EXPLORING THE ROLE OF MOTIVATION IN ENHANCING UNIVERSITY STUDENTS’ ORAL PERFORMANCE IN EFL CLASSROOMS

This research is intended to find out the factors influencing the university students’ motivation in learning English speaking skill, and the efforts carried out to motivate the university students to speak English. The design employed in this research report belongs to descriptive research. The result of research finding concerning with some factors influencing the university students’ motivation in learning English speaking skill shows that students’ age gender has the highest percentage (97%), frequency of attendance and degree of students’ interest to oral expression (89%) and Students’ gender distribution(81%), whereas particularly dealing with students’ opinions about the most used teaching strategies (‘using materials (videos and music)’ and ‘group/pair work’) has the lowest percentage (21%). Meanwhile the result of research finding concerning with the strategies carried out to motivate the university students to speak English, degree of teaching strategies’ use has the highest percentage (99.9%).


INTRODUCTION
It is not easy for students to practice English speaking skill as a second or foreign language fluently. Many obstacles are frequently faced while they are practicing their oral skill. It is commonly believed that one of the most significant reasons of the students' failure is low motivation. They tend to be discouraged during the speaking class, and difficult to perform their speaking skill appropriately. Consequently, they still have difficulties generating and delivering ideas spontaneously. Students feel reluctant to perform English in classroom because they are less motivated to speak. This occurs due to many other reasons, such as, lack of confidence in speaking and the fear of making errors in language INTENSIVE JOURNAL http://ojs.uniska-bjm.ac.id/index.php/EJB E-ISSN 2620-4746 April 2020, Vol 3 No.1 14 while speaking. The lack of conversation class also limits their opportunities for learning new things in a classroom. Hue (2010) asserts that lack of motivation gives way to further lack of motivation. This situation requires English lecturers to apply various appropriate methods, approaches, techniques and media in order to encourage students to speak English.
An English lecturer/teacher actually plays crucial role in making the class environment appropriate for speaking and encouraging the students to talk by using different ways. Concerning with this, Madsa (2012) assumes that the good environment gives confidence to EFL students to speak correctly. Thus, lecturers are responsible for creating conducive learning environment, such as reducing their nervousness, fear and anxiety by making it easy for them with, for examples supporting words, organizing the seats of the classroom in a circle or in group with the students facing each other allowing them to speak English sitting in their seats so as to become more relaxed, letting university students majoring English show what they have prepared for a certain topic in advance, and dividing the students into pairs and groups. Apparently, it is important to make a proper atmosphere where the students will not feel shy, so they will volunteer to ask a question, give an answer, and give an opinion. Mahdi (2015) argued that some students get inspired through challenges while other ones require teacher's approval to motivate them. Ellis (1994) as cited by Aggouni (2015, p. 30) clarifies that effective language teachers should be energetic and creative because of the risk of losing motivation easily. Learners are motivated when they have firm belief in their job and career prospects, while the students, who are doubtful about it, are less motivated. It is believed that learner's motivation and their linguistic performance are interrelated each other. One of the principles for attaining mastery in teaching is motivating students especially the ones who are considered reluctant to participate, speak or engage in a classroom (Weimer, 2009). Gardner and Lambert (1995) as cited in Mehrpour&Vojdani (2012, p. 44) identify two types of motivation; instrumental and integrative motivation.
Instrumental motivation refers to the desire to learn a language because it will INTENSIVE JOURNAL http://ojs.uniska-bjm.ac.id/index.php/EJB E-ISSN 2620-4746 April 2020, Vol 3 No.1 15 be useful for certain "instrumental" goals, such as getting a job, passing an examination or reading a foreign newspaper. Meanwhile integrative motivation refers to the desire to learn a language in order to communicate with people of another culture who speak.
The study dealing with motivation had been done in different places such as Hartford & Ontario (Mehrpour&Vojdani, 2012, p. 44) that revealed that motivation is a critical factor in students' success, and students with integrative orientation/direction are more successful than those with instrumental motivation.
Meanwhile Arbain (2017) in his research for senior high school students found that one of the serious problems encountered by students was low motivation in practicing speaking in front of class. Based on the background described above, the research is intended to find out the factors influencing the university students' motivation in learning English speaking skill, and the efforts carried out to motivate the university students to speak English

METHODOLOGY
The design employed in this research report belongs to descriptive research design, which is designed to address the research questions involving (1) the factors influencing the university students' motivation in practicing English speaking skill and (2) efforts carried out to motivate the university students to speak English.
The data are collected from (1) the factors influencing the students' motivation in practicing English speaking skill and (2) the efforts carried out to motivate the students to speak English.
The source of the data is taken from questionnaires. The students are given questionnaires to get the data concerning with (1) the factors influencing the students' motivation in learning English speaking skill and (2) the efforts carried out to motivate the students to speak English.

INTENSIVE JOURNAL
http://ojs.uniska-bjm.ac.id/index.php/EJB E-ISSN 2620-4746 April 2020, Vol 3 No.1 16 100 university students are taken as samples. In addition, there are also three samples for three lecturers who will participate in this investigation.
In this research, questionnaire is used as the technique of collecting the data. Thus, the data instruments used in this research are questionnaires for both university students and English lecturers.

The Factors Influencing the University Students' Motivation in Practicing
English Speaking Skill.                            The lecturers 'years of teaching are dissimilar. They are limited between less than five years to more than 10 years. One of the lecturers has been teaching less than five years (33.3%), another one has been teaching almost nine years (33.3%) and the other one has been teaching more than ten years (33.3%).      It is clear from the graph that 100% of the lecturers have considered both the difficulty of speaking and the lack of motivation as factors that hinder the success to speak English.

CONCLUSION
The investigation deals with the effect that motivation has a role in stimulating learners to have self-confidence in order to speak in front of their lecturers and classmates. In addition, the study have concentrated on the influence of using different teaching strategies on learners' desire to learn English, