In this study, questionnaires were created and distributed to students in order to assist the researcher in learning more about the levels of students' motivation in learning English.
The data analysis's executive summary is provided below.
Table 4.1: Cases and responses summary of types of motivation Descriptive Statistics
N Mean Std.
Deviation
Motivationa l Rating’s
Level
Intrinsic motivation 200 4.001 .0601 .8497 High
Extrinsic motivation 200 3.304 .0696 .9849 Moderate
Integrative motivation 200 2.315 .0700 .9896 Low
Instrumental motivation 200 3.088 0836 1.1818 Moderate
Table 4.1 gives us a broad overview of the total population of students who selected various factors, which are grouped into four major categories of motivation. Depending on the data entered, the computer will automatically count the valid and missing cases based on the data entered. The valid or missing instances were then divided by the total cases to determine the percentage of valid or missing cases. Among four listed types of motivation, Extrinsic motivation received the second-highest number of legitimate cases (3.304), whereas intrinsic motivation received the highest number of valid cases (4.001) and total responses (5). There are significantly fewer valid cases and replies for integrative and instrumental motivation-related items.
At first sight, it is obvious that intrinsic motivation best describes the participants' motivation to study English, followed by that of the individuals in the extrinsic incentive group. In contrast, it appears that integrative and instrumental motivation are less significant for fifth graders in the chosen primary school.
However, this table merely provides us with a summary of the total valid participant cases and replies across the four motivational kinds. The detailed analysis of each motivational type will be presented below.
4.1.1. Intrinsic motivation
Table 4.2: Intrinsic motivation frequencies Descriptive Statistics
N Mean
Std.
Deviation
Motivatio nal Rating’s
Level Statisti
c
Statisti c
Std.
Error Statistic 1. I'm pleased with myself and glad
that I can speak English well. 200 4.460 .0601 .8497 High 2. I feel confident when asked to
speak in my English Class. 200 3.930 .0696 .9849 High
3. I really enjoy learning English; I
like my English class so much. 200 4.025 .0700 .9896 High 4. I will feel ashamed if my
classmates study English better than me. 200 3.765 .0836 1.1818 High 5. To be honest, I really have little
interest in my English class. 200 3.825 .0784 1.1093 High
The questionnaire findings about students' intrinsic motivation are displayed in the table, and it is clear that the motivating level for intrinsic motivation received an overall high mean rating. The total score is 4.001. Additionally, the majority of the statements regarding intrinsic motivation received high ratings, with the exception
of two that received middling ratings. The average mean score for the first statement, "I'm pleased with myself and glad that I can speak English well," was 4.46. It demonstrates that pupils were very motivated to learn English in order to get better at the language. Having a mean score of 3.93 on average for the second statement - "I feel confident when asked to speak in my English class"—the students' level of confidence in their speaking was evidently modest. As previously said, students are driven to enhance their English language proficiency, and since speaking is one of those inefficiencies, they were required to make every effort to talk as much as they could in class. The third comment, "I really enjoy learning English; I like my English class so much," demonstrates that even if the students are not very strong speakers, they still find learning English to be enjoyable. Third statements have an average mean score of 4.025, which is strong for a motivational rating level.
Fourth Statements: (If my classmates do a better job studying English than I do, I will feel humiliated.) shown a high degree of motivation, with an average mean score of 3,765. It demonstrates that pupils are aware of the significance of English in today's world. Fifth Statement: (To be quite honest, I don't really care that much about my English class.) had a mean score of 3,825 on average, which indicates a moderate level of drive.
4.1.2. Extrinsic motivation
Table 4.3. Extrinsic motivation frequencies Descriptive Statistics
N Mean
Std.
Deviation Motivational Rating’s
Level Statistic Statistic
Std.
Error Statistic 6. My English teacher is a great
source of inspiration to me 200 3.91 .0601 .8497 High
7. English is very important part of
the school program 200 3.74 .0877 1.2408 High
8. My parents encourage me to
practice my English as much as possible 200 3.61 .0815 1.1528 Moderate 9. I study English because I want
to do well in my examination 200 2.765 .0766 1.0834 Moderate 10. Learning English is important
because it will allow me to meet and converse with more and varied people
200 2.475 .0784 1.1093 Moderate
The average mean score of 3,304 indicates that respondents had a significant degree of extrinsic drive, as indicated in Table 4.3. With regard to extrinsic motivation, the sixth statement—"My English lecturer is a great source of inspiration to me"—had the better mean score. The average mean score is 3,91. Teachers have a daily effect on students' learning and play a significant role in their education.
The seventh statement, which highlights the importance of English in the curriculum, likewise got a high average mean score of 3.74. It demonstrates that they learn English in order to achieve the highest possible exam result.The average mean score for the eighth, ninth, and tenth statements—"My parents encourage me to practice my English as much as possible," "I study English because I want to do well in my examination," and "Learning English is important because it will allow me to meet and converse with more and varied people"—were all very motivating.
Their parents pushed them to use English more often since it would help them in their job and will inspire them to interact and communicate with a wider range of people. They are more aware that learning English will advance their careers. The eight statements (My parents attempt to help me study English) earned an average score of 3.59 and a moderate motivating rating level. Even if they support them, their parents don't assist them in learning English.
4.1.3. Integrative motivation
The desire to be acknowledged or significant members of the group or society that speaks the language was identified as the integrative drive in the context of learning a foreign or second language, as was previously indicated. Table 4 displays the research participants' level of integrative motivation.
Table 4.4: Integrative motivation frequencies Descriptive Statistics
N Mean
Std.
