STUDENT MOTIVATION IN CHOOSING THE ENGLISH EDUCATION MAJOR AT THE FACULTY OF TADRIS AND TARBIYAH UIN FATMAWATI SUKARNO BENGKULU BASED ON COHORT 2024
Abstract
This study aims to explore the motivations of students in choosing the English
Education major at the Faculty of Tadris and Tarbiyah, UIN Fatmawati Sukarno
Bengkulu, cohort 2024, and to analyze their influence on academic achievement.
This research employed a qualitative descriptive design using in-depth interviews
with three students representing both male and female perspectives, supported by
observations and relevant document studies. The findings reveal that student
motivations differ according to gender: female students are primarily driven by
intrinsic factors, such as personal interest in English, enjoyment of learning, and
the aspiration to become educators, while male students tend to emphasize
extrinsic factors, including career prospects, financial independence, and parental
support. Some students exhibit a combination of intrinsic and extrinsic motivations,
where personal interest is reinforced by external encouragement. Motivation was
found to significantly impact academic achievement: intrinsic motivation fosters
deep engagement, active participation, and additional learning efforts, whereas
extrinsic motivation promotes goal-oriented behavior, discipline, and consistency
in completing assignments. Understanding these motivational differences and their
effects on academic performance is crucial for educators to design supportive
learning environments that meet diverse student needs and enhance overall
academic success.
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