Chapter I: THE PROBLEM AND ITS BACKGROUND

Motivation is considered significant in its role in language

learning success. Along this line of thoughts, students’

motivation toward English language learning can, to a certain

degree, influence their learning results. It is worth

investigating how students become successful or failed in

learning English because it might affect their motivation and the

way they learn the language.

Motivation is an inner drive that causes you to do something

and persevere at something. It energizes you to do something. It

is the strength of the drive toward an action. While ability

refers to what children can do, motivation refers to what these

children will do. Motivation refers to the initiation, direction,

intensity and persistence of behavior. When we get motivated to

do something, it is not enough that we start working at that

thing but we get attracted to it. Our attraction towards it

becomes so intense that we persist working on it through thick

and thin until its completion. Learner’s motivation is the

primary factor influencing both performance and success in

school. (Ryan, et al, 2007)

 The researchers chose this topic because the fact that

motivation contributes on student learning seems to be

interesting. Motivation, as the name suggests, is what ‘moves’

us. It is the reason we do anything at all. For teachers, a lack

of motivation has long been one of the most frustrating obstacles

to student learning. While the concept of motivation may

intuitively seem fairly simple, a rich research literature has

developed as researchers have defined this concept in a number of

ways. Social scientists and psychologists have approached the

problem of motivation from a variety of different angles, and

education researchers have adapted many of these ideas into the

school context. While there is a great deal of overlap between

motivation theories, researchers differ in their identification

of the underlying belief systems leading to motivational

variation. Some theorists emphasize belief in oneself and one’s

competency, others prioritize goal orientation, and a third group

argues that the difficulty of the task shapes individual

motivation.

The researchers thought of this topic as a good one because

students who will read this study will be enlightened types of

motivation they have. According to Brown (2000) and Gardner

(1985), there are two basic types of motivation: integrative and

instrumental. According to Gardner and Lambert (1959 as cited in

Pourhosein Gilakjani, Leong, & Saburi, 2012), integrative

motivation refers to language learning for personal growth and

cultural enrichment; that is, the learner likes to learn a

language to enter successfully into the target language society.

They continued that instrumental motivation arises out of a need

to learn the L2 for functional or external reasons. They involve

the attainment of aims, functional aims for learning like passing

exams and financial rewards.

The researchers also thought that this topic will help

students to understand what is the reason why they are learning

the English Language. This study will also tackle about the goals

in connection with the said motivations. Achievement Goal Theory

argues that all motivation can be linked to one’s orientation

towards a goal. According to this theory, there are two forms of

goal: performance goals and mastery goals. Performance goals are

based on satisfying one’s ego by appearing smart in front of

one’s peers or on achieving a sense of superiority. Mastery goals

are, as they sound, motivated by a desire to fully master a skill

or concept. Students with mastery goals will finish a project

when they are proud of it rather than when it meets the minimum

requirements. Even after they turn in the assignment to be

assessed, they may continue to reflect on it and make

refinements. Mastery goals largely align with intrinsic

motivation in the former theory.

 Some researchers in education have broken the concept of

Achievement Goal Theory down further, borrowing the idea of

approach and avoidant behavior from psychology. As the name

suggests, students with approach performance goals actively seek

to outperform others while those with avoidant performance goals

actively work to avoid being seen as inferior. While less

studied, approach and avoidant orientations also apply to mastery

goals as well.

Motivation is an orientation towards learning. Therefore, it

impacts how likely a student is either to give up or push

forward, and how thoughtful their reflection on their learning

will be. The deeper the motivation for pursuing an activity, the

more likely that the student will not accept easy answers to

complex questions.

Motivated students are not more intelligent than unmotivated

students, but their need to find out the answer to a question or

to master a concept pushes their thinking. Motivated students, by

virtue of thinking longer and harder and enjoying the challenge

of being confused, will ask deeper, more thought-provoking

questions. Motivated students are more able to adapt learned

content to new situations because they tend to reflect on

underlying causes or frameworks. When a student is truly

engrossed in a task, they have less cognitive and emotional

energy to focus on social image. Individuals who engage in

intrinsically motivating activities report that their self-

consciousness and other stressors tends to fade for the period of

the activity. Motivated students are also more able to

emotionally ‘bounce back’ from a low grade on a test or a harsh

criticism from a teacher or peer. Because motivated students are

not driven by fear of failure or criticism, they are less likely

to disengage in such circumstances. With that said, every student

does feel the demotivating effects of negative feedback, even if

driven students experience them to a lesser extent.

