Syntax Literate: Jurnal Ilmiah Indonesia pï¿½ISSN: 2541-0849 e-ISSN: 2548-1398

Vol. 7, No. 9, September 2022

EXAMINING THE EFL STUDENTS MOTIVATION AT THE VOCATIONAL HIGH SCHOOL OF TOURISM DURING THE PROCESS OF ONLINE ENGLISH LEARNING

Turini Erawati, Wendi Kusriandi, Setia Budiyanti, Putri Ghina Salamah

Universitas Swadaya Gunung Jati Cirebon, Indonesia

Email: [email protected], [email protected], [email protected], [email protected]

Abstract

Learning motivation can determine the result of students' online learning by several factors, namely internal and external factors (from within students) and external factors (from outside students).ï¿½ The purpose of this study is to determine the internal and external factors that affect students' learning motivation in class XI AKP 2 SMK Pariwisata Kota Cirebon in online learning. This qualitative descriptive research collects the data from questionnaires and unstructured observations interviews. The questionnaire used in this study was 21 questions; unstructured observation and unstructured interviews. The results obtained from the questionnaire show that the internal factors that can affect students' learning motivation in online learning consist of four indicators, namely Interests, Needs, Attitudes, and Intelligence, with percentage values of 74.6%, 55.6%, 79.5%, and 77.8%. External factors that influence students' learning motivation in online learning consist of three indicators: the Family Environment, School Environment, and Community Environments, with the percentage values of 80.2%, 62.5%, and 75.7%.ï¿½ï¿½ï¿½ï¿½

Keywords: Motivation, Internal Factors, External Factors, Online Learning

Introduction

A critical aspect of the teaching and learning process is motivation. Motivation to learn is essential in education, and motivation is the primary place for students to learn something they do not know or want to remember for some reason. The strategy is needed to maintain and increase student motivation so that learning achieves the desired results and student interest in curiosity increases (Vibulphol, 2016).

Motivation will make the learning process very interesting, and students will positively impact their attitudes and willingness to take part in learning. The reason to learn is divided into two categories: intrinsic motivation and extrinsic motivation. Harmer (2007) in (Fachraini, 2017) argues that intrinsic motivation comes from within the individual, and extrinsic motivation is based on external encouragement.

Learning motivation is influenced by two factors, namely internal and external (Djarwo, 2020). Internal factors come from within students, which are included in the internal factors are intelligence, interests, talents, emotions, physical, and attitude. External factors are factors that come from conditions outside the student's self. Infections that come from outside of students include family, school, and community.

Online learning or E-learning is a learning model carried out online, but both have slight differences. Online learning is learning that only uses the internet or LAN / WAN, namely learning carried out online by delivering material online. According to (Chandrawati, 2010), E-learning is a distance learning process that combines the principles in the learning process with technology. Online learning and e-learning are very influential in today's world of education to facilitate learning when you cannot meet face to face in the classroom.

SMK Pariwisata Kota Cirebon is the only school with tourism education in Cirebon. Vocational High Schools are expected to educate and foster students to produce graduates or skilled, professional, and ready-to-work workforce. At the Cirebon City Tourism Vocational School, there are five skill programs, including Catering, Clothing, Accounting, Office Administration, and the last one is Hospitality Accommodation.

Having language skills in tourism is very important and must be possessed by students as tourism learners. Even though, in reality, there are still many Tourism Vocational High School students who have difficulty communicating English because they have limited language experience (Ryzky & Kusriandi, 2016).

In this study, the researcher wanted to know what factors could affect students' learning motivation in online learning at the SMK Pariwisata Kota Cirebon. This study aims to examine student learning motivation in online education. In contrast, the limitations stated in this study are several factors that influence student learning motivation based on (Sukmadinata 2003) in (Filgona, Sakiyo, Gwany, & Okoronka, 2020) and (Djarwo, 2020).

Motivation

Motivation plays a vital role for someone, with motivation can encourage someone to achieve their goals. Motivation comes from the English word motive or motion, sign, or something that moves (Sari, 2019). Motivation is a state in the person that encourages him to carry out activities. Motivation is the primary vehicle for a person to achieve a target. The success of learning a second language is usually related to the concept of motivation. According to (Jodaei, 2015) Motivation is the most widely used concept to explain the failure or success of learning the target language. Motivation is a multifaceted structure defined by various researchers in psychology and other social science disciplines in many ways.

