THE CORRELATION BETWEEN INTRINSIC MOTIVATIONAND SPEAKING PROFICIENCY IN EFL CLASSROOM
DOI:
https://doi.org/10.51878/secondary.v5i3.6474Abstract
Speaking proficiency is a crucial aspect in determining students’ success in learning English. Nevertheless, many EFL learners still encounter challenges in developing this skill. One internal factor believed to play a significant role is intrinsic motivation. This study aims to examine the relationship between students’ intrinsic motivation and their speaking proficiency, which was assessed using David P. Harris’s analytical scoring rubric. Employing a quantitative approach with a correlational design, the research involved 81 ten-grade students. The research instruments included a motivation questionnaire adapted from the Intrinsic Motivation Inventory (IMI) and a speaking test evaluated by two interrater based on five components: pronunciation, grammar, vocabulary, fluency, and comprehension. The results indicated a positive and significant correlation between intrinsic motivation and students’ speaking proficiency (r = 0.579; p < 0.001). Among the four subscales of intrinsic motivation, Enjoyment–Interest showed the highest correlation, whereas Perceived Competence had the lowest. These findings underscore the importance of intrinsic motivation in enhancing EFL students’ speaking proficiency. Consequently, to support the development of speaking skills,
ABSTRAK
Kemampuan berbicara merupakan aspek penting dalam menentukan keberhasilan siswa dalam pembelajaran Bahasa Inggris, namun masih banyak pembelajar EFL yang mengalami kesulitan dalam keterampilan ini. Salah satu faktor internal yang diyakini berperan besar adalah motivasi intrinsik. Penelitian ini bertujuan untuk mengetahui hubungan antara motivasi intrinsik dan kemampuan berbicara siswa, yang diukur menggunakan rubrik penilaian analitik dari David P. Harris. Penelitian ini menggunakan pendekatan kuantitatif dengan desain korelasional, melibatkan 81 siswa kelas X. Instrumen penelitian terdiri atas kuesioner motivasi yang diadaptasi dari Intrinsic Motivation Inventory (IMI) dan tes berbicara yang dinilai oleh dua penilai berdasarkan lima aspek: pelafalan, tata bahasa, kosakata, kelancaran, dan pemahaman. Hasil analisis menunjukkan adanya hubungan positif dan signifikan antara motivasi intrinsik dan kemampuan berbicara siswa (r = 0.579; p < 0.001). Dari keempat subskala motivasi, Enjoyment–Interest memiliki korelasi tertinggi, sedangkan Perceived Competence memiliki korelasi terendah. Temuan ini menegaskan bahwa motivasi intrinsik memiliki peran penting dalam meningkatkan kemampuan berbicara siswa EFL. Oleh karena itu, strategi pembelajaran yang mendukung otonomi siswa, kesenangan dalam belajar, dan keterlibatan aktif perlu diterapkan untuk mendorong perkembangan keterampilan berbicara.
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