STUDENTS’ MOTIVATION IN LEARNING ENGLISH

STUDENTS’ MOTIVATION IN LEARNING ENGLISH
Nemi Zuniarti, Urai Salam, Zainal Arifin
English Education Study Program Language And Art Education Department
Teacher Training And Education Faculty Tanjungpura University, Pontianak
Email: Zuniartinemi@yahoo.com
Abstrak: Penelitian ini bertujuan untuk mengetahui jenis motivasi
siswa yang paling dominan dan tingkat motivasi siswa dalam belajar
bahasa inggris. Partisipan dalam penelitian ini berjumlah 34 siswa.
Data penelitian diperoleh dari kuesioner dan interview. Hasil
penelitian menunjukkan bahwa 91.2% motivasi siswa dalam belajar
bahasa inggris masuk dalam kategori cukup baik. Dari hasil kuesioner
ditemukan 58.8% memiliki motivasi intrinsik to experience dalam
belajar bahasa inggris. Hal ini diperkuat oleh hasil inteview bahwa
alasan siswa belajar bahasa inggris karena bahasa inggris sebagai
bahasa internasional sangat penting untuk dipelajari dan dikuasai.
Walaupun mereka memiliki hambatan ketika mempelajarinya, mereka
tetap memiliki keinginan untuk mempelajarinya.
Kata Kunci

: Motivasi siswa, Belajar bahasa inggris.

Abstract: This is a descriptive-survey research of third grade students
of SMP Negeri 2 Pontianak in academic year 2014/2015. It was
conducted to figure out the type of motivation that students mostly
have and the level of students’ motivation in learning English. In this
study, there were 34 students participating in ths research. The data
were derived from questionnaire and interview. The data showed that
91.2% of the students’ motivation in learning English mostly was
qualified in average to good level. From the questionnaire, it was
found out that 58.8% of the students had intrinsic motivation to
experience as their motivation in learning English. In addition, the
interview showed that students learned english because they thought
Englsih as an international language, English is important to be learnt
and mastered. Even though they had obstacles while learning, they
had motivation to learn English.
Keywords

: Students’ motivation, Learning English.

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n recent years, English as a foreign language had indeed developed rapidly. It
could be seen from the number of people who spoke English not only as a tool
to communicate with others, but also as an opportunity to achieve success;
success as a chance to maximize their competence and passion, either in a job or
career, education or life.
As an illustration, in a career or job, English is the main requirement for a
person to achieve an important position in a company, whether it is general
manager or other higher positions. It was proven that most of the people who
occupy these positions could master at least one foreign language. In education,
English could facilitate a student to continue his or her education when study
abroad, achieved bachelor degree or continue master and doctor degree. The last,
English could expand friendships with people in various countries. This was a
picture of a success in life, where language was not a chasm among people.
In fact, there were students who had barriers to master English as a
compulsory subject in school. It was caused by some reasons whether from
students or teachers which affected their motivation to learn English. Based on a
pre research conducted by the writer, it was found that the teacher admitted
students had different level in mastering English which caused the difficulties for
the teacher to generalize students’ ability in learning English. Therefore, the
teacher couldn’t apply students centered learning method and had to explain more

details about teaching material. Besides, students’ passiveness while teaching
learning processes also occurred as the problems for teachers to know whether
students got confused or understood about teaching material.
On the other hand, the students revealed that they were more understand
about teaching material from teacher’s explanation than learning by themselves,
such as reading the books by themselves or searching the information in the
internet about teaching material. Therefore, motivation plays a big role in
engaging students to learn.
As schunk said “Motivation can influence what, when and how we learn (as
cited in Pintrinch, 2008, p.5)”. It was concluded that if students had motivation in
learning whether intrinsic or extrinsic, they could independently decide what they
had to learn, the length of time that they needed to spend, and what are the
techniques that helped them to understand the subject easily.
As it is in line with Zimmerman “student motivated to learn about a topic
are apt to engage in activities they believe will help them learn, such as attend
carefully to the instruction, mentally organize, and rehearse the material to be
learned, take notes to facilitate subsequent studying, check their level of
understanding, and ask for help when they do not understand the material (as cited
in Pintrinch, 2008, P.5)”.
Considering the facts found by the writer, a study was conducted to find out

