English Language Teaching; Vol. 10, No.

5; 2017
ISSN 1916-4742 E-ISSN 1916-4750
Published by Canadian Center of Science and Education

The Indonesian EFL Learners’ Motivation in Reading

Hairus Salikin1, Saidna Zulfiqar Bin-Tahir2, Reni Kusumaningputri3 & Dian Puji Yuliandari4
1
English Department, Faculty of Humanities, Jember University, Indonesia
2
English Education Department, University of Iqra Buru, Indonesia
3
English Department, Faculty of Humanities, Jember University, Indonesia
4
English Department, Faculty of Humanities, Jember University, Indonesia
Correspondence: Saidna Zulfiqar Bin-Tahir, English Education Department, University of Iqra Buru, Indonesia.
E-mail: saidnazulfiqar@gmail.com

Received: March 19, 2017 Accepted: April 12, 2017 Online Published: April 14, 2017
doi: 10.5539/elt.v10n5p81 URL: http://doi.org/10.5539/elt.v10n5p81

Abstract
The motivation will drive the EFL learners to be successful in reading. This study examined the Indonesian EFL
learners’ motivation in reading activity based on Deci and Ryans’ theory of motivation including intrinsic and
extrinsic. This study employed mixed-method design. The data obtained by distributing questionnaire and
arranging the group interviewed. The subject of the study involved 42 freshmen students of English department,
the faculty of humanities at Jember University in the academic year 2015-2016. The results found that both
intrinsic and extrinsic motivations have significant contribution in motivating the learners to read the English text.
The intrinsic motivation played the important role in students’ reading activities. Besides, the extrinsic motivation
found the teacher’s role as the learners’ motivator in reading the English text through their method implemented in
the reading class.
Keywords: motivation, intrinsic, extrinsic, reading skill
1. Introduction
Reading is the most convenient and cheapest way to obtain information. By reading, the reader can enrich their
knowledge, broaden their views and make them understand many things about the world (Johnson & Morrow,
1987). It is one of the important objectives of learning. For children and adults, reading skill will open up their
views of the new world and a lot of opportunities. It allows them to acquire new knowledge, keep them update
with the information and technology, enjoy literature, and carry out their daily work which is an indispensable
part of modern life, such as reading the newspaper, registering the job, instructing manuals, and maps (Pang,
2003).
The most important activity in the formal language learning inside the classroom is reading. It is not only for the
source of information and enjoyable activity but also as tools for consolidating and extending knowledge of the
language. In the other words, the activity of reading can provide many benefits for students such as information,
pleasure, and knowledge. In this way, the students not only read but they are also able to comprehend the written
text of reading materials given from books, magazines, newspaper, and science and technology (Rivers, 1981).
Reading has played an important role in the language learning process, especially for the EFL (English as a
Foreign Language) learners. This is the most important aspects for students to develop their L2 competence
(Troike, 2006). It also becomes the primary channel and the main source for L2 input. In addition, by reading,
learners can enrich their knowledge of the language in terms of grammar, discourse structure, and also vocabulary.
Nowadays, reading is considered unpopular and undesirable activity for the students. Some researchers argued that
students do not read their textbook even though they are aware of its usefulness (Kwedlju as cited in Masduqi,
2014). Some others stated that the lack of freshmen students’ interest in reading classes because they are not
familiar with the topic and the explanation of the text (Rukmini as cited in Masduqi, 2014).
Since reading is an important language skill in the language learning process, it is necessary to improve the L2
learners' reading activity. The motivation is a way that can help the learners to raise awareness and willingness to
participate in reading class. Komiyama (2013) states that reading is positively related to motivation. It is due to
motivation that can encourage learners to read and obtain their objectives in language learning. The motivation is

