Beyond the classroom: The relationship between family environment and students’ motivation to learn English at SMPN 2 Pariaman
DOI:
https://doi.org/10.24036/jelt.v15i1.33Keywords:
Family environment, Learning motivation, EFL, Parental involvement, English learningAbstract
This study examines the relationship between family environment and students’ motivation to learn English at SMPN 2 Pariaman. Although students receive similar classroom instruction, their levels of motivation vary considerably, indicating that factors beyond the classroom may influence their engagement in English learning. This research aims to determine whether and to what extent aspects of the family environment are associated with students’ intrinsic and extrinsic motivation. The study employed a correlational case study design involving 186 ninth-grade students. Data were collected using the Family Environment Scale and the Student Motivational State Questionnaire and were analyzed using Spearman’s rho correlation to identify the strength and direction of the relationships. The findings reveal a statistically significant relationship between family environment and students’ motivation to learn English. Among the family environment dimensions, Independence demonstrated the strongest association with intrinsic motivation. Meanwhile, extrinsic motivation was most strongly related to Moral-Religious Emphasis, followed by Intellectual-Cultural Orientation and Organization. Overall, students from supportive, value-oriented, and well-structured family environments tended to show higher levels of motivation. These findings highlight the important role of family context in EFL learning and suggest the need for stronger collaboration between families and schools to foster students’ motivation.
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