FACTORS INFLUENCING SECONDARY SCHOOL STUDENTS’ MOTIVATION TO LEARN ENGLISH IN EFL CLASSROOMS

Rina Ariyanti; Tri Agustini Solihati; Risma Julistiana

doi:10.31932/ve.v16i2.5359

FACTORS INFLUENCING SECONDARY SCHOOL STUDENTS’ MOTIVATION TO LEARN ENGLISH IN EFL CLASSROOMS

Rina Ariyanti, Tri Agustini Solihati, Risma Julistiana

Abstract

ABSTRAK

Penelitian ini mengkaji faktor-faktor intrinsik dan ekstrinsik utama yang memengaruhi motivasi siswa sekolah menengah dalam belajar bahasa Inggris di kelas EFL di Indonesia. Meskipun bahasa Inggris memiliki peran global yang penting, banyak siswa mengalami kesulitan dalam motivasi. Penelitian ini bertujuan mengidentifikasi pengaruh-pengaruh motivasi tersebut dengan menggunakan pendekatan kualitatif deskriptif. Penelitian ini menggunakan metodologi penelitian kualitatif dengan desain survei. Data dikumpulkan dari 99 siswa melalui kuesioner skala Likert 20 item dan dari 6 siswa melalui wawancara mendalam. Analisis dilakukan dengan perhitungan persentase. Hasil penelitian menunjukkan bahwa faktor intrinsik seperti pengembangan diri, peningkatan bahasa, dan pemahaman budaya berkontribusi pada motivasi, meskipun kepercayaan diri siswa masih rendah. Faktor ekstrinsik seperti ambisi karier, tujuan pendidikan, dan harapan sosial juga berperan signifikan. Faktor-faktor ini saling berinteraksi, meningkatkan motivasi jika didukung, namun menurun jika tidak. Penelitian ini berimplikasi pada pentingnya guru meningkatkan motivasi siswa melalui penumbuhan minat, penguatan kepercayaan diri, serta pengaitan pembelajaran dengan tujuan dan nilai pribadi siswa.

Kata Kunci: motivasi, faktor intrinsik, faktor ekstrinsik, pembelajaran bahasa Inggris, EFL

ABSTRACT

This study investigates key intrinsic and extrinsic factors affecting secondary school students' motivation to learn English in Indonesian EFL classrooms. Despite English's global importance, many students struggle with motivation. The research aims to identify these motivational influences using a descriptive qualitative approach. This study employed a qualitative research methodology with a survey design. Data were collected from 99 students via a 20-item Likert-scale questionnaire and from 6 students through in-depth interviews. Analysis involved percentage calculations. The results of the study indicate that intrinsic factors such as self-development, language improvement, and cultural understanding contribute to motivation, although students' confidence remains low. Extrinsic factors including career ambitions, educational goals, and social expectations also play a significant role. These factors interact, enhancing motivation when supported but declining otherwise. This study implies the importance of enhancing students’ motivation by fostering interest, strengthening self-confidence, and linking learning to their personal goals and values.

Keywords: English as a foreign language (EFL) classroom, intrinsic, extrinsic, motivation

Keywords

English as a foreign language (EFL) classroom, intrinsic, extrinsic, motivation

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DOI: https://doi.org/10.31932/ve.v16i2.5359

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