A MODEL OF TEACHING PRACTICE MANAGEMENT BASED ON

COMPETENCY APPROACH
1.  Introduction

One of the intricate problems in relation to education encountered by Indonesian

government is most of the outputs of higher education or universtities are not ready used as
professional labor force either by govermental institutitons or by private companies. The work
world in Indonesia still encounter a lot of handicaps, one of the causal factors (Kompas,
Nopember 1985) is the outputs of universities are not ready yet to participate in it. Meanwhile,
Nanggi (1996) asserts that the scarcity of professionals is always viewed from as the weakness
of educational system in Indonesia. Unemployment grows larger and larger, as it is stated,
because people who take in charge of education do not account for the societal needs
particularly industries and educational institutions. They become disgruntled for getting the
negative effect of the educational system resulting incompetent workers in their own fields.
They recruit the outputs of universities as staff but most of them are still not eligible to perform
tasks because high quality management is really required in today's work world.

Recently, Indonesian government, National Education Department in particular

realizes that the educational system should be changed and improved by determining the
national standard of education. Many parties get involved in establishing the educational
standard ranging from parents, teachers, prominent figures in the society, professional
organizations, universities, schools, NGO (Non-Governmental Organization), observers of
education etc. They get together to carry out the effective dialogues in order to increase
responsibility and participation in developing the quality of national education. This thinking
paradigm was formerly implemented in the competency-based curriculum, and later was
revised and perfected in the school-based curriculum (KTSP).
To anticipate this fenomenon, English Education Study Program should   establish its
programs based on the societal needs. In term of English teaching practice, the curriculum
should account for the competencies markedly required for teaching practice in the schools.
The prospective teachers (the students who take PPL) have been equipped with these
competencies before practicing teaching in the schools. In other words, the objectives of
Teaching Practice Courses (PPL 1 and II) are designed by taking into account the needs of
 school curriculum. So there must be a reciprocal relationship between Teachers Training
College and schools. This concept of mutual relationship is going to be implemented in the
teaching model of PPL. The college is the place to train the prospective teachers to become
professional teaching staff. The materials of the training are specially designed for achieving
certain teaching competencies by involving the school teachers in order that the internees can
meet the needs and the objectives of the school curriculum.

The concept above is distinct from what is used so far by lectures in designing a
course syllabus. The lecturers without school teachers determine by themselves the materials,
the structures, the presentation, the methods and the assessment intended for certain students.
Meanwhile the college sets up the teaching schedule, the rooms and the teaching staff selection.
This model is called college/lecturer-centered system (Fred Percival dan Henry Ellington pada
Soekamto and Udin Saripuddin Winata Putra, 1997).

This study is expected to yield a framework of competency-based teaching model of

PPL through these ways:

a.       Designing a basic framework of PPL Training based on creative learning

principles.

b.      Finding and analysing learning needs based on school needs to develop
competencies.

c.       Designing a guideline, a syllabus and an evaluation device.

d.       Designing a protype of competency-based teaching model of PPL.

2. Review of related Literature

Hamalik (2001) defines an internship is a phase of professional preparation in which a

participant who nearly finishes his/her study or training works formally in a work place (a school
for teaching) under the supervision by a competent administrator or an experienced teacher (for
teaching) within a certain period of time for developing a high responsibility for his/her job. In
other words, the internship is performed in a formal situation outside the classroom assisted by a
technical assitants in order that the internee might adapt himself/herself in the certain job.
WhilenDafe (2000) outlines that training is a systematic effort by an organization for facilitating
learning process to participants about certain behaviours related to work. That's to say, after
joining a training the participants are expected to have a new experience about how to excecute a
certain job in a better way. In relation to the process of doing the training, Schuler and Susan
E.Jackson (1996) suggest that besides the job training, off the job training can be taken to
overcome the shortages in on the job training. This combination means that before conducting a
job in a real work place, the internee should be trained in a workshop or teaching lab. By this
way, he/she is expected to have already acquired certain competences required in the work place.

The competency is commonly related to the achievement of certain knowledge, skill,

and affective factors needed to succeed in certain tasks (Crunkilton in Susilo, 2007). This might
mean, by having these competencies, a prospective teacher is eligible to perform teaching
activity in schools. While Me Ashan in Mulyasa (2002) defines than competency is a knowledge,
skills and abilities or capabilities that a person achieves, which become part of his or her being to
the action he or she can satisfactorily perform cognitive, affective and psychomotor behaviors.
Based on the definitions, it can be inferred that a competency consists of three components that's
cognitive, psychomotoric and affective factors. These combined components have become a part
of an individual personality so that he/she can satisfactorily carry out his/her job.