This study will examine the role of motivation in language

learning through reviewing some of the most considerable research

in the field. Learners' motivation can go up and down depending

on the context of language learning. Motivation has a key role in

the development of language skills. Teachers can play a

significant role in motivating learners to the learning of a

second/foreign language. Motivation is an important factor in

learning a foreign language which is in influenced by different

variables. Teachers should help their learners to find motivation

in the areas where they do not expect it and also to research for

their own motivational processes so they can take advantage of

it.
 SIGNIFICANCE OF THE STUDY

This study will be conducted to determine the relationship

of instrumental and integrative motivation in English language

learning to the academic performance of education students of

Nueva Ecija University of Science and Technology Peñaranda Off-

Campus.

Findings of this study will be significant to the students,

teachers, parents and future researchers.

For the students, to widen their knowledge about instrumental and

integrative motivation to use it as a drive on their learning.

Using the motivation as a strength to strive for success.

For the teachers, to utilize the learning styles and learning

materials to be used that can trigger the instrumental and

integrative motivation in English language learning.

For the parents, to give support for the students to determine

well their goals in life. Knowing these types of motivation in

English language learning can lead in understanding their

children more and what they want in the future.

For future researchers, this study can be a basis for another

topic as reaching goals. Remember that we are being motivated

because we have goals to achieve.

CONCEPTUAL FRAMEWORK
 Students themselves have main reasons why they are learning

the English language. Whatever it is, their goal is to be fluent

in the said language. For them to have strength to do the process

of learning the English language, two types of motivation occurs.

It’s either Instrumental motivation or Integrative motivation.

These motivations are the drive to eagerly learn the English

language. As students, to prove or to see the impact of

motivation in English language learning, it must have resulted to

a Good Academic Performance.

INPUT PROCESS OUTPUT

-Making
effort in
Instrumental doing school High grades
Motivation activities in English
and Language
-Being
Integrative confident in (not less
Motivation every than 2.00)
English
performance.

Figure 1

Research paradigm showing the relationship of

the three major party namely the Input, Process, and Output

As always as mentioned in this study, motivation is the

person why one person is eager to so or achieve his or her goal.

In English Language learning, that motivation can either be

instrumental or integrative. Next to this motivation, effort will

take place. We know that success i n a task is due to the fact

that someone is motivated, and when is someone is motivated, he

or she will put effort on what he or she is doing. The success of

any action is dependent on the extent to which persons try get

their goal, along with the desire to do so. Motivation is the

combination of attempt (effort) plus desire to obtain the

objective of learning the language (goal) plus desirable

attitudes towards learning the language (confidence. When you do

your best and make effort to learn, make sure you are confident

enough to share what you have learned - confidence is one of the

indicator to know if you really learn something. All of these

leads to having the desired outcome which is to have a high good

grades in the certain language.

STATEMENT OF THE PROBLEM

This study was conducted to determine the relationship of

instrumental and integrative motivation in English language

learning to the academic performance of education students of

Nueva Ecija University of Science and Technology Peñaranda Off-

Campus.

Specifically the following questions will be answered:

1. What is the academic performance of the respondents for the

2nd semester of the school year 2019-2020?

2. What is the assessment on Instrumental Motivation in English

Language Learning of the respondents?

3. What is the assessment on Integrative Motivation in English

Language Learning of the respondents?

4. Is there any significant relationship between the academic

performance of the respondents and:

4.1 instrumental Motivation; and

4.2 integrative motivation?

NULL HYPOTHESES

In this study, the following null hypotheses are formulated

and will be tested at 0.05 level of significance.

 1. There is no significant relationship between the academic

performance of the respondents and their Instrumental

Motivation.

2. There is no significant relationship between the academic

performance of the respondents and their Integrative

Motivation.

DEFINITION OF VARIABLES

In order to enhance a clear understanding of this study,

important terms are operationally defined herein:

 Instrumental Motivation. It is the type of motivation

where a learner has functional or external reasons for

learning the English Language such as attainment of aims for

learning like passing exams and financial rewards. It

involves the concepts of purely practical value in learning

the English Language in order to increase career or business

opportunity.

 Integrative Motivation It is the type of motivation

where a learner’s reason for learning English Language is

because of personal growth and cultural enrichment which is

the learner likes to learn a language to enter successfully

into the target language society. It is the desire to be

part of recognized or important members of the community or

the society that speak the English Language.

  English Language Learning is the process of learning

the English language in addition to their native language.

It is the program or the process in which English Language

Learners who is lack of knowledge in English or wants

English to be his/her second language, is taking. It is the

kind of learning which leads you to become fluent to the

said language for you own personal purposes.

 Academic Performance is the extent or end result to

which a student has attained their educational goals.

Academic Performance are expected to be in a good state such

as having high grades especially in English when you have

the what we call integrative and instrumental motivation.

SCOPE AND DELIMITATION OF THE STUDY

This study focuses on the instrumental and integrative

motivation in English language learning which can affect the

academic performance of education students of Nueva Ecija

University of Science and Technology - Peñaranda Off-Campus.

The scope is limited only for 2nd year and 3rd year students

of Education Major in English whom which the researchers believe

have different motivation in English language.