The importance of instrumental motivation among students in Teaching English as Foreign Language (TEFL) process

ABSTRACT


INTRODUCTION
English is language that people want to learn the most. Based on a statement written by Crystall (2003), English is a global language that is used internationally for cooperation and communication. The number of speakers spread throughout the world, both as foreign language, the first language or second language (Nanda et al, 2019). The term of English as Foreign Language in the field of teaching languages is different from the English as second language. Boulter (2007) claimed that EFL referred English as the language that is not used in a daily Anggitaria The movement towards English as a foreign language began at independence, and English is now the main foreign language being learned in Indonesia. According to the Law No. 20 of 2003 on the National Education System, it is stated in the article 37 verse 1, English is the only compulsory subject that has to be taught formally in secondary school, high school, and university level. For college students who choose English department, it is a must for them to learn English. However, some of them faced various problems when they learned it. There are many reasons or factors why they still want to learn it. One of the reasons is about motivation that makes them to learn it with all challanges.
Sari (2019) stated that motivation becomes an important factor for determining the success of second or foreign language acquisition. Some researchers stated that motivation has a crucial impact related to students' achievement in learning English (Kusumaningrum, 2019). Since they have different characters, each student has different levels of motivation and comprehension. Students tend to have their own preference among the four skills in second language learning, especially English. Learners who are highly motivated in speaking simply cannot be concluded that they also high motivated in writing. Brown (2000) stated that motivation was divided into two types, intrinsic and extrinsic motivation. While Gardner and Lambert (1972) wrote that there are mainly two types of learning motivation. There are integrative motivation and instrumental motivation. In addition, Gholami, Allahyar and Galea (2012) stated that integrative motivation reflects an interest in learning another language because of the culture represented by the other language group. This motivation is encouraged students who learn English, not only interested in learning the language itself, but also interested in learning about people and cultures related to English. While instrumental motivation is kind of motivation that students had in order to be able to get a better job, pass an exam, or pass a college entrance test (Nanda et al., 2019).
Furthermore, based on the observation done by researcher to the fourth semester students of English Education Study Program at STKIP PGRI Lubuklinggau, there were some facts found that some students may have instrumental motivation. After conducting interviews with several students about the reasons for choosing English Education study program, they answered that it was related to work. There are those who answer because English language education can not only be a teacher but can choose other jobs that are not only focused on education. Researcher also found that many of the students needed to master speaking skills than other skills because it would be very useful in the future. Shinta (2012) stated that another research conducted in some countries like Philippines, Yemen and China have instrumental motivation in learning English. In Philippines, most of the students who learn English there want to get a proper job and get good score at school. While in China and Yemen, students are motivated to learn English just to be able to get a certificate of English lesson. So, it can be concluded that instrumental motivation has an important role for EFL students in learning English. From those explanations above, the researcher was interested to conduct a research entitled "The Importance of Instrumental Motivation among Students in Teaching English as Foreign Language (TEFL) Process".
Based on the background above, the problems of the study are as mentioned below: 1. What is the categories level of instrumental motivation at the fourth semester students of English Education Study Program at STKIP-PGRI Lubuklinggau to study English? 2. How is the importance of instrumental motivation among the fourth semester students of English Education Study Program at STKIP-PGRI Lubuklinggau instrumentally to studying English?

Teaching English as Foreign Language (TEFL)
English as a Foreign Language (EFL) is the term used to describe the study of English by nonnative speakers in countries where English is not the dominant language. Boulter (2007) stated that EFL referred English as the language that is not used in a daily communication. There are many countries used English as foreign language. For them, English is rarely used in everyday life many of the citizens of these countries can speak English because they rarely use it and it is only learned at school. Different from ESL, countries that use English as second language include Malaysia, Singapore, India and other countries that use English after their mother tongue. They use English more often in their daily life because they usually use two languages in communication, namely their mother tongue and English. In Indonesia, English is defining as foreign language. According to Nanda et al. (2019), English is the most important foreign language learned by most of people in Indonesia. It means that English as foreign language has grown substantially in Indonesia even though it is only used by some people. The Instruction of English as a foreign language may occur in any country in the world, whether English speaking or not (Lusi et al., 2008). Learners of EFL study English for different purposes such as passing the examination, career development, pursuing their education, etc. In most countries, English as a Foreign Language is part of the educational curriculum, particularly in state schools. In Indonesia, English is taught as Foreign Language. English is also included in the curriculum in Indonesia, from Junior High School and Senior High School, English is included in the subjects being studied, while in elementary school and kindergarten, only some schools include English as their subject. English is not a compulsory subject; it can be taught to the students as the local content subject In Indonesia English is taught as a foreign language.