To identify the competencies, a diagnosis for needs or situational analysis is applied in

the schools where the prospective teachers will perform the teaching practice. Hilda Taba in
Print (1993) has outlined that situational analysis is a detailed examination of the context into
which a curriculum is to be placed and the application of that analysis to the curriculum being
developed. In other words, this idea suggests that there must be a systematic analysis to the
situation of previous program of PPL in which a teaching model of PPL would be applied for.

In term of content development of the training, the content should be relevant to the goals
of the program. Schuler and Susan E. Jackson (1996) put forward three kinds of learning goals
that must be taken into account: (1) The cognitive aspect; encompassing all information that can
be used by participants, the way for organizing the information and the strategies for using
information. The information known by participants is actually a cognitive aspect.  (2) The
results undertaking skills; covering all capabilities related to technical or motoric skills.
Knowledge is placed in one's head, while motoric skills can be seen through behaviour using
muscles.   (3) The influencing results; encompassing all changes of motivation, attitute and value
after participating in the training.

The Competency-Based Teaching Model of PPL would be implemented by using the

creative learning principles ofTreffinger Model (Treffinger in Munandar, 1999). This model is
comprised of three layers started from the basic elements to more varied creative activities. In the
first two layers, the participants are involved in the skill development and conduct matters of real
world in the third layer. The steps of Treffinger Model are as follows: (1) Basic tools, (2)
Practice with process, (3) Working with a real problem. It is important to note, in the first two
layers role play, simulation and case study are mostly used.

3. RESEARCH METHOD

This reseach is a developmental research that is to develop a Competency-Based

Teaching Model of PPL or what so called Reseach and Development (R&D) (Sugiyono, 2008).
Whereas, the steps of this research are as follows: (a) potential and problem identification; (2)
data collection; (3) product design; (4) design validation; (5) design revision; (6) try-out; (7)
product revision; (8) try-out; (9) product revision; (10) mass production.  According to Sugiyono
this type of research design is to increase the productivity and produce products.  In educational
sector as for example, it is used to to search for a method to produce qualified educational
outputs by desigining unique curriculum, teaching and learning model, teaching materials,
assessment system, classroom management model etc.

 To obtain wide range of data the researcher used quantitative method by distributing
questionnaires to: (a) 20 tutor teachers (guru pamong) deriving from 10 school partners of State
University of Makassar. They are from 4 Senior High Schools and 6 Junior High Schools in
Makassar. Most of them have become tutor teachers of PPL for more than 5 years, (b) 1 tutor
lecturer (dosen tutor) who always conducts PPL guidance, (c) 12 students who had ever
conducted PPL. The questionnaires for tutor teachers and tutor lecturer were intended to obtain
data about cognitive, psychomotoric and affective competences of the internees conducting PPL
so far. While the questionnaires for students are intended to get confirmation about the model.
(2) Qualitative study was used to get deep information from tutor teachers and tutor lecturer
through dept interview. The results of questionnaires from tutor teachers and tutor lecturer were
taken into account for designing the teaching model of PPL.

4. FINDINGS

The data about the three domains of competency are going to be discussed in this part.
The three domains are not easy to strictly separate because human behavior is fairly more
complex and united (Soekamto in Supannan, 1997:82). Therefore, one question might concern
with more than one domain. There were only three options for each question that's 'yes', 'less'
and 'no'. The three domains would be consecutively presented as follows:

a. Cognitive Domain

The data about cognitive domain were driven from 8 questions in the questionnaire. The
questions were mostly concerned with internees' knowledge of certain points of English teaching
and teaching practice. The following table is depicting the internees' competence in this domain.

No COGNITIVE DOMAIN
YES LESS NO

(%) (%) (%)

11 -

Knowledge of basic concept ofEnglish curriculum used in schools. 35 65

  -

12 -

Knowledge of lesson plan. 40 60

  -

23

Knowledge of the usage of teaching media. 25 45 30

34

Knowledge of teaching media and its relevancy to subject matters. 45 20 35

45

Knowledge of reviewing the subject matter. 35 55 10

56

Knowledge of extracuriculer activities. 20 50 30

 6
7

Knowledge of English as instructional language. 25 65 10

7
8 -

The instructional language is easy to understand. 50 50

8 -
 

Based on the table of cognitive domain, the percentage of the second column, 'less', is
the highest of the three columns. It means that most of internees have insufficient knowledge of
English teaching and teaching practice. 65% of the tutor teachers claimed that the internees were
less in the knowledge of basic concept of curriculum. From this fact, it can be inferred they did
not know much about the curriclum used in the schools. They were not familiar with concept of
competency and competency standard. Likewise, 65% of the tutor teachers stated that most of
internees had the insufficient knowledge of the instructional language. This kind of language is
used for instructing the students doing their tasks, for explaining and clarifying the students's
tasks etc. 50% of the tutor teachers said that the instructional language used by the internees
tended to be difficult to understand. Besides that 14.3% of the tutor teachers claimed that some
of the internees did not know altogether some points in the cognitive domain. 30% of the tutor
teachers claimed that the internees did not know how to select and use teaching media.

