CHAPTER I

INTRODUCTION

A. Background of the Study

English, as the world's dominant language, plays a critical role in an increasingly

interconnected global society. Proficiency in English is indispensable for social interactions,

professional endeavors, and academic pursuits, facilitating effective communication (C. David,

2003) Recognizing its importance, educational institutions worldwide have integrated English

language education into their curricula. This recognition stems from the understanding that

fluency in English is not just beneficial but essential for individuals to navigate today's complex

globalized environment successfully. By using English as a universal medium, people from

diverse linguistic and cultural backgrounds can collaborate and communicate, fostering

international exchanges and global cooperation (House, 2013)

English language proficiency goes beyond borders and cultures, serving as a key to

international communication. It allows individuals to engage in global discussions, collaborate

across geographical boundaries, and access a vast reservoir of knowledge presented in English.

(G. David, 2010) Moreover, proficiency in English enhances individuals' competitiveness in the

global job market, as many multinational corporations require English proficiency as a

prerequisite for employment. For students, mastering English opens doors to higher education

opportunities abroad and expands their academic horizons (Janina Brutt-Griffler, 2012)

The efficacy of educators' instructional strategies is essential to the success of English

language acquisition. Teaching strategies cover a wide spectrum of techniques, including

communicative and task-based approaches as well as more conventional grammar-focused ones

(Richard & Theodore, 2014).The kind of instruction used has a big impact on how engaged and
successful students are in their language learning process. For language instruction to be

optimized, it is therefore crucial to comprehend the relationship between instructional strategies

and student outcomes.

Educators have come to recognize in recent years the significance of metacognitive

methods in language acquisition. Planning, tracking, and assessing one's own learning are all

examples of cognitive processes that learners are conscious of and manage through

metacognition (Larry Vandergrift, 2012). Studies reveal that students' language learning results

can be improved by integrating metacognitive techniques including goal-setting, self-evaluation,

and reflection into language education (Jessner, 2018). To encourage deeper engagement and

more efficient language skill development, teachers might assign metacognitive tasks to their

students, such as creating goals for their language learning, keeping track of their progress, and

reflecting on their methods. Teachers enable students to become active, autonomous learners

who can modify their learning strategies in response to a variety of situations and obstacles by

cultivating metacognitive awareness in them (Rimun & Yumarnamto, 2024)

Furthermore, in order to improve language learners' motivation and proficiency, the need

of using real materials and tasks in language training has been highlighted. Students are exposed

to real-world language use and cultural contexts through authentic materials, like social media

posts, movies, and newspapers . Students must employ language in meaningful and purposeful

ways when completing authentic tasks including role-plays, simulations, and problem-solving

exercises . Studies reveal that adding real-world resources and activities to language training can

improve students' enthusiasm, involvement, and language learning results (Metruk, 2024).

Teachers can close the gap between classroom learning and real-life communication by giving
students opportunities to engage with authentic language and by exposing them to authentic

language input. This will facilitate more effective language learning.

To further support student learning and growth, the significance of formative feedback in

language training has been emphasized. Giving pupils timely, targeted feedback on their

language proficiency helps them study more effectively. This type of feedback is known as

formative feedback. Studies indicate that by elucidating expectations, pinpointing areas of

growth, and reiterating learning objectives, formative feedback might improve students' language

competency. According to Hyland and Hyland, (2019) children can enhance their language

proficiency more successfully by receiving corrective feedback on their faults, receiving praise

for their accomplishments in language, and receiving scaffolding support when doing language

assignments. Incorporating formative feedback into instructional tactics allows teachers to

establish a nurturing atmosphere in which students receive individualized help and direction to

meet their language learning objectives.

Student motivation is an important factor in language learning in addition to instructional

strategies. According to Dornyei (2013) motivated students are more likely to put more effort

into their studies, interact with the language actively, and reach higher proficiency levels. On the

other hand, pupils who lack motivation could show signs of indifference, decreased involvement,

and inadequate academic performance. Thus, maintaining and encouraging student enthusiasm is

essential to good language learning.

Modern language instruction uses a complex strategy that blends many motivating tactics

to effectively boost student motivation. The importance of fostering a welcoming and inclusive

classroom atmosphere where students feel appreciated, respected, and connected to their teachers

and peers is highlighted by research by Ushioda (Ushioda, 2020). This supportive environment
not only increases students' sense of community but also cultivates intrinsic motivation, which

raises engagement and excitement for studying.

The importance of goal-setting in sustaining student motivation in language-learning

environments is further supported by current research. Through cooperatively setting specific

and manageable goals, teachers enable students to take charge of their education and track their

development over time (Locke & Latham, 2017). This proactive strategy helps students become

more motivated and develops self-regulated learning skills, which will help them manage their

learning process and persevere in the face of difficulties.

