Journal of English Teaching and Learning Issues, 6 (1) page 1–18, 2023

ISSN: 2615-3920 EISSN: 2685-4473

DOI: 10.21043/jetli.v6i1.19368

Unraveling Motivational Beliefs in Learning English:

Voices of Non-English Major Students in Indonesian
Higher Education

Sri Wahyuningsih1, Azizah Maulina Erzad2

1 Faculty of Dakwah and Islamic Commuication, Institut Agama Islam Negeri Kudus, Kudus
2 Faculty of Tarbiyah, Institut Agama Islam Negeri Kudus, Kudus

Contact: Sri Wahyuningsih [email protected]

ABSTRACT
The present study attempts to explore the motivational beliefs in learning KEYWORDS:
English among non-English major students from two higher educations in English;
Indonesia. This study employed a qualitative descriptive approach. Data were motivational beliefs;
collected through close-ended questionnaires. The questionnaires were then non-English major
distributed to the 100 students. The collected data were then analyzed students;
quantitatively to find out the percentage of motivational beliefs. Further, we Indonesian higher
interpreted the motivations mostly preferred the non-English major students. education
The results reveal that from 15 items of motivational beliefs in learning
English, the most dominant motivations of learning English preferred by the ARTICLE HISTORY:
non-English major students include becoming a knowledgeable person Received
(95%), understanding English books, movies, music (95%), transferring February 2, 2023
knowledge to others (81%), becoming an educated person (81%), Accepted
appreciating the ways of life of native English speakers (79%), discussing May 2, 2023
interesting topics in English with the people from other countries (77%),
keeping in touch with foreign people (60%), getting appreciation from others
(60 %). On the other hand, other items of motivational beliefs may not
become their main motivational beliefs in learning English. This study
presents an implication that students from non-English majors need to
increase their self-awareness in learning English, particularly both in spoken
and written ways to enhance their life.

Introduction
Acquiring a foreign language, English has been a crucial part of the present time. Language
learning typically differs from language acquisition. Language learning deals with the
processes when people were learning a second language (L2) after they obtained their first
language (Juniar, 2016). Language acquisition, on the other hand, focuses on how young
children gain their mother tongue or first language. In the learning process of language
acquisition. Cook, as cited in Takahashi (2018), reports that there are crucial aspects,

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2 Sri Wahyuningsih and Azizah Maulina Erzad

including age, personality, and motivation that foster the speed of each learner in learning a
language. In this context, motivation has become the most crucial among these other
aspects (Anjomshoa & Sadighi, 2015). In this matter, the role of motivation is badly needed
for learners in learning languages. It is a main factor to enhance the success of learners in
language learning. A learner will be more successful in learning the language with better
motivation (Alizadeh & Branch, 2016). In other words, motivation can be considered as a
prerequisite in the process of teaching and learning, particularly in the field of language and
linguistics. The ability to learn English successfully or unsuccessfully depends on the pupils'
level of motivation, hence motivation cannot be separated from English learning (Husna &
Murtini, 2019). Students who are eager to learn will be enthusiastic and motivated to learn
English (Purnama et al., 2019). Furthermore, Hasan & Abdelrazek (2016) point out that
internal motivation is responsible for achieving the targets of learning.
In the socio-educational model, there are three dimensions of motivations comprising
motivational intensity which deals with how much effort learners expend in the process of
language learning, attitudes towards learning the second language which deals with how
much enjoyment learners express feeling in learning language, and desire to learn which
deals with how much personal investment for the learners’ success in language (Ortega,
2009). In addition, learners with high motivation tend to get involved in activities that they
consider will support them to learn. Meanwhile, those with low motivation may not be able to
regularly having an effort during learning as those with high motivation (Takahashi, 2018).
Referring to this description, it can be deduced that motivation is one of the factors
determining the learners’ success in learning a language.
Ortega (2009) points out intrinsic motivation and extrinsic motivation. Learners who get
involved in behavior that they assume is self-initiated by choice and sustained by inherent
enjoyment can be said to be intrinsically motivated. Meanwhile, learners who describe the
behavior as structured by a means-end, pragmatic-instrumental causation from the outside
can be said to be extrinsically motivated. In addition, there are five types of motivation for
learning a language. These include instrumental motivation, integrative motivation,
knowledge or intellectual curiosity, desire to travel, and friendship reason (Ortega, 2009;
Troike, 2006). Moreover, in the context of the socio-educational model, motivation in learning
a language covers numerous elements including the motivated learners expressing effort in
learning the language, having the task of language learning, and having the desire to
accomplish the goal (Saqlain, 2014). This description denotes that motivation has different
types and elements which can be regarded as a crucial aspect of learners’ language
acquisition.
In terms of motivation in EFL, instrumental motivation emerges as the primary type of
motivation affecting EFL learning (Al-Munawwarah, 2018). Most of the students
acknowledged that learning English was required to fulfill academic requirements and obtain
a satisfying career in the future. However, it is inevitable to look into the role of integrative
motivation in EFL learning which is learning the language to get in touch with the culture of
language learning and native speakers (Rozmatovna, 2020). It is in line with the previous
study that most EFL students are interactively motivated (Rahadianto et al., 2022). The
students have a desire to study English because it allows them to interact with others in a
variety of settings and because they see it to be a way of life.
Tremendous studies on the role of motivation have been carried out by some previous
researchers. Alizadeh and Branch (2016) have overviewed the role of motivation in learning a
second or foreign language and it is beneficial for learners’ success in language acquisition.
 Journal of English Teaching and Learning Issues 3

