In e na ional Jou nal o Social Science and Human Resea ch
ISSN (p in ): 2644-0679, ISSN (online): 2644-0695
Volume 08 Issue 11 No embe 2025
DOI: 10.47191/ijssh / 8-i11-77, Impac ac o - 8.007
Page No: 9149-9157
IJSSHR, Volume 08 Issue 11 No embe 2025 www.ijssh .in Page 9149
E alua ion o English Lea ning A i udes and Mo i a ion: A Su ey S udy o
Public High School S uden s in Sigi Regency
Jamiluddin, Gus i E endy1, Fadhilah Zamzam2, Za kiani Hasyim3, Moh. Ab aham Akba Eisen ing4
1,2,3,4Uni e si as Tadulako, Palu
ABSTRACT: The Na ional Examina ion Resul s Repo , Educa ional Assessmen Cen e , Minis y o Educa ion and Cul u e o he
Republic o Indonesia, e ealed ha he na ional exam sco e o English Language S udy a S a e Senio High Schools in Cen al
Sulawesi P o ince was an a e age o 43.86, while he Na ional Examina ion Resul s o English Language S udy a S a e Senio
High Schools in Sigi Regency we e only an a e age o 39.95 (2019). The low a e age sco e o he na ional exam esul s in English
language s udy, e en hough i was se e al yea s ago, bu esea che s we e called o conduc esea ch wi h he aim o e alua ing he
a i udes and mo i a ions o S a e Senio High School s uden s in Sigi Regency, especially S a e Senio High School 4 S uden s in
Sigi Regency in lea ning English. Wha a e he a i udes and wha unde lies he social and cul u al mo i a ions o s uden s in lea ning
English and hei ela ionship o s uden s' academic and ca ee goals in he u u e. How do hey espond o eache s in he eaching
and lea ning p ocess, and wha a e hei a i udes owa d lea ning English? This s udy is a su ey using he A i ude Mo i a ion Tes
Ba e y (AMTB) and in e iews. Da a we e analyzed quan i a i ely and desc ip i ely. The esul s o his s udy e eal ha s uden s'
a i udes and mo i a ion in lea ning English a e e y posi i e because a i udes and mo i a ion a e closely ela ed o language
lea ning. S uden lea ning mo i a ion is expec ed o e eal no only in eg a i e aspec s bu also ins umen al aspec s. Wha a e he
eache s' a i udes owa d lea ning English?
KEYWORDS: E alua ion; A i ude; Mo i a ion; Lea ning; English
1. INTRODUCTION
Se e al epo s ha e highligh ed s uden s' low English sco es on na ional exams and low English usage. Acco ding o da a
eleased by Educa ion Fi s EF: The 2022 English P o iciency Index (EPI) epo , Indonesia anks 81s ou o 111 coun ies in e ms
o English p o iciency. In Asia, Singapo e ops he lis , while Indonesia anks 15 h ou o 24 coun ies in e ms o English
p o iciency. Fu he mo e, he Na ional Examina ion Resul s epo ; Cen e o Educa ional Assessmen , Minis y o Educa ion and
Cul u e (2019) ega ding he achie emen o he Na ional Examina ion Sco e in Cen al Sulawesi o he S udy o English a e aged
43.86 and he achie emen o he Na ional Examina ion Sco e in he S udy o English in Sigi Regency a e aged 39.95 (da a om
he 2019 academic yea ). These esul s a e e y low and a om ou sha ed expec a ions. The e o e, i is necessa y o e-e alua e
s uden s' a i udes and mo i a ions in lea ning English, so ha in he u u e we can unde s and he po ai o English lea ning,
especially o high school s uden s.
Nume ous s udies and esea ch ha e been conduc ed on English language eaching and lea ning in Indonesia. Se e al ac o s
a e conside ed o play a signi ican ole in he success o English eaching. These ac o s include eache s, s uden s, cu iculum,
eaching ma e ials, and lea ning acili ies. Discussing s uden s as an impo an elemen o lea ning canno be sepa a ed om
discussions abou a i udes and mo i a ion. A i ude is an exp ession o a pe son's eelings ha e lec hei liking o disliking o
English lea ning, o a nega i e o posi i e eac ion o English lea ning, which is usually exp essed in eelings o like o dislike, and
ag eemen o disag eemen . Likewise, s uden mo i a ion is belie ed o be a lea ning elemen ha de e mines s uden lea ning
success. Se e al s udies on a i udes and mo i a ion in o eign language lea ning, one o which shows ha lea ne s' a i udes and
mo i a ion in lea ning a o eign language a e he main d i e s ha lead o success in lea ning a o eign language (Jismula i , 2016).
A i ude is de e mined by an indi idual's belie s abou he ou comes o a ibu es o pe o ming a beha io , as measu ed by
he e alua ion o hose ou comes o a ibu es. Thus, someone who s ongly belie es ha a beha io will esul in a posi i ely alued
ou come will ha e a posi i e a i ude. Fu he mo e, acco ding o Maha ani & Ha a i (2017), someone who s ongly belie es ha a
beha io will esul in a nega i ely alued ou come will ha e a nega i e a i ude. Fu he mo e, i is s a ed ha s uden a i udes a e
an in eg al pa o lea ning and he e o e should be an impo an componen o second-o de pedagogical lea ning. I s uden s ha e
a posi i e a i ude owa d any subjec , hey can achie e much in ha pa icula a ea. The e is an in e ac ion be ween language
E alua ion o English Lea ning A i udes and Mo i a ion: A Su ey S udy o Public High School S uden s in Sigi
Regency
IJSSHR, Volume 08 Issue 11 No embe 2025 www.ijssh .in Page 9150
lea ning and he en i onmen al componen s in which s uden s a e aised. Nega i e and posi i e a i udes ha e a s ong impac on
language lea ning success.