The Concept of Motivation
Every human has an internal condition that plays an important role in their day to day activities and motivation is included in that condition. Sumantri (2015) explained that motivation is one of the internal conditions that play an important role in the activities of every human being. Hong & Ganapathy (2017) stated that, motivation implicate goals that drive the direction and action, physical or mental activity that guide towards attaining goals. It means motive is a word that has the meaning as the driving force of humans to achieve their goals. With have motivate people can help them self to achieve their goals. Motivation have two kinds, they are intrinsic motivation and extrinsic motivation. According to Sari (2019), motivation can be clarified into two, namely intrinsic and extrinsic. Intrinsic is motivation that arises from within a person's own person, such as a value system, expectations, aspirations and other aspects that are internally attached to a person. Second is extrinsic motivation, which is motivation that comes from outside a person's personality, such as the school-class environment, the existence of reward, and the fear of punishment.
In addition, Kusumaningrum (2019) wrote that there are various kinds of motivation that has been identified are instrumental, integrative, intrinsic, and extrinsic motivation. In motivation, there is also having integrative and instrumental motivations. Integrative motivation and instrumental motivation are kinds of motivation that help people to achieve their goal. According to Mun (2011), instrumental motivation is a motivation that drives learners to learn a language with a more useful purpose of the language such as applying for a well-paid job or achieving higher social status. In addition, he defines integrative motivation as a motivation that moves learners to learn a language because of the positive attitudes toward the target language group and their intention to join together with the target language community.

Benefit of Motivation in Language Learning Process
In education, motivation is really important. Yulianti (2017) claimed that motivation has been widely accepted by not only teacher but also researcher as the factor that influence the rate and success of second or foreign language learning. She continued, that Motivation is such an important element in improving work productivity, every educational administrator needs to have a firm understanding of how it relates to job satisfaction and reward systems. Especially in learning English, motivation is really important for students. Kusumaningrum (2019) stated that several studies related to motivation show that students' motivation has an important role in bringing the students becomes a success in learning English. Learning a language is very difficult and make the students don't understand about what they have learned if they didn't have the factor such as motivation. Sari (2019) assumed that language learning is a process that can be gained either from a self-study or formal learning situation. In addition, Ozden (2018) defined that language learning as the communication process that is gained through psychological, physical and mental maturation, with the stimuli surrounding it. That's why motivation is really important for students in learning a language especially in English.
Learning English will more difficult for the foreign language. Yulianti (2017) claimed that English can be difficult when taught in a foreign language (EFL) setting, where the language may not be readily available outside the classroom or not being used outside school. When people taught English as second language can speak outside the classroom so they can practice more their English, different with people taught English as foreign language they learn and practice English just in the classroom. Hence, students must have motivation in learning English. According to Sumantri (2015), there is six indicator of motivation in learning process: 1. There is a desire to succeed 2. There is encouragement and need in learning 3. Hopes and aspirations for the future 4. There is appreciation in the group 5. There are good activities in learning 6. The existence of a conducive environment so that students can learn well.
The indicators show that, motivation is needed for students psychologically. In other word the existence of motivation in learning is a psychological condition in the form of encouragement or someone's efforts to carry out learning activities so that there is student participation in learning activities. It means that motivation can help students overcome learning difficulties or helplessness. These concepts learning difficulties or helplessness" can make students fail and give up in the learning process. A general principle that can help all students reduce the tendency to accept failure in learning there are to highlight the positives, get rid of the negatives by not underestimating and ignoring the weaknesses of students, use the advance organizer, create challenges which students actively create problems and solve with their own skills, the teacher must communicate positive things.

