Novarina Rachmi Arizah, Fatih Al Fauzi

Investigating the English Language Learning Motivation: An Interview Study

Introduction

Investigating the english language learning motivation: an interview study. Explore 7th-grade students' English language learning motivation in Jember. Discover how intrinsic and extrinsic factors, teacher appreciation, and interactive strategies boost engagement and outcomes.

Abstract

This study explores the motivational factors influencing English language learning among 7th-grade students at SMP 1 Islam Jember, addressing the issue of low student motivation and its impact on engagement and learning outcomes. Focusing on a specific cultural context, the research fills a gap by examining intrinsic motivation (personal interest, satisfaction, mastery) and extrinsic motivation (grades, praise, career opportunities) among middle school students. Using a qualitative approach, data were collected through semi-structured interviews and classroom observations involving 19 purposively selected students. Analysis followed Miles and Huberman’s model, including data reduction, display, and conclusion drawing. Findings reveal that intrinsic motivation, driven by positive experiences like understanding lessons and teacher appreciation, is more dominant. However, students with low self-confidence or facing challenges often lose motivation. Extrinsic motivation was evident in aspirations for high grades and using English for academic and professional purposes. The study concludes that interactive, relevant teaching strategies, such as incorporating popular media or project-based simulations, can significantly enhance motivation. These insights offer practical contributions for developing effective teaching methods to improve student engagement and learning outcomes.

Review

This study provides a timely and relevant investigation into the English language learning motivation of 7th-grade students, effectively addressing the critical issue of low student engagement and its impact on academic outcomes. By focusing on intrinsic and extrinsic motivational factors within a specific cultural context at SMP 1 Islam Jember, the research fills a notable gap, offering a nuanced perspective on middle school students' learning experiences. The chosen qualitative methodology, employing semi-structured interviews and classroom observations with 19 purposively selected students, is appropriate for exploring the complex and deeply personal aspects of motivation, while the application of Miles and Huberman’s model indicates a systematic approach to data analysis. The findings illuminate the dominant role of intrinsic motivation, particularly when students experience positive learning moments, such as understanding lessons or receiving teacher appreciation. This insight is crucial, as it emphasizes the importance of classroom dynamics and teacher interaction in fostering genuine interest. However, the study also astutely identifies a significant challenge: students with low self-confidence or facing learning difficulties are prone to losing motivation, highlighting the interplay between affective factors and learning drive. Extrinsic motivators, such as aspirations for high grades and the perceived utility of English for future academic and professional pursuits, also feature prominently, demonstrating a pragmatic outlook among the students. While the qualitative depth is a clear strength, the relatively small sample size and single-school context inherently limit the generalizability of the findings to broader populations or different educational settings. Future research could benefit from incorporating a larger, more diverse sample, or even a mixed-methods approach to validate these findings quantitatively. Nevertheless, the study's practical recommendations—advocating for interactive, relevant teaching strategies, including the integration of popular media and project-based simulations—offer concrete and valuable contributions for educators. These insights provide a robust foundation for developing more engaging pedagogical methods and ultimately improving student motivation and learning outcomes in English language education.

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