Students’ motivation in learning english in urban and rural schools
Keywords:
motivation, English learning, ARCS model, urban school, rural school, mixed-method researchAbstract
This study aims to investigate students’ motivation in learning English in urban and rural schools and to identify the factors influencing their motivation. The research employed a sequential explanatory mixed-method design, in which quantitative data were collected through a questionnaire based on Keller’s ARCS motivation model, consisting of Attention, Relevance, Confidence, and Satisfaction, followed by qualitative data obtained through semi-structured interviews. The participants were 40 students, consisting of 20 students from SMP Negeri 4 Pitu Riase as the rural school and 20 students from MTs YMPI Rappang as the urban school. The findings showed that students in both schools had a high level of motivation in learning English. SMP Negeri 4 Pitu Riase obtained a mean score of 4.17, while MTs YMPI Rappang obtained a mean score of 4.09. The results also revealed differences in ARCS components, where rural students scored higher in Attention, while urban students scored higher in Relevance. The interview findings indicated that students’ motivation was influenced by internal factors such as interest, future goals, confidence, and satisfaction, as well as external factors such as teacher support, classroom activities, learning resources, and school facilities. These findings suggest that students’ motivation in learning English is not solely determined by school location but also by learning experiences, personal aspirations, and the perceived benefits of English.
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