Ramos et al. (2015) have pointed out that learning styles and academic motivation have
been regarded as the two factors in shadow education which deals with a means to explore
learning to benefit both learners and society by enhancing knowledge, experience, and skills.
In addition, Ghaedi (2014) has shown a significant relationship between motivation for
higher education and learning styles.
Unlike some previous studies highlighting the role of motivation in language learning on
English major students in one educational setting, this study emphasizes more on what
motivations are mostly used by non-English major students consisting of several
departments in two Indonesian higher educations in learning a foreign language, English.
Therefore, this paper mainly describes motivations for learning English among non-English
major students in Indonesian higher educations and the most dominant motivations
preferred by them.

Method
The participants of this survey study were 100 Indonesian learners from two higher
education in Indonesia from numerous Departments consisting of the management
Department, Information and Industry Technique Department, Law Department,
Broadcasting Department, and Counseling and Guidance Department, Elementary School
Department. Data were collected through close-ended questionnaires. Regarding the
instrument of the study, we employed the close-ended questionnaires comprising of 15
items including: 1) using English for assignment and examinations; 2) quoting the textbook
and not actively communicating in speaking or writing class; 3) reading English textbooks for
study; 4) pursuing University degree and better job is more interesting than learning English;
5) motivated in developing higher education than learning English language itself; 6) learning
English is beneficial for going abroad; 7) learning English is crucial to become a
knowledgeable person; 8) learning English is crucial to become an educated person; 9)
Having a proficiency in English can lead to more success in career development; 10) Having
a proficiency in English makes others respect to me; 11) Studying English makes me
understand English books, movies, music etc.; 12) studying English makes me understand
and appreciate the ways of life of native English speakers; 13) studying English makes me
keep in touch with foreign people; 14) studying English can pursue me to discuss interesting
topics in English with the people from other countries; 15) studying English can transfer my
knowledge to other people. In addition, these items were based on five- points Likert scale
ranging from strongly agree, agree, neutral, disagree, and strongly disagree.
To maintain the validity of the data instrument, we first sent the survey to English
teaching experts in private and public universities in Indonesia. Then, the recommendations
and feedback from the experts were included in the instrument to develop the instruments.
In line with reliability, we piloted the survey to 3 lecturers from various universities in the
same field. In addition, we distributed the questionnaires to 200 students in the two higher
education in Indonesia. However, only 100 students were willing to fill out and complete the
questionnaires. They consisted of 50 non-English major students studying at an Indonesian
private university and 50 non-English major students studying at a state Indonesian
University. Both universities are situated in Kudus, Central Java, Indonesia. Of the total 100
non-English major students, there were 75 females and 25 males. Their ages ranged
between 19 and 21 years old. Regarding the procedures of the study, the authors explained
the main purpose of the study to students in a private university and a public university in
4 Sri Wahyuningsih and Azizah Maulina Erzad

