Motivating students In the English as foreign language (EFL) classroom is often complex and difficult task. Motivation is an important contributing factor to success in second language learning. And motivation is often believed to trump language and learning conditions in terms of importance (cheng & Dornyei). This study examined the type and level of English language learning motivation (instrumental or integrative) of 153 first-year undergraduate students of English Department STAIN Kediri in academic year 2016 - 2017. A modified motivational survey of 20 items adapted from Gardner’s Attitude/ Motivation Test Battery (AMTB) was conducted. The data were analysed by means of frequency, percentage, arithmetic mean and standard deviation. The main findings showed that the mean score of integrative motivation (3.89) is higher than the mean score of instrumental motivation (3.69) is considered as a high degree of motivation. However, the overall mean scores both of motivates of 3.79 is considered as a high degree of motivation. And found to be slightly more “integrative” motivated to learn English. This data presents that integrative motivation is a significant factor among this group of students learning English. Based on this study’s findings, some relevant and useful motivational learning implications are recommended for enhancement and improvement of the students’ motivation. Relevant language improvement programs and activities are also discussed in accordance with the students’ language difficulties as communicated in the openended questions to increase their motivation in English language learning.

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