Akademika: Jurnal Keagamaan dan Penddikan

Vol. 16 No. 1, Juni 2020, 95-104

p-ISSN 2087-5630 | e-ISSN 2685-158X

How Educational Practices Influence Students’ Motivation

in Learning Foreign Languages

Ahmad Jailani
Sekolah Tinggi Agama Islam Negeri Bengkalis
e-mail: [email protected]

Abstrak

Motivasi adalah keinginan untuk mencapai tujuan. Motivasi merupakan hal yang penting
dalam proses pengajaran dan pembelajaran bahasa asing. Tanpa kehadirannya, sulit bagi
para guru/ dosen untuk membuat siswa mereka mencapai kompetensi yang
diharapkan.oleh karena itu, penelitian yang berkaitan dengan motivasi siswa dalam
mempelajari bahasa asing harus dilakukan untuk mendukung kesuksesan pembelajaran
bahasa asing. Seperti kita ketahui, banyak factor yang mempengaruhi motivasi siswa
dalam mempelajari bahasa asing. Salah satunya, yang masih jarang dieksplorasi, adalah
pada praktik-praktik pendidikan. Artikel ini mendiskusikan bagaimana praktik-praktik
pendidikan seperti kurikulum, kualitas pengajar, dan asesmen (penilaian) mempengaruhi
motivasi siswa. Dari pembahasan, kita dapat mengetahui bahwa, untuk menjadikan siswa
termotivasi, kurikulum harus dibuat menantang tapi jangan terlalu sulit ataupun terlalu
mudah, kualitas guru harus memenuhi harapan mereka dan selalu meningkatkan kualitas
diri, dan asesmen tidak boleh hanya fokus pada kognitif.
_____________________
Kata kunci: motivasi, praktik pendidikan, bahasa asing, siswa

Abstract

Motivation is the desire to attain goals. It is an important thing to be concerned in

teaching and learning a foreign language. With its absence among students, it is hard for
faculties to make their students reach the competences. Therefore, researches related to
students’ motivation in learning foreign languages should be done to support the success
of foreign language learning. As we know, many factors influencing students’ motivation in
learning a foreign language. One of those, which is not explored frequently, is on the
educational practices. This article discusses how educational practices such as the
curriculum, the quality of teachers, and the assessment give influences to students’
motivation. From the discussion, we know that, to make students motivated, the curriculum
should be challenging but not either too difficult or too easy; the teachers’ quality should
meet their expectation and be upgraded; and the assessment should not be focused on
cognitive only.
_____________________
Keywords: motivation, educational practice, foreign language, students

Introduction
English and Arabic have been taught in Indonesia for many years as a foreign
language. English becomes one of the obligatory subjects to be examined in the national
examination besides mathematic and Indonesian language since in the elementary school

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 How Education Practices Influence Students’ Motivation in
Learning Foreign Languages

level, while Arabic is taught at Islamic Junior and Senior High Schools. Then nowadays,
there are some other languages which are taught at schools such as mandarin, German,
France, etc. Therefore, the teaching and learning process of these subjects gets a serious
attention to meet the passing grade. Many studies have also been done to find the solutions
to various problems faced in teaching and learning of the subject. However, the complexity
of the problem leads to more and more researches. The researchers keep studying the
important aspects like developing effective materials, strategies, methods, model,
approaches, and finding factors influencing students’ motivation in learning foreign
languages.
Motivation has an important role in teaching and learning foreign languages because
it has a force that creates an eagerness in humans to perform certain tasks 1. Without
motivation, the targets of the curriculum will hardly be achieved. Whatever teachers do
will have little effect to students. Besides, Garden et al state that "learners with different
types of motivation may display different patterns of interaction in the language classroom
and different progress levels"2. It surely becomes a serious challenge for teachers to make
their students achieve the grade level stated in the curriculum. One thing that must get
serious attention is how to improve students’ motivation and hold it.
One of the factors which affects students’ motivation in learning foreign languages is
related to how faculty’s preparation and activities in serving the students, called
educational practices. Educational practices are activities, policies, and programmatic
approaches to achieve positive changes in student attitudes or academic behaviors 3. This
article discusses the influences of educational practices towards students’ motivation in
learning foreign languages.

