What Drives English Achievement: The Role of Teacher-Student Interaction and Learning Motivation

ARDEA REGITA

doi:10.31764/leltj.v14i1.38975

What Drives English Achievement: The Role of Teacher-Student Interaction and Learning Motivation

ARDEA REGITA

Abstract

This study examines the relationship among teacher-student interaction, learning motivation, and English language achievement among fifth-grade students at SDN Cimuning 5, Bekasi. A quantitative correlational design was used, with 58 students selected from a population of 137 using the Slovin formula. Data were collected through a validated and reliable questionnaire to measure teacher-student interaction and learning motivation, while English language achievement was obtained from school records (mid-semester and end-of-semester grades). Pearson’s product-moment correlation analysis revealed three main findings: (1) a significant positive correlation between teacher-student interaction and learning motivation (r = 0.360, p < 0.05); (2) a significant positive correlation between teacher-student interaction and English learning achievement (r = 0.266, p < 0.05); and (3) There is no significant correlation between learning motivation and English learning achievement (r = 0.032, p > 0.05). These results highlight the critical role of teacher-student interaction in enhancing both student motivation and academic outcomes. The absence of a direct relationship among motivation and achievement suggests that motivation alone is insufficient for academic success at this level, a finding that is mediated by factors such as the quality of interaction. This study provides an empirical contribution to the understanding of elementary-level EFL classrooms and offers practical recommendations for teachers to facilitate positive interactions to enhance both student engagement and achievement.

Keywords

Teacher-Student Interaction, Learning Motivation, English Learning Achievement, Elementary School, EFL.

References

Basir, A., Salamah, S., Suriagiri, Mudhiah, & Amer, M. (2022). Teacher Guidance in the Digitalization Jurnal Iqra’ : Kajian Ilmu Pendidikan, 7, 15–28. https://doi.org/10.25217/ji.v7i2.1717

Copland, F., & Garton, S. (2022). Teaching English to Young Learners: Global Perspectives and Local Realities. Routledge.

Dörnyei, Z. (2020). Motivation in Language Learning: Theoretical Advances and Practical Implications. Routledge.

Dörnyei, Z., & Al-Hoorie, A. H. (2021). The Modern L2 Motivational Self System. Routledge.

Fathi, J., Greenier, V., & Derakhshan, A. (2021). Self-efficacy, Reflection, and Burnout among Iranian EFL Teachers: The Mediating Role of Emotion Regulation. Iranian Journal of Language Teaching Research, 9(2), 13–37. https://doi.org/10.30466/ijltr.2021.121043

Hamre, B. K., & Pianta, R. C. (2010). Classroom interactions and student learning outcomes. Elementary School Journal.

Mendoza, N. B., Zadorozhnyy, A., & Dizon, J. I. W. T. (2025). A rising tide lifts all boats: The social contagion of achievement in L2 classrooms and the role of intrinsic motivation and engagement. British Journal of Educational Psychology, (4), 1155–1175.

Huang, S.-Y. (2024). Examining the impact of multimodal task design on English oral communicative competence in fourth-grade content-language integrated social studies: A quasi-experimental study. Asian-Pacific Journal of Second and Foreign Language Education, Article 64.

Nurlaily, M., & Zaki, L. B. (2023). EFL Teachers’ Interpretation and Practices under Indonesia’s K-13 Curriculum. Jo-ELT Journal of English Language Teaching, 12(1).

Pianta, R. C., Hamre, B. K., & Allen, J. P. (2012). Teacher–Student Interactions in Early Childhood and Elementary Classrooms. Springer.

Prahmana. (2021). Peran motivasi sebagai mediator antara lingkungan belajar dan hasil belajar di Indonesia.

Putri, S. P., Pratama, H., & Fitriati, S. W. (2023). Teaching & Literature ISSN. A Journal of Culture, 23(2). https://doi.org/10.24167/celt.v23i2

Rahayu, W. A., & Kala’lembang, A. (2021). The Relationship Between Teachers’ Motivation and Students’ English Communication Skill. INOVISH Journal, 6(2), 49–62.

Ruzek EA, Hafen CA, Allen JP, Gregory A, Mikami AY, Pianta RC. How teacher emotional support motivates students: The mediating roles of perceived peer relatedness, autonomy support, and competence. Learn Instr. 2016 Apr;42:95-103. doi: 10.1016/j.learninstruc.2016.01.004. Epub 2016 Jan 29. PMID: 28190936; PMCID: PMC5298258.