b. Psychomotoric Domain

Data about psychomotoric domain were driven from 12 items in the questionnaires.
Commonly these items account for the skills in teaching, evaluating, allocating time, opening
and closing lessons, arousing students' interest. This is so relevant to the concept of perfected
curriculum (2006 Curriculum) that learning process in an educational unit should be carried out
in interactive, inspiring, interesting, challenging, and motivating ways so that the learners might
actively participate and become creative, self-supporting in accordance with their talent, interest,
and physical and psychological development.

The following table is depicting the psychomotoric domain of the internees.

 No. PSYCHOMOTORIC DOMAIN
YES LESS NO

(%) (%) (%)

55

1 Teaching English relevant to objectives. 35 60

5 -

2 Doing oral and written evaluation. 65 35

-

3 Relenvancy between materials and evaluation. 75 25

-

4 Consistency to the achievement of learning objectives. 35 65

555555555555 5

Allocating time perfectly in teaching process. 20 75

5 6
5
5

Opening class. 25 70

6 7
5
5

Systematically presenting the lessons. 40 55

7 8
5
5

Efforts to arouse students's interest. 60 35

8 9
5
Efforts to relate the ongoing topic to the real world. 30 60 10

9 111 5

Using the lecturing method. 65 30

  5

10 2  

Using varied methods. 25 60

 

11  

3 5

Closing and concluding the leasson. 30 65

12

 Based on the table above, the percentage of the second column 'less' is the highest of the three
columns.  It means that most of the internees had insufficient competence in the psychomotoric
domain. 65% of the tutor teachers claimed that most of the internees were less consistent to
achieve the objectives that they had already set up before teaching. 75% of the tutor teachers
asserted that most of the internees could not satisfactorily allocate the time when they were
teaching. It means that they usually stuck on certain activity consuming a lot of time. The skills
of opening and closing the class and giving concluding remarks on the lesson were still poor.
60% claimed that most of the internees have less effort to relate the ongoing topic with real life;
even10% stated that they did not relate at all the topic and the real life. Importantly this effort is
suggested by the curriculum. It is an attempt to make the students more interesting in the topic
and make the topic more concrete. There was a tendency that most of the internees used less
method in teaching, since 60 of tutor teachers stated that most of the internees did not use varied
methods, even 15% of them claimed that they did not use varied methods altogether, it means
they only use single method. 65% of the tutor teachers claimed that they tended to use lecturing
method which is less suggested by the curriculum.

c. Affective Domain

Data about affective domain were driven from 8 items in the questionnaires. Commonly
these items account for attitutes in teaching like giving task or homework, reflecting on
students's work, showing good behaviour, being punctual, motivating students, showing self-
confidence no anxiety, establishing good relationship with other teachers of English and
students, and monitoring actively the whole class. The following table is depicting the affective
domain of the internees.

No. AFFECTIVE DOMAIN

() () ()

1 -

Giving tasks or homework 55 45

   

12
-
-

Giving reflection to students's work 30 70

23
-
5

Good behaviour 70 25

34
5
Punctual and responsible for the teaching 55 35 10

45 -

Motivating learners to use English 60 40

56
-
5

Self-convident in teaching 40 55
 67
5
-

Establishing a good relationship with teachers and students. 70 30

78
-
-

Monitoring actively the  whole class 55 45

8 -
 

Based on the table above, the percentage of the first column 'yes' is the highest of the
three columns. It means that more than half of the internees had a good affective domain. 70% of
the tutor teachers claimed that most of the internees were well-behaved. They showed off
themselves as a classroom teacher. However, 25% of the tutor teachers stated that some of the
internees did not behave like a teacher for wearing tight clothes. 55% of the tutor teachers stated
that they came on time in the class and were responsible for their teaching task as an internee.
While 35% of the tutor teachers asserted that some of the internees sometimes came late and
were less responsible for their teaching task as an internee. While 10% of them stated that a few
of the internees always came late and they were not responsible for their task. It is because they
had other courses apart from internship (PPL) and other activities. An interesting point in this
domain is that 55% of the tutor teachers claimed that they were less self-convident in teaching.
They were still nervous since they lacked teaching practice before they did internship in the
school.

From the three domains, the psychomotoric domain was the least. There were some
points in this domain in which the internees were weak that's time allocation, consistency to the
objectives and opening and closing the class, using varied teaching techniques. While in the
cognitive domain there were some points in which the internees were weak like basic concept of
curriclum, lesson plan and instructional language use.

