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STUDENTS' MOTIVATION IN LEARNING ENGLISH 
IN ISLAMIC HIGHER EDUCATION 

 

Masruddin1 & Muhammad Zuljalal Al Hamdany2 

Institut Agama Islam Negeri Palopo, Palopo, Indonesia 

 

masruddin_asmid@iainpalopo.ac.id 

 

ABSTRACT 
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 

Keywords: Higher Education, Learning English, Learning Motivation  

 
INTRODUCTION 

Motivation is an effort made to create a certain situation so that someone has the 
desire to do something that can be obtained from outside or within a person. In the 
learning process, motivation has an important role because motivation can foster interest 
in learning. Someone who has motivation will study harder than someone who does not 
have motivation. Research has shown that there is a relationship between student 
motivation and success in learning English (Christiana, I. O, 2009: 30, Choosri, C and 
Intharaksa, U, 2011: 1, and Alizadeh, M, 2016: 11). 

English has been taught from Elementary School level to University level. In the 
Islamic Religious Education Study Program at IAIN Palopo, English is taught for 3 
semesters, namely semesters 1, 2 and 4. In semester 1, students receive Basic English 
courses, semester 2 students receive Applied English courses, and semester 4 students 
receive English for Specific Purpose (ESP) courses. 

This research was conducted on semester 1 students of the Islamic Religious 
Education study program at IAIN Palopo. Students in the first semester need to know 
their motivation to improve their English skills. Ihsan (2016: 33) states that motivation 
needs to be known before someone joins a program. In addition, the motivation that 
students have can encourage them to study harder, for example a student's motivation in 
learning English is to be able to speak with foreigners, then these students will study 
English harder in order to be able to speak with foreigners. 

Lecturers also have an important role in knowing the motivation of their students. 
Lecturers can use student motivation as a consideration in choosing the right teaching 
methods and strategies. Lecturers who already know the level of student learning 

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motivation in learning English can carry out the learning process according to the needs 
and interests of students so that learning objectives can be fulfilled. Yufrizal (2007: 11) 
states that the factors that influence success in learning English include motivation and 
behavior in speaking English. Thus, research on student motivation and the factors that 
influence student motivation in learning English is important to do. 

Theories regarding motivation have existed since the 1950s due to the influence of 
behaviorist theory (Oletic and Ilic, 2014: 24). Motivation is something related to 
psychology, level of behavior and interest and cannot be seen (Ihsan, 2016:32). 
Motivation encourages someone to do something. In learning, motivation is one of the 
factors that can increase interest in learning. Dornyei in Xiao (2010: 61) explains the 
importance of motivation in learning English which can affect learning outcomes. 
Motivation has a positive correlation and influences learning outcomes (Warti, 2016 and 
Sobandi, 2017). 

Gardner in Long, et al. (2013: 136 – 137) states that there are four aspects of 
motivation to learn English, namely one's goals in learning, the effort to learn, the desire 
to achieve goals, and attitudes in learning. Indicators of learning motivation consist of the 
desire and desire to succeed, the encouragement and need for learning, the hopes and 
aspirations for the future, the appreciation in learning, the interesting activities in 
learning, and the existence of a conducive learning environment so that it is possible to 
study well (Uno, 2010). 

Effective learning is when the learning reflects the new atmosphere around it and 
changes the views of the learner based on that reflection (Kim, 2014). Suardi (2018: 10) 
mentions two important elements in learning, namely understanding and change in a 
person. In the learning process, a person will experience interactions that can come from 
within or outside of oneself. With this interaction will cause changes in the individual. The 
learning process is successful if there is a change from within the individual who is 
learning. This change must be directed and in accordance with the norms or values that 
are related to and embraced by society. 

METHOD 

This research is a descriptive research, which describes events that have existed. In 
this study combining quantitative and qualitative. The quantitative method is used to 
describe the level of student motivation in learning English and the factors that influence 
students in learning English. While the qualitative method is used to describe the 
description of motivation and the factors that influence student motivation. 

The subjects of this study were first semester students of the Islamic Religious 
Education study program at IAIN Palopo who took Basic English courses. This research 
will be conducted for 6 months, from July to November 2022. In this study, data collection 
techniques were used including questionnaires, observations, and interviews. 