students' motivation in learning English. A similar study had been done by
Munipah (2008) in her study "The Students' Motivation in Learning English." She
identified how high the students’ motivation in learning English in second grade
students of SMP Negeri 235 Jakarta. The result was that 9% who had high
motivation, 91% who had medium motivation and 0% who had low
motivation. The difference of this study to Munipah was that the writer analyzed

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the level of students’ motivation and type of motivation which was most
dominantly used by student in learning English.
Derived from the explanation above, the writer was concerned in conducting
a study entitled “An Analysis on Students’ Motivation in Learning English” to the
third grade in SMP Negeri 2 Pontianak. The consideration was because the
students had learned English in first and second grades of junior high school. So,
the writer assumed that they had experiences in learning English and would be
motivated whether intrinsic or extrinsic to learn English more in third grade of
junior high school. Consequently, the writer was interested to know the level of

students’ motivation and the type of motivation that dominantly had by students in
learning English. The result of this study was given back to the English teacher
and students in order to give the information and clues to direct the right learning
motivation that was appropriate for students to master English.
METHOD
This study was descriptive-survey research. Cohen (2000:169) said “surveys
gather data at a particular point in time with the intention of describing the nature
of existing conditions, or identifying standards against which existing conditions
could be compared, or determining the relationships that exist between specific
events.”. Considering the topic of this study was motivation which is as the nature
of the existing condition among students and teacher in teaching learning process,
so defines the level of students’ learning motivation and the kind of learning
motivation that mostly students’ have in learning English become the main
problem that would be answers through this study. In this issue, the writer used
questionnaires and interview as data collections, as Cohen (2000:169) continued
“descriptive-survey research gathering the data from a large of people through
self-report using questionnaire or interview”.
The participants of this study were third grade students on SMP Negeri 2
Pontianak in academic year 2014/2015. The writer chose the third grade students
as participant because the headmaster of SMP Negeri 2 asked the writer to do this

study on IX F students. His consideration was because the students have learned
English in first and second grades. So, the headmaster assumed that they have
experiences in learning English and will be motivated whether intrinsic or
extrinsic to learn English. Consequently, knowing the level of motivation and the
kind of motivation that mostly students’ have would help both teacher and
students to improve students’ motivation in learning. The numbers of participants
were 34 students who completed the questionnaires and 6 students were chosen
afterward to be interviewed. Six students were chosen randomly without
considering the background of the students or the result of students’ questionnaire.
Questionnaire was used as the main data to find out the level of students’
motivation in learning English and the type of learning motivation that students
mostly have. There were 5-Likert scale questionnaires ranged from strongly agree
to strongly disagree which the respondents were asked to indicate the extent to
which they agree or disagree with the statements about the types of students’
motivation in learning English by marking one of the responses ranging. Scoring

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the students’ responses on questionnaires based on Likert scale type, those are as
follows:

Table 1 Students’ Questionnaires Responses Scoring System
Type of
item
Positive
question
Reversed
question

Strongly
disagree
1

Disagree

Agree

2

Neither Agree
Nor Disagree

3

4

Strongly
Agree
5

5

4

3

2

1

Calculating level and type of students’ motivation by using score criteria of Likert
scale.

𝑋
M% = × 100
𝑌
M%

= students’ extrinsic motivation score in percent

X

= the score of students’ motivation score

Y

= the highest score of students’ motivation score (35x5 = 175)

The level of students’ motivation in learning english was classified by using this
table of qualification.
Table 2 Students’ Motivation Classification Score
Qualification

Range of score

Good to excellent motivation

80% – 100%

Average to good motivation

60% – 79%

Poor to average motivation

50% – 59%

Poor motivation

0% - 49%
Harris (1969:134)

Interview was also used as a source of data in this study. In interview, the

writer used semi structured interview and asked the questions to the interviewees
one by one. The writer recorded and noted any answers by the interviewees. The
information obtained used as confirmation for the questionnaire and gain deeper
information on the type of learning motivation that students mostly have in
learning English. Therefore, the writer chose 6 interviewees that represented
intrinsic and extrinsic motivation as it referred to the result of the questionnaire
where most of the student categorized in intrinsic and extrinsic motivation.