Motivation
Motivation can be defined as the extent to which you make choices about (a) goals to
pursue and (b) the effort you will devote to that pursuit4. While, the Cambridge Academic
Content Dictionary defines motivation as willingness to do something, or something that
causes such willingness5. Furthermore, Wlodkowski suggested that motivation describes
processes that (a) arouse a desire to investigate behavior, (b) give direction and purpose to
behavior, (c) continue to allow behavior to persist, or (d) lead to choosing or preferring a
particular behavior6. In short, motivation is the processes of arising desire to do and to
attain certain goals. Students with high motivation will have more desire to reach the goals
than those who have low motivation.

1
Z. Dornyei, Teaching and Researching Motivation , London: Pearson Education Limited (2001)
2
R. G. Gardner, P. C. Senythe, , R. Clement, and L. Cliksman, Second Language Learning: a Social
Psychological Perspective (Candian and New York Longman. 1976) p. 54
3
D. R. Arendale, What is a best education practice? Unpublished manuscript (Department of
Curriculum and Instruction, University of Minnesota, Minneapolis, MN. 2010), Available from
https://www.arendale.org/best-education-practices
4
H. Douglas Brown, Teaching by Principles: An Interactive Approach to language pedagogy. Second
Edition (Pearson Education, Inc.: White Plains: New York, 2001) p. 72
5
Available at https://dictionary.cambridge.org/dictionary/english/motivation
6
Ernest W. Brewer and David N Burgess, Professor’s Role in Motivating Students to Attend Class.
University of Tennessee-Knoxville. An article. p.

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Ahmad Jailani

There are four types of motivations in learning which can be associated with success.
Students who have high motivation will be easier to get success in learning language. This
is because they have big desire to attain their goals, i.e. they can master the four skills in
English (Listening, speaking, reading, and writing).

Intrinsic Motivation
Intrinsic motivation is a thing which comes from students selves. It means that there
is no apparent reward, but their actions are for the sake of themselves. As stated by Edward
Deci that7:
Intrinsically motivated activities are ones for which there is no apparent
reward except the activity itself. People seem to engage in the activities for
their own sake and not because they lead to an extrinsic reward. …
Intrinsically motivated behaviours are aimed at bringing certain internally
rewarding consequences, namely, feelings of competence and self-
determination.

This type of motivation is the most important among others (Abraham Maslow) 8.
Without other kinds of motivation, students will learn well if they already have it. Hence,
the presents of the others will magnify the fighting spirit of their learning.

Extrinsic Motivation
Extrinsically motivated behaviours are carried out in anticipation of a reward from
outside and beyond the self.9 Commonly, extrinsic motivation can be in form of money,
prizes, grade, and positive feedbacks. Besides, some punishment can also become a thing
for extrinsic motivation by a consideration of which they can be challenged to their
activity.
Extrinsic motivation itself can have an effect to intrinsic motivation. For instance,
positive feedback that a teacher gives can boost their feelings of competence and self-
determination. Furthermore, the appropriateness of the use of techniques or method can
also increase intrinsic motivation. This is because they feel that they are provided good
opportunity in the classroom so that their motivation would arise by itself. One of the good
methods to arise students’ motivation is group work, where students can have competition
among groups in the classroom. As Brown stated that intrinsic values can be directed
through: emphasizing the “big” picture-larger perspective; letting students set long-term
goals; allowing sufficient time for learning; cooperative learning activities; group work;
viewing the class as a team; content-centered teaching; English for specific purposes;
English in the workplace; allowing risk-taking behaviour; and rewarding innovation and
creativity.10

7
H. Douglas Brown, Op.cit. p.76
8
Loc.cit.
9
Loc.cit.
10
Ibid, p.79

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 How Education Practices Influence Students’ Motivation in
Learning Foreign Languages

Instrumental Motivation
Instrumental Motivation involves perception of a purely practical value in learning
the L2, such as increasing occupational or business opportunities, enhancing prestige and
power, accessing scientific and technical information, or just passing a course in school.
Culhane claimed that instrumental motivation concerns an individual’s primary concern for
language development, apart from social goals in second language acquisition 11. In other
words, a second language learner would be identified as instrumentally motivated if he or
she is seen to learn the target language to pass an examination or to apply for a better line
of work. For example, a junior high school student learns English because he really wants
to pass national exam with high score and continue to a well-known senior high school
which requires good English.