Questionnaire 

The questionnaire used in this study is student learning motivation. The 
questionnaire used is a closed questionnaire. The use of closed questionnaires is based 
on the advantages of closed questionnaires, namely data that is easy to process, 
respondents who do not need to write down their thoughts, filling in a short amount of 

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time, and being able to capture a relatively large number of respondents (Sudaryono, 
2013). The score weight on student answers is detailed as follows: 

4: Strongly Agree 
3: Agree 
2: Disagree 
1: Strongly Disagree 

Observation 

Observations made in this study were direct observations, namely observing the 
learning process in class. The researcher filled out the observation sheet by giving a tick 
according to the conditions at the time the learning took place. The observation sheet uses 
a multilevel scale, with the following weighted values. 

5: Very Good 
4: Good 
3: Average 
2: Bad 
1: Very bad 
 

Data analysis techniques in this study used quantitative analysis. The data obtained 
from the questionnaire was processed using descriptive statistics. The researcher 
calculated the scores obtained from the questionnaire and student grades. The data is 
presented in a frequency distribution table of mean scores and a table of frequency 
distribution values. To calculate the percentage and frequency using the following 

formula (Bungin, 2014). 

Notes: 
 
N = Total Number 
Fx = Individual Frequency 

RESULTS AND DISCUSSION 

This research was conducted on first semester students of the Islamic Religious 
Education study program. Questionnaires were distributed to students. There were 26 
students who filled out the questionnaire consisting of 4 students and 22 female students. 
In addition, research data was taken based on interviews. Questionnaires and interviews 
are used to find out the following. 
  

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Students' Perceptions of English 

Interest in Learning English  

Figure 1. SStudents'Interest in Learning English 

    English Learning in Class 

 
Figure 2. SStudents'Perception on the English Learning in Class 

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

Students' Interest in Learning English

Interested Not Interested

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

Students' Perception on The English Learning in Class

Very Pleasant Pleasant Less Enjoyable Not Enjoyable

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The influence of the teacher on interest in learning English 

 

       Chart 3. Teacher's Influence on Interest in Learning English 

 From the results of data analysis, it was found that there were 65.4% of students 
who liked English and 34.6% of students who did not like English. None of the students 
thought that learning English in class was unpleasant. Of all students, 69.2% thought 
learning English was fun, 19.2% students thought learning English was not fun, and 
11.5% thought learning English was very fun. 

Students think that learning English is fun in class. From the results of the 
interviews it was found that learning English is fun because the teachers are good, fun, 
and cool. In addition, students think that using English can increase self-confidence. The 
use of English can show one's intelligence. The English teaching method can be a reason 
for students liking or disliking learning English. Fun English teaching methods can make 
students interested in learning English. According to Budiana and Djuwari (2018: 201) 
students can be interested in learning English if the teacher knows interesting strategies 
in teaching. Conversely, inappropriate teaching methods also make English unpleasant, 
for example learning that is too serious and not fun. 

     Teachers who give too many assignments also make learning English unpleasant. 
The teacher also influences learning English to be less enjoyable. As many as 92.3% stated 
that the teacher had a great influence on students' interest in learning English and the 
remaining 7.7% of students stated that the teacher had no influence on students' interest 
in learning English. Usman, et al (2016: 141) stated that students have motivation to learn 
English because the teachers are good, that is, have the character and competence of the 
teacher. 

 Another factor that causes learning English in class to be less enjoyable is that 
English is difficult to understand such as difficult pronunciation and not knowing 
vocabulary. Other students stated that they were afraid when pronouncing wrong and 

0.00%

10.00%

20.00%

30.00%

40.00%

50.00%

60.00%

70.00%

80.00%

90.00%

100.00%

Is there a Teacher's Influence on Students' Interest 
in Learning English?

Yes No

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that English was boring. This is also experienced by English learners in Asia. Research has 
shown that difficulties in English are caused by students' fear of making mistakes in using 
the language English and there are problems in mastering vocabulary which makes it 
difficult to understand reading (Khattak, et al and Souvannasy in Souriyavongsa, et 
al.,2013). 

