The L2 motivational self system among Indonesian learners of English: a case study  

Oleh:

Cynara Juwastra Putri, Xena ; Hadisantosa, Nilawati

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 16: Konferensi Linguistik Tahunan Atma Jaya Keenam Belas Tingkat Internasional, page 508-511.
Topik: Motivation; L2 Motivational Self System; Ideal L2 self; Ought-to L2 self; Motivated Learning Behavior
Fulltext: 508-511 Xena Cynara Juwastra Putri, Nilawati Hadisantosa.pdf (413.57KB)

Isi artikel

Students need motivation in order to support learning in spite of all the problems that they might find in the learning process. Motivation itself has been conducted in a lot of research and has provided vision to learning. L2 Motivational Self System is a main reformation of motivational theory from the previous psychological theories of the self which were introduced by Gardner and Lambert (1959). Dörnyei’s (2005) claimed that L2 Motivational Self System Theory was found to be the most suitable framework, since this framework gives a sharp focus on the language learners’ selves and could increase the understanding of the learners’ language learning environment. This study presents a study of Indonesian undergraduate students’ motivation to learn English. Dörnyei’s (2009) L2 Motivational Self System was used as the theoretical background of the current research. The aims of this study are to describe the learners’ motivation to study English and to find out the relationship within the variables. Totally 40 questionnaires which is adapted from Henkel’s (2010) were collected from Industrial Engineering students, Faculty of Engineering of Atma Jaya Catholic University of Indonesia. The result of the questionnaire was calculated in several steps. The researcher conducted the analysis by counting the frequency of the students’ response in each statement, the mean and standard deviation also calculated. Next, internal reliability coefficients and correlation analysis were calculated in the final analysis. The result of the findings show that four variables were found prominent: Motivated Learning Behavior, Language Contact, Ideal L2 Self and Ought-to L2 Self. Hopefully the findings would give insight for the teachers regarding the learners’ motivation in learning English so that the teacher could expand their teaching strategies. Furthermore, students are expected to develop positive attitudes and behaviors towards learning English and reduce their class anxiety and they will feel more motivated to learn English.

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