COLLEGE POLICY EFFECTS ON STUDENTS ’ MOTIVATION IN LEARNING ENGLISH AS A SUPPLEMENTARY SUBJECT

This research aimed to investigate college policy effects on students’ motivation in learning English as a supplementary subject. The research was conducted at two colleges which applied different policies in English language teaching as a supplementary subject. There were 2 classes from each of the colleges. The overall samples were 40 college students who were chosen through systematic sampling method. They derived from 4 different classes. Each of the classes consisted of 10 samples. The result showed that there was a significant difference in student attendance at the two colleges. It implies that college policy significantly affects students’ motivation in learning English.


Mastering
English currently becomes one of primary concerns at colleges in Indonesia since globalization era requires that college graduates are able to compete with not only Indonesian college graduates but also college graduates from other countries.For that reason, colleges in Indonesia enthusiastically facilitate their students with English language teaching both as a compulsory subject and as a supplementary subject.English as a compulsory subject can be interpreted as the state in which English is one of subjects that are put in students' study plan while English as a supplementary subject can be interpreted as the state in which English is not one of subjects that are put in students' study plan.Quantity and quality of L2 input and interaction are determined by social experience, and both have significant influence on ultimate success in L2 learning (Saville-Troike, 2006: 177).Through more exposure in the subject, it is expected that the students will have better competence in English which can help them at work places.
To be successful in learning English indeed needs more than a single factor.Some students might be very intelligent but it is certainly hard to find that they are successful English learners if they are not willing to study.In this way, motivation becomes one of main factors in successful English language learning.There are two basic types of motivation; integrative and instrumental, according to Gardner and Lambert.
Integrative motivation refers to language learning for personal growth and cultural enrichment; that is, the learner likes to learn a language to enter successfully into the target language society.
Instrumental motivation arises out of a need to learn the L2 for functional or external reasons which involve aims for learning like passing exams and financial rewards (Brown and Gardner in Alizadeh, 2016: 1).
Motivation is a crucial force which determines whether a learner embarks on a task at all, how much energy he devotes to it, and how long he preserves (Yufrizal, 2008: 111)

Design of the Research
To find out if college policy gives a significant effect on students' motivation in learning English, there were two colleges in which the data were taken.Both colleges facilitated their students with English as a primary subject and English as a

Data Collection Instrument
The data derived from the student attendance lists in one semester.They were collected at the end of semester after 14 meetings of teaching and learning process were finished.Since the original attendance lists were needed by the lecturer for further academic purposes, the researcher got the photocopied ones.

Research
The samples were selected purposefully through systematic sampling method.It is a method through which individuals were chosen systematically (Setiyadi, 2006: 40)

FINDINGS AND DISCUSSIONS
After completely collected, the data were typed into tables.The following table describes when the students came and did not come to the meetings in class A1 where the students were obliged to pass the subject for a certificate that later would be used as one of requirements to have final examination of script/thesis.
There were 6 out of 10 students who were never absent during the teaching and learning process, 2 out of 10 students who missed the class once, 1 out of 10 students who missed the class twice, and 1 out of 10 students who missed the class three times.The following table describes when the students came and did not come to the meetings in class B2 where the students were obliged to join the subject for a certificate but the certificate was not used to be one of requirements to have final examination of script/thesis or the like.There were 1 out of 10 students who from four classes.In each class, there were 10 samples which were chosen through systematic sampling method.The selected samples were college students whose names occupied top ten names (number 1 to 10) in the attendance list.Totally, there were 40 college students from which the data derived.Equally, 20 students came from each of the colleges.The students were non English students at the second semester.They studied English as a supplementary subject at their colleges.There were 2 colleges where the students studied.College A obliged its students to pass supplementary English language teaching for a certificate which would later be used as one of requirements to have final examination of script/thesis.In college A, if students failed the supplementary subject, they had to retake it next year or another year before they had script/thesis examination.Differently, college B obliged its students to join supplementary English language teaching for a certificate which would not later be used as one of requirements to have examination.In college B, whether or not the students passed the subject did not give any academic consequence.
photocopied the student attendance lists of the selected classes.During the data collecting, the students were not informed that they were involved in the research.It was done to ensure that the they acted normally.There used to be one of requirements to have final examination of script/thesis or the like.There were 1 out of 10 students who missed the class twice, 1 out of 10 students missed the class three times, 2 out of 10 students missed the class four times, 2 out 10 students missed the class five times, 1 out of 10 students missed the class nine times, 1 out of 10 students missed the class eleven times, and 2 out of 10 students who missed the class thirteen times.There was no student who never missed the class.
never missed the class, 1 out of 10 students who missed the class twice, 1 out of 10 students who missed the class five times, 3 out of 10 students who missed the class six times, 2 out of 10 students who missed the class seven times, and 2 out of 10 students who missed the class eight times.
in college A there were 12 out of 20 students who never missed the class, 3 out of 20 students missed the class once, 3 out of 20 students missed the class twice, and 2 out of 20 students who missed the class three times.In college B, there were 1 out of 20 students who never missed the class, 2 out of 20 students who missed the class twice, 1 out of 20 students who missed the class three times, 2 out of 20 students who missed the class four times, 3 out of 20 students who missed the class five times, 3 out of 20 students who missed the class six times, 2 out of 20 students who missed the class seven times, 2 out of 20 students who missed the class eight times, 1 out of 20 students who missed the class nine times, 1 out of 20 students who missed the class eleven times, and 2 out of 20 students who missed the class thirteen times.The following table shows the statistical description of student attendance at college A and college B.

(
2014: 257) where most Chinese students involved in the study are aware of the important role of English in both life and academic filed, and have clear and strong instrumental and integrative motivation in learning English.The students who were involved in this study did not seem to be well aware of the importance of learning English.It can be seen from the student attendance lists, especially at college B in which there was only 1 out of 20 samples achieved 100 % of attendance.The students do need the institution in which they study to create policies which can trigger their motivation in learning English.Although at college A, 12 out of 20 students reached 100% of attendance, it does not guarantee that the students have already high instrumental and integrative motivation in learning English.If college

Table 1 .
The Distribution of Student

Table 3 .
The Distribution of Student

Table 4 .
The Distribution of Student

Table 5 .
Statistical Description of student attendance at college A and college B.Table 6. Variance Analysis of Student Attendance at Both Colleges The table shows that F count is 45.350, while F table is 4.100.It means that student attendance at college A is significantly higher than student attendance at college B. The finding of