THE MOTIVATION OF ENGLISH FOREIGN LANGUAGE (EFL) LEARNER IN

ONLINE ENGLISH LEARNING DURING COVID 19 PANDEMIC (A CASE OF A

JUNIOR HIGH SCHOOL STUDENT IN TASIKMALAYA)

A RESEARCH PROPOSAL

Submitted to fulfil one of the requirements for thesis writing at English Education
Department of Faculty of Educational Science and Teachers' Training Siliwangi
University

By
Nadia Silviana
172122093

ENGLISH EDUCATION DEPARTMENT

FACULTY OF EDUCATION SCIENCES AND TEACHERS’ TRAINING
SILIWANGI UNIVERSITY
TASIKMALAY
A 2022
 APPROVAL SHEET

THE MOTIVATION OF ENGLISH FOREIGN LANGUAGE (EFL) LEARNER IN

ONLINE ENGLISH LEARNING DURING COVID 19 PANDEMIC (A CASE OF A
JUNIOR HIGH SCHOOL STUDENT IN TASIKMALAYA)

Nadia Silviana
172122093

Approved by:

Supervisor 1, Supervisor 2,

Yuyus Saputra., S.Pd., M.Pd.

Ratu Pujasari., S.Pd., M.Pd.
NIDN. 0404078207
NIDN. 0012039501
 PREFACE

All praises and thanks are due to Allah swt. For His blessing and mercy.

Finally, I completed writing a proposal entitled “The Motivation of English

Foreign Language (EFL) Learner in Online English Learning During Covid

19 Pandemic (A Case of a Junior High School Student in Tasikmalaya)” to

fulfil the requirements for writing a thesis in the English Education Department of

the Faculty of Education and Teacher Training, Siliwangi University. This paper

describes the Motivation of English Foreign Language (EFL) Learner in Online

English Learning. Furthermore, the researcher also included several previous

studies related to the topic of this research. In addition, the researcher wrote a

research procedure for this research, which included Research Methods, Research

Focus, Setting and Participants, Data Collection Techniques, Techniques Data

Analysis, and Research Steps, and Time.

Tasikmalaya, March 2022

i
 ACKNOWLEDGMENT

All praise and gratitude we pray to the presence of Allah swt for His blessings

and grace. Finally, I completed a research proposal entitled “The Motivation of

English Foreign Language (EFL) Learner in Online English Learning During

Covid 19 Pandemic (A Case of a Junior High School Student in Tasikmalaya)”.

It is submitted to the Department of English Education, Faculty of Education and

Teacher Training, Siliwangi University, to fulfil the requirements for writing a

thesis. On this occasion, I would like to express sincere gratitude to:

1. To beloved parents and siblings, who have taught the writer how to be

patient, pray and endure with their own hands, never tired of giving

advice, and always support the writer in any situation.

2. Head of the Department of English Education, Faculty of Education and

Teacher Training, Siliwangi University, Tasikmalaya,

3. All lecturers and employees of the University of Siliwangi, for all the

experiences created by my learning and developing opportunities here.

4. My supervisors, for your caring and patience in guiding and assisting me

in finishing my research proposal.

ii
 TABLE OF CONTENTS

PREFACE................................................................................................................i

ACKNOWLEDGEMENT.....................................................................................ii

TABLE OF CONTENTS.....................................................................................iii

1. Background of the Study..............................................................................1

2. Formulating of the Problem.........................................................................3

3. Operational Definitions................................................................................5

4. Significances of the Study............................................................................4

4.1 Theoretical Uses.....................................................................................4

4.2 Practical Uses.........................................................................................4

4.3 Empirical Uses.......................................................................................4

5. Literature Review.........................................................................................4

5.1 Motivation..............................................................................................4

5.2 Intrinsic and Extrinsic Motivation in Learning......................................5

6.2.1 Intrinsic Motivation.......................................................................5

6.2.2 Extrinsic Motivation......................................................................5

6.2.3 Amotivation...................................................................................6

5.3 Online Learning.....................................................................................7

5.4 Relevant Study.......................................................................................8

5.5 Framework.............................................................................................8

6. Research Procedures....................................................................................9

6.1 Method of the Research..........................................................................9

 iii

6.2 Focus of the Research............................................................................9

6.3 Setting and Participants..........................................................................9

6.4 Technique of Collecting the Data.........................................................10

6.5 Technique of Analyzing the Data........................................................10

6.6 Steps of the Research...........................................................................11

6.7 Time and Place of the Research...........................................................12

REFERENCES...................................................................................................13

ENCLOSURE

iv
 TABLE LIST

Table 1. The Taxonomy of Human Motivation................................................5

Table 2. Research Schedules...........................................................................12

 ENCLOSURE LISTS

Enclosure 1. Participant Consent &Release Form for Participant……………

Enclosure 2. Interview Guidelines …………………………………………...

Enclosure 3. Lembar Penetapan Proyek Tugas Akhir S-1 …………………...

Enclosure 4. Kartu Pertemuan Bimbingan Proposal Skripsi ………………..

