels.
Ratanawalee Wimolmas (Thammasat University, Thailand) carried out
the research “A Survey Study of Motivation in English Language Learning of
First Year Undergraduate Students at Sirindhorn International Institute of
Technology (SIIT), Thammasat University”. The study was conducted among
30 undergraduate students at SIIT, Thammasat University, Rangsit Campus in
the second semester, academic year 2012. The overall results reveal that the
students are highly motivated to learn English. This finding answer the research
question of what the level of the subjects’ motivation is. Based on the

comparison and assessment, it is discovered that the students are slightly more
strongly instrumentally motivated to learn English which can answer the
research question of the motivation found is more integrative or instrumental.
The students’ related difficulties in the language skills, as communicated in the
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open-ended questions deserve further attention. All these findings have relevant
implications and should therefore lead to recommendations for further training
or studies.
In 2013, Hsuan-Yau Tony Lai conducted the research “The Motivation of
Learners of English as a Foreign Language”. The study is done with 267
undergraduate students from a science and technology university in New Taipei
City, Taiwan and the study results showed that the majority of the students
studied English for travel, instrumental and integrative orientations, as well as
intrinsic motivation and the ideal L2 self, but not for external pressure and the
ought-to L2 self. The results indicated that there was no substantial difference
between the English learning motivation of day and night school students and
that most participants studied English for travel, instrumental, integrative
orientations, intrinsic motivation, ideal motivation.
In 2016, Mitra Alizadeh carried out a study titled “The Impact of
Motivation on English Language Learning”. The study pointed that the role of
motivation in language acquisition was examined by analyzing some of the most
significant research in the field. The motivation of student can go up and down
depending on the context of language learning. Motivation has a key role in the
development of language skills. Teachers can play a important role in
motivating learners to the learning of a second/foreign language. Motivation is
an significant factor in learning a foreign language which is in influenced by
different variables.
Jana M.Safrankova, Martin Sikyr (2016) conducted a research “The study

of University students’ motivation”. The paper is based on a review of the
scientific literature as well as the comparison of the results of the authors' survey
conducted among students of the Czech Technical university in Prague in the
first decade of the twenty-first century and the authors' survey conducted among
students of the College of Regional Development in Prague, the Masaryk
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Institute of Advanced Studies of the Czech Technical University in Prague and
the School Management Centre of the Faculty of Education of Charles
University in Prague in 2016. The new data were obtained from 415 students.
The results showed some interesting tendencies in students' attitudes to learning
and studying at university in the Czech Republic.
1.1.2. Review of the studies in Vietnam
In Viet Nam, there have also been some studies on the topic of
motivation. For example, in 2006, Hoang Van Van conducted a survey study
“Needs and Motivations in learning Eglish of the first year students at Viet Nam
National University, Ha Noi”. The study was conducted in 6 largest institutions
under VNU, Hanoi. It was done by means of questionnaires combined with
private talks with the subjects when some doubts occurred. The questionnaire
consists of 25 questions among which 9 are designed to obtain information on
the first year students’ needs and motivations in learning English. The study
pointed that the first year students at Viet Nam National University, Ha Noi
really need to learn English. They are fully aware of what they have not yet
obtained and really wish to learn to compensate for what they lack. It is also
found that the first year students at VNU, Hanoi possess both instrumental and
integrative motivations of which instrumental motivation plays a predominant
role. The researcher has made a number of recommendations on what needs to
be done to improve the English level of Viet Nam National University, Ha Noi
to meet the need for internationalization and globalization of higher education in

Viet Nam.
Phan Van Hoa and Le Viet Ha (2009) conducted a survey study “Nghiên
cứu về động cơ học Tiếng Anh của học sinh Trung học Phổ Thông ở Quảng
Nam” (An investigation into English learning motivation of upper secondary
school students in Quang Nam province). The study investigated English
learning goals and motivation and some factors influencing the motivation of
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upper secondary students in Quang Nam. The study revealed that the students
have positive attitudes toward learning English and are highly motivated to
study it, and that they are more instrumentally than integratively motivated.
Nguyen Thuy Dung, Phan Thi Thuc Anh (2012) carried out a study:
“Những nhân tố tác động đến động lực học tập của sinh viên: Nghiên cứu tại
một trường đại học ở Hà Noi”. This study presented research results on the
factors that affect student dynamics in the school through a theoretical model
based on data collected from 423 students in a university in Hanoi. The results
showed that students' satisfaction with the quality of their faculty, the learning
environment, the learning conditions, activities supporting students in their
studies had a positive effect on their learning dynamics. The article was given a
number of suggestions to the lecturers and the management of the school.
Le Hong Ngoc (2019) conducted a survey study “Nghiên cứu về động cơ
học tập của sinh viên tại các trường đại học tại Việt Nam”.Through the actual
research survey, the motivation of Viet Nam’s students is quite low. They
haven’t spent much time for learning. At Vietnam National University of
Agriculture, a group of students carried out the study “Nghiên cứu mối quan hệ
giữa động lực và kết quả học tập môn tiếng Anh của sinh viên k60 lớp tiên tiến
tại Học Viện Nông Nghệp Việt Nam”. Thus these studies are quite similar to
foreign studies. Motivation plays an important role in the process of English
learning. Researchers have shown the level of motivaton of their students and

