Students’ Motivation in Studying English Through Content and Language Integrated Learning (CLIL)

Students are driven to achieve certain goals in learning the target language, particularly English, by a variety of motivational factors. However, due to COVID-19 restrictions, the online learning modality is one of the alternative ways for students to continue studying at home. Challenges brought by this pandemic and online classes clearly affected the learning of students particularly their English language learning through Content and Language Integrated Learning (CLIL) approach. This paper aims to investigate the type of motivation that Grade 9 online learners in DLSAU Integrated School predominantly have, what motivates them to study English instrumentally and integrally, and what reasons do not motivate them. With the use of adopted survey-questionnaire, a total of 193 grade 9 student-respondents answered and gave the data interpreted. The result of this research revealed that the students are predominantly instrumentally motivated, with a weighted mean of 3.63 (Agree), then integrally motivated, with a weighted mean of 2.87 (Neutral). 15 out of 17 items from instrumental motivation got the higher percentage of respondents who answered, ‘strongly agree’ and ‘agree’ which indicates that they are motivated to study English for academic and future career success and other pragmatic reasons. 3 out of 8 items from integral motivation got the higher percentage for respondents who answered, ‘strongly disagree’ and ‘disagree’. This result shows that students are uncertain about being part of cultural groups, learning about their lifestyle, and participate in their activities.