1
CHAPTER I INTRODUCTION
1.1 Background of the Study
English is a language used worldwide. In many countries, it serves as either the first or second language. English is viewed as a second language in Indonesia, with instruction starting from primary education all the way up to tertiary institutions. It is important for students to learn English vocabulary as it is part of the curriculum at all levels, including primary, middle, and high schools in English learning.
One of the most needed factors in learning English is motivation. Students' levels of achievement and learning styles, as well as their motivation, intelligence, attitude, and interest, all have an effect on how effectively they understand the terminology. Motivation is a key factor in the learning process. Motivation is the process of using mental affirmation as an activator to complete an action.
Motivated students respond more proactively when taking action. A lack of motivation among students was prevented them from succeeding in their academic endeavors. Because under motivated students have little interest in learning English.
Motivation is a complex and multifaceted construct that has been studied extensively in the field of psychology. It is defined as the driving force that initiates, directs, and sustains behavior toward a particular goal (Ryan & Deci, 2017). Motivation is a critical factor in determining the success or failure of an
individual in achieving their goals. In recent years, there has been a growing interest in understanding the nature of motivation and its impact on various aspects of human behavior. This chapter provides an overview of the definition of motivation, its types, and the various theories that have been proposed to explain its nature.
According to Slavin (2011) outlines two primary categories of motivation:
intrinsic motivation and extrinsic motivation. Intrinsic motivation originates from within the individual, driving them to engage in an activity for its own sake.
Individuals who possess intrinsic motivation participate in tasks and endeavors because they find them pleasurable. This type of motivation involves behaviors undertaken without external prompts, inherently captivating and delightful (Ryan and Deci, 2000). To illustrate, intrinsically motivated individuals partake in play, exploration, and activities driven by the inherent enjoyment, challenge, and thrill they provide.
1.2 Identification of the Problem
Based on the background above, the researcher can identify the problems as follow:
1. The students believed that English was difficult to learn.
2. The students lack of intrinsic motivation to learn English
1.3 Limitation of the Problem
This study focuses on the analysis the student's intrinsic motivation in English leaning. The study will be conducted in one class only, which is Class B by second semester in English Education Study Program of UMRAH. The data was collected using an intrinsic motivation questionnaire. In this study, the researcher analyzes the level of students' intrinsic motivation and provides the mean score. The study was not investigated other factors that may affect the students' intrinsic motivation, such as learning styles and teaching methods.
1.4 Research Question
Based on the limitation of the problem, the research questions that was answered in this study are: What is the level of students' intrinsic motivation in English learning in Class B of the second semester in the English Education Study Program of UMRAH?
1.5 Purpose of the Research
Based on the research question above, the purpose of the research is to find out students' intrinsic motivation in learning English. To know the level of students' intrinsic motivation in English learning in Class B of the second semester in the English Education Study Program of UMRAH.
1.6 Significance of the Research
The results of the research can provide information for three different groups.
They are the researcher, the English teachers, and the students.
1. The Researcher
The researcher aims to gather additional information through this study in order to understand the students' intrinsic motivation in learning English.
2. The English Teacher
This outcome can be used by English teachers to provide feedback and inspire the students as they learn the language. The Reader's It is anticipated that this study's findings will serve as a guide for conducting additional related studies.
3. The Students
The study's findings are going to have an impact on the student's intrinsic motivation to learn English and their ability to enhance their English assessments.
1.7 Definition of Key Terms
The researcher would like to clarify the concepts and try to avoid misinterpretation by providing some definitions of key terms that will use in this research.
- Intrinsic Motivation: the driving force that helps students to achieve their goals in learning English.
5
CHAPTER II
REVIEW OF RELATED LITERATURE
2.1 Theoretical Review
2.1.1 Definition of Motivation
In the process of teaching and learning, motivation can be described as the underlying factor that drives students to take action. Several experts have provided definitions of motivation. According to Alderman (2003), motivation equips students with the necessary resources to develop aspirations, independent learning skills, goal attainment abilities, and resilience in the face of challenges.
This implies that motivation is essential for students to actively participate in all their learning activities. Consequently, students who possess high levels of motivation to learn are likely to demonstrate competence and successfully achieve their learning objectives.
To put it differently, Brophy (2004) defines student motivation as their willingness to engage in learning activities and the reasons that drive them to do so. This definition suggests that motivation is an internal driving force and the underlying motivations behind individuals' actions. Therefore, motivation is crucial because highly motivated students approach the learning process with enthusiasm and dedication. Bolduc (2000) argues that the sole obstacle to success is a lack of motivation, highlighting the paramount importance of motivation.