Integrative Motivation
Integrative motivation is based on interest in learning L2 because of a desire to learn
about or associate with people who use it (e.g. romantic reasons), or because an intention
to participate or integrate in the L2 using speech community; in any case, emotions or
affective factors are dominant12. Motivation has been identified as the learner's orientation
with regard to the goal of learning a second language 13. It is thought that students who are
most successful when learning a target language are those who like the people that speak
the language, admire the culture and have a desire to become familiar with or even
integrate into the society in which the language is used 14. It is also theorized that
"integrative motivation typically underlies successful acquisition of a wide range of
registers and a native like pronunciation"15. In other words, one would be identified as an
integrative language learner if he or she possesses sympathetic attitudes toward the culture
of the target language and its speakers; also, he or she probably sees great value in being
able to speak foreign languages and experiences an appreciation of different cultures.
We should be aware that English language learners need to have those sorts of
motivation in order to be successful in learning English. English teachers should stimulate
their students to grow intrinsic, extrinsic, instrumental and integrative motivations. It can
be done by giving them understanding of how important English for their future education
and life and introducing them about the beauty of English and English cultures, and etc. If
they successfully grow those motivations, teachers will have easier task in teaching.

11
S. F. Culhane, An Intercultural Interaction Model: Acculturation Attitudes in Second Language
Acquisition (Electronic Journal of Foreign Language Teaching 2004, Vol. 1, No. 1) p. 50-61. Retrieved from
http://e-flt.nus.edu.sg/v1n12004/culhane.htm
12
M. Saville-Troike, Introducing second language acquisition (New York: Cambridge University
Press, 2017), p.92
13
G. Crookes & R. W. Schmidt, Motivation : Reopening the research agenda (Language learning,
1991). p.41
14
J. Falk, Linguistics and Language: A Survey of Basic Concepts and Implications, Second edition,
(John Wiley and Sons, 1978) p.
15
E. Finegan, Language: Its Structure and Use, Third Edition (Harcourt Brace, 1999) p.568

98 | Vol. 16 No. 1, Juni 2020

Ahmad Jailani

Educational-Practice Factors Influencing Students’ Motivation

Studies of motivation in foreign language teaching find that many educational factors
influence learners’ motivation, one of those is teachers quality16. Besides, students’
motivation is also influenced by how teachers give feedback and assessment17.
Accordingly, another expert presents eight-top-most-motivating factors i.e. quality of
instruction; quality of curriculum; relevance and pragmatism; interactive classrooms and
effective management practices; progressive assessment and timely feedback; self-
directedness; conducive learning environment; and effective academic advising practices.
From the factors mentioned, we can make them into three big factors, namely: curriculum
management, assessment, and teachers’ quality18.
Curriculum management seems to have an important role in motivating learners
studying English language. As we know that without a good plan, we cannot reach our
goal. More than 80% of the interviewees claimed that the quality of the curriculum was a
major source of motivation for them19. Nawaz et. al. also found that inappropriate syllabus
has a negative effect towards Pakistani students’ motivation in learning English language 20.
Those show us the importance of a syllabus in relation with students’ motivation. In other
side, we may say that if we fail to developed appropriate or good syllabus, then we have
failed before starting the teaching and learning process. Faculties must be aware of this
crucial fact.
What should be done with curriculum to boost students’ motivation? Motivation can
appear when the curiculum is well managed e.g. curriculum is developed relevantly to their
needs since most adult learners have a practical reason for their learning 21. In other words,
the content of the learning must be in line with their majors or works. When they feel that
what they are studying really prepares their future, students will be motivated in learning
English. Another characteristic of a good curriculum is challenging to learners 22. That is
why curriculum makers should be able to avoid too easy as well as too difficult materials
or lessons. They also have to make sure the curriculum provides students English skills
which supports their major. Furthermore, it is suggested that students are involved in
developing the syllabus.23 By letting them involved, they will feel some ownership to the

