Orientasi Integratif dan Instrumental Dalam Mempelajari Bahasa Melayu Sebagai Bahasa Asing di Universiti Goethe, Frankfurt
Integrative and Instrumental Orientation in Learning Malay as a Foreign Language at Goethe University, Frankfurt
DOI:
https://doi.org/10.37134/pambm.vol3.13.2025Keywords:
minat, motivasi, peluang kerjaya, sikapAbstract
Mengenal pasti faktor-faktor yang mempengaruhi minat, motivasi dan sikap pelajar di Universiti Goethe, Frankfurt terhadap pembelajaran bahasa Melayu sebagai bahasa asing dengan memfokuskan pada orientasi integratif dan instrumental. Kajian ini melibatkan soal selidik yang diedarkan kepada pelajar untuk mengumpul data kuantitatif mengenai minat, sikap dan motivasi pelajar dalam mempelajari bahasa Melayu. Data dianalisis menggunakan peratusan untuk menentukan prevalensi setiap faktor. Kajian ini mendapati bahawa faktor minat pelajar terhadap bahasa Melayu adalah 12.5%, manakala sikap dan motivasi masing-masing mencatatkan 16.67%. Minat pelajar berkait dengan keinginan mendalami bahasa dan bunyinya, sikap positif terzahir melalui penggunaan bahasa Melayu di dalam dan luar kelas serta motivasi utama mereka adalah untuk peluang pekerjaan dan keperluan akademik. Terdapat keseimbangan antara orientasi integratif yang didorong oleh minat terhadap budaya Melayu dan orientasi instrumental yang berfokus pada manfaat praktikal seperti pekerjaan dan akademik. Kajian ini mencadangkan perlunya kurikulum bahasa Melayu yang seimbang dengan elemen budaya dan manfaat praktikal untuk memenuhi orientasi pelajar.Selain itu turut mengesyorkan peluang penggunaan bahasa Melayu dalam kehidupan harian untuk meningkatkan keyakinan komunikasi serta menekankan peranan bahasa Melayu dalam peluang pekerjaan. Kajian ini juga memberi panduan untuk penyelidikan lanjut dalam pengajaran bahasa Melayu pada peringkat antarabangsa. Kajian ini menyoroti faktor-faktor yang mempengaruhi minat, sikap dan motivasi pelajar antarabangsa terhadap bahasa Melayu dengan pendekatan yang menggabungkan orientasi integratif dan instrumental. Dapatan kajian ini memberi panduan kepada penyelidik dan pendidik untuk merancang pengajaran bahasa Melayu yang lebih efektif sesuai dengan motivasi pelajar.
Identifying the factors influencing the interest, motivation, and attitudes of students at Goethe University, Frankfurt, toward learning Malay as a foreign language with a focus on integrative and instrumental orientations. This study involves a questionnaire distributed to students to collect quantitative data on their interest, attitudes and motivation in learning Malay. The data were analyzed using percentages to determine the prevalence of each factor. This study found that students' interest in Malay was 12.5%, while attitude and motivation each recorded 16.67%. Interest was related to a desire to deepen understanding of the language and its sounds. Positive attitudes were reflected in the use of Malay both inside and outside the classroom, and primary motivations were career opportunities and academic needs. There was a balance between integrative orientation, driven by interest in Malay culture and instrumental orientation, focused on practical benefits such as employment and academic advancement. This study suggests the need for a balanced Malay language curriculum incorporating cultural elements and practical benefits to meet students' orientations. It further recommends opportunities for using Malay in daily life to boost communication confidence and emphasizes the role of Malay in employment opportunities. This study also provides guidance for further research on teaching Malay at the international level. This study highlights the factors influencing international students' interest, attitudes and motivation toward Malay, employing an approach that combines integrative and instrumental orientations. The findings provide guidance for researchers and educators in designing more effective Malay language instruction aligned with student motivations.
Keywords: attitude, career opportunities, interest, motivation, native speakers
Downloads
References
Azlina Mohd Sera’ai. (2009). Orientasi dan motivasi pelajar dalam pembelajaran bahasa Sepanyol. Tesis Sarjana. Universiti Malaya, Kuala Lumpur.
Clément, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence, and group cohesion in the foreign language classroom. Language Learning, 44(3), 417-448.
Csizér, K., & Dörnyei, Z. (2005). The internal structure of language learning motivation and its relationship with language choice and learning effort. The Modern Language Journal, 89(1), 19-36.
Dörnyei, Z. (1990). Conceptualizing motivation in foreign-language learning. Language Learning, 40(1), 45-78.
Dörnyei, Z., & Ushioda, E. (Eds.). (2009). Motivation, Language Identity and the L2 Self.Multilingual Matters.
Gao, Y., Zhao, Y., Cheng, Y., & Zhou, Y. (2007). Relationship between English learning motivation types and self-identity changes among Chinese students. TESOL Quarterly, 41(1), 133-155.
Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. Edward Arnold.
Gardner, R. C. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and Second Language Acquisition (pp. 1-19). University of Hawaii Press.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second Language Learning. Newbury House.
Gardner, R. C., & MacIntyre, P. D. (1991). An instrumental motivation in language study: Who says it isn't effective? Studies in Second Language Acquisition, 13(1), 57-72.
Hofstede, G. (1987). Culture's consequences: International differences in work-related values (Vol. 1). Sage Publications.
Lai, C. (2005). Motivation in foreign language learning: Exploring the relationships between classroom activities, motivation and language achievement. Language Learning Journal, 31(1), 33-50.
Lai, H. Y. T. (2013). The motivation of learners of English as a foreign language revisited. International Education Studies, 6(10), 90-101.
Lamb, M. (2004). Integrative motivation in a globalizing world. System, 32(1), 3-19.
Mariyati M.Nor, Robe’ah Yusuf, & Norhana Salleh (2016). Influence of attitudes in learning foreign languages among students of Sultan Idris Education University (UPSI). EFL Journal, 1(2). https://doi.org/10.21462/eflj.v1i2.10 [27]
Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates. Language Learning, 53(S1), 123-163.
Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational orientations and self-determination theory. Language Learning, 50(1), 57-85.
Yashima, T. (2002). Willingness to communicate in a second language: The Japanese EFL context. The Modern Language Journal, 86 (1), 54-66.
Yin, R. K. (2018).Case Study Research and Applications: Design and Methods. Sage Publications.
Laman sesawang
Downloads
Published
Issue
Section
License
Copyright (c) 2025 Robe’ah Yusuf, Hedy C.Holzwarth (Author)
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