Indonesia by asking permission from their lecturers. Then, the students were kindly asked to
complete the questionnaires through a Google form. To keep the participants’ privacy, their
names were not mentioned in the study.
Data were garnered during the two weeks of December 2021 considering that the
students had more free time in that month. Dealing with data analysis, we used the
procedure advocated by Nalliveettil & Alenazi (2016) to analyze the data of questionnaires
from the five scales. Then, the collected data were then analyzed quantitatively by
calculating the percentage of each item provided by the participants. In addition, we
interpreted the findings of the study, especially in terms of motivations mostly preferred the
non-English major students.

Results and Discussion

The following results describe some motivational beliefs in learning English among non-
English major students in two Indonesian Higher Educations:

Motivational Beliefs of Learning English among non-English Major Students in

Two Indonesian Higher Educations
Based on the distributed close-ended questionnaires, the non-English major students have
given their responses regarding the motivational beliefs of learning English. It can be
evidenced by the following elaborations.

1. Using English for Completing Assignments and Examinations

English is regarded as a crucial subject taught to students in Indonesian higher
education, including non-English major students. The results of the questionnaires reveal
that these non-English major students have different motivational beliefs in learning
English. In terms of an item of using English for assignments and examinations, most
students agree that they had a motivational belief in learning English, particularly
completing assignments and examinations. It could be evidenced by the following chart.

2% 4%
15%
40% Strongly Agree
Agree
Neutral
Disagree
39% Strongly Disagree

Chart 1. Item 1 Using English for Completing Assignments and Examinations

Chart 1 indicates that most, 40% of the students used English only for class
assignments and examinations. Some of them, 15% of the students disagreed, 2 % of the
students strongly disagreed, 4 % of them strongly agreed, and 39 % of them gave neutral
responses.
 Journal of English Teaching and Learning Issues 5

Based on the questionnaires, the result reveals that some students have different
their own opinions regarding motivational beliefs in learning English. Some students have
a positive response towards the motivation in learning English. Meanwhile, others gave
neutral responses regarding their motivational beliefs in learning English. In terms of the
item in using English for assignments and examinations, most students from the non-
English majors agree that they had a motivational belief in learning English, particularly
for completing assignments and examinations. This was shown in Chart 1, describing
that 39 % of students agreed that they use English only for completing class assignments
and examinations. 40 % of the students gave their neutral responses and 15 % of them
disagreed. It has already been known that in the Indonesian higher education context
both private and public universities, English has been taught to students of all majors.
This was done as a prerequisite subject to develop their knowledge and English literacy
to enhance competence in their fields. In the management department, for instance,
students were faced with the materials of business and management. In this context,
they need English subjects as a main to foster their competence, especially in relation to
English text in the Management field. In addition, in the process of English teaching and
learning, assignments and examinations are given to measure the students’ competence
in English subjects and get the score. This finding is in accordance with the study
conducted by Ramos et al. (2015), exploring that the beliefs of individuals may lead to
having reasons for accomplishing a task. In addition, through extrinsic motivation, an
individual may have an assumption that she or he learns for scores and competition.

2. Quoting English textbooks and not actively communicating in speaking or

writing
In terms of item 2, quoting the English textbook and not actively communicating English
in speaking and writing, most of the students agreed that they usually quote the English
textbook and not actively communicating English both in speaking and writing. It could be
shown by the following chart.