Understanding for Instrumental Motivation
The fact that English as the language that can be communicate by a lot people make English be the language that people want to learn. English is the most important language in the world. According to Crystall (2003), English is the global language where this international language recognized in many countries in this world and got its global status. In business, economy, culture and other flied English be the language that be used. There is must be a lot of students want to learn English because of the work. Learning English at school, at privet les, at social media, by people itself or learning at college will be the best way for them to can mastering English. Motivation is one of the reasons for them to success in mastery English.
Instrumental motivation is one of the kinds of motivation. Kusumaningrum (2019) stated that various kinds of motivation that has been identified are instrumental, integrative, intrinsic, and extrinsic motivation while Gardner and Lambert have distinguished motivation into two types in learning English. There are Integrative motivation and instrumental motivation. Both instrumental motivation and integrative motivation have different objectives in achieving the target language. Sari (2019) stated that the first motivation is integrative is motivation that shows a prosperous form in the object of language; this motivation is seen from the desire of someone to adjust and follow the culture of society through language; the second motivation is instrumental; This motivation is the reason for encouraging someone to learn a language, or have a target in mastering a language with a specific purpose.
Furthermore, Integrative motivation reflects the learner's willingness or desire to be like a representative member of the other language community while with the desire to learn English. On the other hand, Instrumental motivation is characterized by a desire to gain social recognition or economic advantages through knowing the language. Rathiga and Sarpparaje (2019), indicated out that instrumental motivation, which is believed to occur when the learner's aim is function (e.g. to get a job or pass an examination) and integrative motivation happens when the learner hopes to identify with culture of the L2 group. The students learn English language to understand and to join with the people who use the language means that they have integrative motivation. The example of the activities of the people who have integrative motivation such as, singing the English song, reading the magazine which is written in English, listening to the English songs, listening to the foreign radio channel and writing the diary in English. The activities which usually students do in their daily lives are based on their choice and their goals. While the students that have instrumental motivation is specifically having certain purposes behind performing action.
People who instrumentally motivated do some activities as follows, learning English language to achieve good grade in the school or college, learning English become fluent in speaking English or to get better job or higher salary in the office, learning English for passing the examination in the school or college. Sari (2019) claimed that rather than seriousness in carrying out activities in learning English instrumental motivation more focuses on advantages and goals. Hence, instrumental motivation differs from integrative motivation from causes in carrying out activities in learning English. Instrumental and integrative motivation can be related to activities which are done in the daily life. In addition the students who learn English in college to get higher TOEFL score means that they have an instrumental motivation. Shinta (2012) stated that another research conducted in some countries like Philippines, Yemen and China have instrumental motivation in learning English. In Philippines, most of the students who learn English there want to get a proper job and get good score at school. While in China and Yemen, students are motivated to learn English just to be able to get a certificate of English lesson. So, it can be concluded that instrumental motivation has an important role for EFL students in learning English.

RESEARCH METHOD
The research method used is descriptive method. According to Frankel and Wallen (2009), descriptive method is a method used to explain, analyze, and classify something through. The researcher believed that descriptive method is appropriate to achieve the aims of this research. Because of pandemic of Covid-19, the researcher was conducted this research through application. The researcher collected the data from students of class A and B at the fourth semester students of English Study Program Academic year 2020/2021 who still active studied in STKIP-PGRI Lubuklinggau with total of students 28. The researcher used questionnaire and interview as the instruments in collecting the data. The questionnaire was adopted from Mun (2011). The questionnaire used for this research consists of 10 statements based on a five-point likert scale ranging from "strongly disagree" to "strongly agree" (5). For the interview, the question was adopted from Nanda, et al in 2019 that consist of five questions.
There were several steps in analyzing the data as follow: a. The researcher identification the result. b. The researcher calculated the data in order to get the percentage of the result of questionnaire with tabulate the questionnaire and interpret with the interpretation category below: c. The researcher classified the category of student's instrumental motivation and the importance of instrumental motivation for the students d. The researcher described based on the classification the result of the questionnaire and the interview.
e. The researcher concluded the result after analyzed the data.