 1

1. Background

At this time the learning process in every school changed from face to face

to online because spread of the corona virus. This corona virus is a new type. This

corona virus was discovered in the last month of 2019 at a seafood market in

Wuhan, China (Huang et al, 2020). This corona virus is known to be very deadly

and its transmission is very fast. Hence, The Government of the Republic of

Indonesia through the Ministry of Education and Culture has established online

teaching where the teachers and students are arranged to carry out teaching and

learning processes from face-to-face to online learning as one of the physical

distancing program efforts to suppress the pandemic outbreak (Ministry of

Education and Culture, 2020).

In this online learning the use of technology is very used and important for

the success of student in online English learning. Hoq (2020) emphasized that

currently in online learning the use of information technology has a very significant

role in the application of distance learning during the corona virus pandemic. The

learning process can run well with the rapidly growing information technology

such as WhatsApp, Zoom, Google Meet, Google Classroom, E-Learning and so on.

According to Kim (2020) for some lessons that require practice such as practicum,

video observation is one of the suggested methods as an alternative to student

teaching, and to achieve these goals online learning requires different from

traditional learning. Teachers must design activities to guide and support students.

Therefore, certain competencies are also needed to engage in an online classroom.

The competencies are including communication skills, technology skills,

responsiveness, providing informative feedback, administrative skills and

monitoring learning (Roddy, et. al., 2017). Good communication skills between

teachers and students are very important to run an online environment because it

can guide students to stay involved in online classes. So, the students can
 2
understand the material taught by the teacher. In addition, in the learning situation

also the readiness of students is needed because it emphasizes active learning

because the teacher is not physically present. Therefore, in online activities the

students must also be able to self-regulate in order to achieve learning success.

According to Vonderwell (2004) if students can self-regulate, they can help make

decisions about several aspects of learning such as deciding on goal setting,

planning, monitoring phases, and assessing the learning process. And also, the

students must know about responsibilities, how to manage time efficiently and

effectively. Awareness about the regulation of online learning is very important

because it can help students to make decisions and can make successful outcomes

for them.

On the other hand, there are some challenges face by the students in

attending online learning. Arora & Srinivasan (2020) stated there are several

challenges faced during the online learning process, such as network problems,

lack of motivation, lack of participation, lack of personal communication and lack

of interaction. Therefore, because of this problem student motivation is lack. Based

on Cahyani, Listiana, & Larasati (2020), Rachmat (2020) and Simamora (2020)

also reported that students who lack motivation are strongly influenced by external

factors such as the learning environment, study time, and instrumental support that

affect achievement. Besides that, poor internet connection can also cause

frustration to students during online learning. Additionally, according to Fitriyani,

Fauzi, & Sari (2020) and Simamora (2020) argued that in online learning it is the

intrinsic factor that really motivates students. The students are encouraged to study

hard where they are enthusiastic in understanding and adding new knowledge even

though it is online.

As Sri Gustiani entitled "Students' Motivation in Online Learning During

the Covid-19 Pandemic Era" found that there are two things that can affect students

in online learning, namely intrinsic motivation and extrinsic motivation. These

 3
results were carried out using a qualitative study about the motivation of students

of English Department (ED) at Polsri toward their online learning during the

Covid-19 Pandemic era. And in this study, the researcher will examine in one of

the junior high school in Tasikmalaya when the online learning process student do

not receive a clear delivery of English material. Thus causing an impact on the

motivation of these student such as the student being passive, lazy to join in the

online classes, not doing assignments and so on. So that, researcher is interested in

researching students at the school.

The findings of the previous study have triggered the same line by

investigating student motivation in online learning during the Covid-19 pandemic.

The difference with the research above is that this research was conducted in one of

the junior high schools that was undergoing online learning at their school. This

research will be conducted with a qualitative approach with focus on student

motivation in online learning. To get more coverage on topics related to the title

"The Motivation of English Foreign Language (EFL) Learner in Online English

Learning During Covid 19 Pandemic (A Case of a Junior High School Student in

Tasikmalaya)".This study tries to investigate the motivation of EFL learner in

online English learning during the Covid-19 pandemic.

2. Formulation of the Problem

The researcher formulates the research problems into the research

question, ― What is the motivation of English foreign language (EFL) learner in

online English learning during Covid-19 pandemic?

3. Operational Definitions

3.1 Motivation Motivation is an encouragement

that arises in a person to do

something to achieve the certain

goals.
 4
3.2 English Foreign Language English as foreign language is where

English becomes a foreign language

in the country (not official language).

3.3 Online Learning The situation where students study at

home by using several technological

tools to support the learning.

4. Aim of the Research

This study aims at investigating the motivation of English Foreign

Language (EFL) learner in online English learning during Covid-19 pandemic.

5. Significances of the Research

5.1 Theoretical Uses : This study supports the theories about motivation of English

foreign language (EFL) learner in online English learning during Covid-19

pandemic.

5.2 Practical Uses : This study contributes as a references for teachers to overcome

the motivation of English foreign language (EFL) learner in online English learning

during Covid-19 pandemic so that students are motivated to learn English and how

teachers can build student motivation.

5.3 Empirical Uses : This study is beneficial to providing information for next

researcher about motivation of English foreign language (EFL) learner in online

English learning during Covid-19 pandemic.

6. Literature Review

6.1 Motivation

Motivation is an impulse that makes a person more enthusiastic and

interested in something to be achieved. According to Jenkins (2018) motivation is a

drive in humans that causes to initiate and maintain action on a certain goal.

