THE ANALYSIS OF MOTIVATION OF THE FIRST-GRADE STUDENTS

OF JUNIOR HIGH SCHOOL IN LEARNING ENGLISH

AS FOREIGN LANGUAGE: A CASE STUDY
Via Utami Widyassamantha1, Dede Pertamana2, Rahmat3

Viasamantha18@gmail.com
Siliwangi University, Indonesia

Dede Pertamana
Siliwangi University, Indonesia

Rahmat
Siliwangi University, Indonesia
Abstract
The omission of English subjects at the public elementary school level
in Indonesia makes many students not experience learning English
formally in elementary schools. Therefore, learning English in junior
high school is the first experience for first-grade junior high school
students in learning English formally. However, in private elementary
schools, English subject is still applied. This phenomenon makes first
graders of junior high school divided into two: students who
previously studied English in elementary school and students who did
not study English in elementary school. This present study reports on
the motivation of six students of first-grade junior high school to learn
English. The six students were divided into two groups: students who
previously studied English in elementary school and those who did
not study English in elementary school. By using the theory of Self-
Determination, this study analyzed students’ motivation using a
continuum. This study used semi-structured interviews to obtain the
data, which were then analyzed using thematic analysis by Braun and
Clarke. This study found that students who previously studied English
at school tend to have more intrinsic motivation, which means they
feel happy and enjoy learning English. Students who did not
previously study English in elementary school tend to have extrinsic
motivation, which is greater motivation from outside themselves.
However, both groups have their own goals in English.

Keywords: First Grade Junior High School Students, English

Learning Motivation, Self-Determination Theory

THE ANALYSIS OF MOTIVATION OF THE FIRST-GRADE STUDENTS OF
JUNIOR HIGH SCHOOL IN LEARNING ENGLISH
AS FOREIGN LANGUAGE: A CASE STUDY
INTRODUCTION
Motivation is an important factor that has a
positive influence in any educational learning
process especially in learning English.
“Motivation has been widely accepted by both
teachers and researchers as one of the key
factors that influence the rate and success of
second/foreign language (L2) learning”
(Dörnyei, 1998, p. 117). Motivation empowers
the language learners to initiate learning and
encourage maintaining the process of
language learning. The higher the motivation,
the more activities are carried out, whereas the
lower the motivation, the fewer activities are
carried out. Therefore, with regard to language
learning, motivation is found as a key in
learning other languages (Ulfa and Bania,
2019). In Indonesia, since the implementation
of the 2013 curriculum, English has been
officially omitted from the curriculum or has
not become a mandatory local content subject
in elementary schools. Thus, not a few schools
have eliminated English subjects and made not
all the students of elementary schools learn
English at school (Faridatunnisa, 2020,
Nurdiana, 2021). Therefore, a number of
students whose elementary school English
subjects have been eliminated, learning
English in junior high school is their first
experience. However, in private schools,
English subjects are still taught and become
part of teaching-learning activities (KBM).
That phenomenon can cause the difference of
motivation of the first-grade junior high school
in studying English.
The previous study about this issue is
conducted by Xuejun (2020). The study by
Xuejun (2020) focused on examining the
motivation differences of higher-
achieving, average-achieving and lower-
achieving junior secondary students in
China with mixed methods. This previous
study focused on investigating the
students’ motivation in learning English in
different participants and methods. In this
research, the researcher analyzed the
differences in motivation of the first-grade
students of junior high school who
previously studied English in elementary
1
school, and those who did not. This
research is expected to provide insight
related to the motivation of the first-grade
junior high school students in learning
English and also to contribute to English
teacher, even to the school in delivering
materials and in learning activity to build
the students’ who have less motivation,
and to maintain the motivation of the
students who are already motivated in
learning English.
METHOD
1. Research Design
The research method used was a
descriptive case study method as one of the
methods in qualitative research design. A
descriptive case study is one of the kinds of
case study which describes a phenomenon
in a real life context which it occured (Yin,
2003). McDonough and McDonough
(1997) argued that descriptive case studies
might be in a narrative form.
2. Setting and Participants
The participants in this research were
students in the first grade of one junior high
school in Tasikmalaya. The criteria are that
the participants must be first-grade junior
high school students in Tasikmalaya. The
participants were six students, and they
were divided into two categories. The first
category was the students who previously
studied English in elementary school. The
second category was the student who
previously did not study English in
elementary school. Before interviewing the
participants, the researcher gave a
questionnaire to 127 students from 4
classes of the first grade in a junior high
school in Tasikmalaya to filter the students
who previously studied English in
elementary school and those who did not.
These classes were chosen because these
classes are heterogeneous classes, where
student grades or achievements are uneven
or varied.