4% 4%
15% Strongly Agree
Agree
Neutral
Disagree
37% Strongly Disagree
40%

Chart 2. Item 2 Quoting English textbook and not actively communicating in speaking or writing

Chart 2 shows that 42% of the students agreed that they did not actively
communicate in speaking or writing. Meanwhile, 16% of them disagreed, 4% of them
strongly disagreed, and 38% were neutral.
Dealing with item 2, quoting the English textbook and not actively communicating
English in speaking and writing, most of the students agreed that they usually quote the
6 Sri Wahyuningsih and Azizah Maulina Erzad

English textbook and not actively communicating English both in speaking and writing.
Specifically, 42% of the students agreed that they did not actively communicate in
speaking or writing. Meanwhile, 16% of them disagreed, 4% of them strongly disagreed,
and 38% were neutral. The data revealed that most students from the non-English major
in Indonesian higher education are not actively using English as communication both in
writing and speaking. Indeed, they prefer using English like quoting English textbooks to
accomplish the task. This may be caused by some factors like lack of exposure to
English both in spoken and writing, lack of confidence among them, lack of input in
English, and so on. English is taught to students in Indonesian higher education as the
basic course to improve their English skills to support their career development. In the
teaching and learning process, lecturers are generally giving the course by providing task
and exercise both in spoken and written forms to measure students’ English competence.
Unfortunately, the duration of the English teaching meeting is once a week. Therefore, it
may not be enough for them to explore more the exposure of English both in spoken and
written text. In addition, they have lacked exposure to using English outside the class
(Pithers & Lim, 1997; Wahyuningsih & Afandi, 2020).

3. Reading English textbooks for study

Chart 3 indicates that 36 students like reading English textbooks for study. However,
most of them, 41 respondents stated neutral. Meanwhile, 5 respondents strongly agreed
and 18 disagreed.

0% 5%
18% Strongly Agree
Agree
Neutral
Disagree
41% 36% Strongly Disagree

Chart 3. Item 3 Reading English Textbooks for Study

In terms of reading English textbooks for study items, 36 students agreed that they
like reading English textbooks for study and 41 respondents stated neutral. Meanwhile, 5
respondents strongly agreed and 18 disagreed. This finding demonstrates that most of
the students from these various departments prefer stating neutral responses. Moreover,
36 students were utilizing English textbooks for their study. This reflects that English
textbook plays a crucial role as references in enhancing the process of English teaching
and learning activities. Indeed, the English language lecturers could make use of any kind
of references including English textbooks associated with the subject or major of the
students. For example, students in the law department will utilize English references
dealing with law matters, those in the broadcasting department will make use of English
textbooks dealing with the broadcasting area, those in the counseling department will
make use of English references dealing with counseling matters, and those in the
elementary education department will utilize English textbook of education. Therefore, in
meeting the student’s needs, the English language lecturers should actively make use of
 Journal of English Teaching and Learning Issues 7

references from numerous resources like English textbooks, videos, and so on

associated with the major of students. In other words, the need of adopting English
materials based on the student’s major was necessary for the lecturers (Ashaver, 2013;
Dougherty & Coelho, 2017; Mestari & Malabar, 2016; Nartiningrum & Nugroho, 2021;
Wahyuningsih, 2021a; Wahyuningsih & Dewi, 2019).

4. Pursuing a University degree and a better job is more interesting than

learning English
Chart 4 describes that most students particularly 41 students have given their neutral
response in perceiving that a university degree and a better job are more interesting than
learning English. The second percentage disagreed with 28%, and the third agreed with
23%. While strongly agree was 3% and strongly disagree was 5%.

5% 3%
23%
Strongly Agree
28%
Agree
Neutral
Disagree
Strongly Disagree
41%

Chart 4. Item 4 University degree and a better job are more interesting than learning English.