Consequently, providing motivation to students becomes a crucial process in
order to encourage and propel them towards learning English with enthusiasm, ensuring their success in the process.
Drawing upon the previously mentioned definition, the researcher reaches the conclusion that motivation serves as the driving force behind individuals' actions, including the pursuit of learning English. Motivation is deemed as a crucial element for achieving success in English language acquisition, and it holds significant importance for students and teachers within the teaching and learning process. With motivation as a guiding force, attaining success in any task becomes more attainable, allowing individuals to move closer to their desired goals.
2.1.1.1 Intrinsic Motivation
According to Harmer (2007), intrinsic motivation stems from an individual's internal sources. It is driven by the enjoyment of the learning process and the desire to experience personal satisfaction. External rewards such as money or grades do not have an impact on intrinsic motivation. Students with intrinsic motivation derive enjoyment from the task itself and experience a sense of satisfaction from engaging in and completing it.
In other hand, according to Santrock (2011), intrinsic motivation refers to the internal drive to engage in an activity for its inherent value or personal enjoyment. It will indicated that students who have intrinsic motivation can enjoy the teaching-learning process and be interested in studying because they have a genuine desire to do it from within themselves.
In other words, Hayikaleng, Nair & Krishnasamy (2016) define extrinsic motivation (EM) as motivation that arises from external factors. It involves performing a task to gain rewards such as good grades or to avoid punishment. In the context of learning English, students may be encouraged by external factors such as job prospects or upcoming examinations.
Overall, intrinsic motivation is driven by internal factors and the inherent value of the activity, students with intrinsic motivation find personal enjoyment in learning. Intrinsic motivation can impact students' engagement and performance in learning English.
2.1.1.2 Function of Intrinsic Motivation
Motivation plays a crucial role as a stimulant for students in their English language learning, making it easier for them to achieve their learning goals. The level of motivation, whether high or low, directly impacts the success of the learning process itself. When students lack motivation, they tend to exhibit laziness in their learning efforts, as there is no driving force to push them forward.
According to Sardiman (2012), motivation serves three main functions:
1. Encouraging action: Intrinsic mom tivation acts as a source of encouragement, motivating individuals, including students, to take action.
It inspires them to actively participate in learning activities and initiates their engagement in the learning process.
2. Fostering creativity and activity: Intrinsic motivation stimulates students' creativity and encourages them to be active learners. When students are
motivated, they are more likely to explore different approaches, seek out additional resources, and experiment with various learning techniques.
This active involvement enhances their creativity and overall engagement in learning English.
3. Guiding action towards goals: Intrinsic motivation helps students establish a clear direction for their learning endeavors. It assists them in determining their goals and propels them towards achieving those objectives. By staying motivated, students can concentrate their efforts, prioritize their learning tasks, and remain committed to the path that leads to successful English language acquisition.
In summary, intrinsic motivation functions as a supportive force that drives students, aiding them in their English language learning journey. It encourages action, creativity and activity, and guides students towards their desired goals.
Understanding these functions allows educators and individuals involved in the learning process to design effective strategies and create an environment that nurtures and sustains students' motivation, ultimately leading to improved learning outcomes.
2.1.1.3 Assessing Motivation
Schunk (2008) emphasizes the significance of assessing motivation in order to determine the level of students' motivation and how it can be optimized, which is important for both researchers and practitioners. There are several methods available for assessing motivation, including:
1. Direct observations: Direct observations involve closely observing students' behavior, such as their task choices, level of effort, and persistence. By observing students' engagement, persistence, and effort in tasks, motivated students can be identified.
2. Rating by others: Another method of assessing motivation is through the ratings provided by observers such as teachers, parents, or researchers.
These observers judge and rate students' motivation based on observable characteristics. One advantage of this method is that observers may provide a more objective assessment compared to self-assessments done by students themselves.
3. Self-reports: Self-reports involve individuals providing judgments and statements about their own motivation. There are various types of self- report instruments that can be used, including questionnaires, interviews, stimulated recalls, think-alouds, and dialogues.
a. Questionnaires consist of a series of questions that respondents answer regarding their actions and beliefs.
b. Interviews involve an interviewer presenting questions or topics for discussion, and participants respond orally.
c. Stimulated recalls involve individuals recalling their thoughts and accompanying emotions during their performances at various times.
d. Think-aloud entails students creativity while actively engaged in a task. By articulating their thinking process, students provide real-
time insights into their motivations, decision-making, and emotional responses
e. Dialogues involve conversations between two or more individuals.
