Negotiating Integrative and Instrumental Motivation among Indonesian Junior High School EFL Learners in Digitally Mediated Contexts
DOI:
https://doi.org/10.52166/edulitics.v11i1.12761Keywords:
EFL learning, integrative motivation, instrumental motivatin, language learning motivation, qualitative studyAbstract
This study explores how ninth-grade students in an Indonesian EFL context experience and interpret integrative and instrumental motivation in learning English within increasingly digitalized learning environments. Although motivation in EFL learning has been widely investigated, previous studies have predominantly relied on quantitative approaches and focused more on senior high school or university learners, providing limited qualitative insight into how junior high school students construct and negotiate their motivational orientations in everyday learning experiences. Addressing this gap, the present study employed a qualitative exploratory design involving eight purposively selected ninth-grade students at SMPN 10 Kotabumi. Data were collected through semi-structured interviews developed based on Gardner’s motivational framework and analyzed using deductive thematic analysis. The findings indicate that students’ motivation is multidimensional and interconnected, encompassing integrative, instrumental, and mixed orientations. Integrative tendencies emerged prominently through students’ engagement with digital media, online interaction, and global cultural content, suggesting the emergence of digitally mediated forms of integrative motivation. Instrumental motivation remained evident in relation to academic achievement, future education, and career aspirations, although these orientations frequently overlapped within students’ learning experiences. The study contributes to EFL motivation literature by providing a contextualized qualitative understanding of how adolescent learners negotiate motivation in digitally globalized environments, particularly within Indonesian junior high school settings. These findings suggest that English language teaching should integrate meaningful communication, digital engagement, and future-oriented learning experiences to support students’ motivation more effectively.
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