THE MOST IMPORTANT FACTOR IN SECOND LANGUAGE

ACQUISITION IS MOTIVATION

1. INTRODUCTION
In Indonesia English includes foreign languages studied as part of an educational

curriculum from elementary to higher education. As a foreign language, English is not

used, formally, as a communication tool in both the community and the language of

instruction in the teaching and learning process (except in international standard schools

or in the English Faculty) but as a language used to study a certain disciplines. Given the

role of English as a foreign language, students' interest in learning this language must be

influenced by factors such as internal or external factors. Motivation is one of the

important factors that influence the student's achievement in learning a language, in this

case English.

2. Second Language Acquisition

Although English in Indonesia is considered a foreign language, but in line with

globalization more and more institutions both formal and non formal use English as the

language of their communication, so that English is not only studied in the classroom but

also used as a communication tool. This is evidenced by the proliferation of language

training institutions in Indonesia as well as international schools that use English as the

medium of instruction to accommodate the need for graduates with the ability to

communicate in English.
Many people think that language acquisition can be seen from how students'

communication skills develop and the more fluent they are in communicating by using a

second language. But in general Second Language Acquisition (SLA) does not focus on

the communication aspects of a language but on the formal features of a language such as
 the pronunciation of words from a second language, how accents can change over time .

Another example relates to vocabulary, how much students can increase the number of

vocabulary. However, what is most often focused on is the grammar of a second language

such as plurals, relative clauses, and the extent to which students can produce sentences

using the above structure over time.

3. Motivation
3.1 Definition of Motivation
Motivation is an encouragement or reason that underlies the spirit of doing things.

Motivation is the cause of encouragement.

In general, motivation can be described as a process to influence a person or a lot

of people to do the work they want, in accordance with certain predetermined goals

(Uno, 2010: 1).

Whereas from the perspective of foreign language acquisition, motivation

includes attitudes and affective conditions that affect the level of effort that students

do in learning a foreign language (Ellis, 2008: 75). Harmer says that motivation refers

to an internal drive that drives a person to do everything to achieve goals (1988: 98).

Brown meanwhile states that motivation is the choices people take to gain experience

or purpose, and the efforts they are undertaking to achieve that goal (2000: 160).
There are three views on motivation according to Brown (2007: 183-184):
a. Behavioristic perspective, this motivation contains the notion of

motivation to get rewarded for certain behaviors. This motivation depends

on external factors such as: parents, teachers, peers, educational

requirements, and so forth.

b. A cognitive perspective, in this view, motivation places more emphasis on

individual decisions, choices people make for the experience or goal to be

aimed for or avoided.

 c. Constructivist perspectives on motivation focus more on the social context

as well as individual personal choices.

In the context of foreign language acquisition, English, motivation

can be summed up as an internal and external encouragement that

encourages one to learn a language.

3.2 Types of Motivation

Ellis divides the motivation into 4 (four) namely: instrumental, integrative,

resultative, and intrinsic (2008: 75):

a. Instrumental Motivation
In the process of acquiring and learning foreign languages (English),

instrumental motivation is the efforts undertaken by students in order to pass

the exam, get a better job, or pass the college entrance test. In short this

motivation is an encouragement that makes students motivated to learn a

foreign language (English) because the mastery of English will open up

economic opportunities and education for them.

b. Integrative Motivation
This motivation encourages students who learn English to be interested in

learning about people and cultures related to English.

c. Resultative Motivation
This motivation arises as a result of the student's achievement because he has

English language skills. However, this motivation may also arise as a result of

language learning, for example students who succeed in learning English will

be increasingly motivated to learn more or otherwise can be less motivated

depending on the consequences that arise.

d. Instrinsic Motivation
Activity - an intrinsically motivated activity is an activity without a clear

reward except for the activity itself. Students engage in various activities for
 their own sake not because of outside influences. Innovatively motivated

behaviors create internal satisfaction such as feelings of competence and self-

determination.

4. Conclusions
In relation to the second language learning, namely: 1) integrative functions and

2) instrumental functions. Motivation works integratively if it motivates a person to learn

a language because of the desire to communicate with the speakers of that language or

become a member of the speaker's language community. While the instrumental

functioning motivation is that motivation encourages a person to have a willingness to

learn the second subject because of a useful purpose or because the urge wants to gain a

job or social mobility over that society.

Daftar pustaka

http://rima-n-sari.blogspot.co.id/2012/12/format-penulisan-essay.html

http://www.materibelajar.id/2016/04/teori-konsep-motivasi-pengertian-jenis.html#

http://ejurnal.provisi.ac.id/index.php/JTIKP/article/download/71/pdf_12/