4. DISCUSSION OF FINDINGS

To anticipate the globalization era which is full of challenges and competition, people
needs a model of education specially designed for real needs. UNM as a partly teacher training
institution, specialy English Education Department, should be more proactive to identify and
analyze the school needs in relation to teaching English. It is necessary to do a collaborative
work between schools and the study program so that the outputs of the university would be more
qualified, competitive and professional in their field of study.

Data collected through questionnaires mostly account for the drawbacks encountered by
most of the internees during the internship (PPL) in the schools. Principally these drawbacks are
the needs that should be revised and improved. Based on the data, at least 7 points of the
teaching area should be revised for improving the quality of the internees.

a. Improving the knowledge of basic concepts of curriculum (2006 curriculum). This is

important since the internees should know and be familiar with the curriculum. They can not
teach English well if they are not familiar with the curriculum.
b. Improving the skills in constructing indicators of learning results and arranging
standardized learning materials. This activity is related to making objectives of learning
activitiy. It is one the weaker area of the internees.

c. Improving the skill in evaluating the effectiveness of learning resources (teaching media)
related to the standardized learning materials and competency achievement. There are many
learning resources around us like objects, activities etc. However, the internees should
satisfactorily choose the effective and suitable resources for effective learning.

d. Improving the skill in teaching techniques characterized as active, creative, effective and
enjoying related to standardized learning materials and competency achievement. The
students' success mainly depends on the teacher's teaching technique choosen. Some of the
teaching techniques are suggested by curriculum such as role play, inquiry, group discussion
etc. These kind of teaching techniques make more active.

e. Improving the skill in evaluating learning results related to standardized learning materials
and competency achievement. The learning results are evaluated based on the competency.
This evaluation is standardized.

f. Improving the skill in designing syllabus related to standardized learning materials and
competency achievement.

g. Improving the skill in performing microteaching related to standardized learning   materials

and competency achievement.
 In improving those needs which also become drawbacks in conducting teaching practice
in the schools, a model of a teaching practice management are to be designed by constructing the
course outline, the syllabus and and evaluation system. The goals of the course outline are
directed to achieve some competencies that are markedly needed by the internees to conduct
teaching practice in junior and senior high schools. So, in the implementation of PPL Course
some points are expected as follows:

a. Students can develop their potency based on ability, need and interest and can encourage
their appreciation to the English teacher profession.

b. Lecturers of PPL Course, tutor lecturers and tutor teachers may focus their attention
towards competency development of English teaching by providing various English teching
activities and learning resources.

c. Lecturers of PPL Course, tutor lecturers and tutor teachers may be more flexible to
determine the materials for teaching practice in consideration of the school condition and the
students's ability.

d. Parents and and society may be more active in PPL implementation and learning resources.

e. Universities especially UNM can arrange the program that can support better
implementation of PPL by allocating sufficient educational budget for the internship program.

Whereas, the scope of the PPL Course embodies the understanding and the
implementation of the competency-based teaching model covering the following aspects: (1)
Understanding basic concept of KTSP. (2) Developing standard teaching materials (3)
Developing learning resources. (4) Developing PAKEM (Active, creative, enjoying and
interesting teaching techniques). (5) Developing assessment. (6) Instructional planning for
teaching English at junior and senior high schools. (7) Conducting micro-teaching.

The assessment used in this model is competency-based assessment. It is a device used to

predict, consider and determine the achievement of a competency. The assessment is conducted
through (1) observation or performance, (2) competency demostration, (3) simulation and (4)
oral and written test. In this assessment, some achievement indicators, assessment guidance and
range of score have been designed for each compentency. The students who reach the range 3.5 -
4.0 are eligible for further program that's conducting the internship program (PPL) in the
schools, and less that should take the remedial program.  The formula used for the assessment as
follows:

1y1+1y2+1y3+1y4+2y5+2y6+2y7+2y8+2y9+2y10+2y11+4y12+2y13+2y14+5y15+3y16+5y17
+5y18

The diagram below illustrates the competency-based teaching model of PPL. It starts from
school need identification tutor lecturers and tutor teachers. Based on this, a teaching model of
PPL is designed by designing the course outline, the syllabus and the evaluation system.

5. Conclusion and Suggestions

a. Conclusion

English teaching internship (PPL) is an essential course. It is because this course requires
the students to conduct teaching practice. This program should equip the internees with at least
three elements that’s knowledge, positive attitute and skill. These three domains are interwoven
to increase the teacher professionalism.