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Therefore, the writer chose 2 students who were categorized in intrinsic
motivation and 4 students who were categorized in extrinsic motivation.

FINDINGS AND DISCUSSION
The Level of Students’ Motivation in Learning English
This section reports the results of knowing the level of students’
motivation in learning English. The level of students’ motivation was revealed
through students’ responses that have been gathered from questionnaire.

2,90%

5,88%

91,20%

Average to Good

Good to Excellent

Poor to Average

Chart 1 Level of Students’ Motivation in Learning English
The finding of this study revealed that 91.2% of the level of the students’
motivation in learning English was categorized as average to good. It indicated
that students have known the importance of learning English for themselves, so
they have intention to learn English. They realized English as an international
language will be useful for their future, whether for got a job or study abroad. It is
also affected their motivation to learn English. They become motivated to spend
their free time to learn English at home which is doing all of the excercises on the
textbook or anything that could improve their English. Even though they have less
of interest to learn English, they try quite hard in order to understand teachers’
explanation in class by getting English course at home and learning by themselves
at home.
There was only 1 student (2, 99%) was categorized as good to excellent in
the level of motivation, which means she has high of motivation in learning
English because she realized the importance of mastering English well. It could
be seen in the way she worked on the test and spoke English fluently with her
friends. Whenever she found any difficulties, she would make herself confident
while she spoke English in an English community. Besides that, parents also
supported her enjoyment to learn English in her free time. Moreover, when she
got the difficulties in learning, she tried to solve it because she could learn new
things from it. Then, when she worked on the test or any tasks, she would be a
well- prepared student and might be doing her best efforts. She would study not

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only from the books but also trying to remember teacher’s explanation in the
classroom.
Student who was categorized as good to excellent level mostly influenced
by peer group as factor that influenced their motivation in learning English. Based
on students’ response on the questionnaires, it was shown that students who had
high motivation tend to be competitive in learning. It happened because they had
high self confidence, as a result when they failed or got a lower score, they would
be able to handle it. Therefore, peer groups also play an important role as a trigger
to motivate them in learning.
There were only 2 students (5, 88%) was categorized as poor to average
level of motivation. Students who were categorized as poor to average level tend
to learn English because their parents asked them to do so. Parents emphasized the
importance of learning English and asked them to learn English at English course,
yet they did not guide or involve their children to learn together at home,
Even though they only had low motivation to learn English, they tried their
best to understand the learning materials. It was shown while they were facing the
difficulties to understand the learning materials; they would ask their friends or
their teacher until they got the solutions of their confusion. Besides, they literally
had an intention to improve their English in their future plans. They realized
English, as international language, were important, but they lost their willingness
to learn because it’s difficult. It was revealed when they were asked whether they
have future plans to improve their English.
“Yes, I do because English is an international language. But, Ee.. It is so difficult
for me to understand the language; it makes me lost my willingness to learn
English.” (Interview: Learner 1).
Besides, the external factors also have big influences whether increasing or
decreasing students’ motivation in learning English. The writer figures out that
there are three of five factors that dominantly in influencing students’ motivation,
which is parental family, teacher, and peers. Based on the result, parental and
family became the highest (25 students) factor that influence students’ motivation.
Parenting style is determining for students’ motivation development whether
increasing or decreasing.
As pintrinch (2008:284) divided four different parenting styles “An
authoritarian parenting style is characterized by high control, low responsiveness
and nurturance. Then, authoritative parents set clear standards and limits for
behavior, but they provide rationales for rules and decisions. The next,
permissive-indulgent parents are highly responsive to their children, but place few
demands on them. Last, permissive indifferent parents are emotionally detached,
and not involved in their children’s lives.”
In line with Pintrich, the writer found out that from the four above,
authoritative parenting style is the one that parents used in motivating the students
to learn English. Most parents asked their childen to learn English in their free
time or suggest them to join in an English course. It can increase the motivation of
students because this parenting style really openly communicate with the child

