This study is aimed at finding the degree of students motivation in learning English at different level of study. With the respect of the theory of motivation proposed by Gardner and Lambert (1972), this study attempts to categorize the students into two types namely integratively and instrumentally motivated students. Nevertheless, the possibility to be equally motivated might happen toward the students who pursue the goals of the instrumental and integrative motivation. Besides, this study is intended to find out the most frequent reason possessed by both the instrumentally and integratively motivated students in learning English. To answer these research problems, this survey study that involves 214 respondents of different level of study uses quantitative design in which it deals with the numerical data. The obtained data is presented in the form of table and polygon in the purpose of providing the comprehensive and understandable elaboration. The typically motivated student is drawn based on the comparison of the computation of rating of instrumental and integrative motivation. When the rating of instrumental motivation is higher than rating of integrative motivation, it can be inferred that the student is instrumentally motivated and vice versa. Nevertheless, when the total of rating of instrumental motivation is equal with rating of integrative motivation, it can be said that the student is equally motivated.

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