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the combination of efforts and one’s desire to achieve the purposes of language learning (Mao, 2011).
In reality, most of the students especially the freshmen students of Jember University have low achievement in
English reading. They considered that reading English text is difficult and boring activity. It makes them less
motivated to learn English, especially in reading. It was supported by Bin-Tahir (2012) who argued that most of
the students have low of vocabulary mastery which hindered them to read the English text. Tomlinson in
Masuhara (2003) stated that in reading English text, many learners consider that they have to know all the words
in the text in order to understand the text. It is in line to what stated by Deporter and Hernacki (1999) that
reading is anxiety for students; even students are merely able to finish answering the questions in time, many
students found it very difficult; they just often concern to the word by word, read a paragraph slowly until the
last minutes of time given then they realize that they did nothing to answer the reading assignments and the
comprehension questions completely. Bin-Tahir and Hanapi (2017) stated that the differences of spelling
between L1 and target language affecting the low of students’ motivation. It was also supported by Salikin and
Bin-Tahir (2017) that the students felt boredom and unmotivated to comprehend the English texts. This is due to
the misunderstanding of the English texts they read and confused to answer the questions of English texts.
Dhanapala (2008) studied “Motivation and L2 Reading Behaviors of University Students in Japan and Sri
Lanka”. She investigated the intrinsic and extrinsic motivations in L2 reading among 247 Japanese and Sri
Lanka university students using the Motivation for Reading Questionnaire (MRQ). She also examined the
interrelationship among items in the MRQ. This research finds that L2 reader has both intrinsic and extrinsic
motivations simultaneously. Moreover, the results of the analysis suggest that the motivation in L2 reading can
be observed by using intrinsic-extrinsic reading motivational proposed by Wang and Guthrie (2004).
Komiyama (2013) also studied “Factors underlying second language reading motivation of adult EAP students”.
In this article, she identifies reading motivation among 2.018 EAP’s students (English for Academic Purpose)
from 53 English language programs. This study involves three phases. Firstly, developing questionnaire
proposed by Wang and Guthrie (2004) so that it can be reliably used by the researcher in measuring students’ L2
reading motivation. Secondly, she used the revised questionnaire to identify the factor structure of L2 reading
motivation. The last, she tries to examine the stability of the identified factors. From this study, she proposes the
Motivation for Reading in English Questionnaire (MREQ) that is available to investigate L2 reading motivation.
Besides, she also finds five factors that are best for interpreting the data, it includes one intrinsically-oriented
factor (intrinsic motivation) and four extrinsically-oriented factors (drive to excel, academic compliance, test
compliance, social sharing).
Based on the background, this study aimed to know the L2 learners’ motivation in reading by adopting the
motivation theory of Deci and Ryan (2000) consisted of intrinsic and extrinsic motivation. The study involved the
freshmen students of English Department Faculty of Humanities, Jember University, Indonesia in the academic
year 2015-2016. This study attempted to know the intrinsic motivations within the EFL students in reading the
English text; to know the extrinsic motivations within the EFL students in reading, and to know the way of intrinsic
and extrinsic motivations of EFL students in reading activity. This study hopefully gives some contributions to the
teaching and learning reading activities that can be adapted and adopted by teachers and further researchers in
the field of the study.
2. Review of Literature
Motivation is an emotional reaction in which the students get a benefit, reward, or the potential for a positive
reward in a task. Corbin suggests that while the extrinsic and intrinsic factors that influence motivation varies,
the following factors appear to influence the motivation in learning: relevance, control and choice, challenge,
social chance to work with others, the alleged sense of success, need, novelty, cognitive dissonance or discrepant
events (Corbin, 2008).
The motivation to learn increases when the students find relevance in the material or feel there was a need to
know the specific content. The students find incentives in the lessons that they are connected with and apply to
their own lives and experiences. Teenagers also respond well when they could exert some independence in the
learning process. This is done by giving the students some control or input into their own education and offers
the choices in terms of assignments, projects, and other outcome assessments (Kirby & McDonald, 2009).
Motivation consists of intrinsic and extrinsic. The intrinsic motivation is including the engagement, curiosity, and
the preference for the challenge. The extrinsic motivation involves the extrinsic drive to excel, extrinsic academic
compliance, extrinsic test compliance, and extrinsic social sharing. The intrinsic motivation is defined as doing an
activity because of the satisfaction to be gained by doing it. This kind of motivation also provides enjoyment and
challenge for the people who do. It can be assumed that the reward obtained by performing the activity is innate the

