The Correlation Between Students’ Autonomy and Motivation of Third Semester English Department
Abstract
The purpose of this study was to find out the relationship between autonomy and intrinsic motivation of the third semester students of English Department of Mulawarman University academic year 2019/2020. The design of this study was correlational design within quantitative approach. The sample of this study was 73 Third Semester students of English Department of Mulawarman University in academic year 2019/2020. The autonomy questionnaire was adapted from Lin & Reinders (2017) and motivation questionnaire was adapted from Gardner (1985). The data of this study were analyzed using Pearson Product Moment Formula. The data analysis result of autonomy questionnaire showed that third semester English Department students’ autonomy level was 0.392 (M=3.92) and deemed as ‘approaching autonomy’. This result implied that participants had sufficient knowledge and supporting factors to increase their autonomy in learning but not in high rate. The data analysis for the motivation subscale showed that the mean score of students’ motivation was 0.407 (M=4.07), which is considered as high degree of motivation. It can be inferred that the participants had high level of integrative and instrumental motivation. The result of the Pearson Product Formula (0.378) showed that there was a positive and low correlation. Positive correlation means there is a positive relationship between variable as both variables tend to increase or decrease linearly together. This means Null Hypothesis (Ho) is rejected and the Alternative Hypothesis (Ha) is accepted. This result meant that students’ autonomy and motivation can be increased positively in linear manner. However, the correlation is not high since there are many other factors which has relationship with the development of autonomy and motivation
Downloads
References
Alonazi, S. M. (2017). The role of teachers in promoting learner autonomy in secondary schools in Saudi Arabia. English Language Teaching. 10(7).
Arnold, J., & Brown, H. D. (1999). A map of the terrain. In Jane Arnold (Ed.), Affect in language learning (pp.1-24). Cambridge, UK: Cambridge University Press.
Benson, P. (2001). Teaching and researching: Autonomy in language learning. London: Longman.
Benson, P. (2013). Drifting in and out of view: Autonomy and the social individual. In P. Benson & L. Cooker (Eds.), The applied linguistic individual: Sociocultural approaches to identity, agency and autonomy (pp. 75-89). Sheffield, UK: Equinox.
Bravo, J. C., Intriago, E. A., Holguín, J. V., Garzon, G. M., & Arcia, L. O. (2017). Motivation and Autonomy in Learning English as Foreign Language: A Case Study of Ecuadorian College Students. English Language Teaching.
Brewer. E. W. & Burgess, D. N. (2005). Professor’s role in motivating students to attend class. Journal of Industrial Teacher Education. 42(3).
Chan, V., Spratt, M., & Humphreys, G. (2002). Autonomous language learning: Hong Kong tertiary students’ attitudes and behaviours. Evaluation and Research in Education, 16(1), 1-18.
Dickinson, L. (1995). Autonomy and motivation: A literature review. System, 23(2), 165-174.
Degang, M. (2010). Motivation toward English language learning of the second year undergraduate Thai students majoring in Business English at an English-medium university. Master’s project M.A. (Business English for International Communication). Bangkok: Graduate School, Srinakharinwirot University.
Deyun, S. & Longmin, B. (2000). Promoting Student Autonomy in the Learning of College English. Chongqing University.
Djamarah. (2002). Psikologi Belajar. Jakarta: Rineka Cipta.
Dogan, G. & Mirici, I. H. (2017). EFL instructors’ perception and practices on learner autonomy in some Turkish University. Journal of Language and Linguistics Studies, 13(1). 166-133.
Fraenkel, J.R., Wallen, R. N. & Hyun, H. H (2012). How to design and evaluate research in Education. New York: McGraw-Hill
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold Publishers.
Gardner, R. C. (2001). Integrative motivation and second language acquisition. Motivation and Second Language Acquisition. Hawaii: University of Hawaii Press.
Gavrilyuk, O. A. (2017). The autonomy-focused approach in higher education: Theoretical grounds and practical implications. International Experience in the Integration of Education. 21(3).
George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference. Boston: Allyn & Bacon.
Ghenghesh, P. (2005). The Motivation of Learners of English and Arabic at an International School in Tripoli, Libya. Unpublished PhD Thesis, University of Nottingham.