have made suggestions for improvement.
Khau, Hoang Nhu and Huynh, Nhu (2016) conducted a survey study
“Motivation for Vietnamese Non-English Majors Learning General English at
Tra Vinh University”. The goal of this quantitative study is to understand more
about how Tra Vinh University students believe about what motivates them to
learn General English. On a scale of 1 to 5, they were asked to rate their level of
permission. The poll included twenty-six questions that focused on three
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aspects: students' motivation, language teachers' efforts to boost students'
motivation, and students' self-motivation as well as the school's future
motivational policies. The data came from 60 first-year non-English majors who
were learning General English at the beginner level (equal to Pre-A2 in the
Common European Framework of Reference, or CEFR). On all three fronts, the
findings were favorable. Students were concerned about their basic
understanding of English, social demands, language teachers' English expertise,
friendly languageteachers, language teachers' diversified teaching approach,
ventilated and well-equipped classrooms, and appropriate academic advisor
teams. These findings can help language teachers and educators think about their
curricula, teaching methods, and establishing initiatives that promote English
learning.
1.2. Review of theoretical background
1.2.1. Definitions of motivation
Motivation can be defined in a variety of ways, especially when it comes
to language learning.
According to Harmer (1991, p.3), is the "internal drive" that drives
someone to do something. We endeavor to achieve our goal if we believe it is
worthwhile and appealing to us; this is known as "activity motivated by
motivation."

According to Lightbown and Spada (1999), motivation in second
language learning is difficult to examine and can be explained by two factors:
the communicative demands of the learner and their attitudes toward the second
language community.
Furthermore, Parsons, Hinson, and Brown (2001) define motivation as a
key component or aspect in the learning process. In order to achieve something,
learning and motivation are equally important. Learning allows us to obtain new

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abilities and knowledge, whereas motivation drives or encourages us to continue
learning.
Gardner (1982) adds that motivation is thought to be made up of three
components in his socio-educational paradigm. Effort, desire, and affect are the
three. The time spent learning the language and the learner's motivation are
referred to as effort. Desire refers to the learner's desire to become fluent in the
language, whereas affect refers to the learner's emotional reactions to language
learning.
According to Aree Punmanee (1991), motivation is the act of being
elicited by a stimuli in order to achieve desired goals, behaviors, or situations.
Motivation is a never-ending process that stems from a person's desire.
1.2.2. Types of motivation
There are two sorts of motivation, according to Praveen Shrestha (2017):
intrinsic and extrinsic motivation. It's critical to recognize that we're not all the
same; hence, effectively motivating kids necessitates a knowledge of the various
sorts of motivation.
Intrinsic motivation refers to the variables that drive an individual's
motivation from inside. The individual desires to do a specific activity because
the results are in line with his belief system or fulfill a goal, and thus it is given

importance.
Extrinsic motivation refers to motivational cues that come from beyond
the individual. In other words, our motivation to complete a task is influenced
by an external force. Even though the stimuli are external, the outcome of the
task will still be rewarding for the person executing it.
Krashen (1988, p.22) noted the following factors that are related to
motivation and will seek to link second language competence to these two
functions, integrative and instrumental motivation. Integrative motivation is
described as the desire to be a part of the group or society's recognized or
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influential individuals who speak the second language. It is motivated by a
desire to learn about, associate with, or socialize with individuals who speak the
second language, or by a desire to engage or integrate in the second language
while speaking the same language in that community. But sometimes it involves
emotion or affective factors a great deal (Saville-Troike, 2006, p. 86).
Whereas, instrumental motivation involves the concepts of purely
practical value in learning the second language in order to increase learners’
careers or business opportunities, giving them more prestige and power,
accessing scientific and technical information, or just passing a course of their
study in school (Saville-Troike, 2006, p. 86).
Therefore, motivation plays a key role in learning English. Through these
analyses, it is found that students' motivations divide into external motivations
and internal motivations.
1.2.3. The importance of motivation in second language learning
Motivation plays a big part in whether you succeed or fail at learning a
second language. Motivated students, according to Spolsky (1990), are more
likely to learn more and learn faster than students who are less motivated.
Students that are less motivated are more prone to lose focus, misbehave, and

generate discipline issues in a given learning scenario. Students that are highly
driven, on the other hand, will participate actively and pay more attention to a
certain learning assignment or activity. So, since everyone agrees that
motivation is critical to learning, it is worthwhile to investigate.
1.2.4. Factors that affect motivation in second language learning
There are many people who have studied the factors of motivation. For
example, Harmer (1991) pointed out four possible effects affecting the
motivation of learners. These four factors that can be dangerous to the learners’
motivation are the following:

