perpustakaan.uns.ac.

id

digilib.uns.ac.id

CHAPTER I
INTRODUCTION

A.

Background of the study

In this twenty first century, English is widely used in exchanges among

people throughout the world and has already become a lingua fanca. Harmer
(2007: 13) noted that by the end of the twentieth century, English has been on its
way to becoming a genuine lingua franca, that is a language used widely for
communication between people who do not share the same first (or even second)
language. Kachru (1985, cited in harmer, 2007: 17) described that there are three
stratifications of roles of English among different countries. They are the Inner
Circle, Outer Circle, and Expanding Circle. And according to this stratification by
Kachru, Indonesia belongs to the Expanding Circle where English is learnt as a
foreign language. The expanding Circle has a great potential for continued spread
of English (Graddol, 1997, cited in McKay, 2002: 11). Being in the expanding
circle, the speakers of English in Indonesia are potential to continue growing with
different purposes and motivation.
In Indonesia, English was formally taught as foreign language at schools
(Kompas, July 8th, 2004). Nowadays, it is not only studied by the students of
senior and junior high school but also taught to the elementary school students
and in kindergarten. But ironically, the phenomenon happened in reality shows
that so many graduates who have studied the language for minimally six years
since junior high school, are still not able to speak English fluently. Moreover,
commit to user

perpustakaan.uns.ac.id

digilib.uns.ac.id

students English learning motivation and willingness to speak in English still

become big problems faced by teachers teaching EFL class in formal education.
To respond the weakness of English teaching at schools and the need of
society to learn English, English courses in Indonesia has won a prestigious
position widely. As a non - formal education, English course is blooming and has
gained their popularity among students. English course is a kind of non-formal
education in form of a course in which the learning process involves preparing
and mastering English subject. In Indonesia about 455 English courses registered
in Ditjen Pendidikan Anak Usia Dini, Nonformal dan Informal Kementrian
Pendidikan & Kebudayaan and there are many more unregistered (Direktorat
Pembinaan Kursus & pelatihan),

some are managed by the institutions that

represent foreign countries, e.g. The British Council, Goethe Institution, CCCL,
Netherlands education Center (NEC), and some are owned by individuals
(Kompas. July 8th 2004).
The quantity of the English Courses in Indonesia does not directly solve
this problem because of the high cost and the varied quality of the English
courses. Among so many English courses in Indonesia, Basic English Course
(BEC) located at a small district of Pare, Kediri, East Java, with Mr. Kalend Osen
as the leader and the founding father of Kampung Inggris, has attracted great
attention. BEC is not only well known for being an English course with a great
success in making the students speak in English but also for its low course fee
(Gatra, April 4th 2005). And since it was established on June 15, 1977, BEC has
graduated more than 20.000 students from all over Indonesia (Budiyono, Agus)
commit to user

perpustakaan.uns.ac.id

digilib.uns.ac.id

The success of BEC has served as a magnet for students, teachers,

researchers to go there to learn English or conducted research. So many people
from all parts of Indonesia and even from some other countries e.g. Sudan and
Malaysia have come to this place to study English using the motivational learning
activities employed there. The success of BEC also encourages governmental
officer to take closer look to it. Early this year Prof Dr Ir. H. Musliar Kasim MS,
Indonesians vice ministry of education and culture or in Indonesia called
wamendikbud, went to BEC to meet Mr. Kalend and to see closely the method
and learning process in BEC (Budiyono, Agus). On the research conducted in
ELTM class on May 13th, 2013 the writer found out that many students of BEC
were willing to wait for two years or willing to leave their formal school to be
able to learn English at BEC. This willingness was mostly caused by their
expectation of success for they heard the stories of success from their sibling,
family or internets. The writer also noticed that students in BEC tried so hard to
always use English inside BEC building. They seemed to be motivated to learn
and to use English in BEC.
Language learning is often regarded as a foundation of human existence
since knowing the language enables us to express our opinion, hope, and even our
dreams. Among many factors influencing the language learning process,
motivation is acknowledged as an important factor that greatly affects the
language learning less-motivated students may result in low language learning
achievement and high - motivated students may result in high language learning
achievement (Fakeye, 2010). The study of motivation has been a prominent area
commit to user

perpustakaan.uns.ac.id

digilib.uns.ac.id

for research in psychology and education for many years (Drnyei, 2001a), and
this interest may reflect the wide-spread perception of classroom teachers who
tend to regard students motivation as the most important factor in educational
success in general (Drnyei, 2001b). Researches has consistently demonstrated
that achievement in a second/ foreign language is related to measures of attitudes
and motivation (Clement, Gardner, and Smythe, 1980; Gardner and Lambert,
1972; Gardner and Smythe, 1981; Oxford & Shearin, 1994; Gardner and Ushioda,
2001; and , Drnyei, 2001).
Heckhausen (1991) stated that motivation refers to goal directed behavior.
The motivated individual usually exhibits many behaviors, feeling, cognitions,
etc., that the unmotivated individual does not, such as expend effort, persistence
and attention to the task at hand, goal, desires, aspiration, and enjoyment toward
the activity. Gass and Selinker (2001) agree that it makes sense that individuals
who are motivated will learn another language faster and to a great degree. Two
kinds of motivation associated with L2 learning suggested by Gardner and
Lambert (1972: 14) are instrumental and integrative motivation. Instrumental
motivation refers to motivation to acquire a language as means for attaining
instrumental goals like furthering career, reading technical material, and
translation. Integrative motivation on the other hand, refers to motivation to
integrate oneself within the culture of the L2 group, to identify oneself with and
become part of that society.
Other common motivation types used in the field of motivation research
are intrinsic motivation and extrinsic motivation by Brief & Aldag (1977) and
commit to user

