THE RELATIONSHIP BETWEEN STUDENTS’ LEARNING MOTIVATIOM AND

ONLINE LEARNING

Rosi Afriya, 20551059 | afriaaafria650@gmail.com

English Tadris Study Program, Tarbiyah Faculty, State Islamic Institute of Curup, Bengkulu,
Indonesia

Abstract:

The Covid -19 Pandemic forces schools to switch from in-person instruction to entirely online
instruction as the safest and most effective ways to curb the virus' spread. Some investigations
have noted that students' motivation for online learning is impacted either intrinsically or
extrinsically as a result of the abrupt transition from regular classroom activities to online
learning activities. The purpose of this study is to discover what students think about online
education and how their learning motivation influences their participation in English online
education. Semi-structured interviews (n = 6) and a questionnaire (n = 60) were used as the
research tools in a mixed-methods study (MMR). The qualitative data from the interview were
examined using thematic analysis, and the quantitative data from the questionnaire were
analyzed using SPSS (Statistical Package for Social Sciences). The results showed that students
students generally thought that online learning presented some challenges because of erratic
internet availability and a lack of sufficient student-teacher or peer interaction. The survey also
identified a few benefits of online learning for students, including the chance to develop
technological know-how and proficiency and more meaningful learning opportunities through
digital platforms. According to the study, teachers must give students enough feedback about
their assignments and/or learning processes.

Keyword: mixed method research, Online learning, intrinsic and extrinsic motivation.

1. Introduction

All of the nations in the world have been severely impacted by the COVID-19 Pandemic, but
Indonesia has experienced some of the worst effects. The Indonesian government has
suspended in-person education programs for a number of months. As part of the endeavor to
stem the spread of this virus, which killed millions of people worldwide, the learning process
that was first undertaken in schools, colleges, and courses was put on hold for a while.
Therefore, in order to curb the spread of the virus, educators in Indonesia have been told to
switch from face-to-face to entirely online instructional activities. For online learning,
teachers and students have been given access to certain new tools like Zoom, Google
Classroom, Google Teams, Google Suite for Education, and other social media.

Teachers that use online learning have the chance to set up their classrooms online. Online
learning offers a variety of communication tools, including chat, email, an online whiteboard,
Google Classroom, and large-scale video conferencing. According to Baran et al. (2013), in
online instruction, educators now serve as facilitators rather than the major actors in the
exchange of knowledge or the focal point of interactions. As a result, professors talk for
shorter and shorter periods of time in the online classroom. According to Basilaia and
Kvavadze (2020), online learning is the process of imparting knowledge over the internet
using audio, video, graphics, text, and software. A key component of online learning is the
ability of instructors and students to interact online (Zhu & Liu, 2020).

According to a study by Aji et al. (2020), online learning activities might be successfully
adopted in primary schools during the Covid-19 outbreak thanks to collaboration between
teachers, school staff, students, and parents. Another study by Purwanto et al. (2020)
revealed that some parents, teachers, and students encountered difficulties when learning
online. These difficulties included a lack of technological proficiency, high internet or quota
costs, a lack of interaction and communication between students, teachers, and parents, as
well as a rise in teachers' workloads as a result of the need to coordinate their efforts with
other teachers, school principals, and parents. Parents, on the other hand, thought that the
problems were more related to the lack of learning discipline among kids who study at home,
the time parents spend assisting their children with their studies at home, a lack of technical
skills, and greater internet costs. The study by Zhang et al. (2020) highlighted the uncertainty
and controversy around the manner and topic content to teach, the workload on teachers and
students, the teaching environment, and its effects on equitable education.

Dhawan (2020) identified further grounds for online learning during the Covi19 pandemic.
Accessibility, cost, flexibility, pedagogy in learning, and lifelong learning are some of these
justifications. Online education is more accessible and can even be accessed in remote areas.
Additionally, it is thought to be less expensive overall in terms of education costs and
transportation. The adaptability of online education is another advantage. Students can
schedule or arrange their time to complete an online task. Technology can be combined with
in-person instruction to create blended learning. The blended learning environment and
online lectures can improve students' learning capability. In an effort to pursue lifelong
learning, students can approach their studies with a more flexible attitude to time and place.
In the current dynamic world, the Indonesian government is also aware of the growing
significance of online teaching and learning activities.