As we can see from the information provided, researchers have several methods at their disposal to assess motivation. In this particular case, the researcher chose to rely on self-reports, specifically through the use of questionnaires. By using these questionnaires, the researcher sought to gather information about students' actions and beliefs, giving valuable insights into their motivation levels. The aim was to gain a thorough understanding of the factors that motivate students and their unique perspectives. This approach allowed for a structured assessment of motivation, enabling a deeper analysis of students' active involvement and enthusiasm in the learning journey.
2.2 Previous Study
The first study entitled “An Analysis of Students’ Intrinsic Learning Motives in Studying Grammar at the English Department of Bung Hatta University”. The research was conducted by Merry Prima Dewi at English Department of Bung Hatta University. This research employs a mixed-method approach to investigate students' learning motives in studying grammar at the English Department of Bung Hatta University. The specific mixed-method design used is explanatory sequential design, consisting of two phases: quantitative data collection and analysis, followed by qualitative data collection and analysis to explain the initial quantitative results. The participants in the study were 261 students enrolled in Grammar I, Grammar III, and Advanced Grammar classes.
Data were collected through a questionnaire, interviews with 12 respondents, and classroom observations.
The classroom observations complemented the questionnaire and interview data by providing direct observation of students' learning processes and activities during grammar classes. However, specific details and findings from the observations are not mentioned in the provided text.
Overall, the study revealed students' intrinsic learning motives in studying grammar, highlighting the importance of grammar knowledge, its applicability in future teaching, and the desire to achieve success in the subject. The mixed- method approach allowed for a comprehensive understanding of students' motives by combining quantitative data analysis with qualitative insights from interviews and classroom observations.
The second study entitled “Analysis of The Students’ Intrinsic Motivation in English Learning at SMA Muhammadiyah 9 Makassar”. The research was conducted by St. Asriati AM at SMA Muhammadiyah 9 Makassar. This study aims to analyze the students' intrinsic motivation in learning English at SMA Muhammadiyah 9 Makassar. It uses a descriptive approach to provide a systematic, factual, and accurate description. The research design employed is a survey research design. Total sampling is used, with a sample size of 42 senior high school students in the 2nd grade. The instrument used is a questionnaire to assess the students' intrinsic motivation, particularly instrumental motivation, in learning English. The findings show that 30% of the respondents strongly agree, 30% agree, 25% disagree, and 15% strongly disagree, indicating that the students' intrinsic motivation in learning English is fairly good.
The research methodology employed in this study is a descriptive approach with a survey research design. The total sampling technique was used, encompassing the entire population of students. The research instrument utilized was a questionnaire. The goal of the study was to examine the students' intrinsic motivation, particularly instrumental motivation, in learning English.
The last study entitled “An Analysis on Students’ Intrinsic Motivation in Learning English”. The research was conducted by St. Asriati AM at SMA Muhammadiyah 9 Makassar. The findings of the study indicate the students' intrinsic motivation in learning English on the Eleventh Grade Students of Accounting Study Program at SMK Negeri 1 Pontianak. The data was collected through self-administered questionnaires distributed to 116 students in four
classes. The questionnaire consisted of 20 statements related to autonomy, competence, and relatedness.
Overall, the findings demonstrate that they exhibit a sense of autonomy, competence, and relatedness in their learning process. These findings provide valuable insights into the students' motivation and can be used to inform instructional practices and interventions to enhance their English learning experience.
2.3 Conceptual Framework
Figure 1
Conceptual framework
What are students' intrinsic motivation in the process of learning English?
An Analysis Students’ Intrinsic Motivation in Learning English
Deskriptif Quantitative
Table Category of Score
Result
15
CHAPTER III
RESEARCH METHODOLOGY
3.1 Research Design
Research design encompasses the comprehensive strategy that establishes a connection between the conceptual research issues and the relevant and attainable empirical investigation. It involves a systematic inquiry that offers explicit guidance for research procedures (Creswell, 2014). There are three distinct research designs available, quantitative research, qualitative research, and mixed method research.
Quantitative research is a systematic and objective research method that utilizes numerical data to measure and analyze various phenomena. It involves the collection, analysis, and interpretation of data using statistical methods. The primary goal of quantitative research is to test hypotheses, identify patterns, and make predictions regarding the relationships between variables.