Kaplan, H. (2017). Teachers’ autonomy support, autonomy suppression and conditional negative regard as predictors of optimal learning experience among high-achieving Bedouin students. Social Psychological Education.
Lai, H. Y. T. (2013). The motivation of learners of English as a foreign language revisited. International Education Studies. 10(6).
Lefrancois, G.R. (2000). Psychology for teaching. Tenth edition. Belmont, CA: Wadsworth/Thomson Learning.
Lin, L. L., & Reinders, H. (2017). Assessing learner autonomy: Development and validation of a localized scale. In H. Reinders, D. Nunan & B. Zou. (Eds.). Innovation in language teaching: The case of China (pp. 307-328). Basingstoke: Palgrave Macmillan.
Little, D. (1991). Learner Autonomy: “Definitions, Issues and Problems”. Authentic. Dublin. Ireland.
Little, D. (2007). Language learner autonomy: Some fundamental considerations revisited. Innovation in Language Learning and Teaching, 1(1), 14-29.
Liu, H. J. (2012). Understanding EFL undergraduate anxiety in relation to motivation, autonomy, and language proficiency. Electronic Journal of Foreign Language Teaching, 9(1), 123-139.
Liu, H. J. (2015). Learner Autonomy: The Role of Motivation in Foreign Language Learning. Journal of Language Teaching and Research.
Mun, W. Y. (2011). A Study of Instrumental and Integrative Motivations as Factors Influencing Utar Third-Year Chinese Undergraduates in Learning ESL. A Research Project Submitted In Partial Fulfilment of the Requirements For the Bachelor of Arts, English Language Faculty of Arts and Social Science Universiti Tunku Abdul Rahman.
Noels, K. A., Clément, R., & Pelletier, L. G. (1999). Perceptions of teachers’ communicative style and students’ intrinsic and extrinsic motivation. The Modern Language Journal, 83(1), 23-34.
Noels, K. A. (2001). Learning Spanish as a second language: learners’ orientations and perceptions of their teachers’ communication style. Language Learning, 51(1), 107-144.
Ozen, S. O. (2017). The effect of motivation on student achievement. Springer International Publishing. 8(3).
Pintrich, P. R. (2003). A motivational science perspective on the role of student motivation in learning and teaching contexts. Journal of Educational Psychology, 95(4).
Sawan, F. (2016). The relationship between motivation and autonomy: A study of Libyan University English Major. Open Science Journal, 1(4).
Schmidt, R., Boraie, D., & Kassabgy, O. (1996). Foreign language motivation: Internal structure and external connections. In Rebecca Oxford (Ed.), Language learning motivation: Pathways to the new century. (Technical report #11, pp. 9-70). Honolulu: University of Hawaii, Second Language Teaching and Curriculum Center.
Sekaran, U. (2003). Research methods for business: A skill building approach. New York: John Wiley & Sons.
Smith, R. (2008). Key concepts in ELT: Learner autonomy. ELT journal, 62(4), 395-397.
Spratt, M., Humphreys, G., & Chan, V. (2002). Autonomy and motivation: Which comes first?. Language Teaching Research, 6, 245-266.
Sugiyono. (2010). Metode Penelitian Kuantitatif, Kualitatif dan R&D. Bandung: Penerbit Alfabeta.
Sultana, S. (2017). Why and how promoting learners’ autonomy in TESL in Bangladesh? International Journal of Social Science & Education. 7(1).
Tasgin, A. & Tunc. Y. (2018). Effective participation and motivation: An investigation on secondary school students. World Journal of Education. 8(1).
Ushioda, E. (1996). Developing a dynamic concept of L2 motivation. In Hickey, T. and Williams, J., editors, Language, education and society in a changing world, Dublin IRAAL, Clevedon, UK and Philadelphia, PA: Multilingual Matters, 239–45.
Ushioda, E. (1996). Learner autonomy 5: The role of motivation. Dublin. Authentik.
Wen, Q. & Johnson, R. K. (1997). L2 learner variables and English achievement: a study of tertiary level English majors in China. Applied Linguistics, 18:1, 27-48.
Wenden, A. (1991). Strategies for learner autonomy. London: Prentice Hall International Ltd.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareALike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
