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Advances in Social Sciences Research Journal – Vol. 9, No. 1
Publication Date: January 25, 2022
DOI:10.14738/assrj.91.11527. Said, M., Meidasari, V. E., & Iswadi. (2022). The Effect of Motivation on the Needs of EAP and EOP for Undergraduate Students: The
Case of Universitas Pancasila. Advances in Social Sciences Research Journal, 9(1). 42-53.
Services for Science and Education – United Kingdom
The Effect of Motivation on the Needs of EAP and EOP for
Undergraduate Students: The Case of Universitas Pancasila
Mashadi Said
Universitas Pancasila, Indonesia
Venny Eka Meidasari
University of Indraprasta PGRI, Indonesia
Iswadi
SMAN 21 Kota Bekasi, Indonesia
ABSTRACT
This study aims at describing the effects of integrative motivation on the needs of
English for Academic Purposes (EAP) and English for Occupational Purposes (EOP)
of the students of Universitas Pancasila. The study employed the survey method
using multiple regression and correlation analysis. The population of the study
consisted of 12708 students of Universitas Pancasila. Of that number, 388 counted
with the Slovin formula at the significance level of 5% participated in the study. A
random sampling method was employed to collect the sample. Data were collected
with questionnaires with the 1-6 Likert scale. Data were then analyzed with product
moment analysis, multiple regression, F test, and T-test with an alpha of 5%. The
writers employed the Version 22 SPSS program. The results of the study indicate (1)
the absence of the effect of integrative motivation on the needs of EAP and EOP for
the students of Universitas Pancasila, (2) the presence of the effect of instrumental
motivation on the needs of EAP and EOP for the students of Universitas Pancasila,
and (3) the presence of the joint effect of integrative motivation and instrumental
motivation on the needs of EAP and EOP. The needs are closely correlated with
integrative motivation and instrumental motivation. The results of the study
indicate the improvement of the EAP and EOP curricula for undergraduate students
of Universitas Pancasila in particular and all Indonesian higher educations in
general.
Keywords: Curriculum of English, fundamental English, English for Academic Purposes
(EAP), English for Occupational Purposes (EOP)
INTRODUCTION
The study aims at analyzing the needs of the students of Universitas Pancasila when they learn
English, using the theory of integrative and instrumental motivation and need analysis. So far,
the English subject has been less popular for students. The chronic condition in the past years
has indicated the low English learning motivation of the students of Universitas Pancasila. Such
this issue has been an interesting issue of study because English proficiency is an absolute
requirement for (Faridatuunnisa, 2020) a prospective career (Yuliah et al., 2016). For students,
the needs is even higher because not only are they required to be capable of communication in
English but also comprehend academic English accurately and appropriately to support their
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Said, M., Meidasari, V. E., & Iswadi. (2022). The Effect of Motivation on the Needs of EAP and EOP for Undergraduate Students: The Case of
Universitas Pancasila. Advances in Social Sciences Research Journal, 9(1). 42-53.
URL: http://dx.doi.org/10.14738/assrj.91.11527
studies and master English for Occupational Purposes (EOP) to accelerate their career in the
workplace. In other words, EAP and EOP capabilities are required.
The study aims at analyzing the needs of the students of Universitas Pancasila when they learn
English, using the theory of integrative and instrumental motivation and need analysis. So far,
the English subject has been less popular for students. The chronic condition in the past years
has indicated the low English learning motivation of the students of Universitas Pancasila. Such
this issue has been an interesting issue of study because English proficiency is an absolute
requirement (Faridatuunnisa, 2020) For students, the needs is even higher because not only
are they required to be capable of communication in English but also comprehend academic
English accurately and appropriately to support their studies and master English for
Occupational Purposes (EOP) to accelerate their career in the workplace. In other words, EAP
and EOP capabilities are required.
The results of current research revealed that the analytical theory of the needs of academic
English plays an important role in the development of EAP and EOP learning materials
(Tomlinson, 2012) ; (Piskurich, 2015); (Sun, 2015); (Maulina, et.al, 2021). The target of the
study serves as the ‘roadmap’ for the development of learning design. Results of need analysis
before English learning design is developed has to be integrated into the process of subject
design development to ensure that in learning English, the students can achieve the expected
goals (Richards, 2001); (Nation, et al, 2010).