In order to increase student engagement and relevance, modern language training also

places a strong emphasis on integrating authentic resources and real-world contexts (Brown,

2018). Teachers can illustrate the practical benefits of language acquisition and its applicability

in a variety of circumstances by including culturally appropriate content, such as literature,

multimedia resources, and current events. In addition to improving students' language skills, this

experiential approach fosters their confidence in communication and cross-cultural competency,

which increases their desire to study and use the language (Kramsch, 2013)

Based on the explanation above , this study aims to explore the complex interactions

between different teaching approaches and the motivational dynamics that are intrinsic to

students' English language learning at MTs Mu'allimat NWDI Pancor. Through a careful

examination of this relationship, the study aims to clarify the complex mechanisms that underlie

successful teaching strategies and offer useful suggestions to educators and other stakeholders

who want to maximize the learning process for students. The study aims to make a significant

contribution to the current body of knowledge in language education through this thorough
investigation. This will open the door for the creation of customized strategies that support and

maintain students' intrinsic motivation.

 B. Scope of the Study

This section describes the subject and the object of the study

1. Subject

The subject of this study is the eighth grade students of MTS Muallimat NWDI

Pancor in the academic year 2024-2025.

2. Object

The object of this study focuses on the correlation between the students' response to

the English teacher's method in teaching and their motivation in learning English

C. Statements of the Problem

The statement of problem of this study are:

1. Is there any correlation between the students' response to the English teacher's method ?

2. Is there any correlation between English teachers method and students' motivation in

English ?

D. Purpose of the Study

The purposes of this study are :

1. To know the correlation between the students' responses to the teachers method in

English.

2. To know the correlation between the English teacher's method and the student

motivation to learn English.

E. Significance of the study

1. Theoretically

a. This study contributes to the broader body of motivation theory by exploring the

specific context of language learning. By investigating the correlation between

teaching methods and student motivation, the study can provide insights into the

mechanisms through which instructional practices influence student engagement

and persistence in learning English.

b. The results of this study can support the validity of current motivational theories in

the context of English language learning, such as the expectancy-value theory and

the self-determination theory. The study can offer empirical evidence for the

guiding principles of these theories by illustrating how specific teaching strategies

fit within theoretical frameworks of motivation.

2. Practically

a. This study is expected to Initiatives for professional development and teacher

training can benefit from an understanding of how instructional strategies affect

students' motivation. The study can enable educators to develop more engaging

learning environments and improve their teaching abilities by providing them

with knowledge about effective instructional strategies that boost student

motivation.

b. This study expected can help guide institutional decision-making by directing the

creation of curriculum frameworks and school policies that put student

motivation first. School administrators can deploy resources and create strategies

to foster a motivated learning culture inside the institution by finding

instructional methods that are linked to higher levels of motivation among

students.
 CHAPTER II

REVIEW OF RELATED LITERATURE AND HYPOTHESIS

A. Teaching Methods in English Language Education

English language education has seen a significant evolution in teaching methodologies

over the past few years, driven by advancements in educational research, technology, and

pedagogical theories. Several teaching methods have emerged as effective strategies for

enhancing language acquisition and proficiency among learners.

Acording to acording to Richards (2014) there are some methods of teaching English.

1. The Grammar-Translation Method

The Grammar-Translation Method is a traditional way to teaching languages that focuses

on providing clear instructions on grammar rules and having students practice translation

exercises. This method, according to Richards and Rodgers ( 2014) consists mostly of

students translating texts from the target language into their native language and vice versa in

order to master vocabulary and grammar norms. With a focus on correctness and precision,

this approach attempts to assist pupils in understanding the language's structure and

mechanics.

The Grammar-Translation Method has been criticized for apparent flaws, especially its

scant attention on improving communication skills, while being widely used. Some say that

this approach may make it more difficult for students to speak effectively in everyday settings

because it places too much emphasis on translation and grammatical analysis. Insufficient

practice in speaking and listening could make it difficult for pupils to understand and use

meaningful language in real-world settings.

 Grammar means organized way to calculate and measure a speaker’s knowledge about

the language”. It is examined by certain postulates that can be used to design the entire well

organized syntax of a language. grammar refers to a study on what formations (or

arrangement) are tolerate in a language. Grammar is one of the aspects that has vital effect in

writing, but the barrier is, a number of learners produce some errors when they produce a

sentence and organize some sentences into a paragraph. (Prasetyaningrum & Asrobi, 2021)

2. Direct Method

The Direct Method also referred to as the Oral or Natural Method is a method of teaching

languages that places emphasis on oral interaction and total immersion in the target language.

