INDONESIAN JOURNAL OF APPLIED LINGUISTICS Vol. 9 No. 3, January 2020, pp. 493-507 Available online at: https://ejournal.upi.edu/index.php/IJAL/article/view/23199 doi: 10.17509/ijal.v9i3.23199 493 * Corresponding Author Email: abukhmuslim@upi.edu Integrative and instrumental but low investment: The English learning motivation of Indonesian senior high school students Ahmad Bukhori Muslim*, Fuad Abdul Hamied, and Didi Sukyadi Department of English Education, Faculty of Language and Literature Education, Universitas Pendidikan Indonesia, Jalan Dr. Setiabudhi No. 229, Bandung, West Java, Indonesia ABSTRACT Considered important for global competitiveness like ASEAN Economic Society, the English proficiency of Indonesian students is unfortunately not satisfactory yet. This condition is, one of which, due to low teachers ’ professional ism and students’ motivation for English learning. The motivation of students may become weak because they have not found ways to identify, drive and sustain it. Of the various studies on motivation and challenges in EFL practice in the Indonesian context, research specifically addressing how learners find motivation triggers synergized into project-based learning for sustainable and continuous English learning is still limited. This survey and interview study investigates the motivation of Senior High School (SHS) students in West Java province of Indonesia on English learning and how to drive their motivation through a collaborative project as mandated by the 2013 National Curriculum. Results of questionnaires, interviews and document analysis show that despite having integrative and instrumental motivation to learn English, the participating SHS students show low investment as indicated by low learning enthusiasm in the classroom and poor English performance. This low motivation is also related to some socioeconomic status such as school geographical location, classroom learning situation, and parental supports. The study recommends students’ involvement in a cooperative learning project which can direct and energize their English learning motivation so that they can have increased motivation, good English proficiency and become global citizens with high competitiveness. Keywor ds: Cooperative learning; English learning motivation; Indonesian SHS students; low investment First Received: 25 November 2019 Revised: 24 December 2019 Accepted: 13 January 2020 Final Proof Received: 27 January 2020 Published: 31 January 2020 How to cite (in APA style): Muslim, A. B., Hamied, F. A., & Sukyadi, D. (2020). Integrative and instrumental but low investment: The English learning motivation of Indonesian senior secondary school students. Indonesian Journal of Applied Linguistics, 9 , 493-507. doi: 10.17509/ijal.v9i3.23199 INTRODUCTION One key aspect of human development in the Indonesian context is good English proficiency. For people in non-English speaking countries, like Indonesian youth, this language competence paves ways for the global world (Sayer, 2018). This competence should serve as a positive capital for demography bonus Indonesia is predicted to have in 2045 so that its citizens can have high global competitiveness like in ASEAN economic society. Nevertheless, evidence shows that the practice of English language teaching in Indonesia still faces challenges and constraints (Lamb 2004, 2007, 2013; Marcelino, 2008; Musthafa, 2010; Yulia, 2013) so that students’ English proficiency, as the outcome, is not satisfactory yet. This is due to many reasons, one of which is low teachers’ professionalism at all levels, from primary to secondary, far below that of their counterparts in other ASEAN countries such as Singapore, Malaysia, Vietnam, Thailand and the Philippine (Waterworth, 2016). In fact, as many scholars have suggested, competent English teachers may compensate for other unsatisfactory learning elements such as facilities, learning materials, and teaching methods. CORE Metadata, citation and similar papers at core.ac.uk Provided by Indonesian Journal of Applied Linguistics