STUDENTS’ MOTIVATION IN LEARNING ENGLISH

Abstract
Motivation is one of the most significant things in learning process. Without motivation, the
purposes of learning is tough to be achieved. When learners have it in learning process, they
will more understand with the materials, especially English. The goal of this study is to know
how students’ motivation in learning English of eight grade at MTs Mathla’ul Anwar Sukaguna.
This study used descriptive qualitative method. The data was carried out by using a
questionnaire of students’ motivation which have ten items adapted from Clement, Dornyei, &
Noels (1994) and used an interview which have five questions. The data were processed in the
percentage and descriptive explanation. The main findings described that the learners are
entirety highly motivated. Based on this study’s findings, students of eighth grade at MTs
Mathla’ul Anwar have that motivation, it is based on the outcome of questionnaire and
interview. From the output of questionnaire, most of students choose the agree statements. It
means that students has an savor in learning English. Furthermore, the yield of interview
expressed that students have highly interesting in learning English. But in this case, the teacher
have to be more creative in using the media, strategy, or delivered material in teaching learning
activity to improve students’ motivation.

INTRODUCTION
Motivation is the wrench of success in learning process. There are certain definitions of
motivation from some experts. As mentioned by Hayikaleng, Nair & Krishnasamy (2016),
motivation is regarded as an important component to make students success in their English
learning. Motivation can also be defined as one's direction to behavior or what causes a person
to want to repeat a behavior and vice versa (Alizadeh, 2016). Besides, Tambunan & Siregar
(2016) also states that motivation and educational achievements as reflected in grade point
average are positively correlated at all levels of schooling, elementary through college. From a
whole explanation above can be illustrated that motivation is the combination of attempt plus
desire which gives the reasons for people's actions, desires, and needs to obtain the objective
of learning towards an objective. According to Lai (2011), motivation refers to reasons that
underlie behaviour that us characterized by willingness and volition. Motivation involves a
constellation of closely related beliefs, perceptions, values, interests, and actions However, by
getting motivation students will be spirited in learning, so they will be motivated to study English
well. Teachers should be aware of significance of motivation in learners’ language learning and
through some changes they can help learners increase their motivation (Alizadeh, 2016).
Through study of learning theories and their historical development, teacher should gain insight
into the harmonies and conflicts that prevail in present educational theory (Kusumawati, 2014).
Unfortunately, motivation from students in Indonesia is still in the low degree because
sometimes they have lacks of confidence. It is because sometimes the teachers do not
comprehend about their students’ feeling about English. So that, it is useful to help the reader
especially the teacher to discover about how big the students motivation are and to know about
their reason about it. Because, without desire to learn, it is very difficult for learners to gain
effective learning (Alizadeh, 2016). It can be argued that teachers must be aware of significance
in motivating the students and intensifying their motivation. Related to their motivation, they
can be distinguished in two types of motivations, those are: 1. Integrative Motivation Integrative
motivated is the condition when the learners want to learn the target language so that they can
better understand and get to know the people who speak the language and mix up in their
culture (Rehman, et al., 2014). 2. Instrumental Motivation Integrative motivation describes
learners who want to integrate themselves into the culture of the second language group and
become involved in social interchange in that group (Alizadeh, 2016). Mihalas, et al. (2009)
argues that they notice what the effects can be if the relations function in a good way and also
the negative ones if the relations are poor. The authors say that the teacher’s relations to their
students can influence whether the students will want to try to develop and learn more.
Important factors for the quality of the relations between the student and the teacher are that
the student can trust the teacher, respects him or her and that the communication goes well
(Mihalas, et al., 2009). Teachers should support their learners to figure out the motivation and
also to search for their own motivational processes. Motivation in this research points to
reasons for attracting students. The reason can be from the students’ intrinsic motivation or
extrinsic motivation. 1. Intrinsic Motivation Hayikaleng, Nair & Krishnasamy (2016) state that
intrinsic motivation (IM) in language learning refers to motivation to involve in an activity
because the activity is enjoyable and interesting to take part. Person might be motivated by
enjoyment of the learning activity or desire to make themselves feel better. Here the pupils are
enticited by their intrinsic motivation, they study English because of their internal urge. 2.
Extrinsic Motivation Hayikaleng, Nair & Krishnasamy (2016) define that extrinsic motivation
(EM) refers to a performance which an individual performs in order to gain reward such as good
grades or to increase salary, or alternatively to avoid from punishment. Here the pupils in
learning English are encouraged by their external eagerness, such as looking for a job, doing
examination, and so on. In the zeal of learning, motivation is necessary, because someone who
has no motivation in learning, will not be possible to implement learning activities. Motivation
is needed in determining the intensity of the learning effort for the students. Lai (2011) states
that there is one of factors that influence students motivation is reward. The function of reward
may either encorage or reduce the motivation, suspending on the type of appreciations and the
circumstances in which they are given. Teachers should try to let the students more.
independence or control over their own learning. In addition, teachers have to invent an
espouse classroom surroundings which respect to objective contexture, connection, and
external evaluation. Related to the explanation above, we know that motivation is considered
success in studying a new language in the classroom circumstances. By knowing about the
students’ motivation, teachers can know their students’ interest. So the writers carried out of
study entitled “Students’ Motivation in Learning English of Eighth Grade at MTs Mathla’ul Anwar
Sukaguna”. This study will be carried out the students’ motivation of eight grade at MTs
Mathla’ul Anwar Sukaguna. This study was conducted to survey how the students’ motivation
in learning English of eight grade at MTs Mathla’ul Anwar Sukaguna. This study is limited to the
learning motivation of eighth grade students at MTs Mathla’ul Anwar Sukaguna. It focused on
the students’ motivation in learning English.