To explain language concepts to their students, teachers employ visual aids and real-world

scenarios rather of speaking to them in their original tongue. With an emphasis on face-to-

face communication between the teacher and students, this approach encourages students to

talk as much as they can in the target language. The Direct Method seeks to foster a more

organic and spontaneous grasp of the language, in contrast to conventional approaches that

frequently entail translation and grammar drills (Brown, 2007)

By placing students in situations that require them to utilize the target language directly,

the Direct Method has been shown to be beneficial in improving students' speaking and

listening abilities (Royani & Tukimun, 2023). Furthermore, the Direct Method creates a

learning environment that is focused on the needs of the individual student and encourages

active engagement with real language use. This method encourages meaningful

communication above rote memorization to increase language acquisition through direct

interaction and less reliance on translation. Pupils are encouraged to engage fully in language-

learning activities, which boosts their self-assurance and improves their ability to speak and
 comprehend the language. This learner-centered approach emphasizes the value of

communicative ability and immersion in language learning, which is consistent with modern

theories of language acquisition (Richard & Theodore, 2014)

3. The Audio-Lingual Method

The Audio-Lingual Method is an approach to language learning that emphasizes listening

and speaking skills through repetition and imitation. In the context of learning English, this

method focuses on intensive drilling of grammatical patterns and vocabulary items, often

through audio recordings or dialogues. Students are encouraged to mimic native speakers'

pronunciation and intonation patterns to develop accurate spoken English (Brown, 2014).

The Audio-Lingual Method is based on the behaviorist theory of language learning,

which views language as a set of habits that can be acquired through conditioning and

reinforcement. By engaging in repetitive drills and structured exercises, learners internalize

language patterns and become more proficient in using them spontaneously.

This method rose to prominence in the mid-20th century, particularly in the United

States, where it was widely adopted for teaching English as a second language. While its

popularity has waned in recent decades, elements of the Audio-Lingual Method are still

incorporated into language teaching practices today (Richard & Theodore, 2014)

4. Communicative Language Teaching (CLT)

Communicative Language Teaching (CLT) is an approach to language instruction that

prioritizes communication as the primary goal of language learning. Unlike traditional

methods that often focus on rote memorization of grammar rules and vocabulary, CLT

emphasizes the practical use of language in authentic contexts (Richards & Rodgers, 2014).
 A range of communicative activities, including role-plays, simulations, conversations,

and problem-solving exercises, are used in CLT classrooms with language learners. These

exercises aim to give students the chance to utilize the target language for meaning-

transmission and goal-oriented communication.

Learner-centeredness is one of CLT's core tenets. Teachers facilitate language acquisition

by offering advice and encouragement to students. They foster an engaging and encouraging

learning atmosphere where students are at ease to take chances and try out new language

usage.

Language skill integration is another area that CLT focuses on. CLT promotes the

integration of speaking, listening, reading, and writing in meaningful communication tasks, as

opposed to seeing these abilities as distinct things. This method captures the

interconnectedness of language use in everyday contexts.

5. The bilingual method

The bilingual method also known as the dual-language method, is an approach to language

teaching and learning that involves the use of two languages: the target language (the

language being learned) and the native language (the language of the learner). This method is

commonly used in bilingual education programs where students are instructed in both their

native language and a second language.

In the bilingual method, instruction typically begins in the learner's native language,

with gradual introduction and increasing use of the target language as proficiency develops.

The goal is for learners to become proficient in both languages, with the native language

serving as a bridge to understanding and acquiring the target language.

Key characteristics of the bilingual method include:

 a. Language Transfer: Learners use their knowledge of their native language to aid in the

acquisition of the target language. Concepts, vocabulary, and structures from the native

language are transferred to the target language.

b. Code-Switching: Code-switching, or alternating between the two languages, is common

in bilingual instruction. This allows learners to clarify meaning, express ideas more

effectively, and scaffold their language learning.

c. Cultural Integration: The bilingual method often includes the integration of cultural

elements from both languages and cultures, fostering an appreciation for linguistic and

cultural diversity.

d. Language Maintenance: For learners who are already proficient in their native language,

the bilingual method helps maintain and develop language skills while acquiring a new

language.

e. Flexible Instruction: Instruction in the bilingual method can be adapted to meet the needs

of learners at different proficiency levels and language backgrounds.

Research has shown that the bilingual method can be effective in promoting language

development and academic achievement, particularly for students from linguistically diverse

backgrounds (Shopov, 2021)

6. Total Physical Response

TPR is an innovative approach that combines language learning with physical movement.

Developed by psychologist Dr. James J. Asher in the 1960s, TPR is grounded in the belief

that coordinating speech and action can significantly enhance language acquisition and

retention.(Fang, 2018)
 TPR emphasizes understanding language through listening before expecting students to

speak. By focusing on comprehension first, it reduces the stress of speaking early on and

builds a solid foundation for further language development.

Students respond to commands that require physical movement. For example, they might

follow instructions like “Stand up,” “Point to the door,” or “Pick up the pen.” These actions

help internalize the language and create stronger memory associations.

TPR draws from theories of cognitive psychology and human development. It mirrors

how infants learn their first language—observing and responding to physical actions before

verbalizing their thoughts.

Asher’s hypothesis suggests that engaging students in physical activity while introducing

new language concepts makes the learning process more natural and deeply embedded.

TPR allows learners to understand language contextually, reinforcing vocabulary and

grammar through movement. Actions anchor language in memory, leading to faster and

more accurate recall. Engagement: TPR makes language learning dynamic and interactive,

appealing to various learning styles.

TPR is widely used in language classrooms, sports training, therapy, and military drills.