This competency-based teaching model is oriented to the end product, that's what a
trainee can do after the training. This system is more oriented to the product or achievement
rather than the process. The trainee is considered competent if he/she has already acquired
knowledge, positive attitude and teaching skills for executing teaching in the schools. This
management of teaching practice (course outline, syllabus and assessment device) was designed
in the hope that the internees can acquire certain teaching competencies markedly needed in the
real teaching environment. The process of training is conducted through these ways: (1)
demonstrating the competencies, (2) explaining, (3) practicing, (4) reviewing and (5)
implementing.
 b. Sugesstions

The suggestive ideas put forwards in relation to this research are as follows:

 A further research is preferably done to see the effectiveness of the model of
teaching practice management if implemented in a real classroom.

Besides teaching implementation, teaching materials are preferably designed in a

form of course book.

 
 LANGUAGE LEARNING AND MOTIVATION

1. BACKGROUND

I chose this research topic because during my teaching experience, I have often
encountered students who show good intentions and successful levels of achievement in learning
English as their second language, but have also found students who were just attending classes
and ending up wasting their time, with little result from their learning process. I wanted to find
out some of the factors behind these patterns, what drives students to acquire the knowledge and
their willingness to excel in fluency and to become competent in using the language.

I would like to elaborate on one of the programs at the language centre at the State
Islamic University (UIN) that is trying to encourage the mastery of English at the very beginning
of the university study that immediately follows enrolment. This program is termed the PIKIH
(Pencerahan Imani dan Keterampilan Hidup), translated in English as the Strengthening Belief
and Life Skills Program. Life skills is defined here as the skills that are needed by students to be
able to go through with their studies successfully in the form of communication skills and
personal development skills. Communication skills are translated as language skills both in
English and Arabic while personal development skills are justified as being how the students
interact in terms of religious and social values.

The PIKIH program is designed to meet the need to use English as one of the standard
languages for studies in higher education. Actually the PIKIH is designed not only for all
students to learn English but also Arabic, as UIN is an Islamic State University where students
are expected to learn Islamic subjects as well. The objectives of PIKIH are to accelerate the
learning of foreign language skills (both Arabic and English), to increase students’ moral
awarenesses, increase their core competency and communication skills. All these objectives are
aimed to prepare students in good learning and language skills to become competent graduates
(PIKIH guidebook, 2006).

After teaching for two semesters at PIKIH, I observed the phenomenon that many
students seemed to lack motivation to learn English. Their lack of motivation was evidenced by
the low level of participation in class activities. Thus it is not surprising that students’ abilities to
read, speak and write in English were also quite low. Several factors may be responsible for this
phenomenon, such as lack of facilities, class size (30-40 students), and inappropriate curriculum.
Another possible factor is the lack of qualified teaching staff. I noticed that some of the teachers
do not have an English teaching background and some of the senior students who are still
studying in their last semester in the English Department teach in the class. Lack of a supportive
language learning environment is another factor. The students are not supported by the
environment. They do not get the chance to have more exposure to English outside of class and
this might cause them to be lacking in self-confidence and experience anxiety regarding English
both inside and outside the classroom.
 Aliah et al., (2004) mentioned four problems that are faced by UIN in foreign language
learning. The first is limited knowledge of foreign languages both in English and Arabic. They
claimed that the teaching system in high school might not be good or comprehensive, so that
students might not learn much. That is why a lecturer at UIN needs to repeat the material or the
lessons from the basics. In addition, students are of mixed ability. As I mentioned above, the
students entering UIN are heterogeneous, having different levels of motivation, and different
abilities. When this mix of students happens to be together in one class, the teacher faces
difficulties in developing the teaching material. Teachers have found it difficult to teach, because
some of the students still do not know how to read and write the foreign language. Another factor
is facilities and the teaching and learning media. The UIN provides classes that support the
teaching learning process although there are still some environmental issues regarding
cleanliness, air circulation and room lighting. A language laboratory is also available to be used
but has not been effectively and optimally utilized by students and lecturers due to technical
reasons. Therefore most language lecturers are still using a traditional methodology of teaching,
which has very little audio or visual aid support. Methods applied in UIN in terms of foreign
language teaching are still very conventional. The majority of lecturers teach through lectures,
questions and answers, and discussions.

Natsir (2003), a professor in Islamic studies, stated in a seminar of the Islamic Society
focused on The Struggle of Civilizations in Jakarta that in general UIN graduates still have very
limited competency in English and Arabic, regardless of whether English and Arabic have been
taught in junior and senior high school. In fact the level of competence does not change much by
graduation. Furthermore, Natsir claimed there were certain factors acting as the reasons for this
weakness of UIN graduates. He argued that the methodology may not be adequate, and further
attributed the problems to the lack of learning facilities such as language laboratories, books,
lack of media for practice and the teachers’ lack of experience in teaching. Another important
factor is students’ lack of motivation in learning the language.