METHODOLOGY
In this study, the writers used descriptive qualitative method. Referring to the objective of this
study, the design is considered appropriate since it is a method used to describe or analyze the
results of the study but not used for make broader conclusions (Sugiyono, 2005 cited in Apsari,
2017). It means that descriptive qualitative is a research method which uses technique of
searching, classifying, and analyzing the natural phenomenon. The writers used questionnaire
and interview as instruments to collect the data. The writers adapted the questionnaire from
Clement, Dornyei, & Noels (1994). The respondents of this study were second grade students of
MTs Mathla’ul Anwar Sukaguna. There were 22 students. In questionnaire there are 10 items in
English and also orally translated into Indonesia to give easier the students to understand and
answer the questions. In this questionnaire, students were requested to answer the query by
choosing four categories, they are: Strongly Agree, Agree, Disagree, and Strongly Disagree. Each
students were assigned the question based on their opinion and feeling. The questionnaires
were distributed to 22 students during their normal class session and the writers gave the
studentstime 10-15 minutesto filled out the questionnaire. Then the questionnaires were
collected to the writers. While, for interview the writers took 2 respondents of the class. In
interview there are five questions in English and also orally translated into Indonesia to give
easier the students to understand and answer the questions. The writers conducted the
interview to two students as representatives.
RESULTS
Results 1. Questionnaire Questionnaires were distributed to 22 pupils of 8th grade, they filled
the questionnaires during their normal class session which time they were given clear
instructions and explanation
Table 1. percentage (%) of the result from the questionnaire of
students’ motivation in learning English

Item Strongly Agree Disagree Strongly

agree disagree

I really like learning English (13.6%) (86.4%) (0%) (0%)

Studying English is necessary to me because it will (22.7%) (68.2%) (9.1%) (0%)

enable me to know new people from different parts
of the world.

Studying English is significant to me because I would (0%) (36.4%) (63.6%) (0%)

like to learn as many foreign languages as possible

Studying English is notable to me because an (68.2%) (27.3%) (4.5%) (0%)

educated person is supposed to be able to speak
English.

Studying English is prominent to me so that I can be a (0%) (18.2%) (77.3%) (4.5%)

more knowledgeable person.

Studying English is noteworthy to me so that I can (40.9%) (40.9%) (18.2%) (0%)

broaden my outlook.

Studying English is obligatory to me because I may (36.4%) (59.1%) (4.5%) (0%)

need it later (for job, studies).

Studying English is substantial to me so that I can (40.9%) (40.9%) (18.2%) (0%)

understand English-speaking films, videos, TV, or
radio.

Studying English is consequential to me so that I can (18.2%) (22.7%) (13.6%) (0%)

read English books, newspapers or magazines.

Studying English is salient to me because I would like (40.9%) (54.6%) (0%) (4.5%)
to spend sometime abroad.
From the data above, the writers concluded that most students have the motivation. It was
provided with the percentage of strongly agree and agree higher than percentage of disagree
and strongly disagree. Furthermore, from the calculation answered by students in this
questionnaire, the writers discovered that most of students have a motivation in learning
English. It indicated that pupils of eighth grade at MTs Mathla’ul Anwar Sukaguna has highly
(good) motivation.

Discussion
From the presentation of the data above, most of students answer agrees in the questions that
are given to them. It provided the information that most of students has highly motivation. They
wish to conceive English because it imparts them pleasure and develop particular skills. From
the explanation above, it is clearly indicated that students of eighth grade at MTs Mathla’ul
Anwar Sukaguna have a motivation in learning English. This is good for the pupils and the
teacher in learning process. Because, motivation is one of the important things which is effect
students’ attitude and achievement. In this study’s finding, the learners have good motivation,
so it can be handy for the teacher to bring the pupils to be successful in delving English.

CONCLUSION
Motivation is the influential factor in learning activity. Without having motivation, goals of
learning is hard to be achieved because the students’ effort and desire affect the learners in
achieve the learning goals. By getting motivation students will be spirited in learning process, so
they will be shoved to comprehend English well. From the earlier explanation of the data, writers
was concluded that students of eighth grade at MTs Mathla’ul Anwar have a motivation in
studying English, it is from the output of questionnaire and interview. From the output of
questionnaire, most of students concur with the statements of questionnaire. It means that
students have the desire in studying English. Furthermore, the output of interview also
described that students have motivation in studying English. But in this case, the teacher have
to be more creative in using the media, strategy, or delivered material in learning activity to
improve students’ motivation.
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