INSTRUMENTAL VERSUS INTEGRATIVE MOTIVATION IN

LANGUAGE LEARNING AND ITS IMPLICATION TOWARD

STUDENTS ACHIEVEMENT
Angga Rosma Pramodhawardhani1, Esa Yolanda Putri2
angga.rosma@yahoo.com, esaayolanda@gmail.com
Abstract
Motivation plays an important role in the success of language learning. Especially in the EFL
classroom, the motivation of students will affect students attitude and performance, which
influence their achievement. Therefore, the aims of this study was to identify the dominant
motivation between instrumental or integrative in EFL classroom especially in junior high
school as well as its implication on students achievement. The data were taken from
questionnaire and in-depth interview with 32 students of grade VII of SMP Quantum
Indonesia. The data were analyzed by using the theory of motivation by Gardner and Lambert
(1972). The findings show that most of junior high school students have integrative
motivation. There are 75% of students having integrative motivation and 25% of students
having instrumental motivation. In addition, the findings also reveal that the average score of
the students who have integrative motivation is higher 5.29% than the students who have
instrumental motivation.
Keywords: motivation, instrumental, integrative, students achievement, language teaching