Some of the factors that significantly affect the success in English learning are teachers,
students, curricula, teaching materials, and learning facilities (Viona, 2014); (Navickienė et al.,
2015); (SYAMSU, 2017);(Maming et al., 2020) . The recent literature reveals the presence of
new variables of integrative motivation and instrumental motivation (Purnamasita, et.al,
2019). The results of the aforementioned studies develop similar confidence that students'
motivation serves as a primary element that contributes to the success of the study.
Some studies have investigated the effect of motivation and academic achievement of students
in learning general English. Nevertheless, only few have studied integrative and instrumental
motivation in Indonesia using the method of need analysis in the designing of the learning of
EAP and EOP. This study offers a new alternative perspective in the designing of the learning of
EAP and EOP using the needs analysis to enhance successful and effective learning. Therefore,
the objective of the present study is to describe the effect of motivation on the students’ needs
of EAP and EOP.
REVIEW OF LITERATURE
The review of literature deals with integrative and instrumental motivation needs analysis and
English for Academic Purposes (EAP) and English for Occupational Purposes (EOP).
Integrative and Instrumental Motivation
(Gardner, 1985) classified motivation into two: integrative and instrumental. Integrative
motivation refers to the intention to learn a language by taking a part in the social culture of the
language learned. Meanwhile, instrumental motivation refers to the intention to learn a
language due to the professional requirements or belief that the language will be of any benefit
later.
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 9, Issue 1, January-2022
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Integrative and instrumental motivations are influential factors that affect the effectiveness of
the learning of a second language (Cook & Cook, 1993); (Quan, 2014). This proposition
completed the initial theory made by (Gardner, 1985) and (Ellis & Ellis, 1994) that the two
motivations have made the learners learn a language. When individuals are interested in a
culture that they consider good and marvelous, or when they perceive such benefits as an
occupational promotion or overseas scholarship opportunities; they are more likely to get
motivated to learn willingly.
Not all scholars agree with the aforementioned proposition. People with high motivation do not
necessarily achieve higher results than those with lower motivation (R. M. H. Wong, 2010);
(Serquina & Batang, 2018), although they acknowledge that the learning style is affected by
motivation. However, despite the differences, their results acknowledge that need-driven
learning is different from hobby-driven learning. When they perceive that their own culture is
much better than the culture of the target language, but globalization has made them learn the
language; then such a condition will lead to different learning achievements. However, the
results of the studies made them believe that the final results of learning are not exclusively
determined by motivation.
Need analysis
Need is classified by (Hutchinson & Waters, 1987) into three terms; "necessities wants, and
lacks". The terms refer to what learners need and what materials they should learn. (Glasser,
1990) in the results of her study revealed that learners are not motivated to learn because they
perceive that the learning materials are not relevant to their daily life. In line with these
problems, (Brown, 1995) created the term ‘need analysis’ exchangeably called ‘need
assessment’ that refers to the collection of information during the development of curriculum
to meet the needs of the learners. (Piskurich, 2015) classified need into two types. They are
audience analysis that refers to instructional material development and learning analysis.
Audience analysis is made before the learning process. According to (Piskurich, 2015), audience
analysis aspects include age, gender, educational experience, interests, prerequisite knowledge
and skills, and many other characteristics that can help the designer to properly evaluate both
the learner and the program. Meanwhile, learning analysis is done through three processes: (1)
working with the manager (which in this research is working with the lecturers to define what
is required, (2) gathering data concerned with the program of developing the instructional
material, and (3) analyzing the possible learning to decide which of them the program must
cover. The topic, learning objectives, task, content, procedures, and additional information to
support the content is considered in doing the learning analysis.
(Piskurich, 2015) is also confirmed by (Gamaru & Batang (2019), (Pangaribuan & Sipayung,
2019) , and (Maulina et.al. (2021), that all learners of English have different needs and
objectives. Therefore, need analysis is required before designing a learning curriculum.
Through need analysis, learning materials will be established indirectly.