According to Creswell (2014), quantitative research is characterized by the following:
1. In quantitative research, a deductive approach is employed, wherein the researcher initiates the investigation with a theory or hypothesis and proceeds to evaluate it by gathering relevant data.
2. Standardized techniques for data collection, such as surveys, experiments, and observations, are utilized in quantitative research.
3. Statistical analysis is employed in quantitative research to examine the collected data and assess the hypotheses under investigation.
4. The primary objective of quantitative research is to derive findings that can be applied to a broader population, aiming for generalizability.
The research design employed in this study is descriptive quantitative research. Descriptive research, also known as survey research, is conducted to gather numerical data that provide information about the current status or characteristics of the subject under investigation. According to Creswell (2012), survey research designs are quantitative research procedures in which researchers collected surveys to either a sample or the entire population of individuals to describe their personal characteristics.
In this research, the author employed a rating scale comprising categorized scores presented in a table format. A rating scale represents a technique for evaluating interval or ratio data, where participants assign scores to the subject using graduated values based on specified attributes. The participant is tasked with making an evaluative assessment of the subject by selecting a category from a collection arranged along a scale. This tool consists of a series of statements to which respondents are prompted to react. The objective was to produce a quantification of the outcome depicted in the statements. Respondents were instructed to mark or indicate the preferred option that most accurately reflected their sentiments regarding the subject matter indicated in the statements on the scale.
3.2 The Place and Time of The Research
The data in this research conducted at Universiy Maritim Raja Ali Haji
3.3 Population and Sample 3.3.1 Population
According to Creswell (2012), a population refers to a collection of individuals who share similar characteristics. On the other hand, Gay (2009) defines population as the specific group of individuals that the researcher aims to generalize the results of the study to. Drawing from these definitions, it can be inferred that a population encompasses a broader group of individuals that the researcher intends to generalize the findings to. The target population for this study encompassed all second-semester students in English Department of Fkip UMRAH, during the academic year 2022/2023. The student population was distributed across five classes, with a total of 90 students constituting the second- semester levels, organized into separate classes.
3.3.2 Sample of the Research
As stated by Johnson (2008), a sample refers to a subset of items or individuals that are selected from a larger population. Similarly, Nana Sudjana (2004) describe a sample as a portion of the population that is accessible and possesses the same characteristics as the overall population.
In this research, the sample was drawn from a specific class by second- semester students in English Department of Fkip UMRAH. The researcher has
chosen class of a, which consists of 20 students, utilizing the purposive sampling method. Purposive sampling is a method of selecting a sample for a study by deliberately focusing on specific characteristics and objectives, rather than relying on random chance (Crossman, A, 2020).
The decision to employ purposive sampling in this research is because it allows for a non-probability sampling approach. In purposive sampling, the sample is intentionally selected based on the researcher's criteria, ensuring that the chosen sample represents the desired characteristics of the population being studied.
3.4 Research Instrument
The research instrument serves as a means to gather data for the study. In this research, questionnaires are utilized as the research instruments to collect data. These instruments are administered directly at the university. Once the questionnaires have been completed by the participants, the researcher can proceed to collect all the available data for analysis.
1. Questionnaire
Questionnaire is a data collection technique that involves researchers delivering or distributing a set of questions or statements to respondents, with the expectation that they will provide responses. As stated by Sugiyono (2014), a questionnaire is a method by which researchers present a list of questions or written statements for respondents to answer. In this research, the researcher directly distributed the questionnaires to the participants.
The questionnaire serves as a means to gather information English learning intrinsic motivation. The researcher adapted the questionnaire from Asriati (2017) by selecting questions that aligned with the intended concept and theme. The questions included in the questionnaire encompass both positive and negative influences. The questionnaire consists of 20 items, which aim to collect information on students’ intrinsic motivation. To respond to the questionnaire, students are asked to select from five categories on a Likert scale: S (Strongly Agree), A (Agree), N (Neutral) D (Disagree), and SD (Strongly Disagree), as adopted by Gardner and Lambert (1972). Each student will be assigned a questionnaire based on their own opinions and feelings.
Table 1. The Distributor of Questionnaires Score
Answer Score
(Strongly Agree) 5
(Agree) 4
Neutral 3
Disagree 2
(Strongly Disagree 1
(Adopted from : Likert Scale inGardner and Lambert 1972 )
3.5 Technique of Data Collection
In collection the data, the researcher use questionnaires.