Online learning has a few disadvantages, despite its benefits and rising popularity. Numerous
researches have found that the effectiveness of learning outcomes from online learning is
lower to those from traditional learning (Xu & Jaggars, 2013). Furthermore, Figlio et al.
(2013) observed that students with high and low performance levels performed similarly in
online and face-to-face learning environments, with students who performed poorly in face-
to-face learning environments even performing significantly worse in the latter. As a result,
the deployment of online teaching platforms sparks some discussion among those involved in
education, particularly students. According to Xu and Jaggars (2013), the majority of
students prefer in-person instruction and believe that online instruction is less efficient.
Another issue is that not all of Indonesia can properly deliver instruction online. There are
still some localities with erratic internet connections, and some places are still without any
internet coverage at all. Additionally, since professors and students must buy an internet
subscription, which is still rather expensive, online instruction is typically more expensive
than in-person instruction.

According to intrinsic and extrinsic motivation theories, several studies have been done on
students' reasons for participating in online environments (e.g. Liaw & Huang, 2013; Martens
et al., 2004). The attitudes of learners toward autonomy can be predicted by both intrinsic
and extrinsic motivation, claim Liaw and Huang (2013). The internal motivation of
undergraduate students majoring in psychology and technology to complete real computer
tasks was investigated by Martens et al. in 2004. They found that having higher levels of
achievement does not always imply having higher levels of intrinsic motivation, and vice
versa. On the other hand, intrinsic motivation is connected to a more thorough analysis of the
learning environment. Another study by Rienties et al. (2009) indicated that learners'
motivation varies, with those who are intrinsically motivated showing greater discourse
successes.

The initial viewpoint to take is one of investigating motivation for online classes with a focus
on establishing a motivational atmosphere for the students. According to experts, some
instructional design approaches take students' motivation into account as part of a bigger
design, while others place a greater emphasis on motivational aspects (Chan & Ahern, 2016).
A well-liked instructional design framework for fostering motivation in online learning
environments is Keller's Attention, Relevance, Confidence, and Satisfaction (ARCS) model
(Keller, 2010). It was developed as a tool to influence learner motivation by employing a
methodical instructional design approach. The model is used as a guide to create instructional
strategies with the goal of grabbing students' attention, making the lesson material relevant,
boosting learner confidence, and delivering satisfaction through intrinsic and extrinsic
rewards (Keller, 2010).

There is proof that traditional classroom pupils are more motivated than online learners.
Yang et al. (2015) showed that in a study examining the relationship between gender and
course format, either males or females had a greater mastery goal orientation in face-to-face
classroom courses compared with online courses (traditional vs. online). Yang et al. found
that girls in traditional schools outperformed boys in goal orientation, but men outperformed
women in online courses. Additionally, studies show that pupils favor traditional courses for
some subjects. According to Jaggars (2014), college students prefer traditional classroom
settings for subjects they deem to be more difficult, while they choose online courses for
subjects they deem to be simpler. This choice was influenced by the accessibility of lecturers
in conventional classroom settings. Most students who were asked why they preferred
traditional education in challenging classes had this response. According to students in
Jaggars' study, online learning is good for subjects where students can teach themselves the
material, but they value the level of tutoring that is typically offered in person for challenging
courses.

In terms of learning motivation, research shows that motivation is crucial for improving
students' academic success. Students who are more driven than those who are less motivated
spend more time studying the material, are more tenacious when faced with challenges, and
perform better academically (Fairchild et al., 2005). Motivation is a crucial element that
influences learners' attitudes and learning behaviors in educational research and practice
(Ryan & Deci, 2000). Whether intrinsic or extrinsic, students' motivational orientations have
a substantial impact on their learning. According to Czubaj (2004), intrinsic motivation can
improve learning outcomes, time spent in school, and dropout rates. Extrinsic motivation, on
the other hand, may be linked to getting higher test scores, winning honors, and receiving
rewards (Federico, 2000).

There has been a lot of prior study on the advantages of virtual learning during COVID 19,
but little has been written on the level of student motivation for online learning. The majority
of studies on learning motivation were conducted outside of classrooms and outside of
teaching English as a foreign language. There is a lack of knowledge regarding how
motivation functions in EFL and online learning environments. One of the areas that hasn't
been thoroughly explored in prior studies, the current study's investigation of students'
motivation in English online learning during the COVID-19 epidemic. This study could
contribute to our understanding of the variables that affect students' motivation in English
virtual learning, particularly in the context of Indonesia. What and how is students' learning
motivation in English online learning during the Covid 19 pandemic? is the research topic
that directs this investigation.