A i udes and mo i a ions o lea ning a o eign language a y. An indi idual may lea n a o eign language because hey ha e
an in e es in ha language, o example, hey wan o wo k in a coun y ha speaks he language, so mas e ing ha language is
absolu ely necessa y. Fu he mo e, someone may lea n a o eign language because hey wan o lea n abou ano he na ion's cul u e.
Ano he possible mo i a ion is he desi e o mas e a o eign language, especially in e na ional languages like English, o make i
easie o ind wo k. This phenomenon is ques ionable among mos English lea ne s in high school.
Resea ch conduc ed by Ma lina (2007) on s uden mo i a ion in lea ning English shows ha he mos common mo i a ion
unde lying s uden s' lea ning and mas e ing English is o ge a be e job and because English is cu en ly an impo an language in
he de elopmen o he wo ld economy. Such mo i a ional encou agemen is belie ed o be able o suppo s uden success in
lea ning English.
Senio High School (SMA) is a le el o educa ion whe e s uden s lea n English as i is a compulso y subjec . Each s uden
has a ying English language abili ies. The mo i a ions behind lea ning English a e also belie ed o a y. The e o e, we in end o
conduc a s udy e alua ing he a i udes and mo i a ions o s uden s in lea ning English a SMA Nege i 4, Sigi Regency. This s udy
aims o e alua e he o ien a ions unde lying s uden s' mo i a ions in lea ning English and hei a i udes owa d he English eache s
and subjec a eas wi hin his educa ional uni .
2. LITERATURE REVIEW
The s udy o a i udes and mo i a ion in o eign language lea ning is insepa able om he esea ch conduc ed by Ga dne &
Lambe (1972). Ga dne examined mo i a ion as a ac o o a ious di e en a i udes. Two di e en se s o a i udes di ide wo
basic ypes ha Ga dne & Lambe iden i ied as ins umen al and in eg a i e o ien a ions o mo i a ion. Ga dne de eloped a
measu emen ool o he mo i a ion o s uden s lea ning a o eign language. Acco ding o Ga dne , he goals o o eign language
eaching a e pa ly linguis ic and pa ly non-linguis ic. Linguis ic goals emphasize he de elopmen o indi idual language skills
ha include eading, w i ing, speaking, and unde s anding he o eign language. Fo his language p o iciency goal, many
measu emen ools ha e been used. Meanwhile, non-linguis ic goals emphasize aspec s such as unde s anding o he communi ies
and he desi e o con inue lea ning languages o he han he mo he ongue. Measu emen ools o his pu pose a e s ill limi ed,
he e o e Ga dne de eloped a measu emen ool called he A i ude/Mo i a ion Tes Ba e y (AMTB). The AMTB ocuses on
examining se e al a ec i e componen s ha in luence second o o eign language lea ning. AMTB examines language lea ning
in o h ee pa s: class oom beha io , mo i a ion and anxie y; mo i a ional in ensi y; and eache s and cu iculum (Ga dne , 1985).
San osa (2017) s a ed ha Ga dne and Lambe 's classi ica ion o mo i a ion is no eally a ype o mo i a ion, bu a he an
o ien a ion. This o ien a ion is wha will shape a lea ne 's a i udes and mo i a ions. This o ien a ion can be ela ed o academic o
ca ee in e es s (ins umen al), o social o cul u al (in eg a i e). Se e al s udies and esea ch ha e been conduc ed on his opic.
Hashwani (2008) examined s uden s' a i udes, mo i a ions, and anxie ies owa d English language ins uc ion in Pakis an.
The esul s o his esea ch, published in his a icle "S uden s' A i udes, Mo i a ion, and Anxie y owa d English Language
Lea ning," showed ha mos o he s uden s s udied had bo h ins umen al and in eg a i e mo i a ions. S uden s wan ed o lea n
English because hey wan ed o mas e i so hey could pa icipa e in global de elopmen s.
Ma lina (2007) s udied English Li e a u e s uden s a a p i a e uni e si y in Jaka a. The s udy examined mo i a ion om
bo h cou se-speci ic and eache -speci ic mo i a ional componen s. These wo componen s e ealed ha mos English Li e a u e
s uden s ha e bo h an in eg a i e and ins umen al o ien a ion: hey s udy English o ge be e jobs and also wan o mas e English
because i is an impo an language o global economic de elopmen . Di e ences in indi idual success in lea ning a o eign
language ha e p omp ed psychologis s o conduc esea ch o de e mine he ac o s ha con ibu e o success.
The ollowing a e h ee ac o s ha ecei e he mos a en ion: ap i ude, mo i a ion, and oppo uni y (Muhammad, 2017;
Nasha , 2004; Widodo & Wina i, 2019). The abili y o mas e English is due o alen (ap i ude). Many people a e success ul in
hei jobs o s udies, bu ail o lea n a o eign language. They ha e ied many imes and spen a lo o ime, bu s ill expe ience
many di icul ies. Meanwhile, he e a e some people who can abso b o eign wo ds o English wo ds easily, unde s and g amma ,
and speak English luen ly. Many a gue ha he ac o ha di e en ia es he wo in mas e ing a o eign language is language alen .
