AN ANALYSIS OF STUDENTS’ MOTIVATION AND ANXIETY ON LEARNING ENGLISH AT SMA NEGERI 6 KERINCI
Abstract
Abstrak: Penelitian ini bertujuan untuk mengetahui jenis kecemasan dan penyebab kecemasan dalam belajar bahasa Inggris pada siswa kelas XI SMAN 6 Kerinci. Penelitian ini menggunakan metode penelitian campuran karena penelitian ini menggunakan data kuantitatif berupa kuesioner dan data kualitatif berupa wawancara. Populasi dalam penelitian ini adalah siswa SMAN 6 Kerinci, dengan jumlah siswa sebanyak 151 siswa. Sampel dalam penelitian ini ditentukan oleh teknik stratified random sampling (38 siswa). Instrumen dalam penelitian ini adalah kuesioner yang diadopsi dari Hafizi yang diuji dengan validitas bentuk. Data dianalisis dengan dua cara, secara kualitatif menggunakan teknik analisis model interaktif Miles dan Huberman dan kedua dianalisis secara kuantitatif dengan menghitung persentase dari total pencapaian responden. Hasil penelitian menunjukkan bahwa: ada dua jenis kecemasan yang dirasakan oleh siswa kelas sebelas SMAN 6 Kerinci, yaitu kecemasan sifat yang dirasakan oleh 21,86% siswa dan kecemasan nyata yang dirasakan oleh 60,12% siswa. Sedangkan faktor penyebab kecemasan pada siswa, yaitu 46,84% merasa cemas karena faktor guru, 29,30% siswa merasa cemas karena materi pelajaran dan 47,87% siswa merasa cemas karena faktor yang disebabkan oleh mereka. Selanjutnya, berdasarkan Motivasi SMAN 6 siswa dalam Belajar Bahasa Inggris nilai rata-rata motivasi siswa adalah 60, jika skor yang dikonsultasikan untuk kriteria motivasi siswa, skor 60 berarti interpretasi yang rendah. Artinya sebagian besar siswa SMAN 6 Kerinci memiliki motivasi yang rendah dalam belajar bahasa Inggris. Selanjutnya, ada 10,6% siswa SMAN 6 Kerinci memiliki motivasi yang sangat baik dalam belajar bahasa Inggris, lalu ada 10,6% siswa juga memiliki motivasi yang baik dalam belajar bahasa Inggris, 5% siswa memiliki motivasi dengan kriteria yang cukup, 7,9% siswa tidak memiliki motivasi yang baik dalam belajar bahasa Inggris dan 57,9% siswa memiliki motivasi yang buruk dalam belajar bahasa Inggris.
Abstract: This study aims to determine whether the types of anxiety and the causes of anxiety in learning English in eleven students of SMAN 6 Kerinci. This study uses a mixed method because this research uses quantitative data in the form of questionnaires and qualitative data in the form of interviews. The population in this research is students of SMAN 6 Kerinci, with the total number of the students are 151 students. The sample in this study was determined by the stratified random sampling technique (38 students). The instrument in this study was a questionnaire adopted from Hafizi which was tested for face validity. The data were analyzed in two ways, qualitatively using the Miles and Huberman interactive model analysis technique and secondly analyzed quantitatively by calculating the percentage of the total respondents' achievements. The results showed that: there were two types of anxiety felt by the eleventh-grade students of SMAN 6 Kerinci, they were trait anxiety felt by 21.86% of students and stated anxiety felt by 60.12% of students. While the factors that cause anxiety in students, namely 46.84% feel anxious due to teacher factors, 29.30% students feel anxious due to the subject matter and 47.87% students feel anxious due to factors caused by them. Next, based on students’ SMAN 6 Motivation in Learning English the average score of student’s motivation is 60, if the score consulted to criteria students’ motivation, the score 60 means low interpretation. It means that most of students’ SMAN 6 Kerinci have low motivation in learning English. Furthermore, there are 10,6% students SMAN 6 Kerinci have very good motivation in learning English, there are 10,6% students’ also have good motivation in learning English, 5% students have motivation with enough criteria, 7,9% students have not good motivation in learning English and 57,9% students have bad motivation in learning English. Based on the results of this study, the researcher suggests that the teacher be able to choose the right strategy and material that does not cause anxiety to students in learning English, and for students to be able to prepare them well before attending English classes so that they do not feel anxious lost their concentration in learning English and hope it could motivate them in learning English.
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DOI: https://doi.org/10.31764/pendekar.v5i3.10994
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