As an English lecturer, I have always hoped that my teaching material can be absorbed by
students and that the methods that I use would encourage them to be active and to practice, as
well as raising the interest of students. But in my final assessments and from direct observation
in class, I have found that many of them are still far from achieving the lesson objectives.
Sometimes I chat with students trying to find out what is affecting them and seek feedback that I
can use to evaluate my material or the methodology. Many educational institutions in Indonesia
would be similar. What I have observed is that only a small percentage of students in one class
seem to be acquiring good skills of English. Given the aims of the PIKIH, this seems
problematic. Many researchers have seen motivation factors as a key variable of learning
outcomes. Consequently, motivation is the primary focus of this study. However I also wish to
place it in a classroom and institutional context, to better understand how students learn, of fail to
engage with the language. Consequently, based on the background above, I want to investigate
students’ motivation in learning English at UIN, specifically in the PIKIH program.
Research aims

Using both survey and interview data, there are three questions I hope to be able to answer in
conducting this research. The questions are

1. What are the PIKIH students’ attitudes toward learning English?

2. What factors encourage these students’ motivation to learn English and what hinders it?

3. Is there any difference in the motivation to learn English between male and female
students?

2. LITERATURE REVIEW

2.1. Definitions of motivation

Motivation has been defined in many ways and from different theoretical points of view.
For a long time motivation was discussed in terms of cognitive and individual factors in learning.
Gardner (1985), the key theorist in motivation in language learning, has defined it as “the
combination of effort plus desire to achieve the goal of learning the language plus favorable
attitudes toward learning the language” (p.10).

Gardner argues that motivation should be comprised of four components, a goal, effort,
desire or ‘want’ and attitudes toward the activity. Therefore, if the individual has only one
component in relation to learning a second language, they are not motivated to learn that
language. For example, many people want to be able to speak English fluently, but if it is just a
desire to speak fluently without any effort to achieve the goal, then it is not a true motivation.
Gardner claims, “when desire to achieve the goal and favorable attitudes toward the goal are
linked with the effort or the drive, then we have a motivated organism” (p.11).

Figure 1 below shows a schematic representation of the concept of motivation relating to

second language acquisition. Four elements, attitudes toward learning the language, desire,
motivational intensity, and goal are highlighted. Motivational intensity refers to the degree of
effort the individual expends in order to learn the second language. The assessment of
motivational intensity could be influenced by both the desire and the attitude components. The
goal refers to the objective of language study, or in other words the reasons why the individual is
learning the language.

Attitude
towards learning

Motivational
 Goal

“Learning English
Desire is important to me
because…..”

Figure 1. Schematic representation of the concept of motivation relates to second language

acquisition. Source: Gardner (1985, p.54)

Another definition is given by Harmer (2001), who says that, “motivation is some kind of
internal drive which pushes someone to do things in order to achieve something” (p.51). Similar
to this, Ur (1996) defines a motivated learner as “one who is willing or even eager to invest
effort in learning activities and to progress” (p.274). According to Brown (2007), motivation is
“the extent to which you make choices about: (a) goals to pursue and (b) the effort you will
devote to that pursuit” (p.85). The common understanding here is that motivation is a desire to
do something to achieve a goal.

2.2. Types of motivation

There are some researchers who differentiate motivation into several types. Some of them come
up with different categorizations. Gardner (1985) distinguishes between two types of motivation,
namely integrative and instrumental. Integrative motivation means that the learners want to
integrate with the target culture and group. Instrumental motivation means that the learners
want to learn the language for practical reason such as obtaining a job, having a good salary or
passing an examination. Furthermore, Gardner argues that integrative motivation is more
important than instrumental motivation because integrative motivation is embedded in the
learner’s personality while instrumental is not. Therefore, integrative motivation seems to exert
its effect over a period of time and it helps the learners maintain their learning effort, which is
significant for success in language learning.

Gardner (1985) developed the so called, Attitude/Motivation Test Battery (AMTB), a

motivational test designed to investigate learners’ motivation towards language learning. It
contains several items focusing on learner’s evaluation of the classroom learning situation. Some
language researchers have applied this type of test to discover that in general, motivation has a
very positive influence on the success of language learning and that students with a high level of
integrative orientation are quicker in mastering foreign languages. For example in Dörnyei’s
(1990a) study, cited in Clement et al. (1994) the students who had high integrative orientations
showed the highest degree of desired proficiency.
 Integrative and instrumental motivation are somewhat different but are related. In tandem
they have a strong positive correlation and support the learners’ language acquisition. Students
with high intrinsic motivation would pursue the language because they have personal satisfaction
in acquiring it and they are able to maintain the language despite the lack of external
acknowledgement (Oxford & Shearin, 1994).
Deci and Ryan (1985), who propose a ‘self-determination theory,’ argue that there are
two kinds of motivation, namely intrinsic and extrinsic motivation. According to them, intrinsic
motivation is “an activity when a person does the activity in the absence of a reward contingency
or control,” while extrinsic motivation refers to “behavior where the reason for doing it is
something other than an interest in the activity itself” (p. 31-35). Extrinsic motivation is similar
to instrumental motivation, a desire to learn a foreign language due to social factors.
In discussion of motivation, a distinction is made between extrinsic and intrinsic
motivation by Harmer (2001) who concluded that extrinsic motivation refers to motivation
which comes from ‘outside’ factors, for example someone learns the language because they want
to pass a test, to go abroad, or to get a good salary. Intrinsic motivation refers to motivation
which comes from ‘inside’ factors. A person is motivated to learn the language because they like
the learning process and want to become a better learner.