Learning motivation is the overall motivation for students to produce learning activities, ensure the continuity of learning activities, provide direction for learning activities, and enable the achievement of subject objectives (Sadirman 1990). According to (Al Rifai, 2010), Motivation and Learning is a critical issue to be discussed to enable someone to follow the learning well. To stimulate student learning motivation, teachers can design curriculum materials or teaching strategies.

Student motivation is often divided into two types: Intrinsic and extrinsic motivation (Harandi, 2015). Intrinsic motivation is an individual's desire to pursue a goal. When students are intrinsically motivated, they will show their interest in learning. For example, when they like a lesson that makes them feel happy and wants to continue learning it, the student already has intrinsic motivation (Harandi, 2015). Students with intrinsic motivation will do better in class activities because they are willing and excited to learn new material.

Extrinsic motivation comes from the influence of external motivation, which is different from the desire to learn for personal gain or to be interested in a task. According to (Harmer 2007) in (Fachraini, 2017) shows that extrinsic motivation is the result of many external factors, such as the need to pass an exam, expectations of financial rewards, or the possibility of future trips.

Factor Affect Students Learning Motivation

Motivation plays an essential role in everything; even in education, motivation is the primary key to success in teaching and learning activities. Learning activities of students do not always run smoothly, and sometimes students are not fast in understanding the material given or being studied. When students have low motivation, of course, it will have an impact on ongoing learning. Achieve the level of success in learning is not only determined by the ability of the individual concerned but in the learning process several factors influence, Nana Sudjana (1989) in (Wijaya, 2010), states that two factors influence the learning process, namely Internal Factors (from within students) and External Factors (from outside students).

Internal Factors

According to (Sukmadinata 2003) in (Filgona et al., 2020), internal factors that can affect student learning motivation consist of Interests, Needs, Attitudes, and Intelligence.

a. Interest

Interest is a high tendency or a great desire for something. Activities that someone is interested in will be noticed continuously, accompanied by a sense of pleasure. If students are less interested in learning, it can be sought to have a greater interest by explaining exciting and valuable things for life, such as ideals and things that are still related to the material being studied.

b. Need

The need in the learning process is essential because learning needs are the basis for describing the distance between the desired learning goals of students or the actual learning situation. Every student must need to live his life; when students already know their needs, they will realize how important it is to achieve these needs, so they will be motivated to do something to meet their learning needs.

c. Attitude

Attitude is one of the internal factors that affect the learning process and affect the learning outcomes to be obtained. Attitude is a state of self in humans that moves to act or act in activities. Attitudes can also be referred to as a pattern of behavior in reacting or responding in a relatively fixed way to objects, people, events, either positively or negatively.

d. Intelligence

Intelligence, a person's Intelligence Question (IQ), is a potential skill possessed by a person and is one of the important factors in solving personal problems. If the individual's intelligence level is higher than the average level, then there is a possibility of high achievement motivation; if the individual's level of intelligence is lower than the average level, then perhaps the level of achievement motivation is low. The level of intelligence (intelligence) possessed by individuals will also determine or affect their achievement.

A. External Factors

According to (Djarwo, 2020), the family, school, and community factors influence external factors.

a) Family Environment

The influence of the family environment on students, such as how parents educate their children, is not good, lack of role models, poor parental relationshipsï¿½for example, a busy home atmosphere, less harmonious family relationships, and frequent bickering. If the family economy lacks, the necessities of life and learning equipment cannot be adequately fulfilled.

b) School Environment

Schools are formal educational institutions that systematically carry out guidance, teaching, and training programs to help students reach their moral, spiritual, intellectual, emotional, and social potential.

c) Community Environment

The community environment is an external factor that can affect student learning motivation. The presence of students in society causes this influence. Mass media factors, such as TV shows, radio, and magazines, can interfere with study time. The lousy friend factor is one of the factors that can make students less motivated to learn.

Online Learning

Online learning is a system that can provide learning facilities anytime, anywhereï¿½not limited by distance, space, and time. The teacher has provided the material in the system in the form of oral, visual, audio, and motion. According to (Sabron et al. (2019) in (Aziza & Wulandari, 2020), Online learning is learning that utilizes internet networks in the learning process. A critical aspect of the teaching and learning process is motivation. Online learning is a type of learning that uses electronic media. Online learning is an example of e-learning. Using the internet network that connects students and teachers can directly interact even in different rooms. Online learning is synchronous learning because this learning requires direct interaction from the teacher without any delay in answering.