RESULTS / FINDINGS
The findings below were the analysis category of students' instrumental motivation and the importance of instrumental motivation. The instruments used by the researcher were questionnaire and interview. This instrument used to identify the category of students' instrumental motivation and described the importance of instrumental motivation. This research was conducted on Anggitaria

The Analysis of the Data Collected from Questionnaire
The questionnaire used to know about the student's instrumental motivation level and used to get more information about the importance of the instrumental motivation. The questionnaire was distributed to the fourth semester students of English Education Study Program at STKIP-PGRI Lubuklinggau as subject of this research. The questionnaire consisted of 10 statements and has been distributed to 28 students who are divided into two classes. The following presentation described about the 10 statements of the questionnaire. From the first statement, there are 12 students with 42, 9% strongly agree and 8 students with 28, 6% agree about English will someday be useful for them in getting a good job and only one student with 3, 6% strongly disagree about the statement. It means that most of the students are strongly agree with the statement. From the second statement, there are 6 students with 21, 4% strongly agree and 12 students with 42, 9% agree about other people will respect them if they know English and only one student with 3, 6% strongly disagree about the statement. It means most of the students are agree with the statement. From the third statement, there are 5 students with 17, 5% strongly agree and 11 students with 39, 3% agree about they will be able to search for information and materials in English for they assignments on the Internet and only one student with 3, 6% strongly disagree about the statement. It means that more students are strongly agreed and agree with the statement. From the table above, there are 9 students with 32, 1% strongly agree and 11 students with 39, 3% agree about need English language to pass their examination and only one student with 3, 6% strongly disagree about the statement. It means that more students choose agree than disagree about the statement. From the table above, there are 7 students with 25% strongly agree and 11 students with 39, 3% agree about English language is a basic university requirement and only one students with 3, 6% strongly disagree about the statement. It means that more student choose agree than the student disagree with the statement. From the table above, most of the students are agree with the statement about 11 students with 39, 3% agree English will enable they to further their education and continued with 9 students about 32, 1% are strongly agree with the statement. The table shows only 1 student strongly disagree with the statement. It means the students more agree with the statement.  Table above show that there were 11 students with 39, 3% are strongly agree with the stamen and 9 students with 32, 1% agree about English will allow them to seek better job opportunities abroad. Only one student with 3, 6% strongly disagree about the statement. It means that more students choose strongly agree and agree than disagree or neutral about the statement. From the table above, most of the students who agree with the statement about 13 students with 46, 4% choose English will enable them to keep up with development of world economy, science and technology (globalization). Followed by 8 students about 28, 6% who strongly agreed with the statement. The table shows only 1 student strongly disagree with the statement. It means the students more agree with the statement.  Table above show that, 11 students with 39, 3% who strongly agree with the statement and 13 students with 46, 4% agree about they need the language in order to take a test in future (E.g. TOEFL, etc). Only one student with 3, 6% strongly disagree about the statement. It means that more students choose strongly agree and agree than disagree or neutral about the statement.  Table above shows that many students choose strongly agree with that statement rather than the previous statements. There are 14 students with 50% are strongly agree with the statement about English will enable them to involve or go into an international business. Followed by 8 students with 28, 6% are agreed with the statement. Same as the previous statement, only 1 students vote to strongly disagree with the statement. It means half of the students are strongly agree with the statement. The researcher was conducted an interview with eight students of the fourth semester students of English study program at STKIP-PGRI Lubuklinggau. There are five questions to be asked to the students. Those questions were given to find out the importance of the Instrumental motivation among the fourth semester students of English education study program at STKIP-PGRI Lubuklinggau. From the result of the interview the researcher found that, instrumental motivation has an important role to the students in English learning process. From all of the result of the interview above, the researcher concluded that the EFL students from English education study program at STKIP-PGRI Lubuklinggau had the same motivation in their process of learning English. Passing the exam, getting a job, and be able to have a better career and to get a better future were their motivation in learning English. Therefore, the motivations that student had in order to be able to pass an examination get a better job, or pass a college entrance test was the type of instrumental motivation. In addition, some students have fulfilled their goal: passing an exam and get good result, having more knowledge after studying, get more confident, better public speaking, etc. Even some of haven't reached their goal like be a teacher but they believe that a good way will be a good thing and that motivation is enough to help them. It means instrumental motivation had an important role in the English learning process of the EFL students.

