Exploring Students’ Motivation and Vocabulary Achievement through Labeling Method

The purpose of this study aimed to investigate students’ English classroom goal structures, English learning motivation, and English learning achievement in junior high school, to discuss the differences among English classroom goal structures, learning motivation, and learning achievement based on personal background, as well as to make a prediction to learning achievement by English classroom goal structures and learning motivation The instrumentation was composed of three parts, including: personal information, English classroom goal structures scale, and English learning motivation scale. Participants in the study were 325 second-grade junior high school students in the northern district of Taipei city. The usable returned questionnaires were 309. The data collected from the questionnaires were analyzed by means of Descriptive statictics, T-test, one-way ANOVA, Pearson’s correlation analysis, and stepwise multiple regression analysis. The main findings of this study were as follows: 1. The students with different gender had no significantly different English classroom goal structures, English learning motivation, and English learning achievement. 2. The students with different English learning style after school had significantly different English classroom goal structures, English learning motivation, and English learning achievement. 3. The students with different traveling experience had significantly different English learning motivation and English learning achievement. 4. There was a correlation between English classroom goal structures and English learning motivation. 5. There was a significant positive correlation between English classroom goal structures and English learning achievement. 6. There was a significant positive correlation between English learning motivation and English learning achievement. 7. The effective predictors of English learning achievement were classroom master goal structure, self-affirm and learning requirement. According to the results of this study, the concrete suggestions were provided to the junior high school English teachers, the parents and the junior high school students. In addition, recommendations for further studies were also proposed.

This study aims to determine the motivation of students in learning English during the Covid-19 pandemic, with a specific focus on eighth-grade students at SMP Negeri 27 Makassar. And to explores the intrinsic and extrinsic factors that drive students’ motivation in English learning. The study utilized questionnaires and interviews as research instruments to collect data on student motivation levels. Data analysis was conducted using a 4-point Likert scale to determine the levels of intrinsic and extrinsic motivation. The findings of the study indicate that students at SMP Negeri 27 Makassar exhibited a remarkably high level of intrinsic motivation, driven by students' aspirations to enhance their understanding and proficiency in the English language. Additionally, the influence of extrinsic motivation factors showed a high level, attributed to the presence of a conducive learning environment and engaging teaching materials, which significantly contributed to student motivation. Overall, the level of student motivation in learning English during the Covid-19 pandemic at SMPN 27 Makassar, reaching 72.23, falls within the category of very high motivation. The Intrinsic factors instance perseverance in following English learning, feeling of necessity in English language learning, and the expectations and aspirations associated with English language learning play a crucial role in student intrinsic motivation. Additionally, the extrinsic factors instance a supportive learning environment, engaging teaching methods, and the availability of adequate learning facilities, significantly contribute to students' motivation.Keywords: Motivation, Motivational Factor, English Learning

The Purpose of this study is to know the students’ motivation in learning English at the Eigth Grade of Junior High School Satria Dharma Perbaungan. The researcher took 44 students as the sample. This reseach used qualitative method. In collecting the data, the researcher distributed questionnaire to the respondents to measure their motivation in learning English. In analyzing the data, the questionnaire is assessed by rating scale. The result of this research showed that the students’ motivation in learning learning English is 59,31%, and it is categorized into good of motivation. Based on the research finding, it can be concluded that the students have high motivation in learning English.

This quasi-experimental study aimed to investigate the effect of the flipped classroom strategy (FCS) on Omani grade ten students’ vocabulary achievement and on their motivation towards learning English. This study also sought to explore the challenges that students face while learning via FCS. A total of 48 students participated in the study. There were 24 as an experimental group (taught via the FCS) and 24 as a control group (taught the same vocabulary using conventional teaching strategies). During the intervention, students in the experimental group practiced the core vocabulary using different materials (video clips, PDF files and group discussions via a WhatsApp group before carrying out face-to-face activities in the classroom). During the classroom time, the students engaged in activities with the practice materials individually, in pairs and in groups. The study used an achievement pre- and post-test. The study also used a motivation questionnaire (pre and post) to determine the students' motivation for English language learning for both groups. The findings indicated that the experimental group outperformed the control group in the vocabulary test and that they had high motivation towards learning English. In addition, the study also pointed out some of the challenges of learning via FCS such as connectivity issues, and lack of group cooperation. Considering these findings, practice implications and recommendations for further research are presented.

