INTEGRATIVE MOTIVATION OF STUDENTS IN LEARNING ENGLISH: CASE STUDY ON RUMAH BAMBU PINTAR IN PINRANG

This study aims to see the students’ integrative motivation at Rumah Bambu Pintar in Pinrang, the objective of this study is to get the empirical data of the integrative motivation of the students in learning English. The method used in this study is a qualitative method using observation, interview, and documentation.It aimed to know the students’ integrative motivation in learning English. Based on the result, it can be concluded that many students want to speak with native speaker and improve their skill in English, there were one students only want to speak with native speaker, and there were six students want to improve their skill in English such as; writing, listening, speaking, and reading. Many students want to improve their skill in speaking. The students learnt English because they want to know the adaption of word sounds, pronunciations, word orders, and another behavioral in English.


Introduction
There are many languages in the world. We use English as international language to communicate between people all over the world. In Indonesia, English is taught from elementary school up to high education. Non native speaker students have difficulties in learning English, because English is foreign language in Indonesia. Learning and teaching foreign language have one factor that influences the success and failure that is motivation.
Motivation is crucial matter must be had by students thus to study foreign language, especially for Indonesian students.
Language acquisition has justifiably been claimed to be the most complex learning task a human being has to face. It is not to be expected that a single, self-contained psychological mechanism could account for it. Rather, learning a language is to be conceived as a process in which all of the cognitive resources of the organism are utilized to the fullest extent.
There are many advantages for knowing other languages but they are not absolutely necessary, and as a consequence, motivation as well as ability can play an important role in learning a second language. And there are many things that can affect this motivation. There are in essence two types of motivation that should be considered when referring to second language acquisition, they are integrative and instrumental motivation.. language. The study suggests that Pakistani students read ESL for utilitarian goals that are related to self-advancement, either immediate in nature, or for the longer term. Although integrative motivation is also high, especially with regards to the esteem for English literature and interest in reading for its own sake and for future travel, instrumental motivation is slightly stronger than integrative motivation. The fact that instrumental motivation is high is consistent with past studies on extrinsic motivation to read in English among tertiary students of ESL/EFL outside the native speaker context. Motivation plays a role in various ways in the process of learning a second language. Students bring their preexisting motivational patterns to the classroom, but they are not beyond change teachers who possess an understanding of some of the dynamics that affects students' motivation to learn are able to act as active Motivation is a process that explains intensity, direction, and perseverance of an individual to achieve the goals. According to Gardner, there are two types of motivation, they are instrumental and integrative motivation. Instrumental motivation refers to a practical or pragmatic reason for language study. Instrumental motivations of language learning include passing a language requirement, getting a monetary reward such as an increase in pay grade for language competence, or having a better chance of getting into medical school.
Integrativeness is an attraction to learn language in order to come closer to the other language community. Integrative motivation is identified with positive attitudes toward the target language group and the potential for integrating into that group, or at least an interest in meeting and interacting with members of the target language group.
When the students have integrative orientation or goal to learn the languageand other science, they will do effort and a considered attraction and gladness in the learning process.
Nevertheless, to achieve the achievements is not easy, because ofthe students have different background. There are from elementary school, junior high school, and senior high school.
The students do not have credibility to practice their English in conversation and communication.
The study focused on the integrative motivation because of one of the factors that make a success in target language learning is motivation. On the other hand, integrative motivation describes students who wish to integrate themselves into the culture of the second language and become involve in social interchange in the target language.
In Wiringtasi village of Pinrang, there are many children came in Rumah Bambu Pintar every saturday and sunday to study, they are enthusiastic to save the study of English, and the wished of the students to understand foreign language.

Method
The study used the descriptive qualitative method. The interview to get result in qualitative data. This aimed to describe the students' integrative motivation in learning English at Rumah Bambu Pintar in Pinrang.
Population was students of Rumah Bambu Pintar. It divided into two levels, they were English for children and English for teenager. English for children divided 4 classes, each class consisted of 4, 6, and 8 students and English for teenager divided 6 classes, each class consisted of 4 and 6 students. The total of population was 50 students. Data are collected by three ways i.e. observation, interview, and documentation.
2. The second step, interview with the teachers, and students to got result about for 4 meetings.
In this study, data analysis model presented by Miles and Huberman, i.e. data reduction, data display, and conclusion drawing/verification which carried out interactively and continuously to complete until the data realize saturated are used.

Data Reduction
Reducing data was summarizing, choosing the main things, focus on the important things, and search themes and patterns. Therefore, reducing data gave clearer representation, facilitate to do next collect data, and searching when needed.

Data Display
After reducing the data, next step was data display. In qualitative research, data display can present in description form, draft, and relationships between categories, flowchart, and its kind. Miles and Huberman said that, the most frequent front of display data for qualitative research data in the past has been narrative text. Based on that explanation, it is described in detail how integrative motivationof students in learning English.

Conclusion Drawing/Verification
The next step is conclusion and verifications. In this step, conclusion are written from

Profile of RumahBambuPintar
Rumah Bambu Pintar is an innovation in Wiring Tasi  Computers, now have gradually gained knowledge in Rumah Bambu Pintar.

Result of Observation
The result of the observation found that almost teacher stimulated students' integrative motivation to get to know culture and to get to know people. The teacher gave the motivation by introduce the culture of native for example teacher applied how the native way in studying English like speaking by watching video. The teacher believe that watching western video can give stimulation for students interest on studying English. The teacher involved the students in the learning process, so the students will be shared about their knowledge, and conveyed their idea. The students eager to communicate with native speaker, and there are skills wanted to improve, they are listening, writing, and reading. The second student said that he learned English to improve his speaking skill. Moreover, he wanted to success in target language, so he can communicate with native speaker.

Discussion
The result of observation showed that the teacher taught the students by using media; such as video, audio, flashcard, board game, and so on. and gave star and reward to invite the students' integrative motivation in learning English, with expectation the students will use their knowledge to communicate with other people, and know four skills in English.
In learning process at Rumah Bambu Pintar have been succesfull, because the students are motivated to learn other language, and teacher fostered the students' integrative motivation in learning English.
The result of the interview showed that a student is integratively motivated when they learned a language, because they wanted to know more of the culture and values of the foreign language community, they wanted to master in listening, speaking, reading, and writing, therefore they knew about the adaption of word sounds, pronunciations, word orders, and another behavioral in English.The students believed that they will more succesfull when learning target language. They hope that they can speak with native speaker one day, so they can make contact with the speakers of the languages.
The statements above clearly showed us that the students activity in learning English have touched one of the major characteristic of the concept of integrative motivation, that is it adressess all three aspects. They are past, present, and future. The past means that the student in a language class brings with him or her a history that cannot be ignored, The present means that to the student in a language class, the situation at that time is uppermost in his or her mind. That is, the student has manyconcurrent interests and concerns over and above the classroom activity at that particular time, and The future means that the student in a language class will exist after the language course ends, and it is meaningful to consider whether she or he will use the skills that are developed in the class (Gardner, 2011: 8)........

Conclusion
Based on description in previous, there are two conclusions, many students are eager to speak with native speaker and improve their skill in English, there were one students only want to speak with native speaker, and there were six students want to improve their skill in English such as; writing, listening, speaking, and reading. Many students want to improve their skill in speaking. The students learnt English because they want to know the adaption of word sounds, pronunciations, word orders, and another behavioral in English. The students of Rumah Bambu Pintar preserve their motivation by learning, practicing with their friends, hoping to master in English.