EAP and EOP
(Gillett, 2011) referred to English for Academic Purposes as a strategic subject for the students
who are prepared to secure a certain profession soon after they graduate. This subject
practically teaches linguistic and culture that will provide some benefits and advantages when
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Said, M., Meidasari, V. E., & Iswadi. (2022). The Effect of Motivation on the Needs of EAP and EOP for Undergraduate Students: The Case of
Universitas Pancasila. Advances in Social Sciences Research Journal, 9(1). 42-53.
URL: http://dx.doi.org/10.14738/assrj.91.11527
they work in an English-speaking environment. In other words, students learn EAP because
they need it to complement their academic achievement.
English for Occupational Purposes is the subject taught to meet the needs of students at a later
time because they will be required to use English in their profession. By learning EOP, it is
expected that students have English proficiency and skills to function in their various fields of
specialization in the occupational world. According to (Ahmadi & Bajelani, 2012), EOP is
essential since it trains students to be absorbed in the professional world after graduation.
In Indonesia teaching EAP and EOP is facing a much serious challenge. A more serious effort is
required to provide the graduate with the mastery of academic English since English is not a
second language learned by this country (Gunadi, 2017). Besides, according to (Solikhah, 2019),
the subjects of EAP and EOP are overlapped with General English. The two subjects are
designed to teach academic English to the students beyond the English major to improve their
academically proficient English skills to provide them with good academic English in their
profession.
Due to the intense flow of globalization, the two subjects have to be taught. Therefore, (Gillett,
2011) emphasized remembering the rationale of why students need to learn English, and what
they have to learn to meet their needs during the development of the curriculum of both
subjects.
METHOD
The study was conducted for the students of Universitas Pancasila. The study employed a
quantitative survey. Some 12708 serve as the population of the study. Of that number, 388
served as the sample calculating by the formula of Slovin at the significance level of 5%. The
samples were collected with random sampling and data was collected with a 1-6 Likert scale.
The scores that measure the variable of the needs of English for the students at the dimension
of necessity range from 1 (very unnecessary), 2 (unnecessary), 3 (not really necessary), 4
(quite necessary), 5 (necessary), and 6 (very necessary). The scores of lacks ranges from 1
(very lacking), 2 (lacking), 3 (a bit lacking), 4 (fair), 5 (good), and 6 (very good). Further, the
scores used to measure the variable of motivation range from 1 (low), 2 (moderate), and 3
(high).
The writers tested the validity and reliability of the questionnaires of motivation and the needs
of English for the students using the product-moment correlation and Cronbach's alpha. The
results of the validity and reliability test of the questionnaires of motivation and the needs of
English for the students are as follows.
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Advances in Social Sciences Research Journal (ASSRJ) Vol. 9, Issue 1, January-2022
Services for Science and Education – United Kingdom
Tabel 1. The Results of the Validity and Reliability Test of the Questionnaires Of Motivation and
the Needs of English
Needs R count R table Decision
Necessities:
Fundamental English 0.652 0.1161 Valid
Academic Writting 0.705 0.1161 Valid
Speaking/Public
Speaking
0.693 0.1161 Valid
Discussing/Debating 0.657 0.1161 Valid
Negotiating 0.661 0.1161 Valid
Getting Good Score on
TOEFL/IELTS
0.580 0.1161 Valid
Lacks:
Fundamental English 0.555 0.1161 Valid
Academic Writting 0.457 0.1161 Valid
Academic
Speaking/Public
Speaking
0.558 0.1161 Valid
Discussing/Debating 0.511 0.1161 Valid
Negotiating 0.530 0.1161 Valid
Getting Good Score on
TOEFL/IELTS
0.550 0.1161 Valid
Wants:
Fundamental English 0.722 0.1161 Valid
Academic Writting 0.685 0.1161 Valid
Academic
Speaking/Public
Speaking
0.750 0.1161 Valid
Discussing/Debating 0.725 0.1161 Valid
Negotiating 0.744 0.1161 Valid
Getting Good score on
TOEFL/IELTS
0.635 0.1161 Valid
Motivation:
Integrative 0,529 0.1161 Valid
Instrumental 0,529 0.1161 Valid
The table indicates that all items of the questionnaires of the needs of English and motivation
have r count higher than r table. Therefore, all items are declared valid.
