A STUDY ON THE SEVENTH GRADE STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT SMP PGRI 1 KEDIRI ACADEMIC YEAR 2025/2026

Nabila, Tis'a Sinta (2026) A STUDY ON THE SEVENTH GRADE STUDENTS’ MOTIVATION IN LEARNING ENGLISH AT SMP PGRI 1 KEDIRI ACADEMIC YEAR 2025/2026. Undergraduate thesis, Universitas Nusantara PGRI Kediri.

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Abstract

Motivation is one of the important factors that influence students’ success in learning English. Students with good motivation tend to participate actively in the learning process and achieve better learning outcomes. Motivation in language learning refers to the combination of effort, desire to achieve a goal, and positive toward learning the language. Therefore, this study aimed to identify the types of motivation possessed by the seventh-grade students and to investigate the factors influencing their motivation in learning English. This study employed a descriptive qualitative approach supported by simple quantitative data. The participants of this study were 33 students of class 7B at SMP PGRI 1 Kediri. The data were collected through questionnaires using a four-point Likert scale and an interview with the English teacher. The questionnaire data were analyzed descriptively by calculating the mean scores, while the interview data were used to support the interpretation of the findings. The findings revealed that the students possessed both intrinsic and extrinsic motivation in learning English. However, extrinsic motivation was found to be more dominant than intrinsic motivation. The questionnaire results indicated that teacher support, classroom atmosphere, praise, and learning activities were important external factor influencing students’ motivation. Meanwhile, students’ interest, self-confidence, and learning goals contributed to their intrinsic motivation. The interview findings also showed that limited vocabulary, transition from elementary school to junior high school, and the lack of English dictionaries were among the challenges affecting students’ motivation in learning English. Based on the result of the research, it can be concluded that intrinsic and extrinsic motivation play important roles in supporting students’ English learning, although extrinsic motivation is more dominant. Therefore, teachers are expected to provide engaging learning activities and a supportive classroom environment to maintain and improve students’ motivation in learning English.

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