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EFL LEARNERS’ MOTIVATION IN MOBILE ASSISTED
LANGUAGE LEARNING
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Bernadeta Meiana
112014044
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2018
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EFL LEARNERS’ MOTIVATION IN MOBILE ASSISTED
LANGUAGE LEARNING
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan
Bernadeta Meiana
112014044
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA
SALATIGA
2018
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COPYRIGHT STATEMENT
This thesis contains no such material as has been submitted for examination in
any course or accepted for the fulfillment of any degree or diploma in any
university. To the best of my knowledge and belief, this contains no material
previously published or written by any other person except where due reference is
made in the text.
Copyright @2018: Bernadeta Meiana and Dian Toar Y.G Sumakul, M.A.
All rights reserved. No part of this thesis may be reproduced by any means
without the prior written permission of at least one of the copyright owners or the
English Language Education of Universitas Kristen Satya Wacana, Salatiga.
Bernadeta Meiana.
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TABLE OF CONTENTS
COVER PAGE .................................................................................................. i
APPROVAL PAGE .......................................................................................... ii
PERNYATAAN TIDAK PLAGIAT ............................................................... iii
COPYRIGHT STATEMENT .......................................................................... iv
PERNYATAAN PERSETUJUAN AKSES .................................................... v
PUBLICATION AGREEMENT DECLARATION ..................................... vi
TABLE OF CONTENTS ................................................................................. vii
LIST OF TABLES ........................................................................................... ix
ABSTRACT ...................................................................................................... 1
INTRODUCTION ............................................................................................ 1
LITERATURE REVIEW ................................................................................. 3
Motivation ..................................................................................................... 3
Mobile Learning ............................................................................................ 6
Motivation in Mobile Learning ..................................................................... 6
THE STUDY ...................................................................................................... 8
Research Question ......................................................................................... 8
Context of the Study ...................................................................................... 8
Participants .................................................................................................... 8
Instruments of Data Collection ...................................................................... 9
Data Collection Procedure ............................................................................. 10
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Data Analysis Procedure ............................................................................... 10
FINDINGS AND DISCUSSIONS ................................................................... 11
Intrinsic Motivation ....................................................................................... 13
Identified Regulation ..................................................................................... 15
External Regulation ....................................................................................... 17
Amotivation ................................................................................................... 18
CONCLUSION ................................................................................................. 20
ACKNOWLEDGEMENT ............................................................................... 22
REFERENCES ................................................................................................. 23
APPENDIX ..................................................................................................... 26
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LIST OF TABLES
Table 1: Interpretation of Mean Score of Motivational Levels ........................... 11
Table 2: Overall Findings ................................................................................... 11
Table 3: Intrinsic Motivation .............................................................................. 14
Table 4: Identified Regulation ............................................................................ 15
Table 5: External Regulation .............................................................................. 17
Table 6: Amotivation .......................................................................................... 18
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EFL LEARNERS’ MOTIVATION IN MOBILE ASSISTED LANGUAGE
LEARNING
Bernadeta Meiana
ABSTRACT
In this modern era, learning English can be done anytime and anywhere using any
additional media to support their learning process, as an example is Mobile
Assisted Language Learning (MALL) or mobile phone. The use of mobile phone
can induce enhanced motivation for learners to learn English. Previous studies
have suggested that learning English through mobile phone have a big impact on
learners’ motivation and behavior. This study attempted to analyze English a
Foreign Language (EFL) first-year learners’ motivation regarding to the use of
MALL at Faculty of Language and Arts in Universitas Kristen Satya Wacana. The
motivation questionnaire was adapted from “The Situational Motivation Scale
(SIMS)” by Guay, Vallerand, and Blanchard (2000). The questionnaire was
distributed to forty-one learners majoring in English Language Education
Program. In collecting the data from the questionnaire, mean and standard
deviation of each number were computed and analyzed. Each result had been
grouped based on 4 categories (i.e. intrinsic motivation, identified regulation,
external regulation, and amotivation) in Self-determination Theory by Ryan and
Deci (2000). The data analysis of the questionnaires indicated that the learners’
motivation in learning English through mobile phone were on a moderate level in
the three categories (identified regulation, external regulation, and amotivation).