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satisfaction of psychological needs. In other words, engaging in the activity itself is the reward for the person who
motivated intrinsically. Intrinsic motivation is served by three constructs (Komiyama, 2013).
According to Komiyama (2013), engagement means the pleasure to be obtained by reading books, articles, or
website written and published on the interesting topics. It can also be defined the level of engaging and involving
in reading (Wang & Guthrie, as cited in McGeown, 2013:3). Komiyama (2013) defines curiosity as a desire for
someone to learn about a particularly interesting topic. The last factor in intrinsic motivation is the preference for
the challenge. It is defined as a desire to work with or control complex reading materials (Wang & Guthrie as cited
in McGeown, 2013). Komiyama (2013) says that preference for the challenge is the satisfaction acquired by
mastering or assimilating complex ideas in the text. Learners are motivated by this factor would be satisfied if they
finish reading such a difficult material or text.
Deci & Ryan (2000:60) define the extrinsic motivation as factors related to the objective of doing an activity is to
get some separated results. It is also influenced by factors such as external rewards (e.g., recognition), internal
feelings (e.g, guilt), and societal values (e.g., importance) that have been set for a goal activity (Deci & Ryan, as
cited in Komiyama, 2013). Komiyama split the extrinsic motivation into four factors which involve the extrinsic
drive to excel, extrinsic academic compliance, extrinsic test compliance, and extrinsic social sharing.
The extrinsic and intrinsic motivation based on SDT as stated above is similar to the type of motivation based on
SLA (Second Language Acquisition) by Gardner and Lambert, 1959 (as cited in Ahmadi, 2011). They divide
motivation into Integrative and Instrumental motivation. These kinds of motivation are related to the individual
needs for achievement or goals toward learning the second language. The type of motivation that is used in this
study is intrinsic and extrinsic motivations based on Deci and Ryan. So, it can be said that this study is only
focused on the social environment that has high possibility to influence human motivation to do an activity.
Intrinsic motivation refers to engage in an activity because it provides satisfaction, enjoyment and even interest
or challenge to the activity itself. As stated by Deci and Ryan (2000), intrinsic motivation can trigger someone to
do an activity because the activity is interesting. It means that someone who is intrinsically motivated tends to do
an activity just for pleasure. Someone who is intrinsically motivated will definitely participate in an activity
without any external and internal pressure or even when there is no reward behind (Deci & Ryan 1985, as cited
in Barkoukis et al., 2008). On the other hand, extrinsic motivation refers to the doing of an activity because of
internal or even external pressure. For example, learners do something because they avoid of being punished by
their teacher. In this case, it is shown that they do something just because of their fear instead of their satisfaction.
Besides, being engaged in an activity in order to gain a reward is also considered as the extrinsic form of
motivation. It can be concluded that extrinsic motivation will make someone behave not for its own sake but
there are some environmental factors that affect someone in doing an activity. The theory above is used as the
base theory of this study which it is connected to L2 reading activity. Then, the theory is used to describe the role
of motivation in L2 reading activity, especially in intrinsic and extrinsic motivations. Intrinsic reading motivation
refers to individual’s enjoyment of reading something and also personal interest while extrinsic reading
motivation is motivation caused by external demands in gaining good grades, obtaining recognition from others,
or avoiding punishment.
3. Method
This study employed mixed-method design. Denscombe (2007) defines a mixed method strategy as one that uses
both qualitative and quantitative method in research.The quantitative data is taken by distributing the questionnaire
to the participants. Then, there is a follow-up interview to the informants which is interpreted as the qualitative
data.
The subject of the study was all freshmen of English Department Faculty of Humanities, Jember University in
the academic year 2015-2016. The total amount of the freshmen students were 101 students. This subject was
selected based on reading 1 (one). There were four classes in Reading Class 01 for freshmen in which every class
contains 25 students. Then the subjects were chosen from two reading classes taught by two different teachers.
The total of the students in those classes were 42 students. The subject of the study has taken using the purposive
sampling technique. Dornyei (2007) argues that the purposive sampling should have a plan that lines up with the
purpose of the study. Besides, the purposive sampling was also based on the judgment of the researcher when
selecting the units that are to be studied. The target of this study is to know the reading motivation of the
freshmen students which is heterogeneous of the sample is really important so the sample can represent all
freshmen students in English Department.
In analyzing the data, some steps were applied. First, the questionnaire is distributed to the participants. Second,
the questionnaire is collected after the participants have finished answering the questionnaire. Subsequently, the