Motivation is an important thing in every person to learn, especially foreign

language learners. Motivation is important and same as aptitude, intelligence and

 5
attitude that can greatly influence the achievement learners’ foreign language

acquisition (Quan, 2014). It can be said that motivation is an enthusiasm or needed.

Motivation is a process that activates, directs, and sustains behavior (Santrock,

2004). This means that motivation is to encourage and show students to do

something and continue to do these activities. Then, motivation is described as a

'learning machine' (Paris & Turner, 1994) influencing what, how, and when

learners learn (Schunk & Usher, 2012). With motivation students' learning goals

will be more focused, students will become more active and always participate

during the learning process. Ryan and Deci (2000a,2000b) argue that motivated

learners are able to engage in challenging learning activities that engage them

actively in finding appropriate strategies to facilitate their learning. Motivated

learners will be more diligent, creative, enjoy and show better learning. As the

theory from Deci & Ryan (1985) there are some types of motivation. The table 1

the human of motivation types from Deci & Ryan (1985):

Table 1. The Human Of Motivation (Deci & Ryan, 1985)

Intrinsic Extrinsic Amotivation

Motivation Motivation
Interest/ External
enjoyment Regulation
Inherent Introjection
satisfaction Regulation
Identification
Regulation

6.2 Intrinsic and Extrinsic Motivation in Learning

Intrinsic motivation is motivation that comes from within oneself to do

something. Ryan and Deci (2000a, p.56) defines intrinsic motivation as an activity

carried out for satisfaction that is inherent and cannot be separated. This is related

to internal factors such as interests, pleasures or challenges that the individual

develops. Furthermore, they also define extrinsic motivation as 'a construct related

to any activity undertaken to achieve some separable outcome' (Ryan & Deci,

2000a, p.60). This is related to external factors such as recognition from others or
 6
awards (Hartnett, 2016).

6.2.1 Intrinsic Motivation

In the theory of Deci and Ryan (1985) stated that intrinsic motivation is

related to: (1) motivation to learn and acquire new knowledge; (2) motivation to

experience physical urges and excitement; and (3) motivation to carry out

challenging learning activities, for example completing challenging assignments.

Intrinsic motivation is influenced by interests, ambitions, aspirations, awareness,

physical, psychological and competence conditions.

6.2.2 Extrinsic Motivation

Extrinsic motivation, in contrast, is related to (1) motivation to obtain

rewards or prevent punishment (external regulations) 2) motivation to avoid bad

situations or feel guilty (introjected regulation) and (3) motivation to obtain

benefits and needs after completing a learning activity (identified rules). Extrinsic

motivation is influenced by studying conditions, family conditions, social

conditions, and supporting facilities.

6.2.3 Amotivation

Students who do not have motivation such as intrinsic and extrinsic

motivation are called “amotivation”. Harnet (2016) said this happens because

students have a reluctance or lack of motivation to learn, where these students have

low self-efficacy and feel unable because learning will not produce the desired

results.

6.3 Online Learning

Online learning can be described as a form of distance education. Since

the mid-1990s distance education has become a widespread phenomenon and is

accompanied by many benefits including providing wider access to educational

activities and learning opportunities (Barbour & Reeves, 2009; Campbell & Sarac,

2018). For examples in online learning we can use media such as Zoom, Skype,
 7
Google Classroom, and so on. Online learning is the use of the internet or the web

in learning (Bates, 2005). And according to Ally (2008, p.5), it is defined as:

… the use of internet to access materials; in order to acquire

knowledge, to interact with the content, instructor, and other
learners; and to obtain support during the learning process and to
grow from the learning experience.

So, it can be interpreted that online learning is distance education from

instructors and institutions using media to acquire knowledge and also learning

experiences.

6.3.1 Principles of Online Learning

Online learning can be characterized into two main points: 1) the content

of online learning will have a major impact on student learning outcomes. That is,

involving technology-based distance learning via the internet with a variety of

interactive content such as audio, video, animation, and simulation 2) instructions

are carried out via the internet. Where the students can comment directly about

their assignments. Instructions are given by teachers through interactions in the

same space-time communication as video conferencing such as using Zoom or

Google Meet, or through separate space-time communications such as email. These

forms of communication must be accessible from anywhere studies (Alabbasi,

2017; Archhambault et all., 2010; Bakia, 2012; Huang et al., 2020; Powell et al.,

2015; Watson & Gemin, 2008; Wick, 2010).

6.3.2 Online Learning during the Covid-19 Pandemic

The increasing number of COVID-19 cases in worldwide has caused the

face-to-face learning process in schools to be suspended. This is done to break the

rope of the spread of the corona virus which is very wide and fast. A total of 12.2

billion of students in worldwide study outside from the classroom (Li and Lalani,

2020). This is as a substitute for face-to-face learning in the classroom. Almost

schools around the world carry out distance learning using digital platforms or we

called online learning.

 8
According to Azzahra (2020) in Indonesia there are many schools have

obstacles in submitting their curriculum to the online version due to the lack of

information technology infrastructure support. Therefore, due to lack of knowledge

for online teaching, teachers have difficulties in converting face-to-face education

to online because they do not have the necessary computer knowledge. Although,

some schools and teachers can using online learning many students also have their

own problems. Namely, their inability or lack of computer skills in participating in

online learning. Especially, this situation occurs in students who do not have the

right instruments to facilitate their online learning such as laptops, smart phones,

computers, and insufficient internet quota (Simamora, 2020).