16
Mehrak Rahimi, Fatemeh Hosseini Karkami. The role of teachers’ classroom discipline in their
teaching effectiveness and students’ language learning motivation and achievement: A path method. Iranian
Journal of Language Teaching Research Vol. 3, No. 1
17
Nafizah Hamidun, Shafiq Hizwari Md Hashim, Nur Farhinaa Othman. Enhancing Students’
Motivation by Providing Feedback on Writing: The Case of International Students from Thailand.
International Journal of Social Science and Humanity, 2012, Vol. 2
18
Sogunro, Olusegun Agboola. Motivating Factors for Adult Learners in Higher Education.
International Journal of Higher Education. Vol. 4, No. 1 (2015)
19
Ibid.
20
Humera Nawaz, Muhammad Amin, Ijaz Ahmed Tatla, Factors Affecting Students’ Motivation
Level to Learn English as a Second Language in the Pakistani University Context, Journal of Research and
Reflections in Education December 2015, Vol 9, No.2, p. 104
21
Wlodkowski, R. J. Fostering motivation in professional development programs. New Directions for
Adult and Continuing Education, 2003, 98, 39-47. http://dx.doi.org/10.1002/ace.98
22
T. Finegan & J. Siegfried. (1998). Do Introductory Economics Students Learn More If Their
Instructor Has a Ph.D.? American Economist, Vol 42, No. 2
23
Kaylene C. Williams, Caroline C. Williams, Five key ingredients for improving student motivation.
Research in Higher Education Journal

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 How Education Practices Influence Students’ Motivation in
Learning Foreign Languages

decision. Yet, it is also crucial that they should understand the fact that not all aspects are
negotiable.24
Curriculum cannot be separated with assessment, which also takes part in influencing
learners’ motivation.25 Classroom assessment and motivation are closely interconnected.26
it is necessary to provide learning environment that meet their particular needs, such as a
well designed and implemented assessment. This assessment must be helpful for their
learning development. The sort of the test also influences students’ motivation. The test
should be relevant to what they have studied, be based on course objectives, not involve
surprise or novelty, and be as easy as possible for them to process. PA (performance
assessment) is more interesting, more challenging, and more engaging than traditional P&P
(Pen and Paper) tests like multiple choice, true-false, matching, and fill-in-the-blank
tests.27 It is because PA has characteristic that it: is open ended, focus on higher order or
complex skills, use context sensitive strategy, use complex problems needing several sorts
of performance and significant students’ time, may need individual as well as group work,
and allow for significant degree of students’ choice. Besides, it is important not to give
tests which are more challenging than any previous practices because it may negatively
affect their motivation.28 In general, test-taking instructions, terminology, layout, and item
choices need to not be ambiguous, confusing, illogical, unclear, imprecise, or poorly
designed.29.
Faculties also need to consider using low-stakes tests rather than high-stakes tests.
The Glossary of Education Reform gives definition on those tests. They are not different in
form of tests but in the usage. If the test result is used dominantly in final scoring, it is
called high-stakes test. Yet, if the test is used to measure students’ achievement and
identify learning problems, then it is called low-high tests. So, the faculties should find an
appropriate percentage on final scoring accumulation. They must not make mid semester
test and final semester test become the determinant of their final score. Madaus & Clarke
conclude some disadvantages of using high-stakes tests are.30
1. High-stakes (high standard) test do not have positive effect of teaching and learning.
2. High-stakes tests do not raise students’ motivation.
3. High stakes tests are not an appropriate way to assess students’ progress since they are
different in race, culture, and gender.
4. High stakes tests increase students’ failure in learning.

