Main Article Content
Abstract
Motivation has become a widely discussed issue in various sectors as well as the education sector in the last two decades. A comprehensive study of L2 motivational practices reported that motivation was considered to be one of the most important predictors of L2 learning success and student task achievement. This study analyzed students' dominant motivation in learning to speak English and the impact of their motivation on speaking skill. This research is a descriptive qualitative research which used questionnaire and interview guideline as instruments for data gathering technique. There were 20 participants in this study who studied at senior high school 2 Sigli. The participants were the second year students of MIPA 1. The data analysis in this research using interactive analytical model. The findings show that extrinsic motivation was students' dominant side. Extrinsic motivation forced students to try their best in improving their speaking ability. However, students with extrinsic dominant motivation could not stand alone. They depended on encouragement from others. Students with dominant intrinsic motivation learn to speak English because of their own desires. As the result, they were diligent and active in learning to speak English, and they were not only study English at school but also practiced it at home every day.