THE ANALYSIS OF MOTIVATION OF THE FIRST-GRADE STUDENTS OF
JUNIOR HIGH SCHOOL IN LEARNING ENGLISH
AS FOREIGN LANGUAGE: A CASE STUDY
3. Data Collection
The technique of collecting the data used
was semi-structured interviews. According to
Bradford and Cullen (2012), “Qualitative
semi-structured interviews are one of the most
dominant and widely used methods of data
collection within the social sciences” (As
cited in Evans & Lewis, 2018, p. 2). In semi-
structured interviews, the researchers can
explore participants’ perspectives and
personal experiences deeply (Evans & Lewis,
2018, p. 2). According to Rubin and Rubin in
2015, the researcher can arrange a number of
questions in advance and also can ask follow-
up questions spontaneously during the
interview. Related to this research, the
interview was conducted face-to-face so that
the interviewer met and asked the participants
directly to gain accurate data. In conducting
the interview, researcher adopted the
framework of Self-Determination Theory
(Deci & Ryan, 1985) about motivation in
learning English. The interview was
conducted in Bahasa Indonesia.
4. Data Collection
The data collected by interviewing was
analyzed by using Thematic Analysis. Braun
and Clarke (2006) maintained, “Thematic
analysis is a method for identifying,
analyzing and reporting patterns (themes)
within data” (As cited in Swain, 2018). As
cited in Fereday and Muir-Cochrane (2006),
Daly, Kellehear, and Gliksman (1997)
described the thematic analysis as “a search
for themes that emerge as being important to
the description of the phenomenon” (p. 82).
In conclusion, as Cited in Swain (2018),
“thematic analysis is a method, or process,
for identifying and encoding patterns of
meaning in primary qualitative research”
(Braun & Clarke, 2006, 2013
FINDINGS AND DISCUSSION
This present study found two main
themes generated throughout the data's
thematic analysis: (1) Extrinsic
Motivation and (2) Intrinsic Motivation.
In each main theme, a code has been
determined based on the theory used,
2
namely Self-Determination Theory,
which are: External Regulation,
Introjected Regulation, Identified
Regulation (Extrinsic Motivation), and
Intrinsic Regulation (Intrinsic
Motivation). However, during data
collection, it was found that there were
participants who only studied English in
elementary school for three years (from
grade 1 to grade 3). Thus, the group of
participants who had previously studied
English in elementary school was divided
into 2: participants who studied English
for six years in elementary school and
those who studied English for only three
years in elementary school. For a more
specific explanation, the data is explained
as follows.
1. Extrinsic Motivation
Extrinsic motivation is the
encouragement that comes from
outside. In this present study, there are
3 sub-themes found of extrinsic
motivation as a theme: External
Regulation, Introjected Regulation,
and Identified Regulation.
1.1 External Regulation
External regulation is the regulatory
style that is most controlled by extrinsic
motivation, where people do things for
strong reasons from outside. In terms of
studying English, students study English
because they have to, do not, or will get
something. The empirical evidence of
students' extrinsic motivation with
external regulation is presented in the
extracts below.
Table 1
The Extracts of External Regulation
Participants Extracts
Participant No. If there is
#1 English subjects, I
will study English.
If it’s not, it's
okay, I don't study.
(Interview
transcript,
September 23rd
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THE ANALYSIS OF MOTIVATION OF THE FIRST-GRADE STUDENTS OF
JUNIOR HIGH SCHOOL IN LEARNING ENGLISH
AS FOREIGN LANGUAGE: A CASE STUDY