By item 4, pursuing a university degree and a better job is more interesting than
learning English, most students particularly 41 students have given their neutral response
in perceiving that a university degree and a better job are more interesting than learning
English. The second percentage disagreed with 28%, and the third agreed with 23%. While
strongly agree was 3% and strongly disagree was 5%. These data reflect that most
students from several departments give their neutral response as the preferred choice.
Meanwhile, the response of agreement and disagreement has a similar proportion. This
means that some of them agreed that they have a belief to pursue a university degree and
a better job rather than learning English. Further, some believe that learning English is
more important than just pursuing a university degree and a better job. With regard to
this, those who believe in pursuing a university degree and a better job are focusing on
the main purpose of their study particularly getting a job after graduation. On the other
hand, those who believe in the importance of learning English rather than just pursuing a
university degree are more focused on the need for long life learning especially the need
of acquiring English no matter if their majors are not English. Indeed, they realize that the
role of English in the world cannot be neglected. Therefore, having the belief in the
importance of learning is necessary for them to foster their success in the future.
8 Sri Wahyuningsih and Azizah Maulina Erzad

5. Motivated in developing higher education than learning the English language

itself

51% of the respondents stated neutral in perceiving that developing higher education
than learning the English language itself. The second percentage disagreed with 29%, and
the third agreed with 15%. While strongly agree was 2% and strongly disagreed 3%.

3% 2%
15% Strongly Agree
29%
Agree

Neutral
51%

Chart 5. Item 5 Developing Higher Education than Learning the English Language Itself

Dealing with item 5, motivated in developing higher education than learning the
English language, 51% of the students stated neutral in perceiving that developing higher
education than learning the English language itself. The second percentage disagreed
with 29%, and the third agreed with 15%. While strongly agree was 2% and strongly
disagreed 3%. These data demonstrate that most students give a neutral response
meaning that they are uncertain about this belief. Meanwhile, some students disagreed
with this item that they are just motivated in developing higher education than learning
English. This indicates that although they are not English majors, they believe that there is
a need for them to learn and acquire English because of the crucial English role.

6. Learning English is beneficial for going abroad

Most of the respondents strongly agreed that learning English is beneficial for going
abroad, the percentage was 70%. Meanwhile, the other 30% stated agree.

0%
30% Strongly Agree
Agree
Neutral
Disagree
70%
Strongly Disagree

Chart 6. Item 6 Learning English is beneficial for going abroad

 Journal of English Teaching and Learning Issues 9

In terms of item 6, learning English is beneficial for going abroad, most of the
students strongly agreed that learning English is beneficial for going abroad, the
percentage was 70%. Meanwhile, the other 30% stated agree. This finding reveals that
most students from non-English majors have a strong belief that English acquisition has
played a crucial role in going abroad particularly studying abroad. Interestingly, none of
them show their disagreement. This reflects that English is beneficial for going abroad
and has been a strong motivational belief among the students. For instance, English has
been a main prerequisite to enrolling a study abroad proven by passing Toefl and IELTS
scores. Some ways can be adopted by students in developing their English skills
including accessing English from social media like Youtube, watching movies, and so on
(Dukut, 2019).

7. Learning English is crucial to becoming a knowledgeable person

55 respondents strongly agreed that learning English is crucial to become a
knowledgeable person. Furthermore, 40 respondents stated agree and only 5
respondents stated neutrally.

2%
22% Strongly Agree
42% Agree

4% Neutral
Disagree

30% Strongly Disagree

Chart 7. Item 7 Learning English is crucial to becoming a knowledgeable person

Concerning item 7, learning English is crucial to becoming a knowledgeable person,

55% students strongly agreed that learning English is crucial to become a knowledgeable
person. Furthermore, 40% students stated agree and only 5% students stated neutral.
This finding reveals that most students give positive responses towards the motivational
belief of English. They all have already known that English is used in a global world. It is
used both in spoken and written communication including in social media. More
importantly, English is used as a medium of instruction in online learning platforms
(Dimova & Kling, 2018). Therefore, to broaden their knowledge, most students have a
motivational belief that English is crucial for them. This finding is strengthened by the
study conducted by Nue et al. (2022) reporting that some Indonesian students mostly
believe that English could foster one’s social values and enhance interaction throughout
the world in several fields.

