Orientations in learning English as a foreign language: How do Indonesian students view them?

Kaspul Anwar, M. Faruq Ubaidillah, Veronico N. Tarrayo, Febti Ismiatun, Khusnul Khotimah, Irawansyah Irawansyah, Urip Sulistiyo

Abstract


Anchored by the scant studies on Indonesian junior high school students’ orientation in learning English as a foreign language, this present study showcased how their learning orientation, delved into integrative and instrumental orientation models, was enacted. 144 students were recruited to answer an integrative and instrumental orientation 20-item questionnaire adapted from Attitude Motivation Test Battery (AMTB). Findings suggested that in terms of integrative orientation, the participants viewed learning English as a gateway to knowing and understanding native speakers’ cultural norms. This tenet was echoed by the global spread of English. In terms of instrumental orientation, the participants believed that learning English assisted them in career advancement. The results of this study concluded that the students, despite positively favored in learning English, leaned their English learning orientation on the native speakerism issue and the global spread of English.

Keywords


Attitude Motivation Test Battery (AMTB); English as a Foreign Language (EFL); Integrative Orientation; Instrumental Orientation

Full Text:

PDF

References


Ahmadi, M. R. (2011). The effect of integrative and instrumental motivation on Iranian EFL Learners ’ Language Learning. ELT Voices, April, 7–16.

Anwar, C., & Nugroho, K. Y. (2018). Students’ motivation towards choosing English education. Indonesian EFL Journal, 4(1), 57–64. https://doi.org/10.25134/ieflj.v4i1.799.

Anwar, K. (2018). The students’ motivation and teachers’ problems in teaching English at junior high school. Jambi University.

Atay, D., & Kurt, G. (2010). The socio-educational model of second language acquisition: The Turkish context. Procedia - Social and Behavioral Sciences, 2(2), 3088–3093. https://doi.org/10.1016/j.sbspro.2010.03.470

Bayyurt, Y., & Sifakis, N. C. (2015). ELF-Aware In-Service Teacher Education: A transformative perspective. in H. Bowles & A. Cogo (Ed.), International Perspectives on English as a Lingua Franca (pp. 117–135). Palgrave Macmillan UK. https://doi.org/10.1057/9781137398093_7

Clément, R., Dornyei, Z., & Noels, K. A. (1994). Motivation, self confidence, and group cohesion in the foreign language classroom. Language Learning, 44, 417–448. https://doi.org/10.1111/j.1467-1770.1994.tb01113.x

Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117–135. https://doi.org/10.1017/S026144480001315X

Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.

Fang, F. (Gabriel). (2018). Ideology and identity debate of English in China: Past, present and future. Asian Englishes, 20(1), 15–26. https://doi.org/10.1080/13488678.2017.1415516

Gardner, R. C. (1975). Second language acquisition: A social psychological approach (No. 332; Research Buletin).

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation (the social psychology of language). Hodder Arnold.

Gardner, R. C. (2004). Attitude/Motivation Test Battery: International AMTB Research Project. The University of Western Ontario.

Gardner, R. C. (2001). Integrative motivation and second language acquisition. Motivation and second language acquisition, 23, 1-19.

Gardner, R. C. (2012). Integrative motivation and global language (English) acquisition in Poland. Studies in Second Language Learning and Teaching, 2(2), 215–226. https://doi.org/10.14746/ssllt.2012.2.2.5

Gardner, R. C., Lalonde, R. N., & Moorcroft, R. (1985). Second language learning: Correlational and experimental considerations. Language learning, 35(2), 207–227. https://doi.org/57155

Ghanbarpour, M. (2014). Instrumental and integrative orientations: Predictors of willingness to communicate in the Iranian EFL context. Iranian Journal of Language Teaching Research, 2(2), 87–103.

Glasgow, G. P. (2018). The persistence of native speakerism in Japanese senior high school curriculum reform: Team Teaching in the “English in English” Initiative. in S. A. Houghton & K. Hashimoto (Ed.), Towards Post-Native-Speakerism (pp. 197–216). Springer Singapore. https://doi.org/10.1007/978-981-10-7162-1_11

Hansen Edwards, J. G. (2016). The politics of language and identity: Attitudes towards Hong Kong English pre and post the Umbrella Movement. Asian Englishes, 18(2), 157–164. https://doi.org/10.1080/13488678.2016.1139937

Hashemi, Z., & Hadavi, M. (2014). Exploring the roles of integrative and instrumental motivation on English language acquisition among Iranian medical and dentistry students. International Journal of Language and Linguistics, 2, 18–23. https://doi.org/10.11648/j.ijll.s.2014020501.13

Hashimoto, K. (2018). “Mother Tongue Speakers” or “Native Speakers”?: Assumptions Surrounding the Teaching of Japanese as a Foreign Language in Japan. in S. A. Houghton & K. Hashimoto (Ed.), Towards Post-Native-Speakerism (pp. 61–77). Springer Singapore. https://doi.org/10.1007/978-981-10-7162-1_4

Heimlich, E. (2018). Jumping Scale in the World-System with English as a Lingua Franca: Branding, Post-Native-Speakerism, and the Meaning of “a Singapore.” in S. A. Houghton & K. Hashimoto (Ed.), Towards Post-Native-Speakerism (pp. 169–193). Springer Singapore. https://doi.org/10.1007/978-981-10-7162-1_10

Jiang, Y. (2014). Identity, motivation and autonomy in language learning. International Journal of Bilingual Education and Bilingualism. https://doi.org/10.1080/13670050.2013.857506

Kitjaroonchai, N, & Kitjaroonchai, T. (2012). Motivation toward English language learning of Thai students majoring in English at Asia-Pacific International University. Catalyst, 7(1), 21–38.