2022. Translated #1 explained that if there was no English

by the author) subject at school, she would not have a
Participant Yes, because problem if she did not have to study.
#2 learning English Similar to participant #1, participant #2
is also mandatory also stated that since English is a
at school, because mandatory subject at school, thus, he
there are lessons. needed to study English. On the other
(Interview hand, participant #4 said that
transcript, encouragement from her parents was one
September 23rd of the reasons she studied English.
2022. Translated Participant #5 said that one of the reasons
by the author) he studied English was for his English
Participant There was grades in class. A similar statement by
#4 encouragement participant #1 and participant #2 was
from Ummi that I stated by participant #6 as to why he is
have to be able to now studying English. It is because, in
speak English for junior high school, English is a subject.
the future.
(Interview Furthermore, 5 of 6 participants
transcript, showed extirinsic motivation with
September 23rd external regulation. Their statements
2022. Translated were in line with the statement of Ryan
by the author) and Deci (2020) that people do
Participant For academic something for reasons instead of for their
#5 purposes is the satisfactions. In addition, Noels et al.
score, so that the (2000, p. 62) stated, "if the reason for
score is not below learning the language is taken away, there
the KKM. is no incentive to continue engagement in
(Interview the learning process". Meanwhile,
transcript, Dornyei (1998) argued that examples that
September 24th indicate external regulation are teacher's
2022. Translated praise or parental confrontation, which is
by the author) in line with the statement of participant
Paricipant #6 In my opinion, #4. Dincer and Yesilyurt (2017) added,
because now in "external rewards and punishments lead
junior high school an individual to act".
there are English
subjects, so I have Based on the participants’
to study English. statements and discussion above, the
(Interview researcher concluded that participants
transcript, who previously did not study English in
September 24th elementary school and those who studied
2022. Translated English for three years showed more
by the author) extrinsic motivation in the form of
external regulation. Because English is a
Based on the extracts above, subject in junior high school, parental
participant #1 explained why they were confrontation and reward encourage
studying English now in junior high them to study English.
school because it was the demand or
obligation at school since English is one
of the subjects in school. Even participant
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THE ANALYSIS OF MOTIVATION OF THE FIRST-GRADE STUDENTS OF
JUNIOR HIGH SCHOOL IN LEARNING ENGLISH
AS FOREIGN LANGUAGE: A CASE STUDY

1.2 Introjected Regulation September 24th

2022. Translated
Introjected regulation is when someone by the author)
does something under pressure. In studying Based on the extract above,
English, the students are under pressure that participant #1 answered that she was
forces them to learn English. The empirical studying English because she wanted to
evidence of students' extrinsic motivation show that she was good at English. She
with introjected regulation is presented in even explained her desire to beat others
the extracts below. in English. This is related to her ego in
studying English. Meanwhile, participant
Table 2 #2 explained that he felt embarrassed if
The Extracts of Introjected Regulation he did not understand English.
Participants Extracts Participant #4 also stated that he felt
Participant #1 Yes. So, I want to embarrassed because someone else could
beat them and speak English while he could not.
show them that Meanwhile, participant #5 stated that he
I'm good at was scared that he could not speak
English. English when the others could.
(Interview The statements from 4 of 6
transcript, participants are in line with the statement
September 23rd from Ryan and Deci (2000, p. 62), who
2022. Translated stated, "Introjection describes a type of
by the author) internal regulation that is still quite
Participant #2 Yes, it's a shame controlling because people perform such
because I don't actions with the feeling of pressure in
understand when order to avoid guilt or anxiety or to attain
someone speaks ego-enhancements or pride". In addition,
English. Legault (2017, p. 3) stated that
(Interview introjected regulation is "behaviour
transcript, wherein external pressures have been
September 23rd partially deflected inward, but not truly
2022. Translated adopted or internalized. This type of
by the author) motivation feels quite controlling, but
Participant #4 There's a feeling more from a sense of internal rather than
of shame because external pressure".
people can do
that but I can't. Based on the participants’
(Interview statements and discussion above, it can
transcript, be concluded that participants who
September 23rd previously did not study English in
2022. Translated elementary school and those who studied
by the author) English for three years tend to show
Participant #5 That's all, I'm introjected regulation which is part of
afraid I can't extrinsic motivation. It is because they
speak English. tend to be more under pressure to study
Many of my English since they stated that they feel
friends can speak afraid and shy if they do not study
English, English.
meanwhile I
can't. (Interview
transcript,
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THE ANALYSIS OF MOTIVATION OF THE FIRST-GRADE STUDENTS OF
JUNIOR HIGH SCHOOL IN LEARNING ENGLISH
AS FOREIGN LANGUAGE: A CASE STUDY