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1. Physical condition which means the atmosphere in class. For example if
student have to study in the bad lighting classroom , overcrowded with too many
students , have to look at the small board, or in the unpleasant smell classroom,
they can lose their motivation or their motivation in learning will be lowered.
2. Method of teaching which refers to the way that students are taught must
affect their motivation. Whenever the learners feel bored at the teacher’s
method, their motivation would likely be lost or gradually decreased. As he said,
“if the students loses confidence in the method, they will become demotivated”
(Harmer, 1991, p. 5).
3. The teachers, as the most powerful variable of motivation and
demotivation, can become a major part in demotivating the learners.
4. Success refers to the appropriate level of challenge designed by the
teachers. If the difficulty of work and activity is too high or too low, it can lead
students to a demotivated situation in learning. As Harmer pointed out, to give
high challenge activities may have a negative effect on motivation. Students can
also equally be demotivated by too low level of challenge.
Emotional states such as exhaustion, depression, boredom, and so on, according

to Krashen's affective filter hypothesis (as quoted in Lightbown and Spada,
1999, p. 39), hinder students' learning. Anxiety plays a role in influencing the
affective filter. Low anxiety is better for learning a second language (Krashen,
cited in J.Oller and J. Richards, 2003, p. 183). This means that learners’ anxiety
can affect their motivation. According to Krashen, there are three affective
variables that interact with the affective filter.
1. Motivation which is beneficial for language acquisition
2. Self-confidence which is also useful for acquisition
3. Anxiety which is good in the case where it is in a low level

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1.3. Summary
In this chapter, the study is divided into 2 main parts that need to be
clarified: Review of the previous studies. Review of theoretical background. The
first part of the report summarizes all of the domestic and foreign studies. It was
all about analyzing the findings of each study. The second part consists of
definition of motivation, types of motivation, the importance of motivation in
second language learning, factors that affect motivation in second laguange
learning.

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Chapter 2: METHODOLOGY
2.1. Research governing principles
2.1.1. Research question(s)
The research study was conducted to survey the English-majored
freshmen in the second semester, academic year 2021 in particular. Its aim was

to find the answers to the following questions:
1. What is the level of motivation among English major freshmen at Vietnam
National University of Agriculture towards English language learning?
2. Are they predominantly integratively or instrumentally motivated towards
English language learning?
2.1.2. Major methods
The main methodology of this study is the survey research with the use of
questionnairs aiming to investigate students’ motivation. The results were
analyzed using SPSS program version 22.0
2.2. Research methods
2.2.1. Research methodology
A survey was done in order to obtain a huge number of data in a short
amount of time. A standardised English questionnaire was used.
Ratanawalee Wimolmas (2012) created this questionnaire as part of a
survey study of motivation in English language learning among first-year
undergraduate students at Thammasat University's Sirindhorn International
Institute of Technology (SIIT), Thammasat University, which examined the type
and level of English language learning motivation ( instrumental or integrative)
of 30 first-year undergraduate students at an international institute of
engineering and technology in Thailand. I believe that the questionnaire has
good reliability and validity. This study was survey research about motivation
all 132 English-majored freshmen at Viet Nam National University of

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Agriculture. Data were collected through the use of survey questionnaires. The
results were taken from data analysis with the help of SPSS Program.
2.2.2 Research setting/context
This study was conducted with all 132 English-majored freshmen at

Vietnam National University of Agriculture .These are people who have just left
high school, and entered a new learning environment. Making the transition
from high school level to university can be a daunting process for any student.
The students vary considerably in ability. Most of the students have not reached
B1 level. Due to a new studying and teaching environment as well as most of the
time being self-educated, there were some students who were not familiar with
this. On the other hand, they have different learning capacities significant.
2.3. Data collection
There have been a lot of researchers who used questionnaires to find out
the problem. I have also choosen the questionnaires to do this research. The
content of the questions were aimed to determine the level of students’
motivation and instrument or integrative

motivation. The questionnaire is

adapted from Attitude Motivation Test Battery (AMTB) designed by R.C
Gardner. The questionnaire consists of: 3 questions of name, email, gender. 10
statements for integrative motivation, 10 statements for instrumental motivation.
2.3.1. Data collecting instruments
The present study is a kind of survey research. It is done by providing a
questionnaire for each sample. The questionnaire is adapted from Attitude
Motivation Test Battery (AMTB) designed by R.C Gardner. The purpose of
using it to analyze students' motivation. The questionnaire consists of 20
questions: 10 statements for integrative motivation, 10 statements for
instrumental motivation. The recipients were asked to respond for each
statement according to their frequency of use. The scale used to indicate the