In an a icle w i en by Ca oll en i led "Language De elopmen in Child en," se e al au ho s s a ed ha language alen is an
inna e ai ha is di icul o change. Meanwhile, o he au ho s such as Poli ze , Ha ield, and Yeni Komshian, in sepa a e
expe imen s, ha e p o en ha language alen can be o med and enhanced h ough p ac ice. The abili y o mas e English is due o
mo i a ion. In language acquisi ion, Ga dne & Lambe (1972) di e en ia ed mo i a ion in o wo ypes: in eg a i e mo i a ion and
ins umen al mo i a ion. In eg a i e mo i a ion is d i en by he s uden 's desi e o in eg a e wi h he cul u e and language hey a e
lea ning. This mo i a ion is usually possessed by s uden s who ha e a s ong desi e o s udy he language in dep h. Meanwhile,
ins umen al mo i a ion is mo i a ion based on he hope ha by mas e ing a o eign language o English, someone can achie e
some hing, such as a be e posi ion o job. So, in his case, language is a ool o achie e ce ain goals.
E alua ion o English Lea ning A i udes and Mo i a ion: A Su ey S udy o Public High School S uden s in Sigi
Regency
IJSSHR, Volume 08 Issue 11 No embe 2025 www.ijssh .in Page 9151
O he wo ypes o mo i a ion men ioned abo e, acco ding o Ga dne & Lambe (1972), in eg a i e mo i a ion is mo e likely o
gua an ee success in mas e ing a o eign language, o English. This is because indi iduals wi h in eg a i e mo i a ion ha e a posi i e
a i ude owa d he language hey a e lea ning, making hem willing o do wha e e i akes o mas e i . These indi iduals ac i ely
p ac ice and do no ely solely on books o eache s. They always seek oppo uni ies o lis en o o eign languages, o English,
h ough adio o ele ision b oadcas s, and a e no hesi an o emba assed o y using he language in con e sa ion. Fo hem,
lea ning a o eign language is no di icul because hey enjoy i . The e o e, he abili y o mas e English h ough mo i a ion is a
c ucial ac o in becoming p o icien in English. Se e al pe spec i es and esea ch indings ha e been pu o wa d and ound in he
li e a u e e iew, indica ing ha a majo ac o in de e mining a lea ne 's success o ailu e is he lea ne 's unde lying o ien a ion.
3. RESEARCH METHOD
This esea ch model is a su ey by dis ibu ing a ques ionnai e adap ed om he A i ude Mo i a ion Tes Ba e y (AMTB).
The esul s o he ques ionnai e will hen be analyzed quan i a i ely and desc ip i ely. Da a will be collec ed h ough ques ionnai es
dis ibu ed o he esponden s o his s udy, namely hi d-g ade s uden s, SMA Nege i 4 Sigi Regency, in he 2024/2025 academic
yea . The ques ionnai e consis s o 35 ques ions consis ing o in eg a i e o ien a ion (7 ques ions), ins umen al o ien a ion (7
ques ions), beha io owa ds eache s (6 ques ions), and beha io owa ds he ield o English s udy (15 ques ions). In addi ion, da a
collec ion is also ca ied ou h ough in e iews. In e iews a e conduc ed o supplemen he ques ionnai e da a and also as a means
o iangula ion o da a collec ion. In e iews will be conduc ed by selec ing se e al s uden s a andom. Responden s a e hi d-
g ade s uden s, high school majo ing in Social S udies and Ma hema ics, in he 2024/2025 academic yea . The numbe o
esponden s is 30 s uden s. The expec ed esul s a e o e alua e wha o ien a ions unde lie s uden s' mo i a ion in lea ning English
and how s uden s' a i udes owa ds eache s and he ield o English s udy exis in his educa ional uni . Nex , he esea che
desc ibes wha has been implemen ed and wha will be done du ing he esea ch p ocess as ollows:
Fu he mo e, he h ee s uden s in ol ed in his s udy had mo e o less he same du ies: assis ing he esea che wi h esea ch
adminis a ion, dis ibu ing and collec ing ques ionnai es o esponden s, and moni o ing he p esence and ac i i y o he
esponden s. Thus, bo h he esea ch eam and he s uden s in ol ed had hei espec i e oles in ensu ing he smoo h unning o
his s udy.
4. RESULTS AND DISCUSSION
4.1. Resul s
A ques ionnai e consis ing o ques ions/s a emen s o measu e s uden s' a i udes and mo i a ions owa d lea ning English
was dis ibu ed o 30 esponden s, namely hi d-g ade s uden s in he 2024/2025 academic yea . The ques ionnai e i ems included
ques ions/s a emen s o measu e s uden s' a i udes and mo i a ions owa d lea ning English, which consis ed o se e al componen s,
namely:
(1) A i ude and mo i a ion o ien a ion owa ds eache s
(2) A i ude and mo i a ion o ien a ion owa ds he ield o English s udy
(3) In eg a i e a i ude and mo i a ion o ien a ion, and
(4) Ins umen al a i ude and mo i a ion o ien a ion.