6.4 Relevant Study

Lin et al. (2017) investigated the role of learning motivation in language

courses. They collected 466 completed surveys. The study found students had low

levels of intrinsic and extrinsic motivation in their online education courses. The

researcher also said that the low motivation of students may be due to the lack of

real-time interaction with teachers and classmates. Another study was also

conducted in Thailand with 8 participants used interviews. It was explained that

inadequate teacher feedback made students' hearts shrink and negatively affect

students' motivation to study in online foreign language courses (Yantraprakorn et

al., 2018).

6.5 Framework

Based on the literature review, motivation is defined as an impulse in

humans that makes a person more interested and excited to start and achieve

certain goals. This motivation arises because of intrinsic or extrinsic motivation

which causes a person to be excited or even lose motivation in learning. However,

this study will describe students' motivation in learning English online, to find out

their motivation and review students learning English and how their level of

motivation in online classes is. This study focuses on EFL student in one of the
 9
junior high school in Tasikmalaya who learn English in an online context.

Therefore, this study will describes the motivation of English foreign language

(EFL) learner in online English learning during Covid-19 pandemic.

7. Research Procedures

This part of the researcher will explain the techniques used in research to

achieve desirable goals such as research methods, settings, and participants, collect

data, analyze data, research steps, and research schedules.

7.1 Method of the Research

The research method used in this study is using descriptive case study. The

purpose of descriptive case study is to describe a phenomenon and its

characteristics in real life (Yin, 2018). This descriptive research seeks to answer

the researcher's questions by showing the aspects obtained from a lot of research

data, so that it can describe a specific condition, event or phenomenon.

7.2 Focus of the Research

The research focuses on the motivation of English foreign language (EFL)

learner in online English leaning during Covid-19 pandemic. The context of this

research is a junior high school student who is taking English subject. And in this

research, it refers to the motivation of these student when taking online English

learning classes during the pandemic.

7.3 Settings and Participants

In obtaining all the data for this research, this study will be conducted in

one of the junior high schools in Tasikmalaya. This research will be conducted in

April 2022. The participant is a male student who is studying English lessons

online starting in 2021. He has been studying English online for one year.

Interviews will be conducted directly (direct interviews). For participants are

determined based on the following criteria:

1. Junior High school student in Tasikmalaya

2. At the school is online learning

 10
3. Have motivational problems in online English learning such as not doing

assignments from the teacher because there are a lot of assignments given while

the English teacher does not explain the material

4. Rarely attend in online classes

5. Increasing laziness for school

Based on this, one participant was selected according to the above criteria.

Then, the researcher asked the participant's willingness to become a research

participant by filling out the form provided.

7.4 Technique of Collecting the Data

The data will be obtained by a semi structured interviews. The interview

will be conducted two or three interviews for respondent. According to Mann

(2016) semi-structured interviews are where the researcher asks a set of

predetermined and usually more open-ended questions, which are written as an

interview guide and semi-structured can provide space for discussion, negotiation

and expansion of the interviewee's responses. Researcher will prepare questions

based on the intrinsic and extrinsic motivation of EFL learner in online learning.

7.5 Technique of Analyzing the Data

The data will be analyzed using thematic analysis. Thematic analysis is a

method for qualitatively analyzing data that requires searching across data sets to

identify, analyze and report recurring patterns (Braun and Clarke, 2006). In this

case, the researcher will collect data to answer research questions and the data will

be analyzed using six stages in this thematic analysis, which are as follows:

a. Familiarizing data

In this first step, the researcher must read and continue to read all the data

obtained in order to understand the data well. Such data sets may include

interviews, recorded observations, focus groups, field notes, journal entries, or

other media such as photographs or videos (Thorne 2000; Nowell et al. 2017).
 11
b. Generating Initial Codes

In this step, the code is generated from the data that has been understood.

This code is a short picture of data or important point. The results of the interview

were then emphasized using the color code coding and the data will be obtained

from intrinsic motivation, extrinsic and amotivation. After the researcher has

encoded the entire data set, the researcher can arrange data with the code in

preparation for step 3: search for themes.

c. Searching for Themes

Braun and Clarke (2006) stated in this third step involving examination of

data extract encoded and collected to find a broader potential theme. In this step,

researchers will check the data that has been encoded. Then researchers will

categorize data according to the same theme.

d. Reviewing Themes

In this step the researcher will review the theme that has been formed to

ensure whether the initial theme is appropriate or not.

e. Defining and Naming Themes

This step of the researcher will define the last theme to be used. That is by

giving the proper name. The theme is made and named to represent the entire

subtheme after the reviews are completed. The theme names are included in the

final report and will be reviewed to ensure they are short and adequately

descriptive (Braun and Clarke 2006).

f. Producing the Report/Manuscript

In this step the researcher reports data based on analysis and provides an

interesting explanation and data presentation must be logically and significantly.