1. Questionnaire
The researcher was administered a questionnaire to the students and collect the results of their answers to know the students intrinsic motivation in learning. To assess the students' scores, a closed questionnaire was used, where the respondents was selected the available responses provided by the researcher.
The students choose the answer that best reflects their current situation, consisting of 20 questions, and then mark a "Check" (√) in the provided column.
Answer Options Description:
S: Strongly Agree A: Agree
N: Neutral D: Disagree
SD: Strongly Disagree
The students were given the questionnaire and asked to indicate their opinions and feelings using positive statements by checking the appropriate options. After the students finished answering the questions, they submitted the completed questionnaires to the researcher.
3.6 Technique of Data Analysis
The last step in this chapter is analyzing the data. This analysis was to see and to find out the score of students intrinsic motivation. First, the researcher checked the completeness of the data, then give the score toward students intrinsic motivation.
1. Questionnaire
To find out the score of students intrinsic motivation in learning, the researcher use table as follow:
Table 2.Dsitrbibution score of intrinsic motivation
No Score Category
1. 81-100 Very High Motivation
2. 61-80 High Motivation
3. 41-60 Moderate
4. 21-40 Low Motivation
5. 0-20 Very Low Motivation
(Adopted from : Cohen 2005)
To find out the average of students’ intrinsic motivation, the writer was interpreted the result of students’ intrinsic motivation by using the following formula from Cohen, as follow:
Σfx = amount of multiplying the score with frequency N = number of cases
3.7 Research Schedule
The researcher was set the plan that done in this research:
Table 3. Table of Research Schedule
No. STEPS
MONTH
MAY JUNE JULY
WEEK WEEK WEEK
2 3 4 3 4 1 2
1. Observation and Survey 2. Conduct the
Research 3. Analying
Data and Reporting the Data
23
CHAPTER IV
RESEARCH FINDINGS AND DISCUSSION
4.1 Research Findings 4.1.1 Data Description
As mentioned in the previous chapter, the sample for this study consisted of 20 students from class B in the second semester of UMRAH. The class was analyzed to determine intrinsic motivation. The findings were derived from the analysis of the questionnaire.
4.1.2 Data Analysis
The intrinsic motivation of students was assessed using a 20-item questionnaire. The questionnaire aimed to measure students' intrinsic motivation to learn English. The results of the students' intrinsic motivation can be found in Appendix 4. The table below presents the values obtained from the students' answer sheets questionnaire data, specifically related to their intrinsic motivation.
Table 4.Results of Students' Intrinsic Motivation in English Learning
Students Number
Strongly Agree
Agree Neutral Disagree Disagree Strongly
Total Score
1. 20 (4) 28(7) 24(8) 0 1(1) 73(20)
2. 5 (1) 20(5) 24(8) 6(3) 3(3) 58(20)
3. 30 (6) 40(10) 12(4) 0 0 82(20)
4. 60(12) 0 21(7) 0 1(1) 82(20)
5. 20(4) 32(8) 24(8) 0 0 76(20)
6. 30(6) 40(10) 12(4) 0 0 82(20)
7. 5(1) 36(9) 27(9) 2(1) 0 70(20)
8. 20(4) 52(13) 6(2) 2(1) 0 80(20)
9. 50(10) 24(6) 12(4) 0 0 86(20)
10. 15(3) 32(8) 27(9) 0 0 74(20)
11. 45(9) 28(7) 12(4) 0 0 85(20)
12. 85(17) 0 0 0 3(3) 88(20)
13 30(6) 16(4) 30(10) 0 0 76(20)
14 35(7) 32(8) 12(4) 0 1(1) 80(20)
15 0 24(6) 27(9) 8(4) 1(1) 60(20)
16 20(4) 36(9) 21(7) 0 0 77(20)
17 45(9) 32(8) 9(3) 0 0 86(20)
18 25(5) 48(12) 9(3) 0 0 82(20)
19 50(10) 16(4) 18(6) 0 0 84(20)
20 30(6) 24(6) 18(6) 2(1) 1(1) 75(20)
Total 620 560 345 20 11 1.556(∑
X)
The next step was to find out the average of students’ intrinsic motivation by using the data above, as follow:
=
77,8Table 5. Distribution of Students’ Intrinsic Motivation
No Category Score Frequency Percentages %
1 Very High 81-100 10 50%
2 High 61-80 8 40%
3 Moderate 41-60 2 10%
4 Low 21-40 0 0%
5 Very Low 0-20 0 0%
Total 20 100%
Highest score = 88 or categories Very High Lower Score = 58 or categories Moderate Mean score = 77,8 or categories High
The provided table of data reveals that the highest student intrinsic motivation score was 88 points, while the lowest score was 58 points. The average intrinsic motivation score for the students is 77.8, indicating a high level of motivation. Among the students, 10 students or 50% achieved a very high
category, 8 students or 40% attained a high category, and 2 students or 10% fell into the moderate category.