In the learning process, motivation has an important role because motivation can foster interest in learning. This research will be conducted on semester 1 students of the Islamic Religious Education study program at IAIN Palopo with the aim of describing student motivation in learning English and the factors that influence student motivation in learning English. This research is a descriptive research, which describes existing events by combining quantitative and qualitative. Data collection techniques are questionnaires, observations, and interviews. The subjects of this study were first semester students of the Islamic Religious Education study program who took Basic English courses. The results showed that second semester students of Islamic Religious Education had high motivation in learning English, which consisted of internal and external factors

This study was to determine the level of parental involvement, the level of students' motivation in learning English, and the correlation between parental involvement and students' motivation in learning English. This study used quantitative designs. The instruments of this study were questionnaires adapted from Ekiz and Kulmetov (2015) and Amin, Juriah, and Isa (2001) for measuring parental involvement and an adapted questionnaire for students’ motivation from the Attitude/Motivation Test Battery (2005). This study was conducted to 52 grade 10 – 12 Science students at a private school in Balikpapan enrolled in the first semester of the academic year 2021/2022. The results showed that parental involvement was moderate (M= 3.38). Specifically, parental involvement in terms of parents as motivators was high (M=3.55), while parents as educators (M=3.34) and parents as facilitators (M=3.12) were moderate. Moreover, the results showed that students’ motivation in learning English was high (M=3.82). Specifically, intrinsic motivation was high (M=4.17) and extrinsic motivation was moderate (M=3.40). Lastly, it was found that there was a significant correlation between parental involvement and students’ motivation in learning English as the results show p=.000 < 0.005, r=.537. Therefore, it is recommended that parents be more involved so students can be more motivated in learning English.

The research has three formulations of the problem that how students’ motivation in learning English taught by using conventional technique is, how students’ motivation in learning English taught by using picture sories is, and whether or not there is a significant difference of students’ motivation in learning English between students who are taught by using conventional technique and those taught by using picture stories. This research is causal-comperative research. There are two variables in this research. They are x variable (using picture stories) as independent variable and y variable (students’ motivation in learning English) as dependent variable. Based on the writer’ preliminary study of the second year students of Madrasah Tsanawiyah Darul Hikmah Pekanbaru, showed that students’ motivation in learning English was low. The writer had tried to solve this problem by implementing the picture stories as media. The pictures were one of the media in teaching and learning process that could be implemented to the students in learning English. The objective of this research was to find out whether there was a significance difference of using picture stories toward students’ motivation in learning English. The sample of this research was the second year students of Madrasah Tsanawiyah Darul Hikmah Pekanbaru. The writer used observation and questionnaire to collect the data of this research. The data were analyzed by using T-test. Having analyzed the data with independent sample T-test, it can be seen that there is a significance difference between using picture stories and conventional technique toward motivation in learning English of the second year students’ of Madrasah Tsanawiyah Pekanbaru. It was provided by finding t0 (3.510), which is greater than t-table at 5% grade of significance (2.04) and at 1% grade significance (2.76). And to = 3.510 is higher than ttabel from sig. 5% and 1% (2.04 < 3.510 > 2.76). It means there is significance difference between students’ motivation by using picture stories and conventional technique.