perpustakaan.uns.ac.id

digilib.uns.ac.id

Deci & Ryan (1985). Brief and Aldag (1977) pointed out that intrinsic motivation
due to and affected by the nature of work and intrinsic reward; extrinsic
motivation, on the other hand, is formed due to and affected by self expectation
and external resources and has no reward associated to work. Deci and Ryan
(1985) mentioned that intrinsic motivation encourages individual to perform
associated activities and is linked to individuals emotion, instinct, and desire. On
the other hand, they showed that extrinsic motivation drives individuals to show
certain behavior and is stimulated by external stimuli and purposes and incentives
of external incidents. It is also undeniable that students motivation in English
learning can be influenced and affected by people surround them as stated by
Harmer (2001: 52) that the society we live in, significance others, the teacher and
method are sources of motivation in English learning.
A recent extension of motivation research that has considerable theoretical
and practical potential involves the study of the second language speakers
willingness to engage in the act of second language communication. The concept
of willingness to communicate defined as the probability of speaking when free to
do so (McCroskey & Baer, 1985) and was re-conceptualized by MacIntyre,
Clment, Drnyei & Noels (1998), as a situated construct reflecting the choice to
speak at a specific moment in time with a specific person or group.
MacIntyre, Clement, Drnyei, and Noels (1998: 547) argued that there is
a need to examine willingness to communicate in the second language, defining
the concept as the individuals readiness to enter into discourse at a particular
time with a specific person or persons, using second language. In line with the
commit to user

perpustakaan.uns.ac.id

digilib.uns.ac.id

saying the proof of the pudding is in the eating, the proof of motivation is in
displaying it in action hence the importance of the desire measure, which
directly tap into the individuals wish to perform the action; even more directly,
the motivational intensity measure that explicitly focuses on motivated behavior
(Drnyei, 1998). The measure of motivation will explicitly focuses on the
willingness to communicate as one part of action behavior that is usually
generated by ones motivation.
The above explanation leads to a better awareness of the importance of
students learning motivation that may affect upon their willingness to speak in
English. It is very important because it might help EFL curriculum and instructor
designer to invent language learning program that can boost students learning
motivation and positive attitude toward learning and toward the use of the
language itself. So far, no research on motivation and willingness to communicate
have been conducted in non formal education setting as a center of learning
besides school that has a role to assist the formal education as a compliment,
additional, supplementary of formal education Sujana (2007:7). And no research
conducted in Basic English Course, as one of the most successful English course
in Indonesia, has been conducted to find out students motivation in learning
English in BEC and its contribution upon students willingness to speak English
to give insight and model of successful English learning processes and practices.
This research was conducted to study about students motivation and its
contribution upon students willingness to speak English to gain deeper

commit
to user the factors influence the learning
understanding on students learning
motivation,

perpustakaan.uns.ac.id

digilib.uns.ac.id

motivation and which and how the learning motivation promote students
willingness to speak. It was also conducted to clearly explain the secret of BECs
success in motivating students to learn and to speak in English, so it can be used
as a reference in English learning in school and thus English learning problems
can be solved.
B.

Research Questions
This research explored and tried to address three main issues:
1. What is the students motivation to learn English in Basic English Course
Pare, Kediri?
2. What factors influencing students learning motivation in Basic English
Course, Pare, Kediri?
3. How does students learning motivation promote students willingness to
speak English?

C.

Objectives of the Study

The objectives of this study are to answer the problems found in the problem

statement. The objectives of this study are:

1. To explore the students motivation to learn English in Basic English
Course Pare, Kediri.
2. To explore the factors that influence students learning motivation in Basic
English Course, Pare, Kediri.
3. To describe and explain how students learning motivation promotes their

commit to user
willingness to speak English.

perpustakaan.uns.ac.id

D.

digilib.uns.ac.id

Significance of the Study

1. The finding in the research showed that students motivation played very
important role for learning English in BEC. The strongest motivation
emerged from their extrinsic and instrumental motivation, such as getting
job opportunity, a better career, and benefit for further study. It also
showed that more exposure to English could increase students interest and
motivation to learn and speak in English. These findings could serve as
inputs for curriculum developers and supervisors to develop curriculum
that includes materials needed for gaining job opportunity and provides
more English learning time that enables students to get more exposure to
English.
2. These findings could serve as a guide and practical input for teacher to
develop their English competence, leadership, and motivating teaching
method. The results in the research give clear pictures on factors that
influence students learning motivation and willingness to speak in English
such as environment, teacher and teaching learning method, and also
reveals the fact that teacher had very important role in maintaining and
sustain students learning motivation and willingness to speak in English.
3. The result of the findings gives clear pictures on how students learning
motivation promotes students willingness to speak English. This research
could serve as a guide for students for a better learning to achieve their
learning goal, and future researchers in the same field could use it as
resource material that can improve the weakness to make complete result.
commit to user