ABSTRACT: Motivation is considered to be an essential element of the English language learning process at tertiary level. The main aim of this study is to investigate the role of motivation in enhancing students’ English language learning at the UCAS (University College of Applied Sciences) in Palestine. The mixed method research design is employed for this study. Two instruments are utilized to collect the required data: a 5-level Likert scale questionnaire for quantitative data with 60 students and interviews with 10 students as sources for qualitative data. Findings showed that students’ integrative motivation is slightly higher than instrumental motivation in learning English. This reveals that integrative motivation is a significant factor among UCAS students in learning English. In addition, results indicated that over 70% of students were in agreement that they have low motivation towards learning English; and they lost hope in learning English for political, religious, or business purposes. Moreover, 15% of UCAS students only enjoy learning English language. Therefore, it is suggested that the management of UCAS should undertake several steps to enhance students’ motivation towards learning English by integrating new alternative methods in learning English language.

KEY WORD: Motivation; Palestinian Students; Learning English Language; Integrative and Instrumental Motivations; Enhancing the Students’ Motivation.

ABSTRAKSI: “Peran Motivasi dalam Meningkatkan Pembelajaran Bahasa Inggris Mahasiswa Palestina”. Motivasi dianggap elemen penting dari proses pembelajaran bahasa Inggris di tingkat perguruan tinggi. Tujuan utama dari penelitian ini adalah untuk menyelidiki peran motivasi dalam meningkatkan pembelajaran bahasa Inggris mahasiswa di UCAS (Universitas Perguruan Tinggi Sains Terapan) di Palestina. Desain metode penelitian campuran digunakan dalam penelitian ini. Dua instrumen digunakan untuk mengumpulkan data yang dibutuhkan: 5-tingkat kuesioner skala Likert untuk data kuantitatif dengan 60 mahasiswa dan wawancara dengan 10 mahasiswa sebagai sumber untuk data kualitatif. Temuan menunjukan bahwa motivasi integratif mahasiswa adalah sedikit lebih tinggi daripada motivasi instrumental dalam belajar bahasa Inggris. Ini mengungkapkan bahwa motivasi integratif merupakan faktor yang signifikan antara mahasiswa UCAS dalam belajar bahasa Inggris. Selain itu, hasil menunjukan lebih dari 70% dari mahasiswa sepakat bahwa mereka memiliki motivasi yang rendah terhadap pembelajaran bahasa Inggris; dan mereka kehilangan harapan dalam belajar bahasa Inggris untuk kepentingan politik, agama, atau bisnis. Selain itu, 15% dari siswa UCAS hanya menikmati belajar bahasa Inggris. Oleh karena itu, disarankan agar manajemen UCAS harus melakukan beberapa langkah untuk meningkatkan motivasi mahasiswa terhadap pembelajaran bahasa Inggris dengan mengintegrasikan metode alternatif baru dalam belajar bahasa Inggris.

KATA KUNCI: Motivasi; Mahasiswa Palestina; Belajar Bahasa Inggris; Instrumen Integratif dan Motivasi; Meningkatkan Motivasi Mahasiswa.

About the Authors: Mahmoud Dawoud Shakfa is a Student at the School of Education USM (Science University of Malaysia), 11800 Penang, Malaysia; and a Lecturer at the UCAS (University College of Applied Sciences) in Palestine. Prof. Dr. Muhammad Kamarul Kabilan is a Lecturer at the School of Educational Studies USM, 11800 Penang, Malaysia. For academic interests, the authors are able to be contacted via their e-mails at: mshakfa@ucas.edu.ps and kabilan@usm.my

How to cite this article? Shakfa, Mahmoud Dawoud & Muhammad Kamarul Kabilan. (2017). “The Role of Motivation in Enhancing the Palestinian Students’ English Language Learning” in INSANCITA: Journal of Islamic Studies in Indonesia and Southeast Asia, Vol.2(1), February, pp.1-16. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI, ISSN 2443-1776.

Chronicle of the article: Accepted (July 5, 2016); Revised (October 9, 2016); and Published (February 27, 2017).

Motivation; Palestinian Students; Learning English Language; Integrative and Instrumental Motivations; Enhancing the Students’ Motivation

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