Describing Students' Motivation and Attitude in Self-Directed Learning English as a Foreign Language: A Survey Study

Abstract

The purpose of this study is to describe junior high school students’ attitudes and motivation toward learning English in a self-directed learning context. Employing a descriptive quantitative design, this study involved 142 eighth-grade students from a junior high school in West Bekasi. Data were collected through a questionnaire adapted from the Attitude/Motivation Test Battery, covering five motivation indicators: interest in learning English, attitudes toward learning English, integrative orientation, instrumental orientation, and English class anxiety. Descriptive statistical techniques, including mean scores and norm-referenced category distribution, were used to analyze the data. The findings indicate that students’ overall motivation toward learning English falls within the moderate category, with a tendency toward medium to high levels. Interest in learning English emerged as the strongest indicator, reflecting students’ enthusiasm and positive affect toward the language. Instrumental motivation, related to academic achievement and future career opportunities, was found to be stronger than integrative motivation, which is associated with social interaction and cultural engagement. In addition, students demonstrated generally positive attitudes toward learning English, while experiencing a moderate level of anxiety that did not substantially hinder their motivation. These findings support Gardner’s motivation theory, highlighting the role of both intrinsic interest and pragmatic goals in sustaining students’ motivation to learn English. The study underscores the importance of fostering supportive learning environments and structured self-directed learning opportunities to strengthen students’ motivation and engagement in English learning beyond the classroom.