Abstract
Motivation in language mastery is a crucial aspect that supports learner success especially in non-formal education. This study explores the motivation of English language learners in non-formal education as well as their perceived difficulties. Employing a qualitative approach with in-depth-interviews in the data collection, the study involved eight learners from a language course institution in Yogyakarta. The transcribed data were analyzed, interpreted, and categorised based on types of motivation and difficulties. The results show that most of the English learners possess instrumental motivation in learning foreign languages, but some tend to have integrative motivation. The instrumental motivation is mainly linked to efforts to pass the exam or tests with good grades. Their integrative motivation is related to recognizing the culture of the target language speech community and desire to communicate with the target community. Despite their motivation, they faced some difficulties related to language skills, especially reading and listening. In addition, they perceived vocabulary as hindrance in all the four skills. Further research to overcome the difficulties is recommended to maximize the learning achievement.
Highlights
Learning English is mandatory in Indonesian high schools, most Indonesian learners find it difficult to communicateJannatussholihah, S., Ashadi, & Andriyanti, E., (2020)
“My grades are always equal to standardized critetria”: Discovering English as a Foreign Language (EFL) learners’ motivation outside formal classroom
It is similar to the findings found by Liando et al (2005) that Indonesian secondary learners display integrative motivation in considering English as a global language
Summary
Learning English is mandatory in Indonesian high schools, most Indonesian learners find it difficult to communicateJannatussholihah, S., Ashadi, & Andriyanti, E., (2020). “My grades are always equal to standardized critetria”: Discovering EFL learners’ motivation outside formal classroom. English in their daily lives (Liando, Moni & Baldauf, 2005). Learners should have learning motivation to improve and maintain their English communication skills. Learners’ learning motivation is a central element in the teaching and learning process (Dörnyei & Ushioda, 2011; Oxford & Shearin, 1994). It can influence their English skills especially reading in learning English (Pirih, 2019). Numerous studies on motivation of English learners in the Indonesian context have been studied in formal education rather than in non-formal education. (e.g., Bradford, 2007; Lamb, 2004a, 2007, 2004b; Liando et al, 2005; Maulana, Opdenakker, Brok, & Bosker, 2011; Radfar & Lengkanawati, 2020; Setyadi, Mahpul, & Wicaksono, 2019; Yulia, 2013)
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a call