 12
7.6 Steps of the research

In conducting research, researchers will take several steps to collect data

as follows:

 Prepare a set of questions, interview tools or recording such as smart

phone, book and pen

 Asking for the willingness and participant time to be prepared to be

interviewed

 Conducting participant interviews

 Researchers recorded votes during interviews and noted too

 Copy and interpret the results of interviews to get data

 Researchers will re-examine the results of the study

7.7 Time and Place of the Research

Table 2. Research Schedule

NO Activities Jan Feb Mar Apr May June July
2022 2022 2022 2022 2022 2022 2022

1 Research Proposal
Writing

2 Research Proposal
Examination

3 Data Collection

4 Data Analysis

5. Report

6. Thesis
Examination

The place of research is at researcher’s house which is located on Letnan Dadi

Suryatman Street, Sukamanah Village, Cipedes District, Tasikmalaya City, West Java,
Indonesia.
 13

REFERENCES

Alabbasi, D. (2017). Exploring graduate students’ perspectives towards using

gamification techniques in online learning. Turkish Online Journal of
Distance Education, 18(3), 180–196.

Ally, M. (2008). Foundations of educational theory for online learning. In T.

Anderson (Ed.), Theory and practice of online learning (2nd ed., pp. 3–31).
Retrieved from http://www. aupress.ca/index.php/books/120146.

Archambault, L., Co-chair, B., Diamond, D., Coffey, M., Foures-aalbu, D.,
Richardson, J., Zygouris-coe, V., Brown, R., Cavanaugh, C., Scribner, D.,
& Barbour, M. K. (2010). An Exploration of At-Risk Learners and Online
Education. International Association of K-12 Online Learning.
https://aurora-institute.org/resource/anexploration-of-at-risk-learners- and-
online-education/

Arora, A. K., & Srinivasan, R. (2020). Impact of Pandemic COVID-19 on the

Teaching-Learning Process: A Study of Higher Education Teachers.
Prabandhan: Indian Journal of Management, 13(4), 43–56. Retrieved from
http://indianjournalofmanagement.com/index.php/pijom/article/view/
151825.

Bakia, M., Shear, L., Toyama, Y., & Lasseter, A. (2012). Understanding the
implications of online learning for educational productivity. U.S.
Department of Education, Office of Educational Technology.
https://tech.ed.gov/files/2013/10/implicationsonline-learning.pdf.

Barbour, M. K. & Reeves, T. C. (2009). The reality of virtual schools: A review

of the literature. Computers & Education, 52(2), 402-416.

Bates, A. W. (2005). Technology, e-learning and distance education (2nd ed.).

New York, NY: Routledge Falmer.

Braun V, Clarke V. 2006. Using thematic analysis in psychology. Qual Res

Psychol. 3(2):77–101.

Campbell, C. & Sarac, B. (2018). The role of technology in language learning in

the twenty-first century: Perspectives from academe, government, and the
private sector. Hispania, 100(5), 77-84.

Cahyani, A., Listiana, I. D., & Larasati, S. P. D. (2020). Motivasi Belajar Siswa
SMA pada Pembelajaran Daring di Masa Pandemi Covid-19. Jurnal
Pendidikan Islam, 3(1), 123-140.

Fitriyani, Y., Fauzi, I., & Sari, M. Z. (2020). Motivasi belajar mahasiswa pada
pembelajaran daring selama pandemik Covid-19. Jurnal Kependidikan:
Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan,
Pengajaran dan Pembelajaran, 6(2), 165-175.

Gustiani Sri. (2020). STUDENTS’ MOTIVATION IN ONLINE LEARNING

DURING COVID-19 PANDEMIC ERA: A CASE STUDY. HOLISTICS
JOURNAL, 2085-4021, 2657-1897.

Huang, R.H., Liu, D.J., Tlili, A., Yang, J.F., Wang, H.H., et al. (2020). Handbook
on facilitating flexible learning during educational disruption: The Chinese
 14

experience in maintaining undisrupted learning in COVID-19 outbreak.

Smart Learning Institute of Beijing Normal University.

Huang, C., Wang, Y., Li, X., Ren, L., Zhao, J., Hu, Y., Zhang, L., Fan, G., Xu, J.,
Gu, X., & Cheng, Z. (2020). Clinical features of patients infected with
2019 novel coronavirus in Wuhan, China. The Lancet, 395(10223), 497–
506. https://doi.org/10. 1016/S0140-6736(20)30183-5.

Hoq, M. Z. (2020). E-Learning during the period of pandemic (COVID-19) in the

kingdom of Saudi Arabia: an empirical study. American Journal of
Educational Research, 8(7), 457-464. https://doi.org/10.12691/education-8-
7-2/.

Jenkins, K. D. (2018). Understanding teacher beliefs and instructional decision

making concerning disciplinary literacy: the case of secondary teachers in
an urban school. International Journal of Learning, Teaching and
Educational Research, 17(1), 175– 196.
https://doi.org/10.26803/ijlter.17.1.11.

Li, C., & Lalani. F. (2020, April 29). The COVID-19 pandemic has changed
education forever. This is how. World Economic Forum.
https://www.weforum.org/agenda/ 2020/04/coronavirus- education-global-
covid19-online-digital-learning/

Lin, C. Z., Zhang, Y., & Zheng, B. (2017). The roles of learning strategies and
motivation in online learning: A structural equation modeling analysis.
Computers & Education, 113, 75-85.