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quantitative data are processed. The questionnaire is counted and grouped based on the type of reading motivation;
intrinsic and extrinsic motivation. Then, the questionnaire's results are provided in the form of percentages.
Hereafter, it is examined based on how many percentages of each item are got. It shows whether the items of
intrinsic and extrinsic motivations are taking roles in the learners' reading activity. Fourth, the interview questions
are prepared based on the result of quantitative data. Fifth, the discussion is held and recorded. Sixth, the record of
group discussion is transcribed. Seventh, the transcription is analyzed and compared with the quantitative data. It is
aimed at knowing whether the qualitative supports the quantitative data.
4. Results
The data obtained from the questionnaire were taken by distributing MREQ (the Motivation for Reading in
English Questionnaire) proposed by Komiyama (2013) into 42 freshmen. The result is presented in the percentage
based on Likert Scale model ranging from ‘very different from me”, presented by number “1”, to “a lot of like me”
that is presented by number “4”. The items in the table indicate the question statements of the MREQ.

Table 1. The result of questionnaire in intrinsic motivation: involvement

Items 1 2 3 4
1.1 2.4 33.3 40.5 23.8
1.2 2.4 9.5 42.9 45.2
1.3 7.1 35.7 38.1 19.04
1.4 4.8 42.9 30.95 21.4
1.5 19.04 42.9 23.8 16.7

Table 1 shows the involvement construct in the intrinsic motivation factor comprises of five question statements.
The largest percentage was shown by the item number 1.2 in four-point Likert scale. 45.2% of the EFL students’
answer that they are motivated in reading English text when they were reading their favorite topic.

Table 2. The result of questionnaire in intrinsic motivation: curiosity and preference for challenge
Items 1 2 3 4
Curiosity 2.1 11.9 19.04 50 19.04
2.2 - 9.5 33.3 57.1
2.3 4.8 33.3 33.3 28.6
2.4 4.8 14.3 42.9 38.1
2.5 9.5 33.3 30.95 26.2
Preference for 3.1 9.5 21.4 30.95 38.1
Challenge 3.2 19.04 47.6 23.8 9.5
3.3 4.8 26.2 35.7 33.3
3.4 14.3 28.6 28.6 28.6
3.5 14.3 45.2 26.2 14.3
3.6 9.5 42.9 33.3 14.3

Based on Table 2 above, the largest percentage in curiosity factor showed in the item number 2.2. There were
57.1% in four-point Likert scale. The learners agree that reading such an interesting text can make them happy.
Meanwhile, in preference for challenge construct, the largest percentage is reached by the first item. There were
38.1% learners motivated in reading L2 text when the text is difficult material. This percentage can be said as the
smaller percentage compared with two previous factors which can reach 45.2% in involvement and 57.1% in the
curiosity.

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Table 3. The result of questionnaire in extrinsic drive to excel: competition and recognition
Items 1 2 3 4
Competition 4.1 - 4.8 23.8 71.4
4.2 7.1 14.3 21.4 57.1
4.3 2.4 11.9 30.95 54.8
4.4 16.7 28.6 33.3 21.4
4.5 - 7.1 19.04 73.8
4.6 - 23.8 28.6 47.6
4.7 14.3 57.1 19.04 9.5
Recognition 5.1 - 9.5 21.4 69.04
5.2 4.8 11.9 28.6 54.8
5.3 9.5 21.4 30.95 38.1
5.4 7.1 16.7 30.95 45.2
5.5 2.4 23.8 52.4 21.4
5.6 2.4 23.8 45.2 28.6
5.7 - 35.7 21.4 42.9
5.8 2.4 16.7 30.95 50

Table 3 presents the first extrinsic factor drive to excel which divided into competition and recognition. The first
largest percentage showed by the statement number 4.5. It gets 73.8% which indicated that the learners want to be
the best at reading in English. Then the second greatest number is showed by number 4.1. There were 71.4%
learners who like to work harder so that they can read better than others in English. The second construct of the
extrinsic drive to excel is recognition. It consists of eight statements. 69.04% of the learners agree with the
statement number 5.1. This means that learners were happy when the teacher gives positive comments about their
reading ability in English.

