When there is motivation, there is a goal to achieve. Motivation has been extensive as one of the elements that impact success in second language acquisition. Gardner (2001) investigated that the integrative motivation is the key to accomplish second language acquisition rapidly and successfully, which means when the second language learners have a positive attitude toward the target language community. As well as, a strong desire to combine into new language culture. They usually acquire the language more facilely (as cited in Ortega, 2013, pp 170-171). Indeed, even though Gardner’s (2001) study had authoritative evidence such as Kaplan’s experiences, the integrative motivation is not the only way to positively achieve the language proficiency. In fact, I, as a second language learner, have both models of motivation: instrumental and integrative. I have the integrative motivation because I am curious about learning the American culture to better understand how and who speaks the English language. Besides that, my parents, especially my father, were two people of my family who encouraged me to learn the English language. Also, as well, I have the instrumental motivation which means having an academic purpose such as getting to the university or salary bonus (Ortega, 2013. pp 173). Thus, that why I am learning the language. In point of fact, it is true that when second language learners have a certain target, that supports them to acquire the target language successfully. Additionally, in the first year of learning the language in the United States, I used to have a friend who was my classmate. She was only interested in her grades; however, her attitude toward the culture was negative. She had been trying to learn the language for two years, but she did not show any improvement in the language. Over time, she did not image herself to engage in a new culture, even though she came here for an academic purpose. In fact, her motivation did not maintain, and then she came back to continue studying in her home country. This result provides confirmatory evidence that the three antecedents of motivation effected the L2 learners’ accomplishment when L2 learners have a negative attitude toward language’s culture (Csizer and Dörnyei, 2005). On the other hand, they have a high instrumentality score; they are more likely to affect their achievement in the target language (as cited in Ortega, 2013, pp 187). Indeed, by having the integrative motivation that will push learners to maintain the instrumental motivation. In fact, it does not matter what type of motivation that the second language learners have, but how to maintain this motivation. Second language learners do not consistently show motivation all the time. Thus, the L2 teacher should contain the L2 learners’ goals in classes. Teachers play a pivotal role in motivation qualities in their learners, and most of the L2 learners come with a strong desire to learn the language; however, after a while, some students start losing their motivation. Providing certain goals that fit with L2 learners will keep their motivation up. Further, teachers should have various activities in the class, and they should encourage each learner to participate in the community by providing multiple activities such as comparing students’ own culture with that of the target language, even if the students are coming only for an academic purpose.