THE MOTIVATION OF SOCIAL SCIENCE AND SCIENCE STUDENTS IN LEARNING ENGLISH

Vionatha Lengkong, Henny PS Wijaya

Abstract


This is a quantitative study which examined the influence of background of the study (Social Science and Science) in students’ motivation to learn English. Social Science was represented by Faculty of Economy while Science was represented by Faculty of Industrial Technology. Data collection was done by using survey technique in which 100 respondents from each background of study filled in the questionnaires which were handed to them. Theory used in this study is Socio-Educational Model by Gardner (2005). The result of this study showed that there is no significant difference between Social Science and Science students in learning English. It can be concluded that in Indonesia, background of the study does not have a significant influence in determining students’ motivation to learn English.


Keywords


Motivation, Attitudes toward Learning Situation, Integrativeness, Instrumentality, Scocial Science, Science

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References


Dӧrnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. London: Lawrence Erlbaum Associates.

Gardner, R. (2005). Integrative motivation and second language acquisition. Canada: Canadian Association of Applied Linguistics/Canadian Linguistics Association.

Kissau, S. (2006). Gender differences in second language motivation: An investigation of micro-and macro-level influences. Canadian Journal of Applied Linguistics, 9 (1), 73 – 96. Retrieved June 20, 2013 from http://journals.hil.unb.ca/index.php/CJAL/article/viewFile/19755/21453

Pallant, J. (2007). SPSS Survival Manual: A Step by Step Guide to Data Analysis using SPSS for Windows 3rd edition. Sydney: McGraw Hill.




DOI: https://doi.org/10.9744/katakita.2.3.53-58

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