INSTRUMENTAL VERSUS INTEGRATIVE MOTIVATION IN LANGUAGE LEARNING AND ITS IMPLICATION TOWARD STUDENTS ACHIEVEMENT

Angga Rosma Pramodhawardhani1, Esa Yolanda Putri2 angga.rosma@yahoo.com, esaayolanda@gmail.com

Abstract

Motivation plays an important role in the success of language learning. Especially in the EFL classroom, the motivation of students will affect students attitude and performance, which influence their achievement. Therefore, the aims of this study was to identify the dominant motivation between instrumental or integrative in EFL classroom especially in junior high school as well as its implication on students achievement. The data were taken from questionnaire and in-depth interview with 32 students of grade VII of SMP Quantum Indonesia. The data were analyzed by using the theory of motivation by Gardner and Lambert (1972). The findings show that most of junior high school students have integrative motivation. There are 75% of students having integrative motivation and 25% of students having instrumental motivation. In addition, the findings also reveal that the average score of the students who have integrative motivation is higher 5.29% than the students who have instrumental motivation.

Keywords: motivation, instrumental, integrative, students achievement, language teaching