The writers also tested the reliability. The results of the reliability test of the questionnaire of
the needs of English is 0.931. Therefore, the writers declare that questionnaire of the needs of
English for the student has high reliability. The category of coefficient of reliability based on
(Guilford, 1950) ranges from 0.80 < r11 1.00 (high reliability), 0.60 < r11 0.80 (high reliability),
0.40 < r11 0.60 (moderate reliability), 0.20 < r11 0.40 (low reliability), and -1.00 r11 0.20 (very
low reliability / not reliable). Meanwhile, the results of the reliability test of the questionnaire
of motivation are 0.684 (high reliability).
Data were analyzed with product-moment correlation, multiple regression, F test, and T-test
with alpha 5 %. The writers used the program of version 22 SPSS.
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Said, M., Meidasari, V. E., & Iswadi. (2022). The Effect of Motivation on the Needs of EAP and EOP for Undergraduate Students: The Case of
Universitas Pancasila. Advances in Social Sciences Research Journal, 9(1). 42-53.
URL: http://dx.doi.org/10.14738/assrj.91.11527
RESULTS
Results of Descriptive Analysis of Questionnaire of Motivation
Results of the descriptive analysis of the questionnaire of motivation are shown in the following
table.
Tabel 2. Results of the Descriptive Analysis of the Questionnaire of Motivation
Statement
Item
Mean Median Modus Deviation
Standard
Varians Categeroy
Integrative
Motivation
2.43 2.00 3 0,612 0,375 High
Instrumental
Motivation
2,69 3.00 3 0.512 0,262 High
Results of Descriptive Analysis of the Questionnaire of the needs of English
Results of descriptive analysis of the questionnaire of the needs of English are presented in
Table 3.
Tabel 3. Descriptive Analysis of the Questionnaire of the Needs of English
Needs Average Median Modus SD Varians
Necessities:
Fundamental English 5.33 6 6 1.122 1.260
Academic Writting 5.12 5 6 1.092 1.193
Academic Speaking/
Public Speaking
5.41 6 6 1.009 1.019
Discussing/Debating 4.98 5 6 1.119 1.253
Negotiating in
English
5.07 5.00 6 1.110 1.232
TOEFL/IELTS 5.09 5 6 1.159 1.343
Lacks:
Fundamental English 4.17 4 5 1.136 1.291
Academic Writting 3.61 4 4 1.179 1.391
Academic Speaking/
Public Speaking
3.49 4 4 1.156 1.336
Discussing/Debating 3.15 3 3 1.159 1.344
Negotiating in
English
3.19 3 3 1.206 1.453
TOEFL/IELTS 3.39 3 3 1.206 1.162
Wants:
Fundamental English 4.92 5 6 1.124 1.264
Academic Writting 4.60 5 6 1.329 1.765
Academic Speaking/
Public Speaking
4.83 5 6 1.261 1.590
Discussing/Debating 4.60 5 6 1.384 1.916
Negotiating in
English
4.63 5 6 1.362 1.855
TOEFL/IELTS 4.78 5 6 1.414 1.999
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Data Requirement Test
DataNormality Test
The writers used the normality test with Skewness. Results of normality test to the data of
integrative motivation resulted in the score of 0.124, while the data of instrumental motivation
resulted in the score of 0.124, and the needs of English resulted in the score of 0.124. The
normal skewness point ranges from -1.96 to 1.96. Therefore, the three variables of the study
have normal data.
Linearity Test
Linearity test of the effect of integrative motivation on the needs of English for the students
of Universitas Pancasila
Because the significance level of the deviation from linearity is 0.113 > 0.05 then the integrative
motivation with the needs of English for the students of Universitas Pancasila has a linear
correlation.
Linearity test of the effect of instrumental motivation on the needs of English for the
students of Universitas Pancasila
Because the significance level of the deviation from linearity is 0.324 > 0.05 then the
instrumental motivation with the needs of English for the students of Universitas Pancasila
has a linear correlation.
Hypothesis Test
Multiple Correlation Test
The correlation between integrative motivation and instrumental motivation to the needs of
English for the students is 0.225. Integrative motivation and instrumental motivation have a
positive yet low correlation.
