The Correlation Between English Learners’ Motivation and Speaking Achievement

This research aims to determine the correlation between English learners’ motivation and speaking achievement due to the lack of student motivation, particularly in speaking skills that affect the speaking score. The samples of this study were 19 students taken from the second semester of the English Department at the Muslim University of Maros. The method used was mixed methods with correlational technique. Quantitative data was collected by distributing questionnaires to students using Gardner's Attitude/Motivation Test Battery (AMTB) indicators and the speaking scores taken from the speaking lecturer. Then, qualitative data was collected through semi-structured interviews. In analyzing quantitative data, questionnaires assessed by Likert Scale and speaking scores were analyzed using SPSS, while the qualitative data used Miles and Huberman analysis. The quantitative data results indicate a correlation between the motivation of English learners and speaking achievement, with a score of 0.672. It is considered that the higher the motivation in learning speaking, the better the speaking achievement the students achieve. Students with high motivation will try to follow the learning process intensively compared to those with less motivation. Furthermore, students' extrinsic and intrinsic motivation were analyzed by looking at the AMTB’s Gardner and the results of the interview as well. The data results indicated that students show extrinsic motivation more than intrinsic motivation in their speaking achievement.


INTRODUCTION
English is a universal language with many applications in daily life.As an international language, English has been used by many people worldwide to communicate.Crystal (2003) states English has become the primary international language in global communication.
However, English in Indonesia is a foreign language not used to communicate in routine activities.In addition, to understand English well, students must master basic English skills, especially for speaking.Speaking English refers to a student's ability to communicate orally.Furthermore, the ability to speak English is not only limited to technical aspects such as pronunciation and grammar.It also involves The Correlation Between English Learners' Motivation And Speaking Achievement understanding and using vocabulary extensively.
Additionally, speaking skills are essential to interact with other pothers.
As we know, English has four skills that need to be learned.The four skills are reading, writing, listening, and speaking.Speaking is used to communicate with other people and people worldwide (Sartipa, 2019).Rather than that speaking is one of the skills or abilities in English to express opinions and comments, as well as the ability to ask and answer these questions.
Suryani supports Sunarya & Pitaloka (2018), who states that "speaking is used to express meanings so that other people can make sense of them."However, to perform speaking, someone needs to develop ideas into a sentence since, in speaking, one must be able to convey information to others, especially in English.
To improve speaking skills, students must often interact with other people or teachers to enhance language structure, facilitate speaking skills, and add insight into vocabulary in English because speaking skills will be complex to develop if not trained continuously.Jayanti (2012) points out that learning how to talk in authentic conversation is just as important as mastering the language itself when it comes to speaking skills.Unfortunately, it is still neglected when learning English.Many students think that speaking English is still difficult to learn and apply because of the lack of vocabulary and understanding of how the sentence can be pronounced properly and correctly.Meanwhile, we must be proficient in grammar, vocabulary,

Definition of Speaking
One of the linguistic abilities that is employed in daily life is speaking.Speaking is a human second language activity in daily life after listening.Humans recognize language starting from what they hear and then learn to pronounce it (Nurgiyantoro, 2013).

The Goal of Speaking
The purpose of speaking is explained by Setyonegoro (2013)  f.Extensive: The teacher gives students extended monologues through oral reports, The Correlation Between English Learners' Motivation And Speaking Achievement summaries, storytelling, and short speeches.

Qualities of Effective Speaking
According to Ur (1996) claims that effective speaking possesses the following numerous qualities: a. Learners talk a lot.
Student talks take up as much of the time allocated for each task as feasible.
b. Participation is even.
Every student is given an equal opportunity to speak and participate.
c. Language is of an acceptable level.
Speakers use appropriate linguistic correctness while communicating in meaningful and understandable ways.

Definition of Motivation
A person with motivation is driven to take action to accomplish a goal.The definition of the term "motive" is "active mover," which is where the phrase originates (Sardiman, 2011).
Furthermore, motivation can also be the driving force behind an individual or group's decision to accomplish a particular objective or find fulfillment in their actions.According to Sardiman (2018), motivation is an internal drive that propels an individual to perform specific actions to accomplish a goal.Especially in learning activities.Because learning activities that can run well require motivation to arouse students' enthusiasm for learning.Motivation is the process of encouraging pupils to modify their behavior internally and externally via various cues or supportive factors (Uno, 2017).

Kinds of Motivation
Motivation includes various aspects of human behavior that can encourage someone to behave or not.Where the urge possessed can be a stimulus to take actions that are the basis for someone's reason for doing something.
According to Saydam (2000), motivation can be an impetus for someone to do something sincerely in everyday life.Then, Tambunan

Findings
The results of the data gathering method regarding the relationship between speaking achievement and the motivation of English The Correlation Between English Learners' Motivation And Speaking Achievement language learners.This finding was presented from data collected from distributed questionnaires, final speaking scores, and interviews to answer research questions.

a. The Correlation Between English Learners' Motivation and Speaking Achievement
To respond to the study question on the relationship between speaking achievement and the motivation of English language learners, the researcher used a questionnaire and final speaking score in the quantitative method.