Meanwhile, the result indicates that the learners’ intrinsic motivation was on a
high level.
Key words: Motivation, Mobile Learning, Motivation in Mobile Learning
INTRODUCTION
Learning with a mobile phone, or, people nowadays call it ‘Mobile
Assisted Language Learning (MALL)’, is basically different from learning in the
classroom (Sandberg, Maris, and Geus, 2011). The use of MALL in an
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educational context is beneficial, for instance, it facilitates learners an easier
access to learn English anywhere and anytime they want to. Despite the success,
there must be a reason(s) that motivates learners to use a mobile phone in their
learning as well. In English language learning, motivation plays an important role.
Motivation is the main factor for learners in learning the language, as it provides
them a strong encouragement to start learning English, and by that, they are able
to maintain their focus on the long and boredom of the learning process (Dörnyei,
2005). In addition, MALL technology has a great potential in order to make the
educational methods upgraded. It is not only useful for teaching subjects, but with
such technology, learners are facilitated in the process of communication, making
their own creativity, and learn other language skills (Shahbaz and Khan, 2017).
There are many studies about EFL learners’ motivation in MALL. Lu
(2008) investigated the Taiwanese Vocational High School learners’ effectiveness
and perspectives of learning vocabulary via mobile phone, especially using short
message service (SMS). The results revealed that more than half of learners
participated in the study, mostly thought that learning vocabulary via mobile
phone (LVMP) was really comfortable to use and effective in the time
management. Moreover, vocabulary learning by using SMS really helped them to
memorize vocabulary well.
On the other hand, Shahbaz and Khan (2017) did a study regarding to the
use of mobile assisted teaching in order to increase vocabulary learning. They
used experimental post-test to 40 male university learners in Saudi Arabia. The
outcomes in this study indicated that in teaching phrases, the use of mobile
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assisted teaching was more effective and useful compared to common teaching
practices in the classroom. Therefore, mobile learning and teaching practices can
support each other to obtain great benefits to teachers and learners in an
educational context.
The use of mobile phone in learning has also been a common practice in
Faculty of Language and Arts, Universitas Kristen Satya Wacana. Hence, this
study attempted to analyze learners’ motivation through mobile phone in their
language learning. The significance of this study is to inspire teachers in
improving a better teaching through mobile learning, meanwhile, learners could
improve their motivation in the English language learning process. In other words,
by using mobile learning in the learning process, learners’ language learning
achievement might increase from the earliest stage of their study.
LITERATURE REVIEW
This section describes the interrelated theories to the study of EFL
learners’ motivation in MALL. There are three main themes presented in order to
present different theories underlie the study: motivation, mobile learning, and
motivation in mobile learning.
A. Motivation
In mastering English as a second language does take time and need to have
an intention and motivation, somehow it is exciting and beneficial at all ages as
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well. As pointed out in Ryan and Deci (2000), motivation arises in a person due to
the factors of activation and intention, such as energy, diligence, and equality.
Long, Ming, and Chen (2013) stated that if learners are motivated well to always
keep learning, the main benefit is they will become fluent using a second language
in daily life. It also offers them many good opportunities in the future. For
example, if learners want to go abroad and they already have ability, such as the
fluency in English, it will ease them to communicate with people around. Long et
al. (2013) added that mastering English is also useful in applying a job inside or
even outside the country which is based internationally. As mentioned earlier that
motivation is highly needed in English language learning, it becomes the main
key for learners to encourage their desire to learn something in order to achieve
the goals (Hadriana, Ismail, and Mahdum, 2013). For instance, sometimes,
learners might feel lazy or have no desire to learn, but because there is something
to be achieved, their interest to learn will immediately emerge. The learners’
interest also in line with a sense of curiosity that will encourage them not to stop
learning. In other words, by learning, learners are able to gain knowledge as many
as possible, and in the learning process, motivation and skills are as the best
supporting detail to achieve something useful (Wimolmas, 2013). Moreover, if
well-motivated learners are given any task, they usually tend to keep focus in
finishing the task, not afraid of facing challenges, and they can also motivate
others to encourage their passion in learning (Othman and Shuqair, 2013).