Kitjaroonchai, Nakhon. (2013). Motivation toward English language learning of students in secondary and high schools in Education Service Area Office 4, Saraburi Province, Thailand. International Journal of Language and Linguistics, 1(1), 22. https://doi.org/10.11648/j.ijll.20130101.14

Kunschak, C. (2018). Going Beyond Native-Speakerism: Theory and Practice from an International Perspective. in S. A. Houghton & K. Hashimoto (Ed.), Towards Post-Native-Speakerism (pp. 149–168). Springer Singapore. https://doi.org/10.1007/978-981-10-7162-1_9

Lamb, M. (2012). A self system perspective on young adolescents’ motivation to learn English in urban and rural settings. Language Learning, 62(4), 997–1023. https://doi.org/10.1111/j.1467-9922.2012.00719.x

Liu, M. (2007). Chinese students motivation to learn English at the tertiary level. The Asian EFL Journal, 9(1), 126–146.

Long, C., Ming, Z., & Chen, L. (2013). The study of student motivation on English learning in Junior middle school—A case study of No.5 middle school in Gejiu. English Language Teaching, 6(9), 136–145. https://doi.org/10.5539/elt.v6n9p136

Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53(1), 123–163. https://doi.org/10.1111/1467-9922.00212

Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed). SAGE Publications.

Muftah, M., & Rafic-Galea, S. (2013). Language learning motivation among Malaysian pre-university students. English Language Teaching, 6(3), 92–103. https://doi.org/10.5539/elt.v6n3p92

Muray, G., Gao, X., & Lamb, T. (2011). Identity, motivation and autonomy in language learning (D. Singleton, Ed.).

Noels, K. A., Pelletier, L. G., & Vallerand, R. J. (2003). Why are you learning a second language? Motivational orientations and self-determination theory. [References]. Language Learning, 53(Suppl1), 33–64. https://doi.org/10.1111/1467-9922.53223

Noels, K., Clément, R., & Pelletier, L. (2010). Intrinsic, extrinsic, and integrative orientations of French Canadian learners of English. Canadian Modern Language Review, 57(3), 424–442. https://doi.org/10.3138/cmlr.57.3.424

Ooyoung Pyun, D. (2013). Attitudes toward task-based language learning: A study of college Korean language learners. Foreign Language Annals, 46(1), 108–121. https://doi.org/10.1111/flan.12015

Pennington, M. (2009). Characteristics of middle school learners. Pennington Publishing Housed. https://blog.penningtonpublishing.com/reading/characteristics-of-middle-school-learners/

Qu, W. (2011). English, Identity and Critical Literacy. Changing English, 18(3), 297–307. https://doi.org/10.1080/1358684X.2011.602837

Rahman, S. (2005). Orientations and motivation in English language learning: A study of Bangladeshi students at undergraduate level. Asian EFL Journal, 7(1), 1–26.

Samad, A. A., Etemadzadeh, A., & Far, H. R. (2012). Motivation and language proficiency: Instrumental and integrative aspects. Procedia - Social and Behavioral Sciences, 66, 432–440. https://doi.org/10.1016/j.sbspro.2012.11.287

Sepora, T., Mahadi, T., & Jafari, S. M. (2012). Motivation, its types, and its impacts in language learning. International Journal of Business and Social Science, 3(24), 230–235.

Ubaidillah, M. F. (2018a). The Pedagogy of English as an international language: Indonesian pre-service teachers’ beliefs. The Journal of Asia TEFL, 15(4), 1186–1194. https://doi.org/10.18823/asiatefl.2018.15.4.23.1186

Ubaidillah, M. F. (2018b). Uncovering English teachers' beliefs of English as an international Language. Korea TESOL, 14(2), 139-152.

Wang, F. (2008). Motivation and English achievement: An exploratory and confirmatory factor analysis of a new measure for Chinese students of English learning. North American Journal of Psychology, 10(3), 633–646. https://doi.org/Article

Yano, Y. (2020). ELF Research can liberate the Japanese from Native-Speakerism. in M. Konakahara & K. Tsuchiya (Ed.), English as a Lingua Franca in Japan (pp. 313–322). Springer International Publishing. https://doi.org/10.1007/978-3-030-33288-4_15

Yu, B., & Downing, K. (2012). Determinants of international students’ adaptation: Examining effects of integrative motivation, instrumental motivation and second language proficiency. Educational Studies, 38(4), 457–471. https://doi.org/10.1080/03055698.2011.643111.




DOI: http://dx.doi.org/10.30659/e.5.1.32-42

Article Metrics

Metrics Loading ...

Metrics powered by PLOS ALM

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

EduLite Journal of English Education, Literature and Culture is published by Language and Communication Science Faculty (former Language Faculty), Universitas Islam Sultan Agung (UNISSULA), Indonesia, in collaboration with Persaudaraan Dosen Republik Indonesia (PDRI).

Contact us: EduLite Journal of English Education, Literature and CultureJl. Raya Kaligawe Km.4, PO BOX 1054/SM Semarang 50112. Email: reviews_edulite@unissula.ac.id.