Mann, S. (2016). The Research Interview: Reflective Practice and Reflexivity in

Research Processes. London: Palgrave Macmillan.
doi:10.1057/9781137353368.

Ministry of Education and Culture. (2020). Pembelajaran secara Daring dan

Bekerja dari Rumah dalam Rangka Pencegahan Penyebaran Corona Virus
Disease(Covid-19).Retrievedfrom:
https://www.kemdikbud.go.id/main/blog/2020/03/se-mendikbud-
pembelajaran-secara-daring-dan-bekerja-dari-rumah-untuk-mencegah-
penyebaran-covid19

Nowell LS, Norris JM, White DE, Moules NJ. 2017. Thematic analysis: striving
to meet the trustworthiness criteria. Int J Qual Methods.
16(1):160940691773384.

Paris, S. G., & Turner, J. C. (1994). Situated motivation. In P. R. Pintrich, D. R.

Brown & C. E. Weinstein (Eds.), Student motivation, cognition, and
learning: Essays in honor of Wilbert J. McKeachie (pp. 213–237).
Hillsdale, NJ: Lawrence Erlbaum.

Powell, A., Roberts, V., & Patrick, S. (2015). Using online learning for credit
recovery: Getting back on track to graduation. International Association for
K-12 Online Learning. https://aurora- institute.org/resource/using-online-
learning-for-creditrecovery-getting-back-on-track-to- graduation.
 15

Quan, Z. (2014) ‘Motivation for a second or foreign language learning’, SHS

Web of Conferences, Vol. 6, pp. A04004.

Ryan, R. M., & Deci, E. L. (2000a). Intrinsic and extrinsic motivations: Classic
definitions and new directions. Contemporary Educational Psychology,
25(1), 54– 67. doi:10.1006/ceps.1999. 1020.

Ryan, R. M., & Deci, E. L. (2000b). Self-determination theory and the facilitation
of intrinsic motivation, social development, and well-being. American
Psychologist, 55(1), 68–78. doi:10. 1037/0003-066X.55.1.68.

Santrock, W.J. (2004). Educational Psychology. New York: Hill second edition

Simamora, R.M. (2020). The Challenges of Online Learning during the COVID-
19 Pandemic: An Essay Analysis of Performing Arts Education Students.
Journal of Studies in Learning and Teaching, 1(2), 86-103.

Schunk, D. H., & Usher, E. L. (2012). Social cognitive theory and motivation. In
R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 13–27).
Oxford, UK: Oxford University Press.

Thorne S. 2000. Data analysis in qualitative research. Evid-Based Nurs. 3(3):68–

70.

Watson, J., & Gemin, B. (2008). Using online learning for at-risk students and
credit recovery. International Association for K-12 Online Learning.
https://aurorainstitute.org/resource/promising-practices-in-online-learning-
using-onlinelearning-for- at-risk-students-and-credit-recovery/

Wicks, M. (2010). A national primer on K-12 online learning - Version 2.

International Association for K-12 Online Learning. https://aurora-
institute.org/resource/anational-primer-on-k- 12-online-learning-2nd-
edition/

Yantraprakorn, P., Darasawang, P., & Wiriyakarun, P. (2018). Self-efficacy and

online language learning: causes of failure. Journal of Languaeg Teaching
and Research, 9(6), 1319-1329.

Yin, R. K. (2018). Case Study Research and Applications : Design and Methods
(6th Revise). Thousand Oak, CA: SAGE Publications Inc.
 16

ENCLOSURE
Enclosure 1. Participant Consent & Release Form for Participant

PARTICIPANT CONSENT & RELEASE FORM

FOR PARTICIPANT:

I, _, In Connection With This Research Program, Hereby

Authorize The Researcher And Its Program To Conduct The Semi-Structured
Interview And Analyze Its Result.

Additionally, I Hereby Authorize The Researcher To Release, Publish, Or Quote

Such Material From The Result Of Interview, But Withhold My Identity, In
Connection With All Research Activities.

For This Research Program, I Understand That Content May Be Included In

Future Speeches, On The Internet, And Through Multiple Broadcast Channels
And Print Media.

I Understand That I May Decline To Give My Consent (By Not Signing This
Form) And Still Continue To Participate In All Research Activities Without
Being Disadvantaged With Respect To Those Activities.

Participant’s Signature Date

Printed Name E-Mail Address

Participant’s Home City & Country

Enclosure 2. Interview Guidelines

Pedoman Wawancara

Identitas Data

 Hari :
 Tanggal :

 Durasi :

 Tempat :

 Pewawancara :

 Peran pewawancara :

 Responden (yang diwawancara) :

Tujuan Wawancara

Menginvestigasi motivasi siswa EFL dalam pembelajaran bahasa Inggris yang

dilakukan secara daring selama masa Covid-19 pandemi.

Jenis Wawancara

Semi-structured interview

Bahasa yang Digunakan

Bahasa Indonesia

Sifat Pertanyaan

Pertanyaan- pertanyaan bisa dihindari berdasarkan respon dari responden

 Grid Question Guidelines

1. Bagaimana cara saudara menyikapi pembelajaran online?

2. Bagaimana pendapat saudara terhadap cara guru memberikan materi bahasa

Inggris di dalam proses pembelajaran online?

3. Bagaimana perasaan saudara terhadap pembelajaran bahasa Inggris yang

dilakukan secara online?