Meanwhile, not all learners have the same type of motivation. In order to
identify which type of motivation that learners have in their learning, this study
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needs to find out what types of motivation are. As mentioned in Self-
Determination Theory by Ryan and Deci (2000), that there are two types of
motivation:
1. Intrinsic Motivation is defined as “the doing of an activity for its inherent
satisfaction rather than for some separable consequence” (p.3). In other words,
learners who are intrinsically motivated tend to be in favor to an unusual or
challenging learning situation, tend to learn anything better and are more creative
(Niemiec and Ryan, 2009). Their learning goals are not to obtain good grades in
order to have recognition from others, but they are motivated to please themselves
for being able to achieve something by their own hard work (cited in Huang,
2012). They also prefer to solve their own problems rather than relying on others’
help (cited in Hadriana, Ismail, and Mahdum, 2013).
2. The definition of extrinsic motivation is clearly opposite with intrinsic
motivation. Extrinsic Motivation is defined as “construct that pertains whenever
an activity is done in order to attain some separable outcome” (p.4). In other
words, usually, learners who are encouraged to learn something useful by this
type of motivation get the stimulation in the form of a simple praise from others,
gifts, and etc (cited in Huang, 2012). Due to extrinsic motivation arises of external
stimuli, therefore, learners are directed to engage more in some activities that will
bring good benefits for them (cited in Hadriana, Ismail, and Mahdum, 2013). In
this case, mobile learning can be regarded as one of the factors of learners’
extrinsic motivation, as mobile learning cannot be separated from one’s learning
process in the 21st century.
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B. Mobile Learning
The focus of Mobile Learning is to get the acquisition of knowledge by
using a mobile phone (Sandberg, Maris, and Geus, 2011). In the current era of
technological development, mobile learning is very interesting and attracting the
interest of teachers and learners to use it (Stockwell, 2016, cited in Farr and
Murray). Mobile Learning is defined as the mobility of learners, which means it is
more than just using a mobile phone to communicate with people through social
networking tools, but learners can also access various contents related to the
courses materials as well (Aamri and Suleiman, 2011). Mobile learning is really
practical to use, because it facilitates learners to learn anywhere and anytime
without any limitation (Shahbaz and Khan, 2017). In other words, learners are
able to watch a lecture, whether it is online or not through their mobile learning
whenever they want even when they are laying down on bed. Somehow, they can
still enjoy their learning through that way. In an educational context, mobile
learning facilitates learners many positive advantages or benefits in some different
ways, such as helping learners in order to improve reading and counting skills,
and helping them in order to find out or identify area in which they need support
(Aamri and Suleiman, 2011).
C. Motivation in Mobile Learning
There are many studies about motivation in mobile learning that have been
clearly observed. For example, Sanberg, Maris, and Geus (2011) observed about
an evidence-based study with fifth graders on mobile English learning. They used
an experimental study to 85 fifth graders from three different schools in
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Amsterdam, The Netherlands. In order to identify the evidence, there were
materials which consist of 6 major parts, such as learning theme and target words,
the EarlyBird material, the MEL application, the pre- and posttest, test procedure,
and the questionnaire. The questionnaire was used to indicate the fifth graders’
attitudes in using mobile learning in learning English. On the other hand, the
outcomes of this study revealed that the use of mobile application improved as a
way to motivate learners to use it in their learning process. Furthermore, to have
an effective learning, the mobile application also offered “sufficient learning
opportunities”.