24
Olson, G. (1997). Motivation, Motivation, Motivation - Secondary School Educators. Retrieved
from sysiwyg://934/http://7-12educators.about...-12educators/library/ weekly/aa071897.htm
25
Crookes, G., & Schmidt, R. W. (1991). Motivation : Reopening the research agenda. Language
learning, 41(4), 469-512.
26
Yongfei Wu, Liying Cheng, Esther bettney, Assessment and Motivation: Perspectives from Teacher
candidates (Conference Paper, 2014) p.367
27
Jay Parkes, Effects of Classroom Assessment on Student Motivation in Fifth-grade Science (The
Journal of Educational Research. Vol. 96, No 3, 2003)
28
Kaylene C. Kaylene C. Williams, Caroline C. Williams. Loc.cit.
29
H. Trugman, The Role of Tests in Students (De)Motivation. Publications by BETAIATEFL,
January 1, 2007.
30
Wynne Harlen & Ruth Deakin Crick, Testing and Motivation in learning. Assessment in Education,
Vol. 10, No. 2, July 2003

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Ahmad Jailani

The quality of teachers is another very influencing factor to promote learners’

motivation. Having teachers with greater expertise and experience can increase learners’
motivation31. For instance, Students have better motivation when they are studying with a
Ph.D. faculty than M.A. faculty. In accordance, Teachers need to acquire new qualities and
continue to grow and evolve as they are the role models for the students,32 and they must
have clear understanding that teaching is not only about subject matter knowledge and
classroom management skills.33 What should be understood here is that teachers must
upgrade their knowledge and skills. They have to practice what people say ‘lifelong
learning’.
Besides, how teachers get along with the students also become quality that need to be
owned by teachers as Bettencourt et al. indicate a positive relationship between teacher
enthusiasm and student motivation.34 In addition, relation, supporting and caring each other
between the teacher and his/ her students, may motivate students in learning process.35
Students will be more motivated to learn with teachers they like.36 There are 5
characteristics of good teachers according to students as below.37
1. Teachers are able to build trusting relationships with students in order to create a safe,
positive, and productive learning environment.
2. They are patient, caring, and kind.
3. They understand the pace and capacity of the student.
4. They are always willing to help and give time.
5. They are able to engage and motivate students to learn.
To build trusting relationships, teachers need to show their patience, kindness, and
care to their students. It can be done by understanding their students’ ability and give extra
time if they need help to understand the lesson. Teachers also need to make their students
optimistic about their future by telling the importance of the lesson for their future.

Conclusion and Suggestions

There are three main factors in educational practices influencing students’
motivation, namely: curriculum management, assessment, and teachers’ quality. To make
students motivated in learning foreign languages, curriculum should be made challenging
and in line with their major to let students feel that they are prepared for their future.
Assessment should be more in form of PA (performance assessment) rather than P&P
(Paper and Pen). PA assess not only their cognitive skill but also affective and

31
T. Finegan & J. Siegfried. Op. cit
32
Kaylene C. Williams, Caroline C. Williams. Op.cit
33
Celikoz, N., Basic Factors that Affect General Academic Motivation Levels of Candidate Preschool
Teachers. Education, 131(1), (2010). 113-127
34
E. M. Gillet, M. H.Bettencourt, M. D. Gall, & R. E. Hull, Effects of teacher enthusiasm training on
student on-task behavior and achievement. American Educational Research Journal, Vol 20, 435-450, 1983.
35
Da Luz, Fredson Soares dos Reis, The Relationship between Teachers and Students in the
Classroom: Communicative: Language Teaching Approach and Cooperative Learning Strategy to Improve
Learning. In BSU Master’s Theses and Projects. Item 22. (2015). Available at
http://vc.bridgew.edu/theses/22
36
Gregory P. Montalvo and Eric A. Mansfield, Raymond B. Mille, Liking or Disliking the Teacher:
Student Motivation, Engagement and Achievement, Evaluation & Research in Education. 20. 144-158. P.145
37
Ashley Peterson-DeLuca, Top Five Qualities of Effective Teachers, According to Students, An
Article, 2016. Available at https://www.pearsoned.com/top-five-qualities-effective-teachers/

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 How Education Practices Influence Students’ Motivation in
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psychomotor skills. Then, teachers should have good quality in teaching and class
management. Unqualified teachers will only weaken their students’ motivation.
Considering the importance of motivation in teaching and learning English, some
suggestions are given as follows:
For educators
1. Teachers/ lecturers should give attention to their students’ motivation, and they should
try to boost their students’ motivation.
2. Educators should improve themselves to meet current standards of knowledge and
modernization.

For future researchers

1. Future researchers should explore deeper how curriculum management, assessment, and
teachers’ quality influence students’ motivation in Indonesia context.

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