Deviation Motivational Rating’s
Level Statistic Statistic
Std.
Error Statistic 11. Learning E makes me
understand E-books, movies, pop music, etc.
200 1.890 .1015 1.4349 Low
12. I'm interested in learning more about the cultures and people of English-speaking nations.
200 1.745 .1092 1.5439 Low
13. I enjoy speaking English with strangers and making acquaintances throughout the world.
200 3.280 .1085 1.5347 Moderate
14. Learning E enables me to keep
in touch with foreign friends. 200 2.920 .8497 1.2408 Moderate 15. Learning E helps me become
an open-minded and sociable person. 200 3.240 1.2408 1.1528 Moderate
Table 4.4 shows that, with a mean score of 2.315 for the entire measure, the integrative motivation of the research participants is fairly low. The range of the measure's items' means is 1.745 to 3.28. The items with the highest mean scores among the measure are 13 (I enjoy speaking English with strangers and making friends throughout the world) and 15 (Learning E helps me become an open-minded and sociable person). The reason for the students' lack of inclination toward instrumental motivation could be that they were not focused on obtaining a foreign language proficiency certificate or landing a good job that requires it. They just study because they love it, whether it's for their parents' or professors' approval or their grades. Item 11: (Learning E helps me comprehend pop music, movies, e-
possible by learning E.) display the measure's neutral mean score (between 1.89 and 2.92).
Item 12 (I want to know more about the people and cultures of English- speaking countries) had the lowest mean score (1.745) out of all the items.
In summary, all the statements connecting with integrative motivation did not gain the much attention from the participants.
4.1.4. Instrumental motivation:
The idea of learning a foreign language as a purely practical means of advancing one's professional or business prospects, granting oneself greater authority and status, gaining access to scientific and technical knowledge, or simply finishing a course of study in school is known as instrumental motivation. The study participants' instrumental motivation level is displayed in Table 4.5.
Table 4.5: Instrumental motivation frequencies Descriptive Statistics
N Mean
Std.
Deviation Motivational Rating’s
Level Statistic Statistic
Std.
Error Statistic 16. I don’t like making mistakes
when speaking in a foreign language. 200 3.050 .0815 1.1528 Moderate 17. Learning English is important
because I will need it for my career. 200 3.145 .0766 1.0834 Moderate 18. Learning E is important because it
will help me to learn new things. 200 3.410 .0784 1.1093 Moderate 19. Learning English is important
because it will allow me to meet and converse with more and varied people
200 2.785 .8497 1.2408 Moderate
20. Learning E is very important because it will help me get a good job in multinational corporations.
200 3.050 1.2408 1.1528 Moderate
Table 4.5 illustrates the similar trend to integrative motivation in that the research participants' instrumental motivation is relatively low, with a mean score of 3.008 for the entire measure. The measure's items range in mean from 2.785 to 3.41.
The two questions with the highest mean scores on the measure, 17 (Learning English is essential because I will need it for my profession) and 18 (Learning E is important because it will let me learn new things), are 3.145 and 3.41, respectively.
The lowest mean score of all the items is 2.785 for item 19, "Learning English is important because it will allow me to meet and converse with more and varied people." Upon closer inspection, it becomes evident that primary school kids lack direction and instrumental incentive, which makes the responses provided less than compelling.
4.1.5. Discussion
Based on the comparison and assessment, the research results addressed the research question number 1: "What are the motivations of fifth grade students toward English learning?"
It was discovered that the study's participants were more driven to learn English by extrinsic and intrinsic factors than by integrative or instrumental ones.
The outcome indicates that the level of intrinsic motivation is greater than the degree of extrinsic motivation. Extrinsic motivation has a total score of 4.001 while intrinsic motivation has a total score of 3,304. The fact that more pupils choose to practice their English more than others in the class demonstrates that the majority of them have an innate desire to study the language and believe it to be exciting and engaging. Students that demonstrated an innate desire to learn as their driving force for learning English had wishes to learn the language because they enjoyed it and found it to be very fulfilling. Despite their boredom when their peers performed better in English studies than they did, they were genuinely interested in studying.
Additionally, the students' internal motivations included the desire to become more proficient in English, their enjoyment of the language, their belief that English is crucial, etc. For such reasons, the students will motivate themselves to do their hardest to meet their English language learning objectives. Consequently, it is
evident that these results are consistent with the definition provided by Drenyei and Ushioda (2011), which states that intrinsic desire to know is the drive to learn something new, satiate curiosity, and explore the universe.
Additionally, there was a significant amount of extrinsic motivation among the pupils, which came from sources other than themselves. For instance, they need to pass their exams, get a suitable job, interact with a wider range of people, and need proficiency in English for their profession.
While the extrinsic motivating level has a lower overall score than the intrinsic motivational lever, both are still at a high level. This is beneficial to the teaching and learning process for both the lecturer and the students. One of the key factors influencing students' attitude and performance is motivation. This finding demonstrated the high level of intrinsic and extrinsic motivation among pupils. The lecturer will find it helpful to improve English language learning in the future.
Integrative motivation, meanwhile, received the lowest score at this level. This suggests that students relied on their peers to actively participate in the teaching and learning processes and to have an impact on their learning. Because English will benefit them in the future and because their parents have always urged them to use it as much as possible in daily life, they believe that English is a very essential language. Students that fall into the integrated motivation category typically take an interest in learning English because they think it will be useful to them in the future as an international language, allowing them to meet people from all over the world and learn more about different cultures.
The level of instrumental motivation and integrative motivation cannot be clearly demonstrated because the research age group is children, they do not know enough to orient themselves too far.