All o hese componen s we e gi en o esponden s in he o m o a ques ionnai e consis ing o 35 ques ions/s a emen s wi h
a scale o (1) S ongly Disag ee, (2) Disag ee, (3) Ag ee, and (4) S ongly Ag ee. The e o e, he esea che asked all esponden s o
ill ou he ques ionnai e hones ly acco ding o hei expe iences and eelings. The g ouping o i ems in he ques ionnai e can be
seen in he able below:
Table 1. Numbe o Ques ionnai e I ems o Each Componen on S uden s' Lea ning A i udes and Mo i a ion
No
Desc ip ion I em
Sequence Numbe
To al
1
A i ude and Mo i a ion O ien a ion owa d Teache s
(1), (2), (5), (25), (31), (33)
6
2
A i ude and Mo i a ion O ien a ion owa d he Field o
English S udy
(3), (4), (6), (7), (8), (9), (10), (23)
(27), (28), (29), (30), (34), (32),
(35).
15
3
In eg a i e A i ude and Mo i a ion O ien a ion
(11), (13), (14), (19), (20) 24),
(26),
7
4
Ins umen al A i ude and Mo i a ion O ien a ion
(12),(15), (16), (17), (18), (21),
(22),
7
To al Numbe
35
E alua ion o English Lea ning A i udes and Mo i a ion: A Su ey S udy o Public High School S uden s in Sigi
Regency
IJSSHR, Volume 08 Issue 11 No embe 2025 www.ijssh .in Page 9152
Table 2 Da a on S uden s' A i udes and Mo i a ion o Lea ning English
No
s a emen
To al Responden s (Pe cen age)
VSD (1)
DS (2)
A (3)
SA (4)
1
I ind i easie o unde s and English lessons when
he eache uses bi h English and Indonesian
simul aneously
1 (3,33%)
1 (3,33%)
16(53,33%
)
12 (40%)
2
I p e e eache s who only use English in English
lessons
2 (6,67%)
21 (70%)
5 (16,67
%)
3
I am mo e con iden when speaking English a e
pa icipa ing in ac i i ies ha equi e he use o
English in a con ex ual manne (e.g. ole play, g oup
discussion, e c.)
2 (6,67%)
7 (23,33%)
21 (70 %)
1 (3,33%)
4
I ind i help ul o use lea ning media (e.g., ideo,
audio, images, e c.) in unde s anding English
ma e ial.
0 (0 %)
0 (0 %)
24 (80 %)
6 (20 %)
5
I eel mo i a ed o lea n when eache s use un and
a ied lea ning me hods (e.g., games, songs, s o ies)
0 (0%)
1(3,33 %)
17 (56,67
%)
12 (40 %)
6
I ind i di icul o unde s and English ma e ial
p esen ed in w i ing (e.g. ex s, ex books)
2 (6,67 %)
3 (10 %)
13
(43,33%)
12 (40 %)
7
I ind i di icul o unde s and English ma e ial
deli e ed o ally (e.g., con e sa ions, dialogues,
p esen a ions, e c)
1 (3,33 %)
10 (33,33
%)
16
(53,33%)
3 (10 %)
8
I ind i di icul o exp ess ideas in English bo h
o ally and w i ing
2 (6,67 %)
9 (30 %)
15 (50 %)
4 (13,33
%)
9
I eel ne ous o anxious when speaking English in
on o he class
2 (6,67 %)
6 (20 %)
16
(53,33%)
6 (20 %)
10
I eel mo e com o able lea ning English when I
ha e he oppo uni y o in e ac wi h classma es o
pee s using English (e.g., g oup discussions,
dialogue wi h iends)
1 (3,33 %)
8 (26,67
%)
10 (33,33
%)
11 (36,67
%)
11
Lea ning English is impo an because i makes me
mo e educa ed o lea ned
0 (0 %)
0 (0 %)
4 (13,33
%)
26 (86,67
%)
12
Lea ning English is impo an because o he people
will espec me i I know English
0 (0 %)
6 (20 %)
8 (26,67
%)
16
(53,33%)
13
I wish I could and was p o icien in English
0 (0 %)
1 (3,33 %)
12 (40 %)
17
(23,33%)
14
I wish I could ha emany na i e English speaking
iends
0 (0 %)
4 (13,33
%)
11 (36,67
%)
15 (50 %)
15
Lea ning English is impo an because I need i o
my ca ee
2 (6,67 %)
0 (0 %)
8 (26,67
%)
12 (40 %)
16
Lea ning English is impo an because i will be
use ul o ge ing a good job.
1 (3,33 %)
2 (6,67 %)
11 (36,67
%)
16
(53,33%)
17
I wan o ge an ‘A’ in my English class all he ime
0 (0 %)
0 (0 %)
16
(53,33%)
4 (13,33
%)
18
I I could speak English I would use i o a el
ab oad
1 (3,33 %)
0 (0 %)
14 (46,67
%)
15 (50 %)
19
Knowing English will help me become mo e
knowledgeable pe son
0 (0 %)
2 (6,67 %)
12 (40 %)
16
(53,33%)
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20
I s udy ha d in o de o know English
1 (3,33 %)
4 (13,33
%)
18 (60 %)
7 (23,33%)
21
I like lea ning English because I like wa ching
English mo ies.
1 (3,33 %)
8 (26,67
%)
12 (40 %)
9 (30 %)
22
Like lea ning English because I like using songs in
English
2 (6,67 %)
3 (10 %)
5 (16,67
%)
20
(66,67%)
23
My pa en s y o help me o lea n Eng;lish
2 (6,67 %)
9 (30 %)
18 (60 %)
1 (3,33 %)
24
I s udy English because his language plays an
impo an ole in he wo ld.