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about the rules and what is good for their children. Thus, children become more
open and responsible for their choice.
The Type of Students’ Motivation in Learning English
Based on questionnaire and interview findings, students in class IX F
dominantly have intrinsic motivation to experience stimulation as their motivation
in learning English. As Dᴕrnyei and ushioda (2011) said that fun and excitement
are the reasons for people in doing something. In this study, students who have
intrinsic motivation to experience stimulation tend to learn English because their
willingness in order to get pleasant in learning. They think English as an
international language, English is important to be learnt and mastered. It can be
seen from the student’s answer while interview.
The writer has figured out that 77.6% students have intrinsic motivation to
experience stimulation. It could be seen that they were intrinsically motivated and
thought that learning English was fun and full excitement because they prefer to
practice English by doing conversation and finished all the exercises from
textbook. Besides, they also figured out the problems while they did not
understand of teacher’s explanation by themselves in their free time, but if they
still confused, they asked their teacher to get the explanation of the answers.
Many of them also got the support from family that made them more enthusiastic
to learn English.
Based on the response of students’ answers shown Intrinsic motivation to
know became the second highest motivation that students’ had, which means that
students intrinsically motivated and thought English as challenges for them to
learn something new and got fully understanding. Evaluation practice and parental
family were the most dominant factors that influenced students’ intrinsic
motivation to know in learning English.
Students who showed intrinsic motivation to knowledge as their motive in
learning English had desires to learn English because they liked it and they really
loved to learn new vocabularies while they watched movies or listened to the
English songs. They were curious in learning, Even though they got bored on their
teacher’s explanations, they still had motivation to learn English in order to
understand about English conversation, the story of movies and the meaning of
songs. Dᴕrnyei and Ushioda (2011) define that Intrinsic motivation to know refers
to motivation in doing an activity for satisfaction or pleasure of understand
something new, satisfying one’s curiosity, and exploring the world.
Meanwhile, Integrated Motivation got the second lowest in this level. This
indicates the students counted on their classmates in influencing them learning
and being active while teaching and learning processes. Students also think that
English was a very important language because it would help them in future and
their parents always encouraged them to use English as much as possible in daily
life.
Students who categorized as integrated motivation tend to learn English
because they believe English is important as an international language to learn for
their future. Therefore, when they did not understand about the learning material,