4. Bagaimana saudara mengatur waktu selama pembelajaran online?

5. Bagaimana respon guru terhadap siswa yang aktif dan pasif selama

pembelajaran online?

6. Bagaimana pendapat saudara tentang tugas yang diberikan oleh guru?

7. Bagaimana pendapat saudara tentang metode pembelajaran yang digunakan

guru di dalam proses pembelajaran online?

8. Bagaimana cara guru memotivasi para siswa selama pembelajaran online?

9. Bagaimana cara guru memberikan apresisasi kepada siswa yang aktif di kelas

online?

10. Bagaimana pendapat saudara tentang ketersediaan alat pembelajaran online?

11. Bagaimana keluarga saudara memotivasi saudara selama pembelajaran

online?

12. Bagaimana pendapat saudara tentang kepuasan belajar selama proses

pembelajaran online?

13. Bagaimana pendapat saudara tentang peraturan / tata tertib selama

pembelajaran online?

14. Bagaimana cara saudara untuk menghindari hukuman / sanksi yang diberikan

guru selama pembelajaran online?

15. Bagaimana cara saudara untuk mengatasi situasi yang tidak diinginkan selama

pembelajaran online?
 16. Bagaimana pendapat saudara tentang kehadiran siswa selama pembelajaran

online?

17. Bagaimana cara saudara menyikapi tugas yang dirasa sulit?

18. Bagaimana cara yang dilakukan saudara ketika pembelajaran selesai tetapi

saudara tidak paham dengan materi yang telah disampaikan guru?

19. Bagaimana pendapat saudara tentang peningkatan bahasa Inggris saudara

selama pembelajaran online?

20. Bagaimana cara saudara agar selalu semangat mengikuti pembelajaran

bahasa Inggris online?

\
 Grid Question Guidelines

The questions for this interview will use the human motivation types from Deci &

Ryan (1985) concerning in three categories: Intrinsic Motivatio, Extrinsic Motivation

and Amotivation.

No Categories Subcategories Questions Num

ber
a. Interest /  Bagaimana cara saudara 1
Enjoyment
menyikapi pembelajaran

online?

 Bagaimana pendapat
16
saudara tentang

kehadiran siswa selama

pembelajaran online?

 Bagaimana saudara 4

mengatur waktu selama

pembelajaran online?

1. Intrinsic  Bagaimana cara saudara

Motivation 20
agar selalu semangat

mengikuti pembelajaran

bahasa Inggris online?

b. Inherent  Bagaimana pendapat 12

Satisfaction
saudara tentang

kepuasan belajar selama

proses pembelajaran

online?

 Bagaimana perasaan
 saudara terhadap 3

pembelajaran bahasa

Inggris yang dilakukan

secara online?

 Bagaimana pendapat
19
saudara tentang

peningkatan bahasa

Inggris saudara selama

pembelajaran online?

 Bagaimana pendapat
6
saudara tentang tugas

yang diberikan oleh

guru?

 Bagaimana pendapat

saudara tentang metode 7

pembelajaran yang

digunakan guru di dalam

proses pembelajaran

online?

a. External  Bagaimana cara guru 9

Regulation
memberikan apresisasi

kepada siswa yang aktif

di kelas online

 Bagaimana cara saudara

14
untuk menghindari

hukuman / sanksi yang

 diberikan guru selama

pembelajaran online?

 Bagaimana respon guru

5
terhadap siswa yang aktif

dan pasif selama

pembelajaran online?

 Bagaimana cara guru

8
memotivasi para siswa

selama pembelajaran

online?

 Bagaimana pendapat
2. Extrinsic 10
Motivation saudara tentang

ketersediaan alat

pembelajaran online?

 Bagaimana keluarga

saudara memotivasi 11

saudara selama

pembelajaran online?

b.  Bagaimana cara saudara 15

Introjection
Regulation untuk mengatasi situasi

yang tidak diinginkan

selama pembelajaran

online?

 Bagaimana cara saudara 17

menyikapi tugas yang

dirasa sulit?

 Bagaimana pendapat 13
 saudara tentang

peraturan / tata tertib

selama pembelajaran

online?

c.  Bagaimana cara yang 18

Identificati
on dilakukan saudara ketika
Regulation
pembelajaran selesai

tetapi saudara tidak

paham dengan materi

yang telah disampaikan

guru?

 Bagaimana pendapat
2
saudara terhadap cara

guru memberikan materi

bahasa Inggris di dalam

proses pembelajaran

online?