▪ Students' Motivation
In this section, the researcher first distributed questionnaires to respondents to find out students' motivation in learning English.The questionnaire consists of 30 items adopted from AMTB by Gardner.Based on the analysis of students' speaking scores (Y) and motivation for learning (X), it was determined that there is a 0.672 correlation index between the two variables.It indicates that there is a medium correlation between the two variables.
As a result, it can be inferred from the computation of the two variables above and the table of rxy interpretation above that there is a correlation between them.The computation above shows no negative correlation between the X and Y variables.It indicates a positive correlation (one-way correlation) between the two variables.Additionally, the interpretation of a table is used in this research to complete the findings.Firstly, the researcher found out the Degree of Freedom (df).Secondly, by checking the "r" table (rt) in df = 17, it is found that at the degree of significance, 0,05 is 0.45,6, and at the degree of significance, 0,01 is 0.575.0,05 = ro : rt = 0.672 > 0.456 0,01 = ro : rt = 0.672 > 0.575 The significance is 0,05 = ro : rt = 0.672 > 0.456, which means that in the importance, 0,05 ro (rxy) is bigger than rt.So, there is a correlation between students' motivation and speaking achievement, which is accepted.

b. English Learners' Motivation Influence Speaking
Based on interviews conducted with students, it was found that each student had a different motivation when they learned English.
Actually, learning English was very difficult for me.Therefore, I need a big motivation when I want to learn English.Moreover, I have a dream to work abroad."(R3) Hmm, to be honest, I'm not interested in learning English.However, my parents asked me to learn English.Then, slowly, I like English.So, it can be said that my biggest motivation in learning English is my parents.(R2) From the results of interviews, it was found that in learning English, motivation is needed by every student to improve their English-speaking achievement.
Okay, there are many ways to improve English speaking skills.However, it depends on how the lecturer gives lessons.In addition, adequate facilities can also help the process of improving English speaking.Like the Language Lab.Maybe that's the motivation I need." The value of English is not very important.
However, indirectly, it can also affect students.
This can be seen from the results of interviews conducted by the researcher.show that students need more extrinsic motivation in learning English.
Thus, it follows that there is a relationship between students' motivation and speaking achievement based on the argument given above.Furthermore, kids exhibit extrinsic rather than intrinsic motivation when learning.

CONCLUSION
It is clear from the data description provided in the preceding section on the quantitative data that there is a substantial relationship between speaking achievement (Y variable) and the motivation of English language learners (X variable).Using Pearson's Product Moment to analyze both variables, the result is rxy = 0.672.The medium level of correlation in this study is indicated by the rxy = 0.672 result.
Based on the interpretation of rxy, the medium level means that variables X and Y have a positive correlation.It is assumed that the more students motivated to learn to speak, the greater their speaking achievement would be.Then, it is believed that there is a moderate relationship between students' achievement in speaking and their motivation to study the language.That is supported through qualitative data as well by using interviews.In learning to speak English, students need extrinsic and intrinsic motivation.
However, the results of the interviews that have has been explained above, numerous factors can impact student's acquisition of English language skills.Haswani, M. S (2008) argues that motivation is one of the elements that influences students' learning of speaking.Motivation is crucial in helping students improve their speaking abilities in English.Harmer (2001) states that students' internal and external sources of motivation encourage them to act.Students will gain power in their speaking lessons as a result.Many students consider that until now, speaking English has been the most challenging thing to learn.Furthermore, based on the facts in the field, it shows that students' lack of motivation about speaking English results in students above, which is students' lack of motivation, this research is intended to be conducted in one of University in Maros, and the participant focuses on the second semester, which is the students still new and have less motivation in speaking.So, the researcher is interested in carrying out the study using the title "The Correlation Between English Learners' Motivation and Speaking Achievement" because of the description provided above.

(
2015) stated, "Types of motivation based on their source are extrinsic and intrinsic motivation."They are: a. Motivation that originates internally is known as intrinsic motivation.This drive typically results from a strong desire for something, which inspires the will to pursue it.b.Something that originates from the outside or the immediate surroundings is known as extrinsic motivation.This incentive typically takes the shape of a material's worth.METHODSThe researcher used a correlational design in the mixed method in this study.According to Supriyati in Sugiyono (2013), methods research combines quantitative and qualitative methods.Quantitative analysis is seen as confirmatory and deductive, while qualitative research is exploratory and inductive.The type of mixed method design that will be used is explanatory sequential.Based on Creswell & Creswell (2017), the explanatory sequential design appeals to those with a background in quantitative analysis or who work in domains that are relatively new to qualitative methods.This research was conducted at the Muslim University of Maros.The study used a purposive sampling technique because the researcher only took samples that met the researcher's requirements or, in other words, samples that had received speaking lessons.The sample in this research was English students, and the study focused on the second semester.In this research, the researcher used a questionnaire, speaking score, and interview because the researcher wanted to know about student's motivation and speaking achievement.In addition, interviews are used to find out more about student motivation.In data analysis, the researcher collected the data through questionnaires, speaking scores, and interviews with English students in University Muslim Maros.The researcher used SPSS to analyze a questionnaire on motivation and students' speaking achievement in quantitative data.Meanwhile, interviews on qualitative data used three stages for data analysis: data reduction, data presentation, and conclusion drawing.In data reduction, after collecting data, the researcher selects data that is considered necessary and relevant to the final goal and discards unnecessary data, in other words, reducing data based on the theme or topic of answers given by the respondent.In presenting the data, the collected data was compiled to make it easier to understand, and then conclusions were drawn from the data.The data presentation was in the form of notes from observations and interviews.In conclusion, the researcher concluded.
above is Pearson's Product Moment Formula, which shows a correlation between the students' motivation score and speaking achievement.After calculating the speaking achievement and motivation of the students, it was discovered that rxy = 0,672.The next step is to interpret the rxy once the researcher has computed the data using the correlational Product Moment formula and determined the result of rxy.