8. Learning English is crucial to becoming an educated person

45 respondents agreed that learning English is crucial to becoming an educated person.
Furthermore, 39 respondents stated strongly agree, 15 respondents stated neutral, and 1
respondent disagreed.
10 Sri Wahyuningsih and Azizah Maulina Erzad

1% 0%
15% Strongly Agree

39% Agree
Neutral
Disagree

45% Strongly Disagree

Chart 8. Item 8 Learning English is crucial to becoming an educated person

In keeping with item 8, learning English is crucial to becoming an educated person,

45 students agreed that learning English is crucial to becoming an educated person.
Additionally, 39 students said they firmly agreed, and 15 students stated neutrally.
However, one respondent voiced disagreement. This result indicated that most students
respond favorably to the motivational belief that learning English makes people smarter.
Because English is used in so many different contexts, including those of education,
business, and social connections, having proficiency in the language is a sign of
someone being well-educated. People need to be educated to be able to innovate in this
era of society 5.0 and to meet a variety of obstacles by being technologically adept and
proficient in the English language. It is in line with the study conducted by Andayani
(2022) who stated that being able to comprehend English will assist you in keeping up
with the most recent developments in science, academics, and technology since the
majority of publications in these fields are published in this language. English proficiency
and academic achievement are positively correlated, indicating that good English skills
will help students to achieve success in their education (Hapsari et al., 2017).

9. Having proficiency in English can lead to more success in career development

46 respondents strongly agreed that having proficiency in English can lead to more
success in career development. Furthermore, 35 respondents stated agree, 16
respondents stated neutral, and 3 respondents disagreed.

0%
Strongly Agree
35% Agree
46%
Neutral
Disagree
Strongly Disagree
3% 16%
Chart 9. Item 9 Having proficiency in English can lead to more success in career development

Regarding item 9, having proficiency in English can lead to more success in career
development, 46 students strongly disagreed that having proficiency in English can lead
to more success in career development. In addition, 35 students agreed, 16 students
were neutral, and 3 students disagreed. According to these findings, nearly all students
believe that mastery of English will affect success in career development. According to
 Journal of English Teaching and Learning Issues 11

a study by Himawati (2018), English has become the primary factor in success for
attaining one's career goals in the future because it is a tool for communication. A
person's competency must be increased to sustain a career by learning a foreign
language like English or upgrading their education. Continuing education at local
colleges also demands proficiency in the language since English-language literature is
currently widely used. Moreover, English become the primary qualification for
continuing education overseas.

10. Having proficiency in English makes others respect to me

40 respondents agreed that having proficiency in English makes others respect them.
Furthermore, 20 respondents stated strongly agree, 31 respondents stated neutral, and
8 respondents disagreed.

8% 0%
20% Strongly Agree
Agree
31% Neutral
Disagree
Strongly Disagree
41%
Chart 10. Item 10 Having proficiency in English makes others respect me

According to item 10, having proficiency in English makes others respect me, 40
students agreed that having proficiency in English makes others respect them.
Additionally, 20 students indicated that they strongly agree, 31 indicated that they were
neutral, and 8 indicated that they disagreed. These results revealed that most students
give positive responses that by mastering English, other people will respect them.
However, almost half of them responded unfavorably. They represent neutrality and
disagreement. The findings of item 10 emphasized that English will increase someone’s
respectability and become a motivational belief of learning and mastering English for
some students. Others may not adopt it as their primary motivator for learning English.
There is no doubt that students might differ in their motivation for learning. This is
associated with their own goals and interests. Motivation has a key function in any
aspect including learning. In terms of improving language learning, it surpassed
aptitude as the second-strongest predictor. Language learners may have various
motivations that help them in language learning engagement (Rahmawati, 2020).

11. Studying English makes me understand English books, movies, music, etc.
41 respondents strongly agreed and 54 respondents agreed that studying English
makes them understand English books, movies, music, etc. The other 5 respondents
stated neutrally.
12 Sri Wahyuningsih and Azizah Maulina Erzad

5% 0%
41% Strongly Agree
Agree
Neutral
Disagree
54% Strongly Disagree

Chart 11. Item 11 Studying English makes me understand English books, movies, music, etc.