Another study was from Aamri and Suleiman (2011) in which investigated
about the use of mobile phone in English language learning focused on the
practices, attitudes, and challenges. In this study, they gathered the data and
investigated the study questions by designing a questionnaire and distributing to
100 participants of Sultan Qaboos University new learners in the Language Centre
levels 6 Sciences in Muscat, Oman. They also provided some questions which
were written using learners’ words and answers in order to get the verbal data of
the challenges part. The result indicated that learners used mobile phone in their
English language learning, yet it was in a very limited way. The researchers of the
study had suggested that the use of mobile phone is beneficial in the language
learning process. Therefore, by explaining to both teachers and learners about its
beneficial, they might find it comfortable in using mobile learning for the learning
process in the classroom.
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THE STUDY
Research Question
“What are EFL learners’ motivations in Mobile Assisted Language Learning
(MALL) at Faculty of Language and Arts, Universitas Kristen Satya Wacana?”
Context of the Study
The method chosen in this study was descriptive method that focusing on
learners’ motivation through Mobile Assisted Language Learning (MALL) in
learning English at Faculty of Language and Arts, Universitas Kristen Satya
Wacana. In a research of educational context, descriptive method is required to
use in order to get the data in an accurate way. Descriptive method is used to
describe many aspects of educational phenomena or issues that might emerge or
to identify the element of a particular issue based on an observation (Williams,
2007). By using this method, this study was assisted in observing EFL learners’
motivation in MALL.
Participants
This study used Cluster Sampling in order to select groups or classes. By
using cluster sampling, the researcher should only choose particular classes within
the selected faculty (Dawson, 2009). As the result, there were 41 learners from
three different classes who were asked to participate in the study. The number of
percentage was about 30% from the total population of 109 learners. All of the
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participants were first-year learners, majoring in English Language Education
Program at Faculty of Language and Arts, Universitas Kristen Satya Wacana.
Instruments of Data Collection
This study of first-year learners’ responses at Faculty of Language and
Arts of Universitas Kristen Satya Wacana was expected to provide important
information of the learners’ motivation in learning English. The instrument used
was questionnaire. The questionnaire was adapted from “The Situational
Motivation Scale (SIMS)” by Guay, Vallerand, and Blanchard (2000). In the
questionnaire, there were 16 items which has been classified into four categories;
Intrinsic Motivation, Identified Regulation, External Regulation, and Amotivation.
There were 4 questions represented in each category. The reason was because
when the researcher did the piloting to some first-year learners using a 7-point
Likert Scale, they got confuse in responding all statements in the questionnaire.
The 7-point options; corresponds not all (1); corresponds a very little (2);
corresponds a little (3); corresponds moderately (4); corresponds enough (5);
corresponds a lot (6); corresponds exactly (7), were very confusing and quite hard
to choose. Moreover, those learners remarked that the numbers of the scale were
quite many. Therefore, the questionnaire for this study had to use the scale and
options which are more understandable. The used 5-point options were strongly
disagree (1); disagree (2); neutral (3); agree (4); strongly agree (5).
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Data Collection Procedure
At first, the permission was asked to some particular lecturers who teach
first-year students in this semester to come into their class after the teaching
session in order to distribute the questionnaires. The instruction and explanation
were all clearly written in the printed questionnaires. The question items in the
questionnaire were short and simple that learners could answer all the questions in
less than 10 minutes. Furthermore, the questionnaire should be distributed to three
classes at least, in order to obtain 30% of the total population of first-year
learners.
Data Analysis Procedure
To get an accurate and clear result in analyzing the data of the
questionnaires, this study used a descriptive statistic. In terms of a research,
descriptive statistic is required to use in order to describe the sample and the
measures of what the data shows in the questionnaire (Ramsay, 2006). In
processing the data collected from the questionnaires, mean and standard
deviation of each number were computed and analyzed by using Microsoft Office
Excel 2010. The result of mean and standard deviation in each category in the
questionnaire was considered as the primary data.