Identified Regulation Indonesia. So, for

Identified Regulation is the last sub- example, if there
theme of the Extrinsic Motivation theme. are people from
Identified Regulation is when someone does abroad chatting
something consciously and supports or asking me for
himself/herself in doing it because he/she help using
wants to achieve something. In studying English, I
English, students are involved in learning understand that,
activities because they have a somewhat especially people
internal motivation to achieve their goals. who are in tourist
The empirical evidence of students' extrinsic areas. (Interview
motivation with identified regulation is transcript,
presented in the extracts below. September 23rd
2022. Translated
Table 3 by the author)
The Extracts of Identified Regulation Participant So that I know the
Participants Extracts #4 meaning and be
Participant In my opinion it's able to translate
#1 important. So that English, so that I
I can understand can speak if there
what is said in are people from
English and so abroad, so I can
that my English communicate.
becomes fluent. Because if I
(Interview become a doctor,
transcript, I'm afraid that
September 23rd there will be
2022. Translated patients from
by the author) abroad, my
Participant I just want to learn friends will also
#2 so I can talk talk in English.
fluently, I Then for
understand what basketball, so that
it means. we can
Later, if I am communicate
invited abroad, I when there is a
can't speak competition
English, I lose as abroad, use
football players, English.
because I can't (Interview
communicate. transcript,
(Interview September 23rd
transcript, 2022. Translated
September 23rd by the author)
2022. Translated Participant Because even
by the author) #5 though there are
Participant It's because no lessons in
#3 English is an junior high
international school, I think I
language, so it's will learn because
not only studied in English is quite
 6
THE ANALYSIS OF MOTIVATION OF THE FIRST-GRADE STUDENTS OF
JUNIOR HIGH SCHOOL IN LEARNING ENGLISH
AS FOREIGN LANGUAGE: A CASE STUDY

important. The stated that she was studying English to

importance for support her future basketball player goal.
traveling and for Participant #5 stated an almost similar
my dream in the response to the others. He said that he is
future. studying English for traveling. Last,
(Interview participant #6 stated that his dream to go
transcript, abroad and to be an entrepreneur made
September 24th him study English.
2022. Translated
by the author) Those findings above align with
Paricipant #6 It's important. Dornyei (1998, p. 121), who stated,
Because I want to "Identified regulation occurs when the
go abroad and person engages in an activity because
English is spoken he/she highly values and identifies with
everywhere. So, I the behaviour, and sees its usefulness". It
have to be able to means the participants realized the
speak English. importance of studying English for
Because I really themselves. As stated by Ryan and Deci
want to go abroad, (2020, p. 3), "In identified regulation, the
I have to use person consciously identifies with, or
English, and I personally endorses, the value of an
want to be an activity, and thus experiences a relatively
entrepreneur, and high degree of volition or willingness to
also English is an act". In addition, specific purposes can
international encourage people to do something
language. consciously or can motivate people to do
(Interview something with willingness and
transcript, awareness (Ryan & Deci, 2020).
September 24th
2022. Translated From those findings, the researcher
by the author) concluded that partcipants who
previously did not study English and
Based on the extracts above, all those who studied English only for three
participants realized that studying years tend to be more externally
English is important. They are studying motivated than participants who studied
English with a specific purpose. English for six years in elementary
Participant #1 said she wanted to be school. That is because they feel that the
fluent in English and understand when reasons and encouragement from outside
someone speaks in English. On the other themselves are very strong, making them
hand, participant #2 stated that he wanted learn English, as shown in table 4.1, table
to go abroad, and he realized that English 4.2, and table 4.3.
is the language he should use to
communicate abroad and support his 2. Intrinsic Motivation
future football player goal. Meanwhile, Intrinsic motivation is in contrast
participant #3 stated that she studied to extrinsic motivation. In intrinsic
English because she could chat and help motivation, people do something
people from abroad if they asked her for based on desires that come from
help. The same thing was also stated by within themselves. In this present
participant #4. She wanted to understand study, there is one sub-theme of
and communicate if there were people
from abroad. In addition, participant #4
 7
THE ANALYSIS OF MOTIVATION OF THE FIRST-GRADE STUDENTS OF
JUNIOR HIGH SCHOOL IN LEARNING ENGLISH
AS FOREIGN LANGUAGE: A CASE STUDY

intrinsic motivation as the main I feel I just like

theme: Intrinsic Regulation. English. Apart
from that, there
2.1 Intrinsic Regulation were also
Intrinsic regulation is the most several
self-determined form of regulatory competitions
styles where someone fully controls that had an
themselves in doing something. English
When students enjoy learning element, for
English activities and are always example
excited and without coercion when making
involved in these learning activities, something but it
then that is what is called intrinsic had to be
motivation, which is included in the explained in
category of intrinsic regulation. The English, so I
empirical evidence of students' was interested
extrinsic motivation with intrinsic in participating
regulation is presented in the extracts because it used
below. English.

