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

Kaspul Anwar*  -  English Education Department, STAI Ahsanta Jambi/Center for Scientific Publication, Universitas Jambi, Indonesia
M. Faruq Ubaidillah  -  Center for Scientific Publication, Universitas Negeri Malang/Graduate Program in ELT, Universitas Islam Malang, Indonesia
Veronico N. Tarrayo  -  Department of English University of Santo Tomas, Manila, Philippines
Febti Ismiatun  -  English Education Department, Universitas Islam Malang, Indonesia
Khusnul Khotimah  -  English Education Department, Universitas Mataram, Indonesia
Irawansyah Irawansyah  -  English Education Department, UIN Raden Intan, Indonesia
Urip Sulistiyo  -  English Education Department, Faculty of Teacher Training and Education, Universitas Jambi, Indonesia

(*) Corresponding Author
DOI: 10.30659/e.5.1.32-42
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

  1. Ahmadi, M. R. (2011). The effect of integrative and instrumental motivation on Iranian EFL Learners ’ Language Learning. ELT Voices, April, 7–16.
  2. 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.
  3. Anwar, K. (2018). The students’ motivation and teachers’ problems in teaching English at junior high school. Jambi University.
  4. 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
  5. 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
  6. 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
  7. Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117–135. https://doi.org/10.1017/S026144480001315X
  8. Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
  9. 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
  10. Gardner, R. C. (1975). Second language acquisition: A social psychological approach (No. 332; Research Buletin).
  11. Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation (the social psychology of language). Hodder Arnold.
  12. Gardner, R. C. (2004). Attitude/Motivation Test Battery: International AMTB Research Project. The University of Western Ontario.
  13. Gardner, R. C. (2001). Integrative motivation and second language acquisition. Motivation and second language acquisition, 23, 1-19.
  14. 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
  15. 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
  16. 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.
  17. 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
  18. 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
  19. 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
  20. 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
  21. 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
  22. 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
  23. 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.
  24. 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
  25. 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
  26. 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
  27. Liu, M. (2007). Chinese students motivation to learn English at the tertiary level. The Asian EFL Journal, 9(1), 126–146.
  28. 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
  29. 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
  30. Maxwell, J. A. (2013). Qualitative research design: An interactive approach (3rd ed). SAGE Publications.
  31. 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
  32. Muray, G., Gao, X., & Lamb, T. (2011). Identity, motivation and autonomy in language learning (D. Singleton, Ed.).
  33. 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
  34. 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
  35. 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
  36. Pennington, M. (2009). Characteristics of middle school learners. Pennington Publishing Housed. https://blog.penningtonpublishing.com/reading/characteristics-of-middle-school-learners/
  37. Qu, W. (2011). English, Identity and Critical Literacy. Changing English, 18(3), 297–307. https://doi.org/10.1080/1358684X.2011.602837
  38. 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.
  39. 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
  40. 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.
  41. 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
  42. Ubaidillah, M. F. (2018b). Uncovering English teachers' beliefs of English as an international Language. Korea TESOL, 14(2), 139-152.
  43. 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
  44. 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
  45. 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.

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).
Jl. Raya Kaligawe Km.4, PO BOX 1054/SM Semarang 50112
Website: http://fbik.unissula.ac.id/
Email: reviews_edulite@unissula.ac.id

ISSN: 2528-4479 (Online) | 2477-5304 (Print)
DOI : 10.30659/e

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

Get a feed by atom here, RRS2 here and OAI Links here

apps