Another distinction is made by Brown (2000). He divides motivation into three general
levels: global or general, situational or specific, and the third is task motivation. Global
motivation is a general orientation of a learner in acquiring a foreign language. Situational or
specific motivation refers to someone’s particular life in a language learning situation. The
degree of how specific someone’s motivation is may vary depending upon the situation. Task
motivation describes one’s particular task within a special situation such as learning how to
speak in a conversation class.

Table 1 below provides a summary of language research discussing the types of

motivation.

Table 1. Summary of aspects of motivation theory

Researcher Type of Definition

motivation

Gardner (1985) Integrative Learners desire to integrate with the target community

Instrumental Learners desire to learn because of practical reasons

Deci & Ryan Intrinsic There is no anticipated reward except the activity of
(1985) learning itself
 Extrinsic The individual performs to receive some tangible
reward

Harmer (2001) Intrinsic Motivation that comes from inside factors

Extrinsic Motivation that comes from outside factors

Brown (2000) Global A general orientation of a learner in acquiring a

foreign language

Situational Someone’s particular life in a language learning

situation.

Task motivation One’s particular task within a special situation

Understanding these types of motivation may contribute towards the teaching and learning of the
foreign language. However the background context of learners is also important. Students from
different contexts may have different kinds of motivation, and language behavior. Taking into
consideration the types of motivation discussed, it seems that there are two main types of
motivation that dominate the research under this topic, integrative and instrumental. These two
types of motivation are important in this study.

2.3. Motivation and language learning

In the field of SLA, many researchers have been inspired by Gardner’s socio-educational theory
of motivation. Some of these research findings are discussed below.

Clement, Dörnyei and Noel (1994) investigated Hungarian secondary-school pupils using
a social psychological construct to investigate the acquisition of English. The participants were
301 students (117 males, 182 females) who were all in the third year and who all studied English
as a compulsory subject. The researchers used a questionnaire, which consisted of 27 six-point
Likert scale items to assess participants’ attitude, anxiety, and motivation toward learning
English and their perception of classroom atmosphere and cohesion. They identified a number of
key factors influencing English acquisition for Hungarian students:

1. Xenophilic ( friendship orientation)

2. Identification orientation
3. Sociocultural orientation
4. Instrumental-knowledge orientation
5. English media orientation
Factor and correlational analyses of the results showed that the students were strongly supported
by xenophilic, sociocultural, instrumental and media factors, whereas the identification
orientation received only minimal support. The data also revealed that achievement, self-
confidence and anxiety had no correlation to classroom atmosphere.

Cook (2001) examined L2 learners in different countries such as Belgium, Poland,

Singapore and Taiwan using the Gardner questions e.g. “studying a foreign language is
important for the student because they will be able to participate more freely in the activities of
other cultural groups,” or “studying a foreign language can be important for the students because
it will someday be useful in getting a good job”. Cook reported that English school children
scored 77 % for integrative motivation and 70 % for instrumental: adult English students scored
87 % for integrative motivation and 66 % for instrumental motivation. Furthermore, he found
that whether the country was Belgium, Poland, Singapore or Taiwan, the integrative motivation
appeared to be more important than instrumental motivation, which supports Gardner’s earlier
findings. Surprisingly, Taiwan had the highest scores with 88 % for integrative motivation,
Belgium was the lowest with 74 %. In other words, Cook argues that people around the world
would like to learn a language more to get on with other people than in order to obtain a job.

Coleman (1996), cited in Cook (2001), states that the ten most popular motivations for
students studying modern languages in the United Kingdom were stated by them to be as
follows:

1. For my future career.

2. Because I like the language.
3. To travel in different countries.
4. To have a better understanding of the way of life in the country or countries where it is
spoken
5. Because I would like to live in the country where it is spoken.
6. Because I am good at it.
7. Because it is an international language.
8. To become a better-educated person.
9. To meet a greater variety of people in my life.
10. To get to know/make friends among the people who speak it. (Coleman cited in Cook,
1996, p.166)

He also found that students in the UK with integrative motivation performed better than those

with instrumental motivation.