Teachers can seamlessly integrate TPR into lessons by incorporating gestures, commands,

and physical responses. (G. David, 2010)

B. Student Response to Teaching Methods

Understanding the dynamic relationship between teaching methods and student responses

is a subject of extensive scholarly inquiry. Researchers have delved into various aspects of this
relationship, examining how different instructional strategies impact student engagement,

motivation, and learning outcomes.

Baepler, Walker, and Driessen (2014) explored the efficacy of active learning

approaches, such as blending and flipping classrooms, in enhancing student participation and

achievement. Their findings highlighted the importance of moving away from traditional lecture-

based formats towards more interactive and student-centered learning environments.

Hattie's (2009) seminal work on visible learning synthesized the findings of numerous

meta-analyses to identify factors that significantly influence student achievement. Among these

factors, the role of instructional methods emerged as a crucial determinant of learning outcomes,

with certain approaches demonstrating greater effectiveness than others.

Johnson, Johnson, and Smith (2014) conducted extensive research on cooperative

learning, demonstrating its potential to improve university instruction by fostering collaboration

and peer interaction. Their studies underscored the benefits of cooperative learning structures in

promoting deeper understanding and retention of course material.

Prince (2004) critically examined the effectiveness of active learning pedagogies across

various educational settings. Through a comprehensive review of existing research, Prince

highlighted the positive impact of active learning methods, such as problem-based learning and

inquiry-based instruction, on student engagement and academic performance.

These studies collectively contribute to our understanding of how different teaching

methods elicit diverse responses from students. While some approaches emphasize active

participation and collaborative problem-solving, others prioritize teacher-directed instruction and

structured learning activities. By synthesizing the findings of these seminal works, this literature

review provides a foundation for further investigation into the nuanced interplay between
 teaching methods and student Additionally, research has examined the influence of individual

student characteristics on their responses to teaching methods. For instance, Tomlinson and

Imbeau (2010) emphasized the importance of differentiated instruction to address the diverse

learning needs of students. They argued that educators should tailor their teaching methods to

accommodate various learning styles, abilities, and interests, thereby enhancing student

engagement and academic achievement.

Furthermore, studies have explored the role of cultural factors in shaping student

responses to teaching methods. Cultural differences in educational backgrounds, values, and

communication styles can significantly impact students' preferences for particular instructional

approaches (Hall, 1976). Educators must be sensitive to these cultural nuances and adapt their

teaching methods accordingly to create inclusive and culturally responsive learning

environments.

Moreover, recent advancements in educational technology have introduced innovative

teaching methods that harness digital tools and multimedia resources to enhance student learning

experiences (Means et al., 2009). Blended learning models, virtual simulations, and online

collaboration platforms offer new opportunities for personalized and interactive instruction,

catering to diverse student preferences and learning styles.

Overall, the literature on student response to teaching methods underscores the

importance of adopting a flexible and student-centered approach to instruction. By recognizing

the individual needs, preferences, and cultural backgrounds of students, educators can design

engaging and effective learning experiences that foster academic success and lifelong learning.

C. Motivation in Language Learning

 Motivation plays a pivotal role in driving language learners' engagement, perseverance,

and ultimately, their success in acquiring proficiency in a new language. Drawing upon recent

research findings, this paper delves into the multifaceted nature of motivation in language

learning, examining its various dimensions, influential factors, and practical implications for

language educators.

Recent studies in the field of second language acquisition (SLA) have underscored the

significance of motivation as a key determinant of language learning outcomes (Ryan & Deci,

2019; Dörnyei & Kubanyiova, 2014). Self-Determination Theory (SDT) has emerged as a

prominent theoretical framework for understanding motivation in language learning,

emphasizing the role of intrinsic motivation, autonomy, and relatedness in fostering learners'

engagement and commitment to the learning process (Ryan & Deci, 2019). Additionally,

Dynamic Systems Theory (DST) highlights the dynamic interaction of various internal and

external factors, including motivation, in shaping learners' language learning trajectories over

time (Lantolf, 2015).

Factors influencing motivation in language learning are diverse and multifaceted.

Technology-assisted language learning (TALL) has revolutionized motivational dynamics by

offering new avenues for personalized learning experiences and intrinsic motivation through

interactive multimedia resources and online collaboration platforms (Stockwell, 2013).

Furthermore, cultural influences play a significant role in shaping learners' motivation and

attitudes towards language learning, highlighting the importance of culturally responsive

teaching practices (Ushioda, 2017).

Understanding the intricacies of motivation in language learning has profound

implications for language educators. By adopting motivational strategies grounded in SDT

 principles, educators can create supportive and inclusive learning environments that nurture

learners' intrinsic motivation, autonomy, and sense of relatedness (Dörnyei & Kubanyiova,

2014). Additionally, leveraging technology-enhanced learning tools and culturally relevant

instructional materials can enhance learners' engagement and motivation in the language learning

process (Stockwell, 2013; Ushioda, 2017).