3. Amotivation

KEMENTERIAN RISET, TEKNOLOGI DAN PENDIDIKAN TINGGI

UNIVERSITAS SILIWANGI
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
PROGRAM STUDI PENDIDIKAN BAHASA INGGRIS
Jalan Siliwangi Nomor 24 Tlp. (0265) 323532 Fax. 323532 Tasikmalaya - 46115
E-mail : fkip_unsil@unsil.ac.id Web Site : fkip.unsil.ac.id
 Rencana Proposal Penelitian Skripsi

Kepada Yth. Bapak/Ibu Dosen Prodi Pendidikan Bahasa Inggris

Kami Dewan Bimbingan penulisan Tugas Akhir Studi Pendidikan Bahasa Inggris menyatakan
bahwa
Nama Mahasiswa : Nadia Silviana

NIM : 172122093

telah mengajukan usulan proyek tugas akhir S-1 (Skripsi) dengan informasi berikut:

Tema Penelitian (Maksimal 5 Kata Kunci)

Motivation, EFL, Online English Learning, Covid-19

Judul Riset Tentatif (Maksimal 21 Kata)

The Motivation of English Foreign Language (EFL) Learner in Online English Learning During
Covid 19 Pandemic (A Case Study on The Seventh Grade at One of Junior High School in
Tasikmalaya)
Rasional (40-70 Kata)
Motivation is an encouragement or enthusiasm that arises in a person to do something to
achieve the certain goals. Motivation is also underlies behavior (Guay et al., 2010) that moves us
to do or not to do something (Broussard and Garrison, 2004). In the literature, motivation is
identified as a stimulating force. Therefore, motivation is one of the main factors in an internal
process that will determine the level of success of student learning (Levpuscek & Zupancic, 2008)

English Education Department 1|Pag

 Rumusan Masalah (20-40 Kata)
1. How is the motivation of English foreign language (EFL) learners on online English learning during
covid-19 pandemic?

Landasan Teori dan Konsep (20-40 Kata)

Motivation is one of the important factors that contribute to the success of learning in foreign language
learning (Dornyei & Csizer, 1998).

Desain Penelitian (20-30 kata)

In this study the researcher uses case study because researcher can investigate in-depth data from
various variables and in detail from a particular thing such as people, society and other units
(Woods & Calanzaro, 1980).

Metode Pengambilan Data (20-30 kata)

Data collection to support the analysis of this research is using interviews. That is create a conversation with
the interviewee in a question-and-answer style and will ask more open-ended questions (Doyle, 2020).
2|Pag

Tujuan dan Kontribusi (20-40 Kata)

This study aims to investigate the motivation of English foreign language (EFL) learner in online English

learning during covid-19 pandemic. And this research contributes as a reference for teachers in order to

increase students' motivation especially on online English learning. So, the motivation will enhancement of

abilities, knowledge and skills of students and maximize their learning activities

English Education Department 3|Pag

 Acuan Bacaan dan Jadwal Pelaksanaan Tugas Akhir

Berdasarkan informasi di atas, Kami Dewan Bimbingan Skripsi program Studi Pendidikan Bahasa
Inggris menyetujui usulan proyek penelitian atas nama mahasiswa yang bersangkutan. Untuk penyelesaian
proposal penelitian secara lengkap serta pembimbingan penelitian dan penulisan skripsi sampai selesai,
Kami menyerahkan tugas dan kewajiban ini kepada Tim Dosen Pembimbing. Untuk itu, Kami mohon
kesediaan Bapak/Ibu untuk menjadi dosen pembimbing utama dan dosen pembimbing pendamping.
Nama : Yuyus Saputra, M.Pd. sebagai Pembimbing Utama

( )

Nama : Ratu Sarah Pujasari, M.Pd. sebagai Pembimbing Pendamping

( )

Terimakasih atas kesediaan Bapak/Ibu untuk memberi pembimbingan kepada mahasiswa yang bersangkutan.

DBS PRODI PEND. B. INGGRIS

)* Ketua/Sekretaris/Anggota

Agis Andriani S.Pd., M.Hum.

NIDN. 0408118302

English Education Department 4|Pag

Enclosure 5. Kartu Pertemuan Bimbingan Proposal Skripsi

KEMENTERIAN RISET, TEKNOLOGI, DAN PENDIDIKAN TINGGI

UNIVERSITAS SILIWANGI
FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN
Jalan Siliwangi Nomor 24 Tlp. (0265) 323532 Fax. 323532 Tasikmalaya - 46115
E-mail : fkip_unsil@unsil.ac.id Web Site : fkip.unsil.ac.id

KARTU BIMBINGAN
JUDUL
.....................................................................................................................................
..............
.....................................................................................................................................
..............

Nama : .................................................. Pembimbing I : ...........................................

NPM : .................................................. NIDN : ...........................................
Jurusan : ................................................... Pembimbing II : ...........................................
Prodi : .................................................. NIDN : ...........................................

PEMBIMBING I PEMBIMBING II

Hari/Tanggal : Hari/Tanggal : Materi Bimbingan :

Materi Bimbingan :

Par Paraf
af

Hari/Tanggal : Hari/Tanggal : Materi Bimbingan :

Materi Bimbingan :

Par Paraf
af

Hari/Tanggal : Hari/Tanggal : Materi Bimbingan :

Materi Bimbingan :

Par Paraf
af

Hari/Tanggal : Hari/Tanggal : Materi Bimbingan :

Materi Bimbingan :

Par Paraf
af
Hari/Tanggal : Hari/Tanggal : Materi Bimbingan :
Materi Bimbingan :

Par Paraf
af

Hari/Tanggal : Hari/Tanggal : Materi Bimbingan :

Materi Bimbingan :

Par Paraf
af

Diketahui,
a.n. Dekan
Pembantu Dekan I, Ketua Program Studi
Pendidikan Bahasa Inggris,

Dr. Hj. Iis Lisnawati, M.Pd. Yusup Supriyono, M.Pd.

NIP 196106021985032002 NIDN 0405117502