HUBUNGAN ANTARA MOTIVASI BELAJAR DAN KETERAMPILAN BERBICARA BAHASA JEPANG DI SMP LABSCHOOL UNESA 2

Abstract

This study aimed to identify students’ learning motivation, Japanese speaking skills, and the relationship between learning motivation and Japanese speaking skills among students at SMP Labschool Unesa 2. The background of this study was based on the relatively low level of students’ Japanese speaking ability, which was presumed to be related to learning motivation, as indicated by students’ passive participation in classroom activities. Learning motivation in this study was examined based on Self-Determination Theory. This study employed a quantitative approach with a correlational research design. The population consisted of all ninth-grade students of SMP Labschool Unesa 2 in the 2025/2026 academic year, with a sample of 45 students. The sampling technique used was saturated sampling. The research instruments included a learning motivation questionnaire adapted from the Language Learning Orientations Scale (LLOS) and a Japanese speaking skills test assessed using a rubric covering fluency, grammar, vocabulary, pronunciation, and content. The data were analyzed using descriptive statistics, normality testing, linearity testing, and Spearman’s Rank Correlation analysis. The results of the study revealed that: (1) students’ learning motivation was categorized as moderate to high, with a mean score of 84.46. Most students were classified in the moderate (51.11%) and high (42.22%) motivation categories; (2) students’ Japanese speaking skills were categorized as good, with a mean score of 76.98. The majority of students were classified in the good (64.44%) and very good (24.44%) categories; and (3) there was a positive relationship between learning motivation and Japanese speaking skills, with a Spearman correlation coefficient of 0.986. Based on these findings, it can be concluded that higher levels of learning motivation tend to be associated with better Japanese speaking skills among students.