Multiple Regression Test
Results of multiple regression have resulted in Ý= 62.443 +1.669 + 5.132 which means that each
increase of one score of integrative motivation will increase the needs of English for the
students by 1.669 and each increase of one score of instrumental motivation will increase the
needs of English for the students by 5.132.
Determinant Coefficient Test
The coefficient of the determinant is 5.1% which means that the variable of the needs of English
for the students is explained by the variable of integrative motivation and instrumental
motivation by 5.1 % and the remaining 94.9% is affected by other variables beyond this scope
of the study.
T-Test
The effect of integrative motivation on the needs of English for the students of Universitas
Pancasila
Because the significance level is 0.225 > 0.05 then there is no effect of integrative motivation
on the needs of English for the students of Universitas Pancasila.
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Said, M., Meidasari, V. E., & Iswadi. (2022). The Effect of Motivation on the Needs of EAP and EOP for Undergraduate Students: The Case of
Universitas Pancasila. Advances in Social Sciences Research Journal, 9(1). 42-53.
URL: http://dx.doi.org/10.14738/assrj.91.11527
The effect of instrumental motivation on the needs of English for the students of
Universitas Pancasila
Because the significance level is 0.002 < 0.05 then there is an effect of instrumental on the
needs of English for the students of Universitas Pancasila.
F Test
The joint effect of integrative motivation and Instrumental motivation on the needs of
English for the students of Universitas Pancasila
Because the significance level is 0.000 < 0.05 then there is a joint effect of integrative motivation
and instrumental motivation on the needs of English for the students of Universitas Pancasila.
DISCUSSION
The results show that the students of Universitas Pancasila have the high integrative motivation
and instrumental motivation as indicated by the mean score of the questionnaire of integrative
motivation by 2.43 and instrumental motivation by 2.69, respectively. The results of the
descriptive analysis show that students of Universitas Pancasila have the high integrative
motivation and instrumental motivation to learn EAP and EOP. The integrative motivation of
the students has driven them to learn EAP and EOP because the students expect to
communicate with native speakers of English. Meanwhile, instrumental motivation has driven
the students to learn EAP and EOP to secure a job or career. The results of the mean of
integrative motivation and instrumental motivation for the students of Universitas Pancasila
show that instrumental motivation has a higher mean (2.69) than integrative motivation (2,43).
Therefore, students of Universitas Pancasila are more interested in learning English to enhance
their capability which is expected to lead to a better career than mere communication with
native speakers or becoming a part of the English-speaking community.
The results of the study on the needs of English for the students of Universitas Pancasila found
the highest mean for the needs of public Speaking (5.41) and the lowest mean for discussion
and debate capability (3.15). Based on the descriptive analysis, students of Universitas
Pancasila need EOP for Public Speaking most to enhance their career after graduation. On the
other hand, students of Universitas Pancasila need English for discussion and debate less since
they perceive that discussion or debate do not contribute much to their career in the future.
With the significance value of 0.225 > 0.05 integrative motivation does not affect the the needs
of English for the students of Universitas Pancasila. The results of this study confirm (R. M. H.
Wong, 2010) which also investigated the motivation of English learners in the Mainland of
China and Hong Kong. In his study, (R. M. H. Wong, 2010) found that integrative motivation has
no significant effect on the the needs of English for learners, particularly the learners in the
Mainland of China. Rather than expecting to become a part of global culture, they learn English
merely driven by instrumental motivation.
Results of the hypothesis test revealed that students of Universitas Pancasila have higher
instrumental motivation than integrative motivation. Students of Universitas Pancasila learn
English because they need English to enhance their career and they perceive that English is a
subject that may improve their academic capacity. However, (Zanghar, 2012) found that
students of EFL in Libya have higher integrative motivation than instrumental motivation
because the students intend to learn more about English-speaking people and their culture, and
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the students have a strong positive attitude to learn English culture. The study also found the
absence of correlation between the motivation of students in Libya and their achievement to
learn English as a foreign language. (Wang, 2014) suggested that one of the practical ways to
improve the opportunities of students to interact with English-speaking people si facilitating
the interaction through the Internet. For example, learners can participate in joint-project
through the Internet with students of English-speaking countries for academic, cultural, and
communicative purposes. The activities will improve the integrative motivation of students in
learning English. (Y. M. Wong, 2011) suggested that motivation is a vital factor of education,
especially in the learning of a second language. It has been a long-standing debate whether
either instrumental motivation or integrative motivation has a higher effect on students.