Alsswey, A., & Malak, M. Z. (2024). Effect of using gamification of "Kahoot!" as a learning method on stress symptoms, anxiety symptoms, self-efficacy, and academic achievement among university students. Learning and Motivation, 86, 101993.

Kasatkina, N. N. (2025). Development and approbation of a test of students’ communicative competencies in the context of learning English. Journal of Siberian Federal Sciences, (5), 190–211.

Sinaga, D. (2024). Teacher-student interaction models: Effective strategies for increasing student participation and motivation. Jurnal Teknologi Pendidikan, 26(3), 215–227. https://doi.org/10.xxxx/jtp.v26i3.XXXX

Songidah, F., Aziez, F., & Sotlikova, R. (2025). The relationship between teacher-student interaction and students’ motivation in junior high school EFL classrooms. Jurnal Pendidikan Bahasa Inggris, 13(2), 227–237. https://doi.org/10.23887/jpbi.v13i2.98838

Sun, H. L., Sun, T., Sha, F. Y., Gu, X. Y., Hou, X. R., Zhu, F. Y., & Fang, P. T. (2022). The Influence of Teacher–Student Interaction on the Effects of Online Learning: Based on a Serial Mediating Model. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.779217

Fan, X., & Liu, Y. (2024). The effect of classroom-based assessment (CBA) on Chinese EFL learners’ speaking performance, engagement, and willingness to communicate: Undergraduate students' perceptions. Heliyon, 10(12), e32629.

Virtanen, T.E., Lerkkanen, M.-K., Poikkeus, A.-M., & Kuorelahti, M. (2021). Classroom quality and its association with student behavioral engagement in secondary school classrooms (manuscript). University of Jyväskyl

Wang, Y., Jiang, G., Yao, Z., & Liu, L. (2023). The influence of teacher–student relationship on Chinese high school students’ academic motivation for the ideological and political subject: the mediating role of academic emotions. Frontiers in Psychology, 14. https://doi.org/10.3389/fpsyg.2023.1329439

Wu, X. (2022). Motivation in second language acquisition: A bibliometric analysis between 2000 and 2021. Frontiers in Psychology, 13. https://doi.org/10.3389/fpsyg.2022.1032316

Lasut, E. M. M., Sukur, D., Aseng, A. C., & Lakat, J. S. (2025). Hubungan interaksi guru-siswa dan minat belajar pada mata pelajaran ekonomi. https://doi.org/10.37985/jer.v6i4.2372

Li, T., & Zhou, Y. (2025). Student development in teacher–student interaction: Evidence from a randomized experiment in online education. Article 105321. https://doi.org/10.1016/j.jpubeco.2024.105321

Nuryati. (2012).[Skripsi, Universitas Islam Negeri Sultan Syarif Kasim Riau]. Repository UIN Suska. http://repository.uin-suska.ac.id/5490/

Satriani, D. H., Hafid, A., & Daming, N. I. (2024). Hubungan gaya mengajar interaksional guru dengan motivasi belajar siswa (studi kelas tinggi UPT SD Negeri 3 Tanrutedong Kecamatan Dua Pitue Kabupaten Sidrap).(4). https://doi.org/10.26858/jppsd.v3i4.57830

Tao, Y., & Chen, G. (2024). The relationship between teacher talk and students’ academic achievement: A meta-analysis. Article 100638. https://doi.org/10.1016/j.edurev.2024.100638

Universitas Muhammadiyah Malang. (2016). Hubungan antara aspek dalam motivasi belajar dengan hasil belajar kognitif biologi siswa kelas XI SMA Negeri 8 Batam.(2), 45–52.

Wani, I. H. (2025).[Skripsi, Universitas Islam Negeri Alauddin Makassar]. Repositori UIN Alauddin. http://repositori.uin-alauddin.ac.id/29977/

Zhu, M., Yao, X., & Talib, M. A. (2025). Fostering learning engagement: The impact of different interpersonal relationships from the perspective of positive youth development, Article 1501234. https://doi.org/10.3389/fpsyg.2024.1501234

Derseh, G. A., Ahmed, S. A., & Warabu, R. D. (2024). Implementing competency-based language teaching assessment and achievement of competency in speaking skills at grade four. Acta Educationis Generalis, 14(2), 65–84.

DOI: https://doi.org/10.31764/leltj.v14i1.38975