HIGH SCHOOL STUDENTS’ MOTIVATION IN IMPROVING ENGLISH LEARNING ABILITY: A SINGLE CASE STUDY AT CLASS XI SMAN 1 BLITAR

Nandila Yuli, Vira. (2024). High School Students’ Motivation In Improving English
Learning Ability: A Single Case Study At Grade XI SMAN 1 Blitar. Thesis, English
Education Department, Undergraduate Program, Balitar Islamic University Blitar.
Advisor: (1) Dr. Supriyono, M.Ed. (2) Nita Sutanti, M.Pd.
Keywords: Motivation internal, motivation external
This study examines how high school students' motivation improves their English
learning skills. Although the national curriculum has established English communication
skills as a mandatory competency, the reality on the ground shows that not all students
demonstrate adequate levels of motivation, particularly in vocabulary mastery and active
language practice. This study aims to describe the internal and external motivational factors
that influence eleventh-grade students' efforts to improve their English learning skills, as
well as the strategies used by students and teachers to strengthen this motivation.
This research employed a qualitative approach with a single-case study design. The
study was conducted at SMAN 1 Blitar in the second semester of the 2024/2025 academic
year. The subjects consisted of English teachers, the vice principal of curriculum, and
eleventh-grade students of SMAN 1 Blitar. Data were collected through in-depth
interviews, classroom observations, and documentation of the students' learning outcomes
and learning outcomes. Data analysis was conducted using the process model used
interactive analytical approach (Miles, Huberman, and Saldana's), which includes three
stages: data collection, data presentation, data reduction, and conclusion drawing.
Triangulation across data sources was also applied to increase the credibility, dependability,
transferability, and confirmability of the findings.
The study results showed that most students showed improved motivation and
English language skills after implementing interactive and contextual learning strategies.
Student participation increased, speaking and writing skills were further refined, and
material mastery showed significant progress. Average academic achievement and English
test scores, including TOEFL, showed an upward trend from year to year. This was
supported by learning strategies employed by teachers, such as peer tutoring, concept
visualization, English communication practice, the use of digital media, interactive
methods such as discussions and drama, positive teacher feedback, and the use of learning
contexts related to everyday life or emerging trends. The results showed that students who
were initially less motivated became more active in class.
The conclusion of this study is that student learning motivation can be enhanced
through learning strategies that connect students' personal goals to real-life contexts and
support a positive learning environment. Teachers are advised to implement flexible,
enjoyable, and technology-based learning approaches. Students are expected to set clear
learning goals and actively participate in collaborative activities to strengthen their
motivation. This study also opens up opportunities for future researchers to conduct
longitudinal studies and expand the scope to other school environments to enrich the
understanding of learning motivation in local contexts.