Why Study English? Mapping the Relationship Between Motivation, Anxiety and Effort Be Strengthened

Abstract

The South Bengkulu Education Office in 2017 initiated the English Language Community Learning Program (PPKBI), aimed at all high school students in South Bengkulu Regency. As the program progresses, students' learning motivation tends to decrease, as seen from the decreasing number of participants. It is important to identify various factors that influence student performance in learning English. This study aims to identify the relationship between motivation, anxiety and efforts that are intended in learning English. This study uses data from 315 high school students in Bengkulu Selatan Regency, 2017 PPKBI participants (an average of 16.15 years, 179 women). The questionnaire was distributed randomly. The questionnaire consisted of 40 items (LLOS / Language Orientation Learning Scale (24 items), Anxiety Scale for Foreign Language Classes (6 items) and Business Aimed (10 items). Calculations were carried out by identifying common factors using Exploratory Factor Analysis, followed by Factors Confirmatory Analysis (CFA) The hypothesized model meets the requirements for goodness of fit index and the questionnaire has good index validity and reliability.The model explains that most students who follow through PPKBI are more intrinsically motivated; Intrinsic Motivation Stimulation, based on positive sensations when listen or say English vocabulary, Intrinsic Motivation Achievement, based on positive feelings after mastering English, and Understanding Intrinsic Motivation, based on the desire to develop English language proficiency Briefing related to these findings can increase student retention in the PPKBI program for the following year yes.