Table 4 It's more like a

The Extracts of Intrinsic Regulation lack of
Participants Extracts enthusiasm for
Participant In the past, it learning (when
#3 was boring there is no
when I first English class
learned schedule),
English, because I feel
because I didn't when I go to
understand school every
anything. Time time there is an
goes by, in 4th English class
grade, I started schedule, I feel
liking English, excited,
starting to because it's fun.
understand it. On the other
So, the more I days where
learn, the more there is no
I like it. If there English, it
is an English becomes
class schedule boring, lacks
at school, it's enthusiasm for
like fun, I can't learning.
wait to learn (Interview
English. transcript,
September 23rd
2022.
 8
THE ANALYSIS OF MOTIVATION OF THE FIRST-GRADE STUDENTS OF
JUNIOR HIGH SCHOOL IN LEARNING ENGLISH
AS FOREIGN LANGUAGE: A CASE STUDY

Translated by Those findings align with

the author) Legault's statement (2016, p. 2),
Paricipant #6 I really like "intrinsic motivation characterizes
English. So, behaviors that are fun, interesting, and
when I was in optimally challenging". In addition,
elementary Ryan and Deci (2000) argued that in
school, I intrinsic regulation, the students act
enjoyed it, there for the fun or even challenge instead
was no tension of because of external factors such as
because I pressures, punishments, and gifts
couldn't do it. If (Ryan & Deci, 2000). In line with
I can't, no Ryan and Deci (2000), Legault (2016,
problem, p. 2) stated, "intrinsic motivation is a
because I like natural human tendency –in other
English. So, it's words, people will actively strive
fun. (Interview toward doing the things they find
transcript, interesting or enjoyable".
September 24th
2022. Therefore, the researcher
Translated by concluded that the participants who
the author) studied English for six years in
elementary school tend to be more
Based on the extracts above, intrinsically motivated compared to
participants' responses and answers those who previously did not study
were based on their different reasons English and those who studied
and feelings. Participant #3, who English only for three years. That is
studied English for six whole years in because they showed great desire to
elementary school, explained that she learn English and explained how they
was always enthusiastic when she went enjoyed learning English, especially
to school whenever there was an participant #3, who is always
English class schedule, and vice versa. enthusiastic whenever an English
Whenever there was no schedule for lesson is scheduled. This shows a very
English subjects, she lacked high interest in English.
enthusiasm. Even when participating in
the competition, what made her excited 1. CONCLUSION
was English. Participant #3's This research aims to determine
explanation showed her inner desire to the differences between the English
study English was very strong. She learning motivation of first-grade
showed an interest in English. junior high school students who
Participant #6, who also studied in previously studied English in
elementary school for six whole years, elementary school and those who did
explained his feelings towards studying not. The result of this study reveals
English in junior high school. He that the students who previously did
explained that he always enjoyed not study English and those who
studying English. In addition, he studied English in elementary school
always found studying English was for only three years have extrinsic
fun. motivation. This is because the

THE ANALYSIS OF MOTIVATION OF THE FIRST-GRADE STUDENTS OF
JUNIOR HIGH SCHOOL IN LEARNING ENGLISH
AS FOREIGN LANGUAGE: A CASE STUDY
reasons and encouragement from
outside are very strong. If the
encouragement or reason is lost, it
will be difficult for them to engage in
English learning activities. In
addition, they also show ego and pride
in themselves in learning English.
The opposite of the previous result,
the students who previously studied
English in elementary school for 6
years tend to have a greater desire
which is categorized into intrinsic
motivation. With this result, knowing
what type of motivation students have
in learning English is highly
recommended for teachers so that
teachers can determine teaching
strategies and build motivation from
within students who do not have
strong motivation within themselves.
Because according to Ryan and Deci
(2000), the more students are
externally motivated, the less their
desire to learn.
This research still has a number of
limitations that can be filled by further
researchers, such as this research used
only one data collection technique (semi-
structured interview). For further
research, multiple techniques can be used,
so that the data obtained can be more
confirmable. In addition, this study only
used a small number of participants and
was limited to one school. Thus, engaging
a higher number of participants is
recommended. On the other hand, this
research used Self-Determination Theory
which measures students' motivation
using the Self-Determination continuum
without explaining more deeply about
three basic psychological conditions that
need to satisfy: Autonomy, competence,
relatedness.
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AS FOREIGN LANGUAGE: A CASE STUDY

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