The interpreting procedure was adopted in order to interpret the mean
score for learners’ motivational level designed by Best (1981) and Degang (2010)
as cited in Kitjaroonchai (2013, p.26) as follows:
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Table 1. Interpretation of Mean Score of Motivational Levels
Scale Mean range Motivational level Score range
5 Strongly agree Very high 4.50-5.00
4 Agree High 3.50-4.49
3 Neutral Moderate 2.50-3.49
2 Disagree Low 1.50-2.49
1 Strongly disagree Very low 1.00-1.49
The mean score for each item revealed the level of learners’ motivation; a high
score meant learners had high motivation, while a low score meant learners had
low motivation.
FINDINGS & DISCUSSIONS
This section explains about the findings and discussions of EFL learners’
motivation in Mobile Assisted Language Learning based on four main categories
of motivational in Self-Determination Theory (SDT); Intrinsic Motivation,
Identified Regulation, External Regulation, and Amotivation, by Ryan and Deci
(2000). Table 2 presents the overall findings of the motivation.
Table 2. Overall Findings
No Kind of motivation Mean Standard
deviation
Meaning
1 Intrinsic Motivation 3.55 0.91 High
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2 Identified Regulation 3.45 0.87 Moderate
3 External Regulation 2.66 0.98 Moderate
4 Amotivation 3.04 1.05 Moderate
As seen in the table shown above, there are 3 categories of motivation;
identified regulation, external regulation, and amotivation, in which those have a
moderate value, which is in opposite to intrinsic motivation that has a high value.
The results of mean of all categories themselves describes that most of the
learners were on a moderate level of motivation. A moderate level here meant
average. In other words, the learners were not on the level which indicated that
they are either very interested or the other way around in terms of using mobile
phone to learn English. Additionally, the SD values mostly indicated 0 (zero).
Those are quite small for a scale of 5. It also depicts that the data mostly had
identical values. The further discussions of this concern will be elaborated in each
part down below.
From all categories of motivation, there is a category that its value was
under the amovation’s in which could be concluded as the lowest one based on the
questionnaires results. It was extrinsic regulation with the mean score of 2.66. It
emphasized that the learners tend to be intrinsically, identifiedly motivated, and
also the result revealed that there were some amotivated learners. Learners who
were amotivated probably did not sure whether learning English through mobile
phone was a good thing to carry on or not, or they did not see any good reasons
during the process of learning. In contrast, those who were intrinsically and
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identifiedly motivated were in general prefer to use mobile phone in their English
language learning process because it was interesting, pleasant, and fun to do. They
might think that if they engaged in some activities using mobile phone, it would
also bring good benefits for them. Thus, it means that every learner had his/her
own motivational reason towards the use of mobile phone in their language
learning process. Yet, it did not mean that all learners had motivations in learning
English through mobile phone, as they also had their own reason that influenced
their perception of leaning English through mobile phone.
The following section is the elaboration of the findings from 4 categories
in the Situational Motivational Scale (SIMS). It consists of Intrinsic Motivation,
Identified Regulation, External Regulation, and Amotivation.
Intrinsic Motivation
Intrinsic Motivation is a motivation which comes from within the
individual. An intrinsically motivated person tends to do an activity for the
enjoyment and fun or challenge of the activity itself. As defined by Ryan and Deci
(2000) that intrinsic motivation is as “the doing of an activity for its inherent
satisfaction rather than for some separable consequence” (p.55). In this research, it
was found that generally the learners had a high level for this concern. Table 3
elaborates the findings of Intrinsic Motivation.
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Table 3. Intrinsic Motivation
Item Statement Mean SD
1 Because I think that learning English through mobile
phone is interesting.
3.54 0.91
5 Because I think that learning English through mobile
phone is pleasant.
3.73 0.86
9 Because learning English through mobile phone is
fun.
3.58 0.91
13 Because I feel good when I am doing English
learning activity through mobile phone.