0 (0 %)
1 (3,33 %)
12 (40 %)
17
(56,67%)
25
I ook English lessons in class because he English
eache was e y good
1 (3,33 %)
0 (0 %)
9 (30 %)
20
(66,67%)
26
I ha e a s ong desi e o know all aspec s o English
1 (3,33 %)
3 (10 %)
16
(53,33%)
10 (33,33
%)
27
The English I lea ned in school was a comple e was e
o my ime.
17 (56,67
%)
7 (23,33%)
0 (0 %)
6 (20 %)
28
Lea ning English is no un
14 (46,67
%)
12 (40 %)
3 (10 %)
1 (3,33 %)
29
Knowing English is no an impo an goal in my li e
15 (50 %)
11(36,67%
)
1 (3,33 %)
3 (10 %)
30
I hink English lessons a school a e e y bo ing
11 (36,67
%)
13
(43,33%)
5 (16,67
%)
1 (3,33 %)
31
My English eache a school has an in e es ing and
dynamic eaching s yle.
1 (3,33 %)
4 (13,33
%)
19
(63,33%)
6 (20 %)
32
My pa en s eel ha i is e y impo an o me o
lea n English.
2 (6,67 %)
3 (10 %)
16
(53,33%)
9 (30 %)
33
My English eache is a sou ce o inspi a ion o me
2 (6,67 %)
3 (10 %)
16
(53,33%)
9 (30 %)
34
I some imes eel anxious and shy in class when I
speak English
0 (0 %)
4 (13,33
%)
16
(53,33%)
10 (33,33
%)
35
I'm wo ied ha my o he iends in class seem o
speak English be e han me.
4 (13,33
%)
11 (36,67
%)
12 (40 %)
3 (10 %)
(VSD): Ve y S ongly Disag ee; (SD): S ongly Disag ee; (A): Ag ee; (VA): Ve y Ag ee
In able 2 abo e, we can see ha he esul s o he ques ionnai e on a i udes and mo i a ion owa ds eache s show posi i e
esul s, whe e he majo i y o esponden s answe ed ha i is necessa y o a eache o use English and Indonesian simul aneously
in he lea ning p ocess in he class oom (see Ques ionnai e no. 1). This can be seen om 28 ou o 30 esponden s who chose o
ag ee (16 (53.33%) and s ongly ag ee 12 (40%). This is also p o en in ques ionnai e numbe (2) ha esponden s ac ually disag ee,
namely 21 (70%) esponden s ou o 30 esponden s i he eache only uses English in he lea ning p ocess. Fu he mo e, i we look
a he esul s o he ques ionnai e abou s uden a i udes and mo i a ion owa ds eache s, 17 (56.67%) esponden s said hey ag eed
and 12 (40%) esponden s s ongly ag eed i he eache uses un and a ied lea ning me hods, o example games, songs, s o ies,
e c. (see ques ionnai e no. 5). Likewise, 9 (30%) and 20 (66.67%) esponden s ag eed and s ongly ag eed i hey ook English
lessons in class because he English eache was e y good (see ques ionnai e no. 25).
Fu he mo e, he ques ionnai e esul s also showed ha 19 (63.33%) and 6 (20%) esponden s espec i ely said hey ag eed
and s ongly ag eed ha hei English eache a school had an in e es ing and dynamic eaching s yle so ha esponden s s a ed ha
hei English eache was a sou ce o inspi a ion o hem (see ques ionnai e no. 31). This was p o en by 18 (60%) esponden s
saying hey ag eed and 6 (20%) saying hey s ongly ag eed ha hei eache was a sou ce o inspi a ion (see ques ionnai e no. 33).
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Fu he mo e, he esul s o he ques ionnai e on s uden s' a i udes and mo i a ions owa ds he ield o s udy showed ha 21
(70%) esponden s who said hey ag eed we e con iden when speaking English in on o he class a e pa icipa ing in ac i i ies
in ol ing he use o English in a con ex ual manne , o example ole playing, g oup discussions, and o he s. Likewise, he
esponden s we e helped by using lea ning media, o example ideo, audio, images in unde s anding English ma e ial (see numbe s
(3) and (4). Howe e , he esul s o he ques ionnai e on di icul ies in unde s anding English ma e ial deli e ed in w i ing, o
example ex s, and ex books we e 13 (43.33%) who said hey ag eed and s ongly ag eed as many as 12 esponden s o (40%) said
hey s ongly ag eed (see Ques ionnai e no. 6). Fu he mo e, 16 (53.33%) ag eed ha i was di icul o unde s and English ma e ial
deli e ed o ally, o example, con e sa ions, dialogues, and p esen a ions, and he like and only 10 (33.33%) esponden s disag eed
(see ques ionnai e no. 7).
In he o ien a ion o a i udes and mo i a ion owa ds he ield o English s udy, mos esponden s had di icul y exp essing
ideas in English bo h o ally and in w i ing, namely 15 (50%) who said hey ag eed and 4 (13.33%) who said hey s ongly ag eed.
Only 2 (6.67%) said hey disag eed (see ques ionnai e no. 8). Likewise, esponden s we e e y ne ous and anxious when speaking
English, namely 16 (53.33%) ag eed and 6 (20%) s ongly ag eed (ques ionnai e no. 9). Howe e , esponden s we e mo e
com o able lea ning English when he e was an oppo uni y o in e ac wi h classma es, o example in he o m o discussions,
dialogues, and he like, namely 10 (33.33%) esponden s ag eed and 11 (36.67%) esponden s s ongly ag eed (ques ionnai e no.