In conclusion, motivation remains a central and dynamic component of language

learning, with far-reaching implications for both theory and practice. By drawing upon insights

from contemporary research and theoretical frameworks such as SDT and DST, educators can

develop effective pedagogical approaches that foster learners' intrinsic motivation, autonomy,

and cultural sensitivity, ultimately enhancing their language learning experiences and outcomes.

D. Correlation Between Teaching Methods and Motivation

Motivation is a critical component of effective learning, influencing students'

engagement, persistence, and ultimately, their academic success. In educational settings, various

teaching methods are employed to enhance motivation and facilitate meaningful learning

experiences

The correlation between teaching methods and student motivation is well-documented in

educational research. Various teaching methods can significantly influence both intrinsic and

extrinsic motivation among students. Lecture-based learning, although traditional, often leads to

lower intrinsic motivation as it may not engage students actively or connect with their personal

interests. In contrast, interactive learning methods, such as collaborative and experiential

learning, have been shown to enhance motivation by involving students more directly in the

learning process and making the content more relevant to real-world situations (Prince, 2010;

Johnson et al., 2014). Blended learning, which combines face-to-face instruction with online
 components, provides flexibility and a variety of instructional approaches that cater to different

learning styles, thereby boosting both intrinsic and extrinsic motivation (Graham, 2013).

Recent studies emphasize the effectiveness of active learning strategies. For instance, a

study by Freeman et al. (2014) demonstrated that active learning techniques, which involve

students in activities like discussion and problem-solving during class, significantly improve

student performance and motivation compared to traditional lectures. Furthermore, technology-

enhanced learning, which incorporates digital tools and resources, has been found to increase

engagement and motivation by making learning more interactive and accessible (Mayer, 2019).

Research also highlights the importance of providing timely and constructive feedback,

as well as allowing students some degree of choice and autonomy in their learning. According to

Hattie and Timperley (2007), feedback that is specific, timely, and actionable can be a powerful

motivator. Similarly, Deci and Ryan's (2010) Self-Determination Theory underscores the need

for autonomy, competence, and relatedness in fostering intrinsic motivation. When students feel

they have control over their learning and can relate it to their own lives, their intrinsic motivation

increases.

In summary, teaching methods that actively involve students, provide real-world

relevance, incorporate technology, and offer constructive feedback and autonomy are most

effective in enhancing student motivation. This correlation is supported by a growing body of

research over the past decade, highlighting the need for educators to adopt more interactive,

student-centered approaches to foster a motivating learning environment.

E. Contextual Factors and Individual Differences

Understanding the correlation between teaching methods and student motivation requires

consideration of contextual factors and individual differences, which significantly influence

educational outcomes. Recent research highlights that a supportive and inclusive classroom

environment can substantially enhance student motivation by fostering a sense of belonging and

engagement (Eccles & Roeser, 2011). Additionally, school culture that promotes collaboration,

continuous improvement, and student-centered learning tends to increase student motivation and

performance (Bryk et al., 2010). Socioeconomic status (SES) also plays a crucial role; students

from lower SES backgrounds may face challenges that require tailored strategies to boost their

motivation and academic achievement (Sirin, 2005). The availability and quality of technology

further impact the effectiveness of teaching methods, with schools having better technological

infrastructure being more successful in implementing engaging, technology-enhanced learning

approaches (Mayer, 2019).

Individual differences, such as learning styles, prior knowledge, personality traits, and

motivational orientations, also affect how students respond to various teaching methods. For

instance, accommodating different learning styles, such as visual, auditory, and kinesthetic, can

significantly improve student engagement and motivation (Felder & Silverman, 1988). Students

with varying levels of prior knowledge and skills may benefit differently from specific teaching

methods, with more knowledgeable students potentially thriving in lecture-based settings, while

less experienced students might find interactive or experiential learning more beneficial

(Alexander, 2004). Personality traits, such as conscientiousness and openness to experience, can

influence how students engage with different instructional approaches, with highly conscientious

students preferring structured environments and those high in openness enjoying creative and

exploratory activities (Komarraju et al., 2009).

Motivational orientations play a critical role in how students respond to teaching

methods. Intrinsically motivated students, who are driven by internal desires such as curiosity
 and personal interest, tend to benefit more from methods that offer autonomy and intellectual

challenges. Conversely, extrinsically motivated students, who are driven by external rewards and

recognition, may respond better to structured environments that provide clear goals and

incentives (Deci & Ryan, 2010). Therefore, understanding these motivational orientations can

help educators design and implement teaching strategies that cater to both types of students,

ensuring a balanced approach that fosters overall engagement and success.

In summary, the interplay between teaching methods, contextual factors, and individual

differences is crucial for understanding and enhancing student motivation. Educators need to

consider these elements to tailor their teaching strategies effectively, ensuring they cater to the

diverse needs of their students and create a motivating learning environment. By acknowledging

and addressing the various contextual factors and individual differences, teachers can better

engage their students, enhance their motivation, and ultimately improve their educational

outcomes.

F. Relevant of Study

In this study, the present researcher took relevant studies. The first is a research that has

done by Dwy Gitawaty, 2010. The Correlation Between The Students' Response on English

Teacher's Method in Teaching and Their Motivation in Learning English.

This research aims to provide valuable insights into the relationship between how

motivated students are and their performance in English. This is an important area of study

because motivation is often seen as a critical factor in academic success. By understanding this

correlation, educators can better design interventions and teaching strategies to enhance student

achievement.
 The study employs a quantitative approach, utilizing questionnaires and report books as

the main tools for data collection. The population targeted in this study includes all eighth-grade

students at MTs Al-Hamidiyah Depok. For sampling, the researcher used random sampling to

select students from four different classes (VIII-A, VIII-B, VIII-C, and VIII-D), with 10 students

chosen from each class, resulting in a total sample size of 40 students.

The primary instrument for data collection is a questionnaire designed to measure

students' motivation. After gathering and analyzing the data, the findings indicated that the

calculated correlation coefficient (ray) was 0.271, which is smaller than the critical value from

the correlation table (leable Fay), which is 0.312. This result suggests that there is no significant

correlation between students' learning motivation and their achievement in English.

The conclusion drawn from the study is that the Null Hypothesis—which posits that there

is no significant relationship between the variables of learning motivation and English

achievement—is accepted. This implies that, within the context of this study, students'

motivation levels did not significantly impact their performance in English.

This research is significant as it provides empirical data on the relationship between

motivation and academic performance, specifically in the context of English language learning at

MTs Al-Hamidiyah Depok. Such findings can help educators and policymakers understand the

factors that influence student achievement and potentially guide future educational practices and

policies to better support student learning outcomes.

The research focuses on how various teaching methods affect students' motivation to

learn English, aiming to identify effective approaches that engage and motivate learners. In

contrast, the study "Motivation and Their Achievement in English (A Correlational Study in the

Eight Class of MTs Al-Hamidiyah)" investigates the direct relationship between students'
motivation levels and their academic achievement in English, seeking to determine if higher

motivation correlates with better performance. While both studies explore factors influencing

English learning outcomes, the former emphasizes the impact of teaching methods on

motivation, whereas the latter examines how motivation influences academic success.

The Second is a research that has been conducted at SMAN 7 Bengkulu by Chindy Yulia

Permatasaria and Iis Sujarwatia. The research aims to explore the relationship between the

teaching styles of English teachers and the motivation of science-major students to learn English,

specifically identifying which teaching styles are preferred by the students. Conducted at SMAN

7 Bengkulu City, the study employs a correlation method with a quantitative design. Using

random sampling, 33 students from class X were selected as the sample. Data was collected via a

questionnaire comprising 20 questions about the teaching styles of English teachers and 20

questions concerning the students' learning motivation. Responses were measured using a Likert

Scale, a common method for assessing attitudes and perceptions in educational research

(Creswell, 2014).

The analysis of the data revealed that the most favored teaching style among the students

was the expert style, with 17% of the respondents expressing strong agreement. This preference

for the expert style aligns with existing research suggesting that students often appreciate

teachers who display extensive knowledge and confidence in their subject matter, which can

enhance students' respect and engagement (Hattie, 2012). This finding highlights the importance

of teachers adopting a style that not only conveys authority but also facilitates a deeper

understanding of the subject.

Furthermore, the study found a significant correlation between the teaching style of

English teachers and the students' motivation to learn English, with a Pearson correlation value
of 0.572. This significant correlation indicates that the way teachers deliver their lessons can

substantially impact students' enthusiasm and willingness to engage with the material (Dörnyei

& Ushioda, 2013). The conclusion drawn from this research is that an expert teaching style can

effectively motivate science-major students to learn English, underscoring the necessity for

teachers to develop and refine their instructional strategies to enhance student motivation and

learning outcomes.

The research focus on explores how different teaching methods impact student

motivation, aiming to identify effective strategies across a general student population. In

contrast, the research on SMAN 7 Bengkulu City specifically examines the correlation between

teaching styles and motivation among science-major students, focusing on identifying preferred

teaching styles. While the first study may use both qualitative and quantitative methods, the latter

employs a quantitative approach using questionnaires and Likert scales. The first study provides

broad insights for general educational improvements, whereas the second highlights the

significant positive impact of the expert teaching style (Pearson correlation value of 0.572) on

student motivation, offering targeted strategies for science students.

In conclusion, these studies underscore the importance of understanding how teaching

methods and styles influence student motivation and learning outcomes in English education.

While the first study highlights the nuanced relationship between motivation and academic

achievement, the second provides specific insights into effective teaching strategies that can

enhance motivation among science-major students. Together, these findings contribute to the

ongoing discourse on optimizing educational practices to better support student learning and

achievement in diverse academic contexts.

 The study "The Correlation Between The Students’ Response on English Teacher’s

Method in Teaching and Their Motivation in Learning English" focuses broadly on examining

how English teaching methods impact students' motivation across eighth-grade students at MTs

Al-Hamidiyah Depok. It employs a quantitative approach using questionnaires and grade reports

for data collection, ultimately finding no significant correlation between student motivation and

English achievement. In contrast, another study conducted at SMAN 7 Bengkulu explores the

relationship between English teaching styles and motivation specifically among science-major

tenth-grade students. This study identifies a significant correlation between an expert teaching

style and increased motivation to learn English, emphasizing targeted strategies to enhance

educational outcomes for science students. These studies underscore different approaches and

findings in understanding the dynamics of motivation and teaching effectiveness in English

education.