Results of Wong, Yin Mun’s study revealed that instrumental motivation is likely more
important for students in learning a second language than integrative motivation.
With the significance level of 0.002 < 0.05 instrumental motivation affects the the needs of
English for the students of Universitas Pancasila.(Loo et al., 2019) revealed that students have
the high integrative motivation and instrumental motivation to learn English. Their
instrumental motivation was found a little higher than integrative motivation. The study also
suggested a significantly positive correlation between students’ motivation and academic
achievement. (Nguyen, 2019) found that students who participated in this study were strongly
motivated in the learning of English, and were motivated to learn instrumentally.(Radfar &
Lengkanawati, 2020) found that the motivation of students who majored in English was quite
high. Besides, they were more motivated instrumentally than integratively. Results of the study
found a significant effect of students’ instrumental motivation on the needs of English. (Hong
& Ganapathy, 2017) found that students had higher instrumental motivation than integrative
motivation in the learning of ESL. Instrumental motivation had a higher effect on the students’
learning of English. (Tambunan & Siregar, 2016) claimed that instrumental motivation is
dominant in the learning of English because learners perceive that instrumental motivation is
important in the learning of English. However, related to integrative motivation, the results of
the study proved that learning English that requires learning of English culture had a minor
effect on the motivation of English learners. (Qashoa, 2006) tested students’ instrumental
motivation and integrative motivation to learn English and identified the factors affecting
students’ motivation. They found that students had higher instrumental motivation than
integrative motivation. (Vaezi, 2008) claimed that Iran students had very high motivation and
positive attitude in learning English and they are motivated instrumentally.
With the significance level of 0.000 < 0.05 integrative motivation and instrumental motivation
has a joint effect on the the needs of English for the students of Universitas Pancasila.
Integrative motivation and instrumental contribution contributed to the learning of a second
or foreign language. Teachers, classroom atmosphere, materials, and facilities, as well as
personal characteristics of students, affect individual motivation in the classroom (Bernaus &
Gardner, 2008). (Moiinvaziri, 2008) claimed that students were motivated instrumentally and
integratively.
Furthermore, this study also found that when applied jointly with the significance level of 0.000
< 0.05, integrative motivation and instrumental motivation have a joint effect on the needs of
English for the students of Universitas Pancasila. The finding is relevant to (Serquina & Batang,
2018) that investigated the relationship between sex and nature of parents’ occupation and
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Said, M., Meidasari, V. E., & Iswadi. (2022). The Effect of Motivation on the Needs of EAP and EOP for Undergraduate Students: The Case of
Universitas Pancasila. Advances in Social Sciences Research Journal, 9(1). 42-53.
URL: http://dx.doi.org/10.14738/assrj.91.11527
psychological and English proficiency of students. Results of their study found that there was
an effect on the needs of English when integrative motivation and instrumental motivation
were integrated. Instrumental motivation includes the factors that require English to
communicate well, and integrative motivation is related to the history of the Philippines as the
American colony and makes English the second language in their country.
CONCLUSION, IMPLICATION, AND SUGGESTION
This study analyzes the effect of integrative motivation and instrumental motivation on the
needs of EAP and EOP for the students of Universitas Pancasila. Results of the study revealed
that there was no significant effect of integrative motivation on the needs of EAP and EOP for
the students of Universitas Pancasila. The intention to learn English to become a part of English- speaking culture was absent. They learn EAP and EOP, however, due to the instrumental
motivation to enhance their future occupational career.
Results of this study imply the improvement of the curriculum of EAP and EOP for
undergraduate students of Universitas Pancasila in particular and other universities in general.
The low motivation of learning English for the students of Universitas Pancasila has resulted
from the perception that the materials are not suitable for their needs.
Based on the results of the study, need analysis should be made before designing a curriculum
of English learning to ensure effective achievement of the objective and the meeting of learners’
needs.
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