10).
Rega ding pa en al in ol emen in helping s uden s lea n English, 18 (60%) ag eed, and 1 (3.33%) s ongly ag eed
(ques ionnai e no. 23). Mos esponden s answe ed s ongly disag ee 17 (56.67%) and disag ee (7 (23.33%) ha English lessons a
school a e a was e o ime (see ques ionnai e no. 27). Likewise, mos esponden s said hey disag ee, namely 26 (86.67%) i English
is no un (ques ionnai e no. 28). Likewise, ega ding knowing English is no an impo an goal in my li e, mos esponden s
disag eed wi h he s a emen , namely 26 (86.67%). Fu he mo e, mos esponden s also disag eed wi h he s a emen ha English
lessons a e e y bo ing, namely 24 (80%). The s a emen ha s uden s' pa en s eel i is e y impo an o me o lea n English,
s ongly ag ee 9 ((30%) and ag ee 16 (53.33%), he es disag eed (ques ionnai e no. 32). Howe e , he conce n o ellow s uden s
in he class seems o be be e han mysel is qui e high, namely 15 (50%) esponden s. The emaining 15 (%) s uden s a e no
wo ied (ques ionnai e no. 35).
In he o ien a ion o in eg a i e a i udes and mo i a ions, consis ing o 7 (se en) ques ionnai e numbe s in he o m o
s a emen s. The se en s a emen s will be explained as ollows, namely, numbe (11) says lea ning English is impo an because i
makes me educa ed and lea ned, all s a ed ag ee and s ongly ag ee 30 (100%) esponden s. Likewise, he hope o all 30 (100%)
esponden s o be p o icien in English (ques ionnai e no. 13). Likewise, he hope o ha e many iends om na i e speake s i
p o icien in English, ag eed 11 (36.67%), and s ongly ag eed 15 (50%) s uden s (see ques ionnai e no. 14). Fu he mo e, he
ques ionnai e abou knowing English makes s uden s knowledgeable people, each esponden ag eed 12 (40%) and s ongly ag eed
16 (53.33%), while hose who disag eed we e only 2 (6.67%). Fu he mo e, in he ha d wo k o lea ning English, 25 (83.33%) s a ed
ag ee and s ongly ag ee. Only 5 esponden s (16.67%) disag eed (ques ionnai e no. 20). Simila ly, he majo i y o esponden s
ag eed, namely 29 (96.69%) ha lea ning English because his language plays an impo an ole in he wo ld (ques ionnai e no. 24).
When linked o ques ionnai e numbe 25, i u ns ou ha he majo i y o esponden s (26 (86.67%) ag eed and s ongly ag eed ha
hey ha e a s ong desi e o lea n English (see ques ionnai e no. 26)
In he o ien a ion o a i udes and ins umen al mo i a ion, he e a e 7 numbe s in he ques ionnai e in he o m o s a emen s
gi en o esponden s o ill ou . In he s a emen o ques ionnai e numbe 12, namely lea ning English is impo an because o he
people will espec me i I know English, mos esponden s ag ee and s ongly ag ee, namely 24 (80%). The es disag ee and
s ongly disag ee (ques ionnai e no. 12). Likewise, lea ning English o s uden s is impo an because hei ca ee needs a e mos o
hem ag ee and s ongly ag ee 20 (66.67%) and some disag ee (ques ionnai e no. 15). Likewise, 'lea ning English is impo an
because i will be use ul o ge ing a good job'. Mos esponden s answe ed ag ee and s ongly ag ee, namely 27 (90%). Only 3
(10%) disag ee (ques ionnai e no. 16).
Fu he mo e, all 30 esponden s (100%) s a ed ha hey ag eed and s ongly ag eed wi h he s a emen 'I wan o ge an A in
all English lessons a my school' (see ques ionnai e no. 17), as well as ques ionnai e no. 18, which s a ed ha i I can speak English
I will use i ab oad, 29 esponden s (96.67) said hey ag eed and s ongly ag eed, only 1 ( esponden ) esponden disag eed (see
ques ionnai e no. 18). Fu he mo e, he ques ionnai e abou liking o lea n English because hey like wa ching English ilms, 21
esponden s (70%) s a ed hey ag eed and s ongly ag eed, he es 9 (30%) s a ed hey disag eed (see ques ionnai e no. 21).
Likewise, s uden s like o lea n English because hey like lis ening o English songs, mos esponden s s a ed hey ag eed and
s ongly ag eed, namely 25 (85.33%), he es disag eed (see ques ionnai e no. 22).
4.2. Discussion
The esea ch da a ob ained om esponden s (s uden s) showed sligh ly di e en unde s andings om one esponden o
ano he . This is possible, because he a i udes and mo i a ions o each esponden (s uden ) a e di e en . The o ien a ion o a i udes
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and mo i a ions owa ds eache s indica es ha mos esponden s (s uden s) said ha eache s should use English and Indonesian
simul aneously in he lea ning p ocess in he class oom. This is also p o en by he ac ha almos all esponden s disag eed i
eache s only used English in he eaching and lea ning p ocess in he class oom. The s a emen ha in he English eaching and
lea ning p ocess, wo languages (English and Indonesian) should be used al e na ely is suppo ed by a numbe o esea che s who
s udied code-swi ching in he con ex o language lea ning. Cook, V. (2001) said ha he s a egic use o he i s language (L1) in
a second language class can help s uden s' unde s anding, sa e ime, and inc ease e ec i eness. This is also in line wi h he esul s
o esea ch by Maca o, E (2005) which e ealed ha he use o wo languages al e na i ely in language eaching (code-swi ching)
can suppo concep ual unde s anding and main ain s uden engagemen in class.