Method

A. Research Design

The researcher employed descriptive analysis methods to determine the factors affecting studentsï¿½ learning motivation in online learning. The data was obtained by distributing questionnaires to students with 21 questions that led to internal and external factors; then, they were described as percentage values based on the factors.

B. Research Participants

Being the only one of Tourism Vocational School in Cirebon West Java, 24 students of class XI AKP 2 were taken as the research participants. Based on the unstructured interviews with several teachers, Class AKP 2 has good motivation to participate in online learning.

C. Instrument of data collection

The items of the instrument used in the preparation of the questionnaire on the factors that influence students' learning motivation in online learning are based on (Sukmadinata, 2003) in (Filgona et al., 2020) and (Djarwo, 2020), as follows:

Table 1

Instruments and questions of factors affecting learning motivation

Aspect

Indicator and Instrument

Question

Internal Factors

1. Interest

- There is an interest during the learning process

- Curiosity about the material in the learning process

- There is a match with the teacher in terms of teaching

1. There are some subjects that I think are difficult to understand, making me dislike these subjects.

2. I always ask the teacher when I have difficulty and do not understand the material.

3. The teacher's teaching method in explaining the material was enjoyable and made me understand the material quickly.

2. Need

- Students know their needs in learning

- Students realize the importance of their needs and they will more optimal in learning

1. I browsed and learned some explanations of the materials on an online platform to understand the material easily before the teacher explained.

2. I believe that the knowledge we learn will be helpful in the future; I will study more actively and thoughtfully.

3. Attitude

- Students can follow the lesson well

- Students are able to show a positive attitude during learning

- Friendly teacher attitude

1. I always present the material before the teacher appoints us in online learning and submit the assignments on time.

2. Online learning is so dull that it makes me lazy to follow and do assignments.

3. The friendly attitude of the teacher makes learning more fun.

4. Intelligence

- Students are able to understand the material easily

- Students can explain again related to the material

- Students can communicate either individually or in groups

1. I have difficulty understanding the material during online learning because the teacher only gives assignments without explaining the material.

2. I can understand the learning material well to answer the teacher's questions regarding the material.

3. Even though learning has shifted to online, my communication with friends, whether asking for assignments or doing group assignments, continues to run well using WhatsApp media.

External Factors

1. Family Environment

- Condition of the house

- Learning support facilities and infrastructure at home

- The role of parents in supporting learning

1. The condition of my house is very comfortable and has facilities that support online learning.

2. I do not have online learning support facilities such as Smartphones, Computers, Laptops, so I have to borrow from my parents.

3. The availability of Wi-fi at home means that I do not have to spend money to buy an internet data package.

4. My parents continuously monitor my online learning activities. They also always motivate so that it makes me more enthusiastic about learning.

2. School Environment

- Submission of material that is easy to understand and fun

- The relationship between teachers and students in schools

- Student relationships with other students during the learning process

1. In delivering the material, my teacher uses supporting media such as PowerPoint, video, and others, so that learning becomes more fun and makes it easier for us to understand the material.

2. My teacher always provides motivation to learn on the sidelines of learning to refer to our enthusiasm for learning.

3. Many of my less enthusiastic classmates about online learning make me not interested in participating in learning.

3. Community Environment

- There is influence in friendship

- There is interest in mass media and social media

- Excessive use of mobile devices.

1. Seeing my friends not taking online learning and not submitting assignments made me want to join them.

2. I am more interested in reading novels, watching TV, playing smartphones than opening textbooks.

3. I always play smartphone wherever and whenever, so I cannot manage my study time.

Analysis Data

The data in this study, descriptively analyzed in tabulations and percentages, are made to make it easier to group them in descriptions.

In this study, to determine the percentage level of the factors that influence student learning motivation in online learning using the percentage descriptive statistical analysis method using the following formula:

ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ Percentage score%= Total Respondent Scoreï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ï¿½ x 100%

Total score of the ideal answer

Based on these calculations, the percentage obtained from each indicator is presented in tabular form to facilitate the analysis process.

The following are the categories of variable scores Factors that affect student learning motivation in online learning.

Table 2

Interval and category

Interval (%)	Category
82 ï¿½ 100	Very High
63 - 81.3	High
44 - 62.5	Low
24 - 43.8	Very Low

On the factors of learning motivation, the data collection method was carried out by a questionnaire method, in the form of a closed questionnaire with a Likert scale model. This closed questionnaire method was used to reveal the effect of student learning motivation in choosing between the four answers provided. Assessment of students is done by giving a score on each item they choose.