3.36 0.98
The four items in the table 3 are questions related to EFL learners’
intrinsic motivation toward the use of MALL. The overall results of the mean in
this category were 3.55. It can be inferred that these learners were high
intrinsically motivated. Other than that, the SD value was quite small. It means
that the items in this category have identical answers.
As seen in table above in which the result indicated that the learners were
high intrinsically motivated in learning English through mobile phone, there must
be an intrinsic factor, such as an interest in learning. An interest plays an
important role in learners’ learning process whereby when learners have a high
learning interest, it will certainly make their learning become easier and faster.
Without the presence of an interest in learning, there will be no learning
motivation arises from each learner. Hence, the learning outcomes that the
learners get will not be optimal even though the way of learning used is effective.
As supported by Hadriana, Ismail, and Mahdum (2013) that learners who are high
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intrinsically motivated basically have a positive attitude, even feelings on a
subject being learnt that can influence them to study harder in order to achieve a
satisfactory outcomes. Moreover, feelings of satisfaction in learning are also one
of the intrinsic factors which come by the way of an individual’s curiosity and
exploration (Child 1993; Yearta, 2012, cited in Fageeh, 2013). Therefore, the use
of mobile phone can be used as an additional medium in which able to build up
learners’ interests and motivations in learning English.
Identified Regulation
“Identified regulation refers to the behavior that is accepted by people as
personally important and takes it as his/her own value” (Ryan and Deci, 2000,
cited in Hanandya, 2016, p.15). In this research, it was found that generally the
learners had a moderate level for this concern. Table 4 summarizes the findings of
Identified Regulation.
Table 4. Identified Regulation
Item Statement Mean SD
2 Because I am doing it for my own good. 3.58 0.79
6 Because I think that learning English through mobile
phone is good for me.
3.39 0.91
10 By personal decision 3.68 0.87
14 Because I believe that English learning activity is
important for me.
3.15 0.92
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All items in the table 4 are questions related to EFL learners’ identified
regulation toward the use of MALL. The overall results of the mean in this
category were 3.45. It can be concluded that these learners were identified as
moderately motivated. In addition, the SD value was quite small. It means that the
items in this category have identical answers.
In Self-Determination Theory and the Facilitation of Intrinsic Motivation,
Social Development, and Well-Being by Ryan and Deci (2000), they declared that
“identified regulation was associated with more interest and enjoyment of school
and with more positive coping styles, as well as with expending more effort”
(p.73). It means that the learners’ behavior in the involvement any activity (e.g.
learning a language) takes an important role. As seen in the table above in which
the result revealed that the learners were identified as moderately motivated in
learning English through mobile phone. It can be interpreted that they were
sufficiently able to effectively manage their own learning experience in various
ways to achieve optimal learning outcomes. This might refer to Standage, Duda,
and Ntoumanis’ statement (2003) that with identified regulation, activities are
undertaken freely yet reflect an effort to achieve goals. In addition, another reason
that could explain why the learners were identified as moderately motivated was
because they thought that the use of mobile phone is quite important and
comfortable in learning English. Therefore, they will keep using it as long as it
gives them great benefits.
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External Regulation
According to Ryan and Deci (1985, cited in Guay, Vallerand, and
Blanchard, 2000), external regulation comes about “when behavior is regulated by
rewards or in order to avoid negative consequences” (p.177). It is typically in
contrast to identified regulation. In this research, it was found that generally the
learners had a moderate level for this concern. Table 5 explains the findings of
External Regulation.
Table 5. External Regulation
Item Statement Mean SD
3 Because I am supposed to do it. 2.51 0.99
7 Because it is something that I have to do. 2.66 0.93
11 Because I don’t have any choice. 2.71 1.04
15 Because I feel that I have to do it. 2.78 0.97
The four items in the table 5 are questions related to EFL learners’
external regulation toward the use of MALL. The overall results of the mean in
this category were 2.66. It indicated that the learners had a moderate level in this
category. Moreover, the SD value was quite small. It means that the items in this
category have identical answers.