In accordance with item 11, studying English makes me understand English books,
movies, music, etc., 41 students strongly agreed and 54 students agreed that studying
English makes them understand English books, movies, music, etc. Five additional
students indicated neutral. These findings showed that almost all students believe they
can understand English books, films, music, and other media by learning English. As can
be seen, 95 students agree with this motivational belief, leaving only five students who
indicated neutral. It proved that English is very useful not only for English department
students but also non-English department students, particularly in comprehending
English books, movies, music, etc. It is consistent with the research done by Ilyosovna
(2020), which found that possessing a good knowledge of English opens up a world of
literature, music, and movies to you. Mastering a second language gives us access to a
wider range of people, viewpoints, ideas, and literary works (Sahiba & Mirza, 2019). If we
are proficient in English, we can easily grasp a lot of what is written in that language.

12. Studying English makes me understand and appreciate the ways of life of
native English speakers
57 respondents agreed and 22 respondents strongly agreed that studying English
makes them understand and appreciate the ways of life of native English speakers.
Meanwhile, 19 respondents stated neutral, and 2 respondents stated disagree.

2% 0%
19% 22% Strongly Agree
Agree
Neutral
Disagree
Strongly Disagree
57%

Chart 12. Item 12 Studying English makes me understand and appreciate the ways of life of
native English speakers.

In response to question 12, studying English makes me understand and appreciate

the ways of life of native English speakers, 57 students agreed, and 22 strongly agreed,
that learning English helps people respect and understand the way of life of native
 Journal of English Teaching and Learning Issues 13

English speakers. While 2 students disagreed, 19 students said they were neutral. These
results implied that learning English can help people understand and learn about
English culture and way of life. When students are learning English, they frequently
encounter English culture. One of these can be found in the students’ English textbooks.
Since the cultural content of English textbooks typically deals with local culture and
local knowledge, students can find a wealth of cultural material there (Gunantar, 2016).
As a result, by studying English, students may readily comprehend the lifestyles of
native speakers.

13. Studying English makes me keep in touch with foreign people

42 respondents agreed and 18 respondents strongly agreed that studying English
makes them keep in touch with foreign people. Meanwhile, 36 respondents stated
neutral, and 4 respondents stated disagree.

4% 0%
18%
Strongly Agree
Agree
36%
Neutral
Disagree
Strongly Disagree
42%
Chart 13. Item 13 Studying English makes me keep in touch with foreign people

Item 13 of the survey, studying English makes me keep in touch with foreign
people, found that 42 students agreed and 18 strongly agreed that learning English
helps people maintain contact with people from other countries. 36 students said they
were neutral, and 4 said they disagreed. These findings demonstrated that most
students share the same motivational view for learning English, which is that learning
English will enable them to interact and maintain contact with people from other
countries. To engage with people from various countries, students learn English as one
of their language skills. In keeping with Hayati's (2015) statement, many people desire
to learn English and improve their communication for a variety of general and
specialized goals, including obtaining a better career, traveling, making friends abroad,
etc.

14. Studying English can pursue me to discuss interesting topics in English with
people from other countries
52 respondents agreed and 25 respondents strongly agreed that studying English can
pursue them to discuss interesting topics in English with people from other countries.
Meanwhile, 22 respondents stated neutral, and 1 respondent stated disagree.
14 Sri Wahyuningsih and Azizah Maulina Erzad

3% 2%
15% Strongly Agree
29%
Agree
Neutral
Disagree
Strongly Disagree
51%

Chart 14. Item 14 Studying English can pursue me to discuss interesting topics in English with
people from other countries

Item 14, studying English can pursue me to discuss interesting topics in English
with people from other countries, revealed that 52 students agreed, and 25 students
strongly agreed that studying English can pursue them to discuss interesting topics in
English with people from other countries. One student said they disagreed, while 22
students said they were neutral. These results revealed that most students believe that
studying English will enable them to interact with foreigners on engaging in interesting
topics in English. People may communicate with foreigners and engage in a variety of
engaging conversations by being fluent in English. The tourist destinations in Indonesia
are one of the fascinating subjects to discuss with foreigners. As students and
Indonesian citizens, we must be able to introduce and promote our tourist sites and
cultures to the global world so that visitors from other nations will be aware of
Indonesia's richness. Our country will gain a lot from it in terms of the economy and
tourism. People should be proficient in English and make use of cutting-edge
technologies, like social media, to promote Indonesian tourist destinations on a global
scale (Erzad, 2018).