Objectives This study is to examine the mediating effect of class satisfaction in the effect of nursing students' English learning motivation on English learning continuity and the effect of nursing students' English learning motivation and English learning continuity. Methods 274 university students in J area were surveyed to measure their English learning motivation, class satisfaction, and level of English learning continuity, and descriptive statistical analysis was conducted. The correlation between the variables was calculated by the Pearson correlation coefficient, and the mediating effect of class satisfaction in the relationship between the subject's English learning motivation and English learning continuity was analyzed using Hayes (2013)'s PROCESS macro Model 4. Results The effect of English learning motivation on the mediating variable, class satisfaction, was statistically significant (β=.591, p<.001), and the effect of the independent variable, English learning motivation, on the dependent variable, English learning continuity was also statistically significant (β=.484, p<.001). In addition, as a result of conducting a mediated regression analysis by using English learning motivation, an independent variable, and class satisfaction, a parameter, as an independent variable, and English learning continuity as a dependent variable, the effect of English learning motivation on English learning continuity decreased compared to the previous one, but a positive relationship was still analyzed to be significant, indicating that class satisfaction had a partial mediating effect on the relationship between English learning motivation and English learning continuity of college students (β=.379, p<.001). Conclusions It was confirmed that nursing students' English learning motivation had a significant positive effect on liberal arts English class satisfaction and English learning continuity, and it was verified that liberal arts English class satisfaction positively mediated the relationship between English learning motivation and English learning continuity.

This action research was aimed at improving students' motivation in English learning through positive reinforcement at SMK Prima Mandiri Sejahtera Makassar for the eleventh grade in the academic year of 2022/2023. This research was action research and consisted of two cycles in three meetings. The participants of this research were the eleventh-grade students of SMK Prima Mandiri Sejahtera Makassar in the academic year 2022/2023. The participants consisted of 20 students. The procedures of this research were planning, action, observation, and reflection. The techniques for collecting data were questionnaires, observations, and interviews. In analyzing the data, the researcher did three steps: organizing the data, coding and reducing data, and interpreting data. The validity of the data was obtained by applying democratic validity, outcomes validity, process validity, catalytic validity, and dialogic validity. The reliability of the data was obtained by using time triangulation. The use of positive reinforcement in this study successfully improved the students' motivation. The improvement in student motivation can be seen in enthusiasm, excitement, interest in learning, and curiosity in English learning. The students who were classified as students with low motivation successfully improved their motivation after implementing verbal and non-verbal positive reinforcement. The improvement could be seen from the observation during the process of the action, interview, and the result of the questionnaire. It can be concluded that positive reinforcement can improve students' motivation in English learning

The purpose of this research is to find the correlation between students’ motivation in learning English and reading comprehension at sixth semester students of medical record program. This research was a quantitative approach. The population of this research was two class in medical record program. (STIKES Bhakti Husada Mulia Madiun) Which consisted of 60 students. And then 30 students were selected as the sample using sampling technique. The data of the students’ motivation in learning English were collected by using the questionnaire, while the data of students’ reading comprehension were collecting by reading comprehension test multiple choice. The result showed a correlation between students’ motivation in learning English (Variable X) and students’ reading comprehension (Variable Y). The result showed that there was a statistically significant correlation (0.756) is higher than the r value of significant level at 5 % (0.304). Theoretically, Null Hypothesis (Ho)is rejected and Alternative Hypothesis (Ha) is accepted. It meant that the students’ motivation in learning English contributed.

There is no single magical formula for motivating students. Many factors affect a given student'smotivation to work and to learn. This study focused on the correlation between self assessmentand motivation in learning English of the Second Grade students of SMPN 6 Palembang. Thereare four objectives in this study:1) to find out how the second grade students of SMP N6Palembang motivation in learning English is; 2) to find out how the second grade students ofSMPN 6 Palembang self assessment is; 3) to find out whether or not there is any significantcorrelation between self assesment and motivation in learning English of The Second GradeStudents of SMPN6 Palembang; and 4) How much self assesment contribute to Students’motivation in learning English of The Second Grade Students of SMPN 6 Palembang. The datawere collected by using questionnaire of 70 students that were taken as the samples by usingrandom sampling. Then, it was analyzed by using Person’s Product Moment CorrelationCoefficient and the calculation was done by using SPSS (Statistical Package for Social Science).The result of the study showed that 72.9% of the second grade students of SMP N6 Palembanghad good motivation in learning English and 67.1% of the second grade students of SMPN 6Palembang also had good self assessment. In addition, the degree of correlation coefficientproved strong with the value of correlation 0.715 and self assessment itself contributed 51.1% tothe students’ motivation in learning English. From the above explanation, self assessmentproved significantly has a very important role in learning language especially English.Keywords: motivation, self assessment, English learning

