Abstract
The research deals with the intrinsic and extrinsic motivation of EFL learners in learning English. This research used the qualitative design to find out the EFL learners’ motivation in learning English, specifically to their intrinsic and extrinsic motivation. The participants consist of 40 senior high school students in Langsa. The questionnaire was the instrument used in collecting data. The questionnaire consists of 35 items, in which they are divided into two parts. The first part, numbers 1 until 20, is to collect the information about intrinsic motivation and inquires about interest, need, hobby and goal. Meanwhile, the second part, numbers 21 until 35, is to collect information about extrinsic motivation and inquires about teachers, parents, and the environment. The results showed that the component in the extrinsic motivation that gave the biggest impact to the students are the teachers; who are the student’s biggest influence in learning English. Meanwhile, the biggest component of intrinsic motivation is the students’ own learning goals. The paper further describes each of these factors in relation to their motivation. The implication of this study related to the teachers’ efforts and capability in motivating their students to learn English is also discussed.
Highlights
English is the first language of over 300 million people
There are many undertakings that depend on motivation, such as in learning English for learners who learn it as a foreign language in their country
According to Ur (1996), extrinsic motivation is derived from the influence of some kind of external incentive, as distinct from the wish to learn for its own sake or interest in tasks
Summary
English is the first language of over 300 million people. Most of them live in the United States of America, the United Kingdom, and Australia. Students need more than instruction and command from their teachers. Due to individualities and different backgrounds, each student has different difficulties and problems in learning English. They can make different mistakes in English pronunciation, grammar and vocabulary usage. This can affect the student’s motivation to learn English (Achmad & Yusuf, 2016) In this case, the students themselves or the teachers must have some ideas to build the students’ motivation in learning English. Harmer (2001) says that besides intrinsic motivation, the students have extrinsic motivation in learning English. By understanding the students' motivation, teachers can make efforts to taking actions on what to do to increase the students' motivation in learning if needed
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