Fu he mo e, Tu nbull, M., & A ne , K. (2002), emphasized ha second language (L2) eache s should no ejec he use o
hei i s language al oge he , because bo h can unc ion complemen a y in lea ning. This is also in line wi h he iew o A kinson,
D. (1987), an educa ional igu e who emphasized ha he use o he mo he ongue in o eign language classes is no always nega i e;
in ac , i can be an e ec i e pedagogical ool i used p opo ionally. In he Asian con ex , Yonesaka, S.M. (2005) said ha eache s
and s uden s o en eel mo e com o able when wo languages a e used al e na ely in English classes, because i helps cla i y he
meaning and ins uc ions gi en. Usually he ins uc ions a e less clea so he mo he ongue o he s uden s is needed.
The esul s o he s udy showed ha 29 s uden s ( esponden s) ag eed o s ongly ag eed i hei eache s used un and a ied
lea ning me hods, such as games (language games), songs, and s o y elling. In language lea ning, a ious s udies emphasize he
impo ance o using un and a ied me hods o make he lea ning p ocess mo e e ec i e and meaning ul. W igh , Be e idge, and
Buckby (2006) emphasized ha language games can inc ease s uden lea ning mo i a ion while c ea ing an in e ac i e and s ess-
ee class oom a mosphe e. Simila indings we e p esen ed by Sa icoban and Me in (2000), who showed ha he use o songs and
games in eaching g amma can educe lea ning anxie y (language anxie y), imp o e memo y, and help unde s and sen ence
s uc u e na u ally. B ews e , Ellis, and Gi a d (2002) also emphasized ha ac i i ies such as songs, d ama, and games suppo a
communica i e and c ea i e app oach o language eaching, and help eache s c ea e a posi i e lea ning en i onmen .
Milling on (2011) s a ed in his esea ch ha he use o songs in English lea ning is e y e ec i e in s eng hening s uden s'
p onuncia ion, in ona ion, and language s uc u e. Songs also make he class oom a mosphe e mo e elaxed and enjoyable,
especially o ea ly lea ne s. Paul (2003) added ha a a ie y o lea ning me hods such as games, songs, and g oup ac i i ies can
inc ease s uden s' ac i eness, c ea i i y, and con idence in using English. Based on hese indings, i can be concluded ha he use
o un and a ied lea ning me hods plays a i al ole in c ea ing an e ec i e, communica i e, and s uden -cen e ed lea ning p ocess.
The e o e, a eache is a sou ce o inspi a ion o hei s uden s. This iew is in line wi h he ques ionnai e da a and obse a ions
conduc ed by he esea che , whe e he majo i y o s uden s ag eed o s ongly ag eed ha eache s a e a sou ce o inspi a ion o
hem.
The da a ob ained om his esea ch ins umen on s uden s' a i udes and mo i a ions owa ds English s udies showed a
a ie y o answe s. Mos s uden s said ha i was di icul o unde s and English lessons when hey we e deli e ed in w i ing, as
well as when he English lesson ma e ial was deli e ed o ally. In p ac icing (speaking), s uden s we e ne ous and anxious when
speaking English in on o hei eache s and o he people, bu s uden s we e mo e com o able when p ac icing speaking among
hei pee s in he o m o dialogue, ole play, discussion and he like. O he 30 s uden s who we e esponden s, 21 s uden s said
hey ag eed and s ongly ag eed. A ecen s udy conduc ed by Le Vu Ngan Ha (2024), showed ha in e ac ion be ween pa icipan s
(pee in e ac ion/pee suppo ) inc eased s uden s' enjoymen and mo i a ion o p ac ice English skills; pa icipan s epo ed mo e
p ac ice oppo uni ies, educed anxie y, and inc eased sel -con idence when wo king o discussing wi h pee s compa ed o
indi idual lea ning ac i i ies, so hey ended o be mo e ac i e and mo i a ed o speak English among hei iends.
The s uden s' esponses said hey s ongly disag eed, namely (24 s uden s o 80%) ha English lessons a hei school we e
jus a was e o ime, o useless. Mos o he s uden s also said ha English was un, as well as 24 s uden s (80%) who s a ed ha
hey disag eed ha English was bo ing. This was also suppo ed by hei pa en s who s ongly suppo ed he impo ance o lea ning
English, namely 25 s uden s who s a ed ha hey ag eed and s ongly ag eed. Wu, W., & Kabilan, M. K. (2025) in hei a icle s a ed
ha lea ning a language (especially English) is un (enjoymen ) and/o impo an (mo i a ional alue).
F om he pe spec i e o in eg a i e a i ude o ien a ion and mo i a ion, he esul s o he s udy showed ha all esponden s
(s uden s) ag eed and s ongly ag eed (100%) wi h a s ong desi e o lea n English. This was also emphasized by he s a emen ha
English is impo an because i makes me an educa ed and lea ned pe son. The e o e, he hope o mos s uden s (26 s uden s) said
hey had a s ong desi e o lea n English. Resea ch on he challenges o eaching English in high schools, including he use o li e a y
wo ks and obs acles such as mo i a ion, media suppo , and he quali y o eaching ma e ials. Susa i & Mukhlasul Fasikh (2024)
explained and p o ided implica ions ha i English language p o iciency can be imp o ed, i will imp o e o e all educa ional
pe o mance. This s a emen ein o ces ha English is no jus an addi ional subjec , bu pa o he in ellec ual compe encies
equi ed in he mode n educa ion sys em.