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frequency of usage of the English is as follows: never, seldom, sometimes,
often, always.
2.3.2. Data collecting procedures
After designing the questionnaire, I issued a trial questionnaire to five
students. After collecting the data, the questionnaire was accurate. After
modifying the final version, questionnairs were distributed directly to 132
sudents during their regular study during which they were given explicit
instructions and explanations to fill out questionnaires. The questionnaires were
then collected upon completion. Specifically, the number of students is as
follows: ENGA: 32 students, ENGB: 21 students, ENGC: 32 students, ENGD:
29 students, ENGE: 18 students. After collecting the final data, enter the SPSS
to analyze the results.
2.3.3. Data analysis
The data obtained from the questionnaires were analyzed using the SPSS
program. Data relating to the common background of subjects as well as their
opinions have been calculated and presented in percentage terms. A five-point
Likert scale was used to measure the level and type of subjects’ learning
motivation. Such scale was used in the questionnaire to specify the level of the
agreement or disagreement based on the following criteria:

Mean Range

Interpretation

3.68 – 5.00

High degree of Motivation

2.34 – 3.67

Moderate degree of Motivation

1.00 – 2.33

Low degree of Motivation

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2.4. Summary
This part is divided into 3 main sections. It includes the governing
research orientation (the major method & the research questions) and the
detailed methodology of the study (participants, data collecting instruments, data
collecting procedures, data analysis). The study’s participants include 132
English-major freshmen at Viet Nam National university of Agriculture. This
study will examine motivation of students. The data gathered from SPSS 22.0.

16


Chapter 3: FINDINGS AND DISCUSSION
3.1. The level of motivation of English-majored freshmen
This part is the presentation of the overall details and results of the study.
Table 1 and 2 outline all the 20 questioned items, their resulting itemized mean
scores, using descriptive statistics of Mean scores and Standard Deviation (S.D.)
and their corresponding motivation levels, which serve as the basis for further
interpretation and implications. This table below aims to explore the level of
motivation of English-majored freshmen at Viet Nam National University of
Agriculure.

Table 1: Instrumental motivation of first-year students

Instrumental Motivation

1.

I mainly focus on using English

Mean

Standard
Deviation

Rating of
motivational
level

3.20

0.501

Moderate

3.02

1.048

Moderate

3.20

0.912

Moderate

3.13

0.936

Moderate

for class assignment and the exams.

2.

I simply quote the textbooks and

do not really communicate myself
when speaking or writing in class.

3.

I am interested in reading only

English textbooks for my university
study, but not other English texts e.g
newspapers, magazines.
4.

I am more interested in earning a

university degree and a good job than

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learning English language itself
5.

I am more interested in

3.26

2.827

Moderate

3.48

0.737

Moderate

3.44

0.756

Moderate

3.36

0.753

Moderate

3.33

0.726

Moderate

3.35

0.781

Moderate

3.27

0.997

Moderate

furthering my higher education than
learning English language itself

6.

Learning English is important

for travelling abroad.

7.

Learning English is important

for making me a knowledgeable and
skillful person.

8.

Learning English is important

for making me an educated person.

9.

Being proficient in English can

lead to more success and achievements
in life.

10.

Being proficient in English

makes other people respect me.
Total

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Table 1 shows that the respondents had moderate motivation. This is
evident by the average mean score of 3.27 in the table. Statement number 6
(Learning English is important for travelling abroad) has the highest mean
(3.48).The statement number 7 (Learning English is important for making me a
knowledgeable and skillful person) has an average score of 3.44. And the
statement number 8 (Learning English is important for making me an educated
person) has an average mean score 3.36. The statement 9(Being proficient in
English can lead to more success and achievements in life) has an average mean
score 3.33. The lowest mean score of 3.02 is statement number 2 (I simply quote
the textbooks and not really communicate myself when speaking or writing in
class. As the result, the overall average of instrumental motivation is the
moderate level of motivation. The analysis found that most of the students had
self-taught ideas in English. Most especially want to learn to understand the
culture and improve the individual's knowledge. After analysis of the results,
most of the students had moderate motivation. As in a review of the study, most
results were that most students had high levels of motivation. The researchers
surveyed a limited number of students. This study was conducted to identify the
level of motivation of all English-major freshmen. Learners with an instrumental
motivation want to learn a language because of a practical reason such as getting
a salary bonus or getting into college. Many college language learners have a
clear instrumental motivation for language learning: They want to fulfill a
college language requirement.

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