Adinuansah, Furry Agustini
Motivation has been widely accepted by both teachers and researchers as one of the key factors that influence the rate and the success of foreign language learning (Dornyei, 2009). This study aims to investigate whether or not the teacher, parental encouragement and group dynamic affect the learning English motivation of a group of senior high school students in Indonesia (SMAN 8 Makassar) and to uncover the most important factors among them. This quantitative causal comparative research employed cluster random sampling to select the participants. The data was collected through Likert scale and was analyzed through regression analysis test. The findings showed that while teacher significantly affects the motivation of the students to learn English, parental encouragement and group dynamics do not. Furthermore, it was found that the teacher is the most important factor that affects the students' motivation to learn English. The findings of this study will be beneficial for the teacher and the school. The teacher and the school can develop suitable system and strategies to increase the students' motivation to learn English.
State University of Makassar, Makassar, Indonesia