The Analysis of the Data Collected from Interview
Furthermore, the researcher analyzed the results of questionnaire and interview. After analyzed the data obtained from the results of students' questionnaire. The researcher found that the students' instrumental motivation was in strong category. The data below show about the category of student's instrumental motivation: From the data above, the researcher made a conclusion about the category of students' instrumental motivation for the fourth semester students of English education study program at STKIP-PGRI Lubuklinggau. The categories of the student's instrumental motivation are very low, moderately, strong and very strong. From the total average percentage, it can be concluded that the category owned by the fourth semester students of English education study program at STKIP-PGRI Lubuklinggau are strong with the total average 77.93%.
From the interview result, there were some student's mentions about the importance of instrumental motivation. As shown in the transcript, the participants initially codes (S1-S10), S1 said:

DISCUSSION
After analyzed all the research data, the researcher needs to discuss the results of the study. It aims to find out the answers to the researcher's questions. The research questions in this research were to identify the category of students' instrumental motivation and the importance of instrumental motivation in the English learning process of English as Foreign Language (EFL) students. Based on the research questions above, the researcher found out that category of instrumental motivation at the fourth semester students of English Education Study Program at STKIP-PGRI Lubuklinggau to study English was strong because the total average percentage from the questionnaire result is 77.93%. Fadhilah (2017) stated that with the learner (students) had strong motivation it can be directing them make more efforts eager to learn a language (English) Anggitaria and encourages learner search and determine appropriate learning strategies his condition and intake or language skills that become learning goals.
The next question is about the importance of instrumental motivation among the fourth semester students of English Education Study Program at STKIP-PGRI Lubuklinggau in studying English as EFL students. Based on the research finding, there are several points that can be discussed. The overall results from the interview reveal that students believe that a good way will be a good thing and that motivation is enough to help them. This finding answers the research question about what how is the importance of instrumental motivation among the fourth semester students of English Education Study Program at STKIP-PGRI Lubuklinggau in studying English. As a result, it was indicated that instrumental motivation had an important role in the English learning process to the some of EFL students in English education study program at STKIP-PGRI Lubuklinggau, specifically for the fourth semester students. They mentioned that by having this kind of motivation, they can achieve so many targets related to their English proficiency such as by achieving their ambition to become a teacher, fluent in English, pass exams well, can teach English (prospect to teachers), become better in terms of language which will be useful for their future careers, etc. This motivation was also very helpful in English learning process, because students who have this motivation show that they want to learn English seriously.

CONCLUSION
The category of instrumental motivation among the fourth semester students of English Education Study Program at STKIP-PGRI Lubuklinggau to study English was strong. This proved that students had a strong category of instrumental motivation with total average 77.93 %. The overall result from the interview showed that some students believe with the motivation they get better grades, have confidence in speaking English, pass exams well and they also believe that later they will get a good job after graduation. It was indicated that instrumental motivation had an important role in the English learning process to some of EFL students in English Education Study Program at STKIP-PGRI Lubuklinggau, specifically for the fourth semester students. Instrumental motivation also one of the factors that influencing the students to success in learning a foreign language (English). This motivation was also very helpful in English learning process, because students who have this motivation show that they want to learn English seriously.