Fu he mo e, Adi Isma, Am ang, Ridwan, and Rusdiah (2025) in hei esea ch examined he co ela ion be ween he English
language skills o s uden s majo ing in English Educa ion a he Uni e si y o Wes Sulawesi and hei academic achie emen
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(GPA). Thei indings suppo ha s uden s wi h highe English p o iciency end o ha e be e academic achie emen . This b ings
English language p o iciency close o being an indica o o in ellec ual and highe educa ion. Thus, he s uden s ac ually ha e good
in eg a i e a i udes and mo i a ion, bu need o be p o ided wi h mo e en ichmen o ein o cemen owa ds imp o ing he a ie y
o lea ning models and o ms.
The indings o his s udy on a i ude o ien a ion and ins umen al mo i a ion consis ing o se en (7) numbe s o
s a emen s/ques ions in he ques ionnai e gi en o s uden s, namely abou 'lea ning English is impo an because o he people will
espec hem i hey know English', he esul s a e ha mos s uden s ag ee and s ongly ag ee, namely 24 s uden s (80%) o he 30
s uden s gi en o ill ou he ques ionnai e. Likewise, i is ein o ced by he esul s o he in e iew, mos o whom esponded ha
knowing English is impo an and di e en ia es hem om people who do no know. Mos s uden s ag ee and s ongly ag ee (27
s uden s o 90%) said ha lea ning English will be use ul o ge ing a good job. Thi y (30) s uden s (100%) s a ed ha hey s ongly
ag ee o ge an A om all English lessons a school. When linking wi h he esul s o Idham's esea ch, Kholid (2024) s a ed ha
ins umen al mo i a ion plays a signi ican ole as a d i e in lea ning English, especially when looking a i s p ac ical bene i s ( o
example o a ca ee ) and ela ed o aspec s o job acquisi ion. Fu he mo e, when e e ing o he ques ionnai e ques ion, which
s a ed ha hey enjoy lea ning English because hey enjoy lis ening o English songs and wa ching English-language ilms, mos
s uden s ag eed o s ongly ag eed. This was also con i med by he esea che 's in e iews.
S uden s who equen ly wa ch English ilms epo inc eased lea ning mo i a ion, p ima ily because ilms help hem hea
au hen ic English, en ich hei ocabula y, and imp o e hei ocabula y. This is in line wi h he indings o Ni Made Dwi Ra ih
P ami a Pu i (2025) who ound ha mos s uden s wan o lea n English because hey wan o use i as an ins umen o lea n English
because hey enjoy wa ching English ilms and lis ening o English songs. All o hese a e hei d i ing o ces o lea n as a o m o
a i ude o ien a ion and ins umen al mo i a ion.
The o e all esul s o he a i udes and mo i a ions o English lea ning a S a e Senio High School 4, Sigi Regency, Cen al
Sulawesi, illus a e ha s uden s basically ha e posi i e in eg a i e and ins umen al mo i a ions. When e e ing o he esul s o
his s udy, which is o ien ed owa ds English lea ning and a i udes owa ds eache s, he esul s show posi i e a i udes and
mo i a ions, because mos s uden s lea n English o hei own in e es s, bu i is necessa y o c ea e a lea ning clima e ha makes
s uden s mo e en husias ic abou imp o ing hei abili ies. Acco ding o Ga dne & Lambe (1972), in eg a i e mo i a ion
gua an ees success in mas e ing a o eign language o English. This is because indi iduals who ha e in eg a i e mo i a ion ha e a
posi i e a i ude owa ds he language hey a e lea ning, so hey a e willing o do any hing o be able o mas e he language.
5. CONCLUSION AND SUGGESTION
5.1. Conclusion
A e collec ing and analyzing he da a, his s udy concluded ha he a i udes and mo i a ions o s uden s in English lea ning a
SMA Nege i 4 Sigi Regency, Cen al Sulawesi, showed e y good English lea ning a i udes and mo i a ions. This can be seen
om he pe spec i e o s uden o ien a ion, which all showed posi i e esul s. The esul s showed ha he o ien a ion o a i udes
and mo i a ions owa ds eache s equi es a a ied lea ning p ocess and is o ien ed owa ds he s uden s' needs. These a i udes and
mo i a ions a e e lec ed in an in eg a i e o ien a ion ha is mo e posi i e han an ins umen al o ien a ion. An in eg a i e
o ien a ion is mo e likely o gua an ee success in English lea ning because i can os e sel -awa eness in s uden s.
5.2. Sugges ion
A e seeing and eading he conclusions o his esea ch, he esea che sugges s ha eache s need o encou age s uden s o be
mo e diligen and pe sis en in lea ning English because hey need i o hei own bene i in he u u e. In addi ion, he esea che
sugges s ha hey should no s op lea ning his language because he need in he u u e is inc easingly open and p o ides
oppo uni ies o ge decen jobs, as well as some hing p es igious i hey unde s and and apply i in e e yday in e ac ions, especially
when con e sing wi h o he o eign language speake s.
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