15. Studying English can transfer my knowledge to other people

59 respondents agreed and 22 respondents strongly agreed that studying English can
transfer my knowledge to other people. Meanwhile, 17 respondents stated neutral, and
2 respondents stated disagree.

2%0%
17% 22% Strongly Agree
Agree
Neutral
Disagree

59% Strongly Disagree

Chart 15. Item 15 Studying English can transfer my knowledge to other people

As stated in item 15, studying English can transfer my knowledge to other people,
59 students agreed, with 22 students strongly agreed that studying English can transfer
my knowledge to other people. As for the other responses, 2 students disagreed, while
 Journal of English Teaching and Learning Issues 15

17 students said they were neutral. These findings indicated that most students give
positive responses and have similar motivational beliefs in learning English. It enables
them to share their knowledge with other people and gain knowledge from other people.
This finding is in line with the findings of a study done by Agung and Purbani (2020),
which showed that people's attitudes, characters, and knowledge were changed by their
education in language and English. People will be able to exchange ideas and thoughts
with everyone, especially those from different countries if they are fluent in English.

Interestingly, the finding of this study reflects that the most dominant motivational
beliefs among the non-major students in learning English are to become a
knowledgeable person (95%), to understand English books, movies, and music (95%), to
transfer knowledge to others (81%), to become an educated person (81%), to appreciate
the ways of life of native English speakers (79%), to discuss interesting topics in English
with the people from other countries (77%), to keep in touch with foreign people (60%),
to get appreciation from others (60 %). Meanwhile, other items of motivational beliefs in
learning English do not get high percentages. These findings demonstrate that having
wider knowledge is crucial for students. This could be achieved by having English
acquisition which can be accessed through various sources like books, movies, and so
on. This means that appropriate references play a pivotal role in upgrading students’
English skills (Wahyuningsih, 2020, 2021b).

Conclusion
The present study explores the motivational beliefs in learning English among non-English
major students from two higher educations in Indonesia. As reported in the questionnaire,
most students have different their own opinions regarding motivational beliefs in learning
English. Some students have a positive response towards the motivation in learning English.
From 15 items of motivational beliefs in learning English, the most dominant
motivations of learning English preferred by the non-English major students include
becoming a knowledgeable person (95%), understanding English books, movies, and music
(95%), transferring knowledge to others (81%), becoming an educated person (81%),
appreciating the ways of life of native English speakers (79%), discussing interesting topics
in English with the people from other countries (77%), keeping in touch with foreign people
(60%), getting appreciation from others (60 %). On the other hand, other items of
motivational beliefs including using English for assignments and examinations, quoting the
textbook and not actively communicating in speaking or writing class, reading English
textbooks for study, pursuing a university degree, and a better job is more interesting than
learning English, developing higher education than learning the English language itself,
learning English is beneficial for going abroad may not become their main motivational
beliefs in learning English. This study only recruited 100 participants from two higher
educations in Indonesia and analyzed the motivational beliefs in learning English. It is kindly
suggested for future research to conduct the study by recruiting more participants and
discussing in more detail factors influencing motivational beliefs. This study presents an
implication that students from non-English majors need to increase their self-awareness in
learning English, particularly in speaking skills to enhance their life. It is mainly
recommended that future researchers conduct studies related to motivation in learning
English from wider disciplines and universities. By having this study, fruitful knowledge of
16 Sri Wahyuningsih and Azizah Maulina Erzad

some motivational beliefs in English among non-English major students could be a reference
for scholars.

Acknowledgment
We would like to say thanks to the students from numerous departments at a public
university and a private university in Indonesia with whom we have a meaningful time
finishing this study. They gave us fruitful data related to their motivational beliefs in learning
English.

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