As seen in the table above in which the result revealed that the learners
were externally motivated, yet, in a moderate level. It can be concluded that these
learners had enough willingness to learn through mobile phone. They thought that
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learning English through mobile phone is something that they are supposed to do.
Ryan and Deci (2000) claimed that external regulation will automatically occur
when an individual's behavior is affected by an external demand. Thus, these
learners certainly cannot avoid to learn English through mobile phone, especially
when they have to participate in the classroom learning context. In other words,
they have no choice but to learn English using mobile phone, as it is the part of
the learning process in the classroom.
Amotivation
Amotivation depicts “a lack of motivation caused by the realization that
‘there is no point…’ or ‘it’s beyond me…’ (Noels, Pelletier, Clément, and
Vallerand, 2000, cited in Dörnyei, 2005, p.78). In this research, it was found that
generally the learners had a moderate level for this concern. Table 6 sums up the
findings of Amotivation.
Table 6. Amotivation
Item Statement Mean SD
4 There may be good reasons to do English learning
activity through mobile phone, but personally I don’t
see any.
3.02 1.02
8 I do English learning activity through mobile phone,
but I am not sure if it is worth it.
3.02 1
12 I don’t know; I don’t see what English learning
activity through mobile phone brings me.
3 1.10
16 I do English learning activity through mobile phone,
but I am not sure it is a good thing to pursue it.
3.12 1.09
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All items in the table 6 are questions related to EFL learners’ amotivation
toward the use of MALL. The overall results of the mean in this category were
3.04. It can be inferred that these learners were moderately amotivated. Moreover,
the SD value was quite big. It means that the items in this category have diverse
answers.
As seen in the table above, the result indicated that the learners were
moderately amotivated to the use of mobile phone in learning English. When a
person is not motivated enough, whether he/she does not do something at all, or as
they move, there is actually no sense of what they are doing. Likewise with these
learners, they might be moderately amotivated in learning English through mobile
phone due to several things, such as they had less ability to follow the learning
technique used. This might be in line with Guay, Vallerand, and Blanchard’
statement (2000) that amotivated learners must have run into a lack of possibility
among their behaviors and outcomes, because they might think that there is no
sense of personal purpose, and/or no expectations in receiving any reward. Here,
learners probably think that the learning technique used is less important and
necessary (e.g. they are really able and confident to learn English without having
to utilize mobile phone), and/or they may also assume that using mobile phone in
learning English will not produce something as what they expect (e.g. making
them fluent in English quickly). As argued by Ryan and Deci (2000) in Intrinsic
and Extrinsic Motivation: Classic Definitions and New Directions that
“amotivation results from not valuing an activity, not feeling competent to do it,
or not believing it will yield a desired outcome” (p.61).
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CONCLUSION
The purpose of this study was to analyze EFL first-year learners’
motivation toward the use of Mobile Assisted Language Learning at FLA,
UKSW. The study was conducted by distributing the motivational questionnaire
adapted from “The Situational Motivation Scale (SIMS)” by Guay, Vallerand, and
Blanchard (2000) to the three different classes using Cluster Sampling, in which
the total number of learners who filled out the questionnaire were forty-one
learners. To conclude, the learners’ motivation in learning English through mobile
phone appeared to be on a moderate level in identified regulation, external
regulation, and amotivation. Meanwhile, the result indicated that the learners’
intrinsic motivation was on a high level.
This study revealed that the participants tend to have a high level in
intrinsic motivation compared to identified regulation, external regulation, and
even amotivation. It can be elaborated that when learning English is combined
with the use of mobile phone, learners’ motivation is positively affected. This
might be one of the reasons that affect learners’ perception toward the use of
MALL in their learning process; that using mobile phone to learn language is such
an interesting and pleasurable thing to do. Thus, from the overall findings, the
pedagogical implication of this study may be a worthwhile recommendation for
the teachers and learners as well. There are several expectations for the teachers,
such as keep encouraging learners’ motivation in the learning process, and design
various creative and fun activities to learn English through mobile phone as a way
to enhance learners’ motivation. Moreover, there are also several expectations for
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the learners, such as learners who learn English through mobile phone could
outperform learners who just engage English lesson in class without any
additional media to support the learning process, and also EFL learners could be
well-motivated to use MALL in order to help them to obtain good benefits.