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they would ask their friends or teacher in order to get the answer. After school,
they prefered to attend an English course than learning by themselves at home
because they think it would be helpful.
The lowest percentage score was got by External Regulation. This indicates
that students felt no confidence to speak English because their friends would
laugh at them and worries about test. Students who have external regulation as
their motive tends to learn English because of their parents asked them to do.
As Deci and Ryan (1991) states that the behavior in external regulation is
performed because external contingencies such as got a reward and avoid a
punishment. For example, a student who worked on homework, seeking praise
from her / his teachers and to avoid being scolded by his / her parents.Their
parents asked them to learn English at home or join the English course even
though their children have no interest to learn English. Besides, their classmates
also have the same problems which is influence them to pay attention to the
teacher’s explanation at class doesn’t improve their motivation to learn because
it’s boring.
Besides, the writer not only found the result of the research problems, but
the writer also found out the students’ difficulties while teaching learning
processes in class. There were two factors that dominantly influence students’ low
motivation in learning English that were teacher and peers.
Teacher actually has big roles to improve student’s motivation in learning
English because students on IX F think teacher as center of learning in the class,
so the students always pay attention on teacher’s explanation about the learning
material. As described by pintrinch (2008) that the relation between teacher and
students in learning processes divided into three teaching functions, different
forms of feedback: performance, motivational, attribution and strategy feedback
which each feedback have contribution in encouraging student motivation to be
enthusiastic in learning.
In contrast, based on the students’ responded on questionnaire, there were
none of students motivated by teacher while teaching learning process in the
classroom. Students feels that their teacher explanation always monotones and
bored. The teacher only give the explanation about learning material and giving
the tasks to the students without any explanation about it.
In line with interview, some students thinks that teacher explanation were
complicated, they sometimes difficult to understand the teacher’s explanation.
Besides, there were some students feel unmotivated with teacher explanation and
felt bored in classroom and teacher used teaching technique to attract students’
attention as the last options. It is contrast with Pintrinch explanation, Pintrinch
(2008) explained that teachers affect students’ motivation through their planning
and instruction, situational and implementation strategy that can exert influence in
engaging students’ interest in learning
Besides that, peer also has the most influence factor that made students have
high or low motivation. As Pintrinch (2008) explain “students in highly motivated
peer groups that contained members from across grades tended to increase
motivation across the school year. Students in low motivation peer networks that
had little grade diversity tended to decrease in motivation across time”. In junior

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high school students, peer was their source of learning. It means that when they
were not understand or have difficulty on learning, they prefer to ask their peer
first than their teacher.
Based on the findings, it was shown that peers’ behaviour in the classroom
influence students’ motivation in learning at classroom. Some students feel
bothersome with their peers while teacher’s expalanation because their peers only
focus on their gadget than teacher’s explanation. Besides, some peers also prefer
to talk to the other students than doing the task. As a result, the students could not
concentrate and feel lazy while learning in the classroom.

CONCLUSION AND SUGGESTION
Conclusion
After conducting the study and analyzing the data, it is revealed that most of
the students’ motivation categorized in average to good level, even though there
were some students who achieved good to excellent level and poor to average
level. Besides, this study also discovered the type of motivation that students’
mostly have in learning English. Most of students in class IX F have Intrinsic
Motivation to stimulation experience as their motivation in learning English. it is
based on the analysis of the level of students’ motivation revealed that most of
students who categorized in average to good and good to excellent have intrinsic
motivation as their motivation in learning English. In contrast, students who were
categorized as poor to average had extrinsic motivation as their motivation in
learning English.
Suggestions
The findings of this study evidenced that the students’ motivation in
learning english placed in average to good level. Therefore, there are several
suggestions provided by the writer: (1.)The teacher is suggested to create
activities which may improve students’ motivation in learning english in order to
enhance students willingness to learn in the classroom. (2.)The teacher is
suggested to conduct activities which involve large group of students. This may
help the students out from their ‘save area’ instead of being comfortable to share
ideas with only one partner or small number of classmates. (3.)The students are
suggested to be brave to express their ideas in classroom as they already realized
the importance of learning English but still lack of confidence to ask their teacher
when they face difficulties. The active students are also suggested to help their
passive classmates out and supporting them in learning process.

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REFERENCES
Cohen, L., manion, L., & Morrison, K. (2000). Research Method in
Education.London: RoutledgeFalmer.
Deci, Edward L., & Ryan, Richard .M. (1991). Motivation and Education : The
Self-Determination Perspective. Education Psychologist, 26 (3 & 4) 325 –
346.
Dᴕrnyei, Zoltan. & Ushioda, Ema. (2011). Teaching and Researching Motivation.
United Kingdom : Pearson Education Limited
Harris, David, P. (1969). Testing English as A Second Language. New York:
McGraw Hill.
Munipah, Eka. (2008). The Students’ Motivation in Learning English.
Unpublished bachelor thesis, Jakarta : Universitas Islam Negeri Syarif
Hidayatullah.
Pintrinch, Paul R, Schunk, Dale H, & Meece, Judith L. (2008). Motivation In
Education : Theory, Research, and Applications. New Jersey : Pearson
Education Inc.

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