The aim of this study was to determine the students’ anxiety, motivation and attitude in learning English based on their socioeconomic status and English language achievement in National-type Tamil schools. Samples for this study comprised of 144 year 5 Indian students from four Tamil schools. Data for this study were collected by questionnaire adapted from instruments by Tsai & Chang (2013), Ghazvini & Khajehpour (2011) and Gaur (1985). The findings of this study showed that Indian students from urban and rural areas have a moderate level of anxiety in learning English. Students from both areas were instrumentally motivated and showed positive attitudes towards learning English. However, negative correlations were identified between English Language achievement and level of motivation in learning English as well as between daily spoken languages at home and with friends and the level of English language achievement. The result of this study also illustrated that level of motivation and attitude are positively correlated. In conclusion, the samples of this study showed high levels of anxiety as well as motivation and attitude in learning English. It is recommended that future research take more samples and include qualitative data to increase the reliability of the study.

The increase number of Covid-19 outbreak has profoundly changed our education system. This condition has led the teachers to alter the face-to-face learning into online learning. Online learning emphasizes on the internet-based courses synchronously and asynchronously. Besides its technical problems, conducting online learning was said to be monotonous since the teachers preferred doing online tasking to providing effective learning experience. Further, this condition led to low students’ motivation in learning English. In other words, the students might be in boredom to participate and engage in the teaching- learning process owing to the monotonous learning. Most students were said to be late or even reluctant to complete the assignments. Therefore, the researcher conducted the Classroom Action Research dealing with the use of Google meet to improve the students’ motivation in learning English during the online learning. The research subject was the 7th grade students of SMP Negeri Satu Atap Jarit. The research was conducted in two cycles. In cycle I, it showed that there was an increase of students’ motivation in learning English. The increase of students’ motivation was 61, 8%. Meanwhile, in cycle II, the researcher found that the Google meet significantly improved the students’ motivation in learning English. The increase of students’ motivation was 79, 4%. The result showed that the students actively participate and engage in the teaching-learning process. The students were very enthusiastic to respond and answer the some questions, and share their ideas related to the topic of the meeting. In addition, the increase of students’ motivation influence the students to compose sentences correctly related to the given assignments. Based on the result of data analysis, the researcher drew a conclusion that the use of Google meet significantly improved the students’ motivation in learning English during the online learning.Keywords: Google meet, Learning English, Students’ Motivation

The problem in this research was fewer students’ motivation in learning English. This research aimed to increase students’ motivation in learning English by using the Total Physical Response (TPR) method. This research is a Classroom Action Research (CAR). The participants in this research were twenty-five students, twelve men and thirteen women in the sixth-grade of MI Sa'adah El-Islamiayah Tembilahan. The data were collected in each cycle from observation, questionnaire, and field notes. The findings of this research showed that the study by using the Total Physical Response (TPR) method has increased the students’ motivation in learning English in the sixth-grade of MI Sa'adah El-Islamiyah Tembilahan after two cycles have done. It can be seen from the result of the questionnaire, observation, and field note. In the first cycle, it was seen that there was a slight increase to the students’ motivation in learning English while in the second cycle; the students' motivation was more increased than the first cycle. Furthermore, the researchers concluded that using the Total Physical Response (TPR) method was able to increase the students’ motivation in learning English. As a recommendation, the method can be utilized to grade up the students’ better-learning motivation.

This study was the investigation of relationship between teachers’ creativity and students’ motivation in learning English. The subjects were 112 students of the Eleventh grade of vocational school, OKU. The instrument used for data collection was questionnaire. The data were statistically analyzed by using SPSS program for percentage, frequency, mean score, standard deviation, t-test and correlation coefficient. The finding from this study indicated that the teachers’ creativity was categorized good level while the result of the students’ motivation in learning English showed that 73 students got high motivation level with percentage 66.71% and 38 students gained average motivation level with percentage 33.92%. It meant that most of the students had high motivation in learning English. The correlation coefficient was 0.786 and the correlation level of significance was 0.000<0.05. Therefore, there was positive relationship between the teachers’ creativity and the students’ motivation in learning English.