Table 4. The result of questionnaire in extrinsic academic compliance: compliance and grade
Items 1 2 3 4
Compliance 6.1 2.4 16.7 30.95 50
6.2 4.8 30.95 28.6 35.7
6.3 - 9.5 47.6 42.9
6.4 - 4.8 19.04 76.2
Grade 7.1 - 2.4 23.8 73.8
7.2 - 23.8 35.7 38.1
7.3 - 9.5 21.4 66.7
7.4 - 16.7 26.2 57.1

Table 4 presents the second extrinsic factor; extrinsic academic compliance. Both of compliance and grade consist
of four statements. In the compliance, the largest percentage is gained by the item number 6.4. It reaches 76.2% in
the four-point Likert scale for the statement “I read in English in order to pass my English courses”. This number is
followed by the item number 6.1 in which a half of the learners agree with the statements saying that finishing
English reading assignments on time is very important for them. It can be seen from the table in which 50%
learners choose the four-point Likert scale. Then, in grade construct, there are 73.8% of the learners agree with the
statement number 7.1. It means 31 students believe that it is important for them to get a good score in English
reading course. Besides, the item number 7.3 also get the high percentage. 66.7% of the learners want to read in
English in order to improve their grades.

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Table 5. The result of questionnaire in extrinsic test compliance and extrinsic social sharing
Items 1 2 3 4
Extrinsic Test 8.1 2.4 16.7 38.1 42.9
Compliance 8.2 2.4 7.1 35.7 54.8
8.3 2.4 16.7 40.5 40.5
8.4 - 4.8 23.8 71.4
Extrinsic Social 9.1 7.1 33.3 40.5 16.7
Sharing 9.2 7.1 40.5 38.1 14.3
9.3 9.5 47.6 35.7 7.1
9.4 16.7 45.2 28.6 11.9

Table 5 consists extrinsic test compliance and extrinsic social sharing. Those constructs have four items of each.
According to the questionnaire’s result above, the largest percentage in the extrinsic test compliance is showed by
compliance item number 8.4. There were 71.4% of learners who practice reading in English because they need to
do well in their future class. The other items which related to the standardized score test also get the high
percentage in the four-point of Likert scale. Those are 42.9%, 54.8% and 40.5%.The last factor is extrinsic social
sharing. Based on Table 5, the largest percentage has reached by the item 9.3 in the two-point of Likert scale. It
indicates the learners do not like talking with their friends about what they read in English. It also happens in the
items number 9.2 and 9.4 in which it gets 40.5% and 45% of each in the Likert scale number 2 “a little different
from me”.
5. Discussion
The discussion is divided into two types of motivation; intrinsic and extrinsic motivation. The intrinsic motivation
included the involvement, curiosity, and preference for the challenge. The extrinsic motivation involves the
extrinsic drive to excel, extrinsic academic compliance, extrinsic test compliance, and extrinsic social sharing.
5.1 Intrinsic Motivation
Based on the questionnaire's result, it cannot be concluded that involvement factor in the item number 1.2 has high
influence in intrinsic motivation but it is also concern on the result of the other items. In the items number 1.1 and
1.3, it shows that the learners are not familiar with English reading. The confirmation result from the interview
found that they were the lack of knowledge and experience in English reading due to their educational background
experiences in Senior High School. In the interview session also found that the learner (AN) stated: “I read an
English text when I was in reading subject”. He honestly said that it was his first time to read the English text.
While the others admitted that they tend to choose reading material written in Indonesian instead of reading in
English. Reading in English is such a hard thing to do for them, contrarily, reading material in Indonesian text was
easier for them.
Based on the questionnaire's result, the learners’ curiosity did not boost them to read the English text. It can be seen
through the low percentages of the Likert scale number 4 that are shown in the items number 2.1; 2.3; 2.4; and 2.5.
On the other hand, curiosity’s roles were in particular condition of the English reading. The learners have
curiousness to read the topics in English related to their interest such as romance, mystic, history, and daily
information. It can assume that the interesting topic of the learners played a role in motivating them to engage in
English reading activity. In the interview, the learners were asked whether they want to read such a new article or
not. A learner (HR) said, “It depends on the topic of the article”. This statement implies that the learner wanted to
read such certain topic only. It shows that the learners have their own personal topics of interest and will definitely
choose to read an article related to it.
In accordance with the questionnaire’s result, this construct did not seem to contribute many motivations for the
learners to read the English text. There were 47.6% learners from the item 3.2 and 45.2% learners from the item 3.5
admitted that they did not enjoy to read such a difficult English text. They also did not like to challenge themselves
in English reading. It is due to their lack of vocabulary in English. This made them facing many difficulties in
understanding the English text. Hence, they tended to read the text which is easier to be understood. Based on
Koda (as cited in Grabe, 2009), reading in L2 is more complex than reading in L1. It is because reading in L2 needs
both of L2 and L1 background knowledge. So, when the learners did not have enough background of knowledge in

