English has now become an almost inseparable part of our lives. On campus, many journals use English. On social media, most global content is also in English. Even to apply for a job, English language skills are often the main requirement. Therefore, learning English no longer seems like an option, but a necessity.
However, in practice, motivation to learn English is not always the same for every student. There are those who are very enthusiastic about taking classes, actively speak, and look for practical opportunities outside the classroom. There are also those who appear passive, lack self confidence, or even feel forced to learn because of curriculum demands. This phenomenon makes me ask : is motication to learn just a matter of personal will? Or are there other factors that shape it?
Apart from that, my personal experience during college also shows that motivation often changes. There were times when i was very enthusiastic about studying because i felt that English opened up many opportunities, but there were also times when my self confidence decreased because i felt that my abilities were not as good as those of other friends. From there i began to realize that motivation was unstable. It can go up and down depending on the social situation being faced. This further strengthens the notion that motivation is not only a matter of individual will, but also the result of daily social interactions.
So far, motivation is often understood as something that comes from within the individual. In fact, if you look deeper, motivation to learn English is also greatly influenced by the social and cultural environment in which a person grows up. The way the family views education, school conditions, peet relationships, and cultural values regarding foreign languages, all play a role in foprming ethusiasm for learning. Therefore, this essay will discuss motivation for learning English from a social and cultural perspective, not only as an individual problem, but as a result of interactions between indivuals and their environment.
In generalm motivation can be defined as the drice that makes someone do something and maintain it. In the educational context, motivation is an important factor because it determines how much effort students put into learning.
In learning theory, motivation is usually divided into two types: intrinsic and axtrinsic. Intrinsic motivation arises form within, for example because someone really likes English or feels challenged to master it. Meanwhile, extrinsic motvation somes from outside, such as grades, praise, parental demands, or job opportunities.
In language learning, there are also the concepts of integrative motivation and instrumental motivation. Integrative motivation arises when someone wants to be closer to the culture or community of speakers of that language. Meanwhile, insturmental motivation is more related to practical goals, such as getting a job or a scholarship. These two types of motivation often appear together in the context of learning English as a foreign language (EFL).
However, these theories tend to place motivation as something that resides within the individual. However, in reality, motivation does not stand alone. Social and cultural environments shape how a person views English: whether as an opportunity, a threat, a status symbol, or just an ordinary subject. Therefore, a broader approach is needed to understand motivation for learning English more fully.
If we look more closely, social factors have a huge influence on motivation to learn English.
First, the family environment. Students who grow up in families that provide support for education usually have higher motivation. For example, parents who often encourage their children to take courses, provide internet access, or simply provide encouragement, indirectly instill that learning English is important. On the other hand, if the family does not pay much attention to education, motivation to learn can be lower. Apart from that, economic conditions also have an influence. Access to books, courses, or a conducive learning environment is often influenced by socio-economic status.
Second, the school environment and the role of teachers. Communicative and supportive teachers can increase student motivation. Interesting learning methods, use of relevant media, and a non judgmental classroom atmosphere make students more willing to try. On the other hand, if the class feels stiff and full of pressure, students tend to be afraid of making mistakes and ultimately lose motivation.
Third, peer influence. In adolescence and young adulthood, firends have a big role in shaping attitudes. If you are in a circle of friends who actively use English, for example often watching films without subtitles or discussing in English, motivation to learn can inrease. However, if your circle of friends considers speaking English to be “excessive” or even an object of ridicule, motication can decrease.
Apart from that, social media is also an important social factor today. Exposure to English-language music, films, games and digital content motivates many students to understand the language. In this case, motivation does not only arise from academic needs, but also from the desire to be connected to the global world.
From this it can be seen that motivation to learn English cannot be separated from the social context. It is formed through daily interactions with family, teachers, friends, and the media.
Apart from social factors, culture also has an important role in shaping motivation to learn English.
Language is not only a means of communication, but also a part of identity. For some people, using English can be considered a symbol of modernity and openness to the world. But for others, English can be seen as a threat to local culture. This perception influences how a person motivates himself to learn.
In indonesia, which tends to have a collective culture, social judgment is very influential. Many students are afraid to speak English because they are afraid of making mistakes and being embarrassed in fornt of other people. This fear is often referred to as linguistic insecurity. A culture that provides little room for mistakes can make students reluctant to try, resulting in low motivation to practice.
On the other hand, Englsih is also often associated with social mobility. English language skills are thought to open access to higher education, better jobs and international opportunities. In this context, a culture that emphasizes the importance of achievement can encourage strong insturmental motivation.
But there is also an identity dilemma. Some students may feel that being too fluent in English could be considered “un antionalistic” or “too westernized”. This kind of view, although not always dominant, still influences feeling of confidence is using English.
Thus, culture plays a role in shaping the meaning of English itself. Whether it is seen as an opportunity, a status symbol, a threat, or simply a tool, it all influences motivation to learn.
If you look at the various factors above, it is clear that motivation to learn English is not just a matter of being diligent or lazy. There are social and cultural structures that shape it. Students who have greater access to a suppotive environment tend to have higher motivation. Meanwhile, those who lack support can experience obstacles, even though tehy actually have potential.
Therefore, blaming individuals entirely for low motivation feels unfair. We need to look at the broader context. English education should not only focus on cognitive aspects, but also understand students’ social and cultural backgrounds. Motivation is not something static it can be shaped and strengthened through the right environment.
On the other hand, a learning approach that is too value oriented can also narrow the meaning of motivation. When English is only seen as a course that must be passed, motivation becomes very instumental and short term. After the exam is over, ethusiasm for studying decreases. This shows that the education system also shapes the type of motivation that develops in students. if the system place more emphasis on processes and ability development, it is likely that the motivation formed will be more sustainable.
From this discussion, there are several things that can be reflected on. English teachers need to be more sensitive to students social conditions. An approach that is too uniform may not be effective for all backgrounds.
In addition, integrating local culture in learning can help students feel closer to the material. English is not necessarily associated with Western culture it can be used to express local identity at a global level.
The use of technology can also be utilized to increase motivation, for example through content that is relevant to student interest. Most importantly, the classroom should be a safe space to try and make mistakes.
Motivation to learn English is a complex phenomenon. it not only originates form within the individual, but is also shaped by social and cultural factors. Family environment, school, peers, media, cultural values, and perceptions of English all play a role in shaping enthusiasm for learning.
Understanding motivation from a social and cultural perspective helps us see that language learning is not just an academic process, but also a social process. Therefore, a more holistic and context sensitive approach is needed in English language education. In this way, motivation to leaarn is not only the responsibility of the individual, but also the result of a supportive and inclusive environment.
By: Javier Adwitiya Zaim
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