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Second and Foreign Language Learning 
Learning a language is often associated with whether a language learned is a second 
or a foreign language for the language learners. Ellis (1999:12) provides as with 
prominent description about a distinction between second and foreign learning. He 
explains that a distinction lies in the setting where it takes place. The second 
language is a language that plays an institutional and social role in the community, 
i.e., it functions as a recognized means of communication among members who 
speak some other language as their mother tongue. For example, English as a second 
language is learned in the United Kingdom and countries in Afrika such as Nigeria 
and Zambie. In contrast, foreign language learning takes place in settings where the 
language plays no significant role in the community and is primarily learned only in 
the classroom. For example, English as a foreign language is learned in Indonesia or 
Japan. 
English is regarded as a foreign language in the countries where English is 
mostly treated as an academic subject in the school's system and is not widely used 
outside the classroom. In contrast, English is regarded as a second language in 
countries where English is widely used and is perceived as essential to success 
(Peace Corps, 1989). Regarding the ideas above, we can conclude that English is still 
regarded as a foreign language in Indonesia. 
 
Motivation in alanguage Learning 
 
Definition and Kinds of Motivation 
Motivation, as a critical factor in the process of learning and teaching, is 
defined as some internal drive which pushes someone to do things in order to achieve 
something(Harmer, 2001:51). Williams and Burden (1997) as cited in Harmer 
(2001:51) view motivation as a state of cognitive arousal which provokes a decision 
to act as a result of which there is sustained intellectual and physical effort so that the 
person can achieve some previously set goal. In a similar view, Brown (2000:72) 
defines motivation as the extent to which someone makes choices about goals to 
pursue and the effort he/she will devote to that pursuit. 
Some distinction has been made concerning motivation as an internal drive or 
cognitive arousal which provokes someone to do things in order to achieve 
something. Ur (2009:276) presents three distinctions concerning different kinds of 
motivation: a distinction between integrative and instrumental motivation (the desire 
to identify with and integrate into the target-language culture and the wish to learn 
the language for purposes of study or career promotion), between intrinsic and 
extrinsic motivation (the urge to engage in the learning activity for its own sake and 

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Lalu Thohir 
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motivation that is derived from external incentives), and a distinction between global, 
situational and task motivation (the first is overall orientation of the learner towards 
the learning of the foreign language; the second has to do with the context of learning 
(classroom, total environment); and the third with the way the learner approaches the 
specific task in hand). 
In the field of language learning, a distinction is sometimes made between 
orientation and motivation.Brown (2000:75) states that orientation means a context 
or purpose for learning and motivation refers to the intensity of one‟s impetus to 
learn. Orientation is usually used and associated with the second language learning. 
The orientation for second language learning might be integrative and instrumental. 
The former refers to a desire to learn a language stemming from a positive effect 
toward a community of its speaker in which the learner is pursuing a second 
language for social and cultural purposes. While, the latter refers to a desire to learn a 
language in order to attain a particular career, educational or financial goals. Further, 
it is claimed that an integrative orientation was more strongly linked to success in 
learning a second language than an instrumental orientation.