AN ANALYSIS OF STUDENTS’ LEARNING MOTIVATION IN ENGLISH AS A FOREIGN LANGUAGE AT SMP NEGERI 1 JATI AGUNG

Melinda, Heni Putri (2026) AN ANALYSIS OF STUDENTS’ LEARNING MOTIVATION IN ENGLISH AS A FOREIGN LANGUAGE AT SMP NEGERI 1 JATI AGUNG. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRACT This study aimed to describe students' learning motivation in English as a Foreign Language (EFL) at SMP Negeri 1 Jati Agung. The study employed a qualitative descriptive research design. The participants consisted of ten seventh-grade students selected through purposive sampling based on predetermined criteria. Data were collected through semi-structured interviews as the primary data source, supported by classroom observation and documentation. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña (2014), including data condensation, data display, and conclusion drawing and verification. The interview data were analyzed using thematic analysis proposed by Braun and Clarke (2006), while observation and documentation were used to strengthen the credibility of the findings through triangulation. The findings revealed that students' learning motivation was influenced by various interconnected factors. The internal factors consisted of self-confidence, emotional condition, and self-perception. The external factors included peer influence, learning media, and school facilities. In addition, students' attitudes, including interest in learning English, willingness to engage, and perceived importance of English, contributed to their learning motivation. The study also found that the learning environment, including physical, psychological, and social aspects, as well as the teacher's role through instructional clarity, feedback and encouragement, and positive teacher–student relationships, significantly influenced students' motivation during English learning. The study concludes that students' motivation in learning English as a Foreign Language is dynamic and develops through the interaction between students' internal characteristics and the learning environment. Therefore, creating supportive classroom conditions, providing engaging learning experiences, and maintaining positive teacher student interactions are essential for improving students' motivation in learning English.

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