AN ANALYSIS OF STUDENTS’ LEARNING MOTIVATION AND ENGLISH SPEAKING ABILITY AT SMAN 1 KUNINGAN

Abstract

This study aims to analyze students’ learning motivation in relation to their English speaking skills of students at SMAN 1 Kuningan. This study uses a qualitative approach with a descriptive design. The research participants consisted of five 11th grade students selected through purposive sampling. Data were collected through semi-structured interviews and analyzed using thematic analysis. The results reveal how learning motivation is reflected in students' speaking skills. Six main factors were found, namely intrinsic and extrinsic motivation, the role of teachers and peers, speaking practice outside the classroom, interactive learning activities, improvement of speaking skills, and student confidence. These findings were interpreted using Self-Determination Theory developed by Deci and Ryan and supported by other motivation theories such as Goal-Setting Theory, Self-Efficacy Theory, and Sociocultural Theory. Students with high motivation showed active participation, continuous speaking practice, and improvement in fluency, pronunciation, and confidence, while students with low motivation tended to experience anxiety and fear of making mistakes. This study confirms that learning motivation plays an important role in improving students' English speaking skills.