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L2 language, it can cause difficulties for the learners’ comprehension in reading L2 text. This actually can also be
affected by the experiences of the learners in L2 reading. If the learners are frequently reading in L2, they
definitely enrich their vocabulary (Cho & Krashen, 1994). It can also help to develop their L2 background of
knowledge. This argument clearly explains more the conclusion that the experience of the learners in English
reading is really important. It will give them more experiences in English reading and enrich their vocabulary and
English background of knowledge. As the result, the learners can be more motivated in English reading without
being afraid to face many difficulties and they can be easier to get involved in English reading class.
5.2 Extrinsic Motivation
The extrinsic motivation in driving to excel consisted of competition and recognition. In competition, generally,
the learners have a desire to be the best learners in reading the English text. This desire motivated them to increase
their English reading activity. They were also willing to work hard to be better than their friends in English reading.
This was shown by the items that get high percentages in Likert scale number 4. Besides, through the interview
result, it was also found that the learners tried to be the active students in the classroom.
In recognition, the learners like to get positive comments about their ability in reading the English text from their
teacher and friends. It shows the percentages of the items number 5.1, 5.2, 5.4, and 5.7. The percentage of the first
item obtained 69.04%. It means the learners like to be rewarded by their teacher when they read well the English
text. 54.8% also like to be rewarded as the good English readers. 42.9% of the learners are even happy when their
friends acknowledge their ability in English reading. These facts indicated that the learners will be more motivated
to read after they get the reward from their teacher and friends. In this case, the learners admitted that they were
happy when the teacher gives compliments about their right answer for the question. They also felt happy for the
compliments given by their teacher as the appreciations for their effort and courage in reading class activities. They
stated that even they did many mistakes in pronouncing words in reading, their teacher still appreciated it. It
actually can influence the learners’ motivation whether they can enjoy the class or not.
In the interview session, the participants also were asked about the thing that can affect to enjoy the reading class.
A learner (AZ) answered, “It depends on the teacher”. In the interview, the learners said that a certain teacher can
build such an atmosphere where they can enjoy the class without under pressure feelings. Therefore, in this
construct, the English reading’ teacher played an important role to motivate the students by creating such an
atmosphere that makes them enjoy the reading class.
The next factor was extrinsic academic compliance; involving compliance and grade. Compliance contains four
items. Compliance in this construct means the learners’ willingness in reading the English text to complete their
assignments. Based on the questionnaire, it shows that the learners motivated in reading caused by this factor. It is
shown from the item number 6.4 in which there were 76.2% who tried to read the English text in order to pass their
English courses. Besides, it is also shown by the item number 6.1 which a half of the learners considered that
finishing English reading assignments were very important. It was supported by the interview session result. They
admitted that finishing and submitting assignments lately will definitely influence their score. It can be concluded
that the learners were motivated to read in English due to the importance of the assignments.
The second construct of the extrinsic academic compliance was grade. It described as a desire to receive a good
grade in reading (Wang & Guthrie as cited in McGeown, 2013). In this case, it shows that the learners were
motivated in reading because of the willingness to get a high score. Through the item number 7.4 (57.1%), it shows
a half of the learners work harder on English assignments when they were graded. Based on the interview, they
stated that they will try the best to do the reading assignments. They tried to finish and collected it on time in order
to get a good score. In the item4, there were 73.8% of the learners who felt the important of a good grade in their
English reading score, 66.7% of them wanted to read the English assignments to improve their grades, and 38.1%
were looking forward to finding out their grades in English reading. Those results show that the grades motivated
and influenced them to read the English text.
The third factor of extrinsic motivation was extrinsic test compliance which divided into the mixture of
competition, recognition, and compliance items. Based on the questionnaire’s result, it found that the item number
8.4 got the highest percentage in four-point of the Likert scale. 71.4% of the participants practice reading in
English to read well in their future classes. The three items 8.1, 8.2, and 8.3 were related to each other dealing to
the role of English reading in the standardized test like TOEFL, IELTS, etc. Though they admitted that many of
them did not ever try to get the English standardized test yet but they agreed that reading the English text help them
to increase their score on the standardized test. Some of the learners claimed that they were motivated to read more
in English due to the reading materials in the standardized test.
The last factor was the extrinsic social sharing involved the satisfaction feeling attained through sharing about the