4.2 Discussion
The purpose of this study was to analyze the intrinsic motivation of students in Class B of the English Education Department regarding their learning of the English language. The data collected for the study consisted of responses from a 20-item questionnaire designed to measure students' intrinsic motivation.
In terms of categorization, the data reveals that 10 students, or 50% of the sample, achieved a very high category of intrinsic motivation. This indicates that a significant proportion of the students in Class B have a strong motivation to learn English. Additionally, 8 students, or 40% of the sample, fell into the high category, further supporting the notion that a substantial number of students display a high level of intrinsic motivation. However, 2 students, or 10% of the sample, were categorized as having a moderate level of intrinsic motivation. This suggests that a small portion of the students may have a relatively lower level of internal drive and interest in learning English compared to their peers.
These findings have important implications for the English Education Department at UMRAH. The high level of intrinsic motivation observed among the students in Class B indicates a positive learning environment. According to Ryan (2000), intrinsic motivation for learning arises exclusively when an individual experiences the autonomy to make decisions within the process, when the task is characterized by its demanding nature, and when the obstacle presented
can be successfully surmounted. It suggests that the students are engaged and enthusiastic about learning English, which can contribute to better learning outcomes and academic performance. This finding highlights the need for English educators to leverage and build upon this intrinsic motivation in their teaching strategies. By incorporating engaging and interactive activities that align with students' interests and goals, educators can further enhance the students' motivation and create a more effective learning experience.
Acknowledging the study's constraints holds significance. The sample size remained relatively small, encompassing merely 20 students from Class B, thereby restricting the extent to which the findings can be applied universally.
Enhancing the inclusiveness of the outcomes might entail a larger and more varied sample in prospective research. Moreover, the study solely leaned on self-reported data sourced from the questionnaire, carrying the potential for bias or inaccuracy.
Integrating diverse metrics or integrating qualitative data could yield a more comprehensive understanding of students' innate drive to engage with the English subject.
28
CHAPTER V
CONCLUSION AND SUGGESTION
5.1 Conclusion
The present study analyzed the intrinsic motivation of students in the second semester of Class B in the English Education Department at UMRAH. The findings indicated a high level of intrinsic motivation among the students, with an average score of 77.8. The highest score obtained was 88 points, demonstrating exceptional intrinsic motivation, while the lowest score was 58 points, suggesting relatively lower intrinsic motivation in comparison to other students. Among the participants, 50% achieved a very high level of intrinsic motivation, 40% attained a high level, and 10% fell into the moderate category.
The results of this study have significant implications for the English Education Department at UMRAH in the second semester. The high level of intrinsic motivation observed among the students indicates a positive learning environment, suggesting that the students are engaged and enthusiastic about learning English. This finding highlights the importance of leveraging and nurturing this intrinsic motivation in teaching strategies to enhance students' learning outcomes and academic performance.
5.2 Suggestion 1. For the Teacher
For teachers, it is recommended to create a positive learning environment, incorporate student interests and goals, use varied and interactive teaching strategies, provide meaningful feedback, foster autonomy and choice, cultivate a growth mindset, and celebrate progress and achievements. These strategies can help teachers foster students' intrinsic motivation in learning English by creating engaging and supportive classrooms that empower students, stimulate their curiosity, and recognize their efforts and achievements.
2. For the students
For students, it is recommended to reflect on their personal motivation, set clear goals, seek personalized learning approaches, engage in real-life language use, and celebrate achievements to enhance their intrinsic motivation in learning English. These strategies can help maintain a positive attitude and drive towards language learning.
3. For the researcher
For researchers, expanding sample size and diversity, conducting longitudinal studies, combining quantitative and qualitative methods, exploring factors influencing motivation, and collaborating with educators can contribute to a deeper understanding of students' intrinsic motivation. These suggestions can lead to more comprehensive research findings and the development of effective interventions to enhance motivation in language learning contexts.