According to students, the English language skill that was the most difficult for 
students to master was grammar 65.4%. The next most difficult English skill is vocabulary 
57.7%. Furthermore, the ability to speak is felt difficult by 53.8% of students. The next 
most difficult English skills are listening (46.2%), reading (19.2%). In writing skills, 
students have no difficulty. There were no students who chose writing as a difficult skill. 
This is different from several previous studies which state that writing is the most difficult 
skill to master by second language learners, even for speakers of that language because 
writing requires a long process (Humpreys, 2003 and Richards, 1990 in Gharabally, 
2015). 

Factors supporting success in speaking English are from internal and external 
factors. Internal factors, namely from yourself, including diligently practicing English, 
being persistent, and having motivation in learning. External factors include the teacher 
and the methods used by the teacher in learning English. Williams and Burner in Usman, 
et al (2016: 134 – 135) state that the teacher is an external factor that can influence 
success or failure in learning that is supported by the learning process, namely learning 
activities and materials, feedback, and classroom atmosphere. 

SStudents'motivation in Learning English 

To find out students' motivation in learning English, a questionnaire adapted from 
Gadner's Attitude/Motivation Test Battery was used (Gardner, 1960). Student motivation 
in learning English can be seen in table 1 below. 

Table 1. SStudents'Motivation in Learning English 

No Statements SA A M D SD 

1 I learned English in order 
to be able to speak fluently 
with foreigners 

46,2% 53,8% - - - 

2 I study English in order to 
understand foreign 
culture. 

30,8% 53,8% 15,4% - - 

3 I learn English so I can 
read the news, listen to 
songs or watch movies in 
English. 

38,5% 53,8% 3,8% 3,8% - 

4 I learn English to make me 
more respected by other 
people. 

15,4% 46,2% 30,8% 7,7% - 

5 I study English so I can get 
a job easily. 

26,9% 53,8% 15,4% 3,8% - 

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6 I study English to continue 
my studies abroad. 

38,5% 53,8% 3,8% 3,8% - 

7 I like learning English 
because the material and 
learning are fun. 

11,5% 65,4% 23,1% - - 

8 I always practice language 
materials 
My new English. 

- 57,7% 24,6% 7,7% - 

9 I always look forward to 
the schedule for learning 
English. 

- 61,5% 26,9% 7,7% 3,8 
% 

10 I like learning English 
because I always get good 
grades 
in English class. 

11,5% 46,2% 42,3% - - 

11 I feel guilty if I fail in 
learning English. 

19,2% 57,7% 19,2% - 3,8 
% 

12 I will get a higher score if I 
study English harder. 

34,6% 57,7% 7,7% - - 

From table 1 it can be seen that students' motivation to learn English is to be able 
to speak fluently with foreigners. All students answered agree on this statement item. 
Speaking is the most important skill because speaking is a necessary skill to have a 
conversation (Leong and Ahmadi, 2017). 

In addition, the second motivation of students to learn English is to get higher 
scores. A high score can be an award and a bad score can be a consequence for students 
given by the teacher. Getting a low score can make students who do not master English 
become frustrated and unmotivated (Qashoa, 2006). Furthermore, Littlejohn in 
Qashoa (2006) states that a teacher should be able to motivate students that they can 
master English. 

Understanding foreign cultures is also a student motivation in learning English. 
This is different from the results of research by Qashoa (2006) which states that none 
of the respondents chose to study English to get to know American and British 
literature. 

English course is not a subject that can motivate students to learn English. This 
can be seen from the students' choices on the questionnaire. There were no students 
who answered strongly agree on the item looking forward to the schedule learning 
English, even 3.8% of students answered strongly disagree. Thus, English teachers 
must work harder to make English a subject that students look forward to. 

CONCLUSION 

Students of the Islamic Religious Education Study Program at IAIN Palopo have 
high motivation in learning English. The highest factor that influences student learning 
motivation is the desire of students to be able to talk to foreigners and get high scores 
in English class. In contrast, students do not have high motivation in English class as 
seen from the low response of students in waiting for English class. 

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Student motivation is also influenced by teachers and learning methods used in 
class. Teachers have an important role in motivating students to learn English. 
Students like learning English if the teacher has a good character in teaching and 
students do not like English if the teacher gives a lot of assignments and cannot make 
the class fun. Using appropriate learning methods can also motivate students to learn 
English. 

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