The document discusses several studies on motivation and language learning strategies. It defines motivation as the efforts and desire to learn a language. Motivation is divided into integrative motivation, which is a positive attitude towards the target language, and instrumental motivation, which involves practical reasons for learning. Integrative motivation contributes more to language learning success. Higher-level language learners and those with more learning experience tend to use more advanced learning strategies. Metacognitive strategy use increases with proficiency level while cognitive strategies decrease. Asian learners prefer memorization strategies while Latin learners favor global, contextual learning styles. Older learners are more efficient with grammar and vocabulary.

2.  Ellis(1994a)
- Definition: the efforts done by student in
second language learning the need and
desire to learn it.
 Gardner(1985)
- Definition: the level of someone working and
putting efforts to learn language due to his
desire to do that and the experience of feeling
the excitement while doing the activity.
- 3 main component: 1. the focus of effort
2. desire to learn
3. satisfaction with work

3.  Gardner & Lambert (1972)
- Divide motivation into two;
1. Integrative Motivation
- positive attitude towards the elements in
the targeted language.
2. Instrumental Motivation
- functional reason and usage value on
language achievement.
- The attitude and motivation of second
language students have significantly
influenced language learning.
- Integrative motivation is found to be a
major contributor and become the main
booster to the success of language learning
compared to instrumental motivation.

4.  Ehrman (1990)
- Found that students who have learnt longer
use more strategies than students who have
just learnt.
 Politzer (1983)
- States that foreign language learners that are
in high level uses more positive strategies.
 O’Malley & friends (1985a)
- ESL students who are in mid level use more
metacognitive strategies than ESL students who
are in beginning level.

5.  Chamot & friends (1987)
- When the level of foreign language
learning course increases, the usage of
cognitive strategies decrease while the
usage of metacognitive strategies increase.
- Social and affective strategies remain low
across the course level.
 Oxford & Nyikos (1989)
- Foreign language learners that learn new
language for at least 4 or 5 years will use
communication-oriented strategies
significantly and more frequently
compared to the students who learn for less
than the stated duration.

6.  O’Malley & friends (1985b)
- Asian students faced difficulties when using imagery
and classifying strategies in vocabulary learning.
- Hispanic students were delighted to learn new
strategies.
 Oxford (1994)
- Asian students prefer memorizing strategies and other
ways to memorize.
- Latin students frequently create global learning style;
guessing from the context, working with people,
making decision based on personal relationship and
not by using thinking logic only, and avoiding details.
- Chinese and Japanese students are more to
analytical and detail-oriented.

7.  Latin : the language of God for Greeks
 Sanskrit: language used in Veda book
 Arabic: Quran language / religious
language that is compulsory to learn to
perform prayer.

8.  Older students and adults are more efficient at
learning grammar and vocabulary.
 Scarcella & Oxford (1992)
- Older students have benefits in gaining syntax aspect
and morphology.
- For the students who learn since they were kids, their
pronunciation are the same as native speakers and
they are more fluent than older students.
 Ehrman & Oxford (1995)
- Children use a lot of easy and simple strategies in
certain tasks, while older students and adults are
more flexible in using general and advanced
strategies.

9.  Kamarul Shukri Mat Teh, Mohamed Amin
Embi. 2010. Strategi Pembelajaran
Bahasa. Kuala Lumpur: Penerbit Universiti
Malaya.