Table 3

Likert Scale Rating

Criteria	Positive	Negative
Strongly Agree	4	1
Agree	3	2
Disagree	2	3
Strongly Disagree	1	4

Results and Discussion

Internal Factors

The detailed analysis of internal factors that can affect student learning motivation in online learning is divided into four indicators, namely Interests, Needs, Attitudes, and Intelligence, which can be seen in Table 4 below.

Table 4

Data results on internal factors

Indicators	Total Respondents Score	Average Value	Percentage
Interest	220	9.2	76.4%
Need	160	6.7	55.6%
Attitude	229	9.5	79.5%
Intelligence	224	9.3	77.8%

The first indicator that exists on internal factors is 'interest.' Interest can arouse enthusiasm in carrying out activities so that the objectives of these activities can be achieved. A passionate interest in something is a person's capital to achieve his goals. The percentage results in the table above show that the participants' interest is 76.4% which are included in the high category. Students with high interest tend to understand the learning material quickly, and they will be happy to learn what they like. On the other hand, students with low interest will find it challenging to understand the learning material.

The need in the learning process is essential because learning needs are the basis that describes the distance between the desired learning goals of students or the actual learning conditions. In the need indicator, the percentage value obtained is 55.6% in the Low category. The results obtained show that the needs of class XI AKP 2 SMK Pariwisata Kota Cirebon students in online learning are not suitable because there are still many students who do not understand their learning needs.

Attitude is a tendency to respond or act towards someone in response to an object. The result of the percentage value has an average of 79.5% in the High category. Based on the percentage value on the attitude indicator, students can show a positive attitude in participating in online learning to participate in learning activities well.

Intelligence is the ability to act to achieve a goal, reason, and solve new problems. The data results on the percentage value of students have an average of 77.8% in the High category. Based on the results of the percentage value, students can complete assignments or solve problems related to the material provided in online learning well. To summary, the internal factors on the indicators of student intelligence show a positive value or above the average with a suitable category and do not affect students' learning motivation in online learning.

External Factors

A detailed analysis of external factors that can affect students' learning motivation in online learning is divided into three indicators: Family Environment, School Environment, and Community Environments, which can be seen in Table 4.2 below.

Table 5

Data result on External Factors

Indicators	Total Respondents Score	Average Value	Percentage
Family Environment	231	9.6	80.2%
School Environment	180	7.5	62.5%
Community Environment	218	9.1	75.7%

The Family environment is an environment that is responsible for every behaviour, personality formation, affection, attention, guidance, health, and home atmosphere. The percentage value obtained has an average of 80.2% in the High category. Based on the results of the percentage score, parental encouragement, home conditions, and student learning support facilities in online learning can be said to be good; although, the value of each item has a Low category so that it can be ensured that students can follow online learning well.

The school environment is an educational environment where the teaching and learning process takes place, both online and face-to-face learning. A conducive, safe, and supportive school environment for the growth and development of students' personalities will make the learning atmosphere comfortable and form discipline. The results of the percentage scores obtained have an average of 62.5% in the Low category. Based on the results of the percentage value, external factors from school environment indicators can affect students' learning motivation in online learning. The influence of teachers in delivering material and the influence of friends is one of the causes of low student motivation in participating in learning.

The community environment or social environment is a form of human relations with one another. The percentage values obtained have an average of 75.7% in the High category. This indicator includes the student's residence, the influence of social media, and the influence of gadgets. It does not affect the learning motivation of the participants, namely being able to divide time for learning and playing and a comfortable living environment for students. It is said that the external factors in the community environmental indicators are pretty good.

Conclusion

Based on the results of the research that has been done, it can be concluded that there are two factors that can influence student learning motivation in online learning, namely Internal Factors and External Factors. Internal factors consist of four indicators and the results of their percentage values, namely Interests 76.4%, Needs 55.6%, Attitudes 79.5%, and Intelligence 77.8%. While on external factors, there are three indicators and their percentage values, namely Family Environment 80.2%, School Environment 62.5%, and Community Environment 75.7%.

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Turini Erawati, Wendi Kusriandi, Setia Budiyanti, Putri Ghina Salamah (2023)

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Syntax Literate: Jurnal Ilmiah Indonesia

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