Although not much research has been conducted in Indonesia related to students
motivation specifically in learning English, few have mentioned that Indonesian students have
high motivation in learning the language, either at the lower educational level as well as at the
higher ones (Lamb, 2004, 2007; Bradford ,2007; Kholis,2007 ; Tenriampa , 2001; Muin ,2000).
3. METHODOLOGY

This is a case study using a mixed method including both quantitative and qualitative
methods. Quantitative data was collected from students using questionnaires based on question
types developed by Gardner (1985) and Clement, et al (1994). Following the quantitative
method, qualitative data was collected from interviews. The questionnaires were administered to
one class from each level on two different campus locations where the program was run. This
total number was 179 students. For the interviews, six students, two English lecturers, and one
administrator were involved.

4. FINDINGS AND DISCUSSIONS

4.1. PIKIH students’ attitudes toward learning English

The data from both students and teachers in this study revealed that overall the students
had positive attitudes toward learning English. They felt motivated to study because it would
help them to:

1. Use computer technology

2. Access job opportunities

3. Travel abroad with better skills and knowledge

4. Speak with native speakers

It can be seen clearly that students had more instrumental orientation to studying English
than integrative orientation. They realize that English can make their future better if they use
computers, can get a good job, go abroad and meet native speakers. Although Gardner (1985)
suggested that integrative motivation has a bigger impact on the success of learning a second
language, these students’ purposes were essentially instrumental.
4.2. Factors which influenced PIKIH students’ motivation in learning English

4.2.1. Factors that motivate students

Three factors enhanced students’ motivation: teachers’ influence, peer influence and the
variety of texts used in classes. These factors are closely related to the sources of motivation
outlined by Harmer (2001). He reminds us that four factors impact on motivation. They are the
society we live in, significant others, the teacher and the method. First, Harmer argues that in
social terms, views of language learning outside the classroom affect students’ attitude to the
language, although this factor was not mentioned by participants of this study. The next three
factors mentioned by Harmer clearly match the data from the study. Second, are the attitudes of
parents, siblings and peers, which he sees as all important in achievement. Third, the teacher’s
attitude is also very significant for their students. If the teacher shows enthusiasm in their
teaching, it creates a positive classroom atmosphere. Finally, both teachers and students need to
have confidence in the teaching and learning process, to maximize successful pedagogy and its
outcomes.

4.2.2. Factors that demotivate students

According to the findings in this study, three factors decreased students’ motivation.
These are:

1. No in-class discussion, or discomfort with peers

2. Lack of proficiency in grammar, pronunciation and vocabulary

3. Inadequate facilities

These factors are mostly related to learning situations. Peer in-class discussion was
lacking, especially when some students were placed in the wrong class. Hence students with a
certain degree of language acquisition faced difficulties in mixing with fellow students. Ideally
students are placed based on their performance when they take the placement test. Some
placement tests were carried out without effective procedures, which resulted in some students
being placed inappropriately.

4.3. The difference in motivation to learn English between male and female students

The analysis of the survey findings showed that there is a significant difference between
genders in motivation to learn English. From the analysis of the students’ and teachers’
interview, findings, it was shown that they perceive there is also a difference. There was a
tendency that females had higher motivation than male students. The teachers said they were
different because they looked at homework practices and took account of how reluctant male
students were when it was late in the day. In other words, the females were prepared to work
hard and longer

5. CONCLUSIONS

In this research I discovered that a vital factor involved in the PIKIH English learning
environment is the internal motivation of the students. Successful learners strive hard to be able
to utilize English in their learning activities. This can be seen from the statistics showing that the
students’ learning orientation is reasonably high in the three levels investigated in the two
campus locations. Instrumental motivation was predominant over integrative motivation,
although some students claimed that they were not learning English as a tool for mastering
computers and for traveling. They also wanted to relate to English as a language and to use it for
communication.
Problems that hampered students’ motivation were identified as mostly stemming from the
learning environment. This included the classroom context, methods and materials used in
teacher delivery, as well as the teaching and learning facilities. A conducive classroom situation
is important to raise students learning motivation. Poor teaching and learning facilities and
technology do not support the fulfillment of learning objectives.

This study involved limited participants and a narrow focus of investigation. The findings
are context specific. This study does not suggest that the findings are generalisable to other
programs and this small group of students is not representative of all university students,
studying English. Studies in other contexts would throw more light on the research problem in
other institutions and with different groups of Indonesian English language learners.

To conclude, this research identified elements in PIKIH students’ motivation in learning

English, and factors which influence this motivation. Moreover, it has identified also that there is
a difference between male and female students in motivation. As a researcher, I hope this
research provides some understanding of the issues in the Indonesian context and useful
information for Indonesian EFL teachers. In addition it is hoped that the result of the study may
be to make a small contribution to the complex issue of student motivation in learning the
language.