This study is far from perfect. There are some limitations of the present
study, such as the findings are highly contextual in which cannot be attributed to
other contexts. This study also did not focus in exploring performances of each
mobile phone function specifically (e.g. email, text messages, etc) towards the
English language learning. Furthermore, to investigate all factors of learners’
motivation in learning English through mobile phone in details is considered not
enough with only 16 items provided in the questionnaire and without any
interview. Therefore, for further study, the researcher suggests to investigate and
find out the relation between EFL learners’ motivation and progress toward the
use of MALL.
22
ACKNOWLEDGEMENT
My biggest gratitude goes to my Almighty God and savior, Jesus Christ,
for all the amazing grace He constantly gives even when I felt like I did not
deserve it. This research report would be impossible without the endless inputs,
supports, encouragements, and love from all of these irreplaceable individuals
who have always got my back. Thank you very much to:
1. My thesis supervisor, Dian Toar Y.G Sumakul, M.A. for the knowledge and
guidance you shared during my thesis writing.
2. My thesis examiner, Frances Sinanu, M.A. for the willingness to evaluate my
thesis in the midst of her busy schedule.
3. My family, my super father; Waluya, my beloved mother; Putri Satriyorini,
and my sister and little brother, Anita and Riyo, for always cheering me up in
all the incredible ways possible whenever I felt like giving up.
4. My dear friends, Novia Mutiaraningtyas, Eviyanty Ari Wulandari, Kris
Lumintuningtyas, and all of my friends in Fourteeners, for enduring the
struggle and hardship of thesis writing together. Thank you for the sweet
memories.
5. All of the lecturers of Faculty of Language and Arts UKSW, for all the
knowledge, lessons, and experiences who have helped me become who I am
today.
6. Last but not least, I would like to thank to my beloved boyfriend; Christian
Dwi Laksoadi, for always supporting me to finish this journey on time.
Thank you for everything.
23
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26
APPENDIX
The Situational Motivation Scale (SIMS)
Directions: Read each item carefully. Using the scale below, please circle
the number that best describes the reason why you are currently engaged in this
learning English activity by using mobile phone. Answer each item according to
the following scale: 1: strongly disagree; 2: disagree; 3: neutral; 4: agree; 5:
strongly agree.
Why are you currently engaged in this learning English activity by using mobile
phone?
1. Because I think that learning English through
mobile phone is interesting. 1 2 3 4 5
2. Because I am doing it for my own good. 1 2 3 4 5
3. Because I am supposed to do it. 1 2 3 4 5
4. There may be good reasons to learn English through mobile phone,
but personally I don’t see any. 1 2 3 4 5
5. Because I think that learning English through
mobile phone is pleasant. 1 2 3 4 5
6. Because I think that learning English through
mobile phone is good for me. 1 2 3 4 5
7. Because it is something that I have to do. 1 2 3 4 5
8. I do English learning activity through mobile phone,
but I am not sure if it is worth it. 1 2 3 4 5
9. Because learning English through mobile phone is fun. 1 2 3 4 5
10. By personal decision. 1 2 3 4 5
11. Because I don’t have any choice. 1 2 3 4 5
12. I don’t know; I don’t see what English learning activity
through mobile phone brings me. 1 2 3 4 5
13. Because I feel good when I am doing English learning
activity through mobile phone. 1 2 3 4 5
14. Because I believe that English learning activity through
mobile phone is important for me. 1 2 3 4 5
27
15. Because I feel that I have to do it. 1 2 3 4 5
16. I do English learning activity through mobile phone,
but I am not sure it is a good thing to pursue it. 1 2 3 4 5