2.4.

Motivation affects the development of speaking skill in English

2.4.1. Kinds of Motivation

a. Intrinsic Motivation

Intrinsic motivation involves the internal motivation to do something for

its own sake. Instrinsic motivation refers primarly to affective experience
enjoyment of the processes involved in engaging in an activity. “Students
may be motivated to learn from a lesson or activity wheter or not they
find its content interesting or its processes enjoyable”(Brophy, 2010: 12).

Hamalik (1995: 112) says, “Intrinsic motivation is a motivation included in

learning situation that originally comes from the need and goals of the
students itself”. It means that someone who is motivated for doing
something because of his/ her need or goals is called intrinsic motivation.
Intrinsic motivation comes from within and operates without any external
stimulus. It infers that intrinsic motivation derived from inside of the
individual rather than from outside. Intrinsic motivation includes interest,
need, desire, and goal (Aidil ,2017 ).

Richards & Schmidt (2002: 343) define motivation as “The driving force in
any situation that leads to action.” An important motivation theory is the
expectancy value theory. He also report that this assumes people are
motivated to do something they feel is worth doing and expect to succeed
in doing. In discussion this theory, Dornyei (2001) says there are two key
factors: first, individual expectations of success; and secondly the value
individuals put on success (or their negative fear of failure). If individuals
have high positive feelings on both factors, they will have a high degree of
positive motivation. If one of these factors is missing, they will be less
motivated.

In contrast, according to Dornyei (2001), a strong sense of self efficacy

builds confidence and increases effort to avoid failure. This relates to self
worth theory, because with high motivation individuals have a greater
sense of personal value and worth. Littlejohn (2001) identifies several
sources of motivation, based on both intrinsic satisfaction and extrinsic
rewards and success in performing tasks. He points out that perceptions
of failure in the classroom may mean learners build a negative self image
of themselves as learners of English that builds up as they progress
through school. He also describes a downward spiral in which perceptions
of low ability lead to low motivation, which leads to low effort and low
achievement. This low achievement in turn leads to low motivation again.

Based on definitions of motivation above, the writer get the conclusion

motivation as something happens within an individual which makes he or
she do an action to achieve his or her goal. So, the writer infers motivation
in learn English speaking skills as the drive to pushthe the learner to do
learning activities in order to achieve learning goals

b. Extrinsic Motivation

Extrinsic motivation is the motivation that comes from the influence of

some factors coming from outside, other than the desire to learn for one’s
own sake or interest in the task. That is to say, extrinsic motivation is the
motivation that is influenced by any external factor. For example, a person
is motivated because of a good teacher, a good environment, etc.
Extrinsic motivation is very important in learn English speaking skill
process to improve or support students in learning English.

Brophy (2010)state there are some factors that can increase the extrinsic
motivation in teaching and learning as follows:

 Teacher

Teachers are not only the ones who facilitate students to acquire
knowledge but also the ones who motivate students to participate in
learning activities. Teachers are responsible for motivating students;
creating a good learning atmosphere, providing learning materials,
changing teaching methods to suit different generations of students, and
importantly, the teachers' teaching style, such as; teaching effectiveness,
setting an example and enthusiasm, caring and positive expectations.

 Parents

The most influential factor in learning is parents, because students learn

language and attitudes from their parents. Parents who have a scientific
approach to their children seem to create a source of motivation to
achieve high in their children, parents who encourage their children to try
new things and reward them for high achievements, establishing that
motivation. On the other hand, parents who are overprotective of their
children and punish them when they fail tend to raise children with low
motivation.

 Environment

Sugai (2009: 115) suggested that: Schools are complex environments

where the collective skills, knowledge, and practices of culture are taught,
shaped, encouraged, and transmitted. Teachers are challenged to provide
affective and explicit instructions that maximizes students acquisition of
concepts, skills, and information, and students are challenged to remain
attentive, responsive, and engaged to benefit from these instructional
opportunities.
The learning environment is considered an important factor that affects
students' motivation to learn, for example: school environment, classroom
environment and family environment. The environment will motivate
students to learn with high or low motivation, depending on the quality of
the environment itself. A good environment will help students improve and
develop better than a bad environment.

2.4.2. The influence of motivation on students’ English speaking

This section is based on a study conducted by Jirayu S, Samah AMM,

Sultan S (2024). The study used a mixed methods approach, integrating
both quantitative and qualitative data for collection and analysis. Their
study aimed to examine the motivation of people who excelled in an
English speaking course, showing how motivation affects their
improvement in English speaking skills. The study used multiple
approaches, including interviews, which enhanced the reliability and
validity of the findings.

The data obtained from the questionnaires and structured interviews were
statistically analyzed according to the research questions formulated. To
answer research question regarding the level of motivation of Thai
university students who excelled in the English speaking course, mean
(X), standard deviation (S.D.), and percentage (%) were run to analyze the
data which were presented in tabular form. To interpret the data, Alotumi
(2021) developed a mean score interpretation framework to indicate the
level of self-regulated motivation (SRM), as shown in the table below.

Mean Level
1.0 to ≤ 1.8 Very low
motivation
1.8 to ≤ 2.6 Low motivation
2.6 to ≤ 3.4 Medium
motivation
3.4 to ≤ 4.2 High motivation
4.2 to ≤ 5.0 Very high
motivation

According to the results they collected, the overall mean score of

the students’ self-regulated motivation (SRM) in all 4 subsections ( Task
Value Activation, Regulation of Learning Environment, Regulation of Affect,
and Regulation of Classroom Environment, X means the comparison
included for each item ) was at 3.96 which was considered at a high
motivation based on Alotumi’s (2021) criteria. Considering each
subsection, the highest mean score for SRM in speaking among students
who excelled in the English speaking course was for “Task Value
Activation” (X= 4.29) which was at a very high level of motivation while
the remaining three categories reflect high levels of motivation. Those
were “Regulation of Affect” (“Environment” (X = 3.98), “Regulation of
Classroom” (X = 3.95), and “Regulation of Learning Environment” (X=
3.63)). This finding is consistent with research from Chou (2018), Zhang et
al. (2020), Uztosun (2020), and Warni et al. (2024), all of whom highlight
the significance of task value in driving students’ motivation to improve
their English speaking skills in an EFL context. From their survey results, it
can be seen that extrinsic motivation has a high influence on students'
English speaking ability.

Considering each item, the highest mean scores were: “I remind

myself that I have to speak well in English” ( X = 4.43,) and “When the
teacher speaks in English, I listen attentively” ( X = 4.43,), followed by “I
maintain my interest and willingness to learn English” ( X = 4.35,). “I look
for various ways to improve my motivation to speak English” ( X = 4.27,),
“I learn from my mistakes when I speak English” ( X = 4.27), “In class, I
entertain the notion of speaking English” ( X = 4.24), and When I speak
English, I try to maintain a high degree of confidence in myself ( X =
4.22), respectively. These items were classified as very high motivation
according to the criteria. The findings imply that the highest-rated items
reflect a strong internal drive to succeed in speaking English.The results
were in accordance with Pratiwi (2024), who explored the internal factors
influencing EFL students’ high speaking performance. Her research
highlighted that students’ success was largely driven by internal factors,
including a positive attitude, high motivation, significant interest in
learning, and minimal levels of anxiety, which all contributed to their
elevated speaking achievement.