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meaning gained from reading with peers. The social sharing was also related to the learners’ engagement in social
interactions (Wang & Guthrie, as cited in McGeown, 2013). In this factor, Komiyama limits the person whom the
learners can share with. He is only focused on the sharing activity between the learners and their friend, rather than
the teacher or other adults. Based on the questionnaire, the learners explained that they did not really enjoy to share
what they read in English materials. The item number 9.1 reaches only 16.7%, and the item number 9.2 get 14.3%
for the Likert scale number 4. The result of interview found that sharing was a kind of personal activity. They
cannot easily share something to their friends randomly. They prefer to share what they read to whom they know
well. This might happen because of the lack of intensity in reading the English text.
The 47.6% of Indonesian learners did not like to talk with their friends about what they read in English. Besides, 19
or about 45.2% participants did not like to join the class discussion related to what they read in English. This can be
concluded that friends did not motivate them in reading activity. In the interview session found that some learners
admitted that parents also become one of the partners they can share with. They could easily share it with their
parents without the anxiety. Compared with the result of the social construct in Kusumaningputri’s article (2014), it
shows the different result that the learners usually share a particular topic related to the politic only.
In line with the earlier discussion, the people surrounds the learners, involving the teacher, friend, and family also
played the roles to increase the learners’ motivation in reading the English text. It suggested by Anderman and
Anderman (as cited in Dornyei & Ushioda, 2011), the teacher played the important role in motivating the student
by giving frequently reading assignments and some compliments to the learners in appreciating their courage in
English reading class’ activities. The teacher also played a role in creating the class’ atmosphere in which all the
students can enjoy the reading class without feeling anxious or even under pressure.
6. Conclusion
In this part, the researchers concluded that the experiences of the EFL learners influence their intrinsic motivation
in reading English texts. The learners who have more experiences in English reading have more desire to read the
English texts. It will be easier for them to get involved to English texts than other who lack experiences. It is due to
their knowledge in grammars and vocabularies than others who did not. This fact helps them much to understand
English materials even such difficult English texts like journals which can challenge them. According to
arguments above, it can be concluded that the learners who tend to read simple English texts can be said as the
learners who were lacking English reading experiences.
The extrinsic motivation of recognition constructs played the roles in reading activity. The desire of the learners to
compete and gain the highest score in reading class can move them to read more in English. Besides, they were
also motivated to read in English because they want to be recognized by others such as teacher and friends. The
second factor involves compliance and grade construct. The frequent assignments given by teacher contribute
much in motivating the learners to read in English. It happens especially for the assignment which is graded. The
learners are more motivated to give their best in English reading in order to improve their grades in reading class.
The third is extrinsic test compliance factor. The importance of English standardized test makes the learners
increasing their English reading activity. The last is extrinsic social sharing. In this construct, it is found that
friends are not the only place where the learners can share withFamily also plays an important role in this activity.
Both intrinsic and extrinsic motivation played the roles in motivating the learners to read in English. Considering
intrinsic motivation, the topics of English text should be those that were still interesting, because it can trigger the
desire of the learners to read in English. For extrinsic motivation, the teacher has such an important role to motivate
the learners in English reading especially in the classroom. The teacher can help to increase the motivation of the
learners extrinsically by giving frequent assignments and creating a good atmosphere in English reading classroom
where the learners can enjoy the reading class.
For further research, it is recommended to find the English reading motivation of the EFL learners by using
different instruments. The other researcher also can observe reading motivation in relation to variables such as
aptitudes, and learning strategies. This research expectedly can help further researchers in doing observations
related to motivation of Indonesian EFL learners. Finally, the researchers hope this study can contribute to the
other similar studies which deal with second language acquisition and learning.
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