G. Theoretical Framework

The effectiveness of various teaching methods in English language education

significantly influences students' motivation and engagement. Traditional methods like the

Grammar-Translation Method focus on rigorous grammar rules and translation exercises, which

may not foster communicative competence effectively (Richards & Rodgers, 2014). Conversely,

methods such as the Direct Method and Communicative Language Teaching (CLT) emphasize

oral interaction and practical usage of language, encouraging a more immersive and engaging

learning experience The Audio-Lingual Method, with its focus on repetition and drills, and the

Total Physical Response (TPR), which integrates physical movement into language learning, aim

to enhance retention and reduce stress. These diverse teaching methods shape students' responses
and their overall motivation to learn English by catering to different aspects of language

acquisition and learning preferences

Student motivation in language learning is multifaceted and influenced by both intrinsic

and extrinsic factors. Research has shown that student-centered and interactive teaching methods

significantly boost motivation.Techniques such as active learning, problem-based learning, and

cooperative learning have been proven to enhance student engagement and intrinsic motivation

by involving students more directly in the learning process (Johnson, Johnson, & Smith, 2014).

Furthermore, incorporating technology into teaching methods increases motivation by providing

interactive and personalized learning experiences (Means et al., 2009). The Self-Determination

Theory (SDT) highlights the importance of autonomy, competence, and relatedness in fostering

intrinsic motivation, suggesting that teaching strategies promoting these elements can

significantly enhance student motivation and learning outcomes (Ryan & Deci, 2019; Dörnyei &

Kubanyiova, 2014).

The correlation between teaching methods and student motivation is also influenced by

contextual factors and individual differences. Socioeconomic status, cultural background, and

personal learning styles play crucial roles in determining how students respond to different

instructional strategies Studies indicate that a supportive classroom environment and culturally

responsive teaching practices significantly enhance student motivation, especially for those from

diverse backgrounds (Ushioda, 2017). Providing timely and constructive feedback and allowing

for student autonomy further boosts motivation and engagement By understanding and

addressing these contextual and individual differences, educators can design more effective and

inclusive teaching strategies that not only enhance language proficiency but also foster a

motivating and engaging learning environment.

H. Hyphotesis

Based on the statement of the problem, here are the hypotheses formulated in English:

1. There is positive correlation between students response and teachers' method in English.

2. There is positive correlation between teachers' method and students motivation.

 CHAPTER III

RESEARCH METHODOLOGY

A. Research Design

This study utilized a quantitative approach with a correlational design to investigate

relationships among variables in a structured and measurable manner. Quantitative methods

facilitate systematic data collection and rigorous analysis, offering insights into the interplay of

variables without directly manipulating them. The correlational design specifically aims to

uncover connections and dependencies between variables within a clearly defined context,

allowing researchers to assess the strength and direction of relationships numerically. ( Fraenkel

et al., 2019 ).

This approach is particularly suited for exploring complex interactions and patterns that

can be statistically validated, thereby enhancing the depth of understanding in the field under

study. By employing such a methodology, researchers can derive meaningful insights into how

different variables interact and influence each other, contributing to a more comprehensive

understanding of the phenomena being examined (Creswell, 2014).

B. Setting of the study

The research was conducted for eighth-grade students of Mts Muallimat NWDI Pancor in

the academic year 2024-2025. This study was carried out in July-August 2024. This research
focused on exploring the correlation between students' perceptions of their English teacher's

teaching methods and their motivation levels in learning English.

C. Population and Sample

1. Population of the study

According to Sugiyono, population refers to the generalization area comprising

objects or subjects with specific qualities and characteristics defined by the researcher for

study and drawing conclusions. Population of this study was the whole classes of the

eighth grades students of Mts Muallimat NWDI Pancor ic academic year 2024-2025.

2. Sample of the Study

According to Sugiyono, a sample represents a portion of the population, while

characteristics are attributes that are inherent to the population itself. The present

researcher took thirty students as the sample of the study in class eight A. This method is

classified as convenience sampling, where the sample is drawn from the most accessible

individuals within the defined population.

D. Data Collection

1. Identification of Variable

In this research, there are three variables: those are Students' response to the

English teacher's teaching method as X 1 and Students' motivation in learning English. X 2

and Control factors as X 3 .

2. Definition of Variable

Sugiyono ( 2019 ) explains that a variable is a trait, feature, or aspect of objects or

activities that exhibits specific variations. as stated above that research consisted of three
 variables: the correlation among Students' response to the English teacher's teaching

method, Students' motivation in learning English and Control factors.

Students' Response to English Teacher’s Teaching Method refers to the collective

reactions, perceptions, and evaluations expressed by students regarding the instructional

techniques, approaches, and strategies employed by their English teacher during the

process of education. This variable encompasses how students interpret and interact with

the methods used by the teacher to deliver lessons, facilitate learning, and engage with

course content in the context of learning the English language. These responses can include

attitudes, preferences, satisfaction levels, perceived effectiveness, and overall engagement

with the teacher's teaching style and methods. (Feng, G., & Zhang, L. 2018).

Students' Motivation in Learning English refers to the internal factors and processes that

drive individuals to initiate and sustain efforts toward acquiring proficiency in the English

language. This variable encompasses various motivational aspects such as personal goals, interests,

values, beliefs about language learning, and the perceived relevance and importance of English

language skills. Motivation in this context influences students' engagement levels, persistence in

language learning tasks, willingness to participate actively in learning activities, and overall

achievement outcomes in acquiring English proficiency. ( Dörnyei, Z. 2005 )

Control Factors: This variable comprises factors that may influence students' responses to

teaching methods and their motivation in learning English, but are not the primary focus of the

correlation analysis. These factors could include teacher-student interactions, availability of

learning resources, students' prior experiences with English language learning, and other contextual

factors that could potentially impact study outcomes. ( Hattie, J., & Timperley, H. 2007).

3. Instrument of the Study

 The present research use Likert scale designed to assess students' responses to the English

teaching methods employed and their motivation in learning the language. This scale consists of

five response options:

Participants are asked to select one of the following responses for each statement regarding

their experience:

1. "Strongly Disagree"

2. "Disagree"

3. "Neutral"

4. "Agree"

5. "Strongly Agree"

This scale allows students to express their level of agreement or disagreement with various

statements concerning the clarity of the teaching material, the effectiveness of teaching methods in

capturing their interest, the clarity of explanations provided by teachers, their active engagement in

the learning process, and their ease in following the lessons. Additionally, it evaluates their

motivation in learning English, including their beliefs about the importance of English for their

future, their efforts to understand and use the language effectively, their sense of accomplishment

when communicating in English, their drive to achieve language learning goals, and their

enjoyment of the learning process.

4. Tecnique of Collecting data

Data was collected using a questionnaire developed based on relevant literature and adapted

for this research context. The questionnaire consisted of two main parts: students' responses to

English teaching methods and their motivation in learning English.

 Respondents were asked to fill out the questionnaire independently at their school. The

questionnaire was completed following the instructions provided to ensure consistency in data

collection.

E. Data Analysis

The purpose of this study is to discover the connection between the students’ response on

english teacher’s method in teaching and their motivation in learning English, this study’s

data analyzed using statistical methods. After collecting the data, the researcher analyze the

data to know whether there is acorellation between between the students’ response on english

teacher’s method in teaching and their motivation in learning English. The correlative

approach is a statictical technique for determining the relationship between two scores

( mertler et al., 2021 )

1. Descreptive Statistics

The researcher use descreptive analyses in this investigation. The collected data

analyzed using statistical correlation techniques. Pearson or Spearman correlation used depending

on the data distribution and the nature of the relationship between the variables under

investigation. This analysis aims to determine the extent of the relationship between students'

responses to English teaching methods and their motivation in learning English.

1. Pearson Correlation:

r =Σ ¿ ¿

Where:

r is the Pearson correlation coefficient.

 X i−¿ ¿and X i are the values of the two variables being correlated.

X and Y are the means of variables X and Y, respectively.

2. Spearman Correlation:
2
6 Σ di
ρ=1− 2
n(n −1)

where:

ρ is the Spearman correlation coefficient.

d 1 is the difference between the ranks of the two variables for each subject.

n is the number of subjects.

These formulas are used to calculate the correlation coefficient between two

variables. The correlation coefficient measures the strength and direction of the

relationship between the two variables: whether it is positive (positive correlation),

negative (negative correlation), or no relationship (zero correlation).

2. Required Statistics for Testing Hypothesis

In this study, Statistical Package for the Social Sciences (SPSS) was utilized to analyze

data and test hypotheses regarding the correlation between the students’ response on english

teacher’s method in teaching and their motivation in learning english . Descriptive statistics

provided insights into the central tendency and variability of the data. Measures such as the mean

and standard deviation (SD) were calculated to summarize numerical data, while skewness and

kurtosis statistics assessed the distributional characteristics.

 For inferential statistics, hypothesis testing was conducted using SPSS. The process

involved setting up null hypotheses (H0) and alternative hypotheses (H1 or Ha), typically with a

significance level (α) of 0.05. The appropriate test statistic was determined based on the research

design and variables involved, such as t-tests for comparing means or correlation coefficients for

assessing relationships between variables.

3. Testing Hypothesis

The relationship that independent variables is the essence of correlation study. However, to

simplify data calculation, the researcher analyzed the data usings SPSS 27.0 to determine the

correlation between two variables.

Correlation could produce positive or negative . if the correlation between coefficients are

near to one. It implies a stronger connection between two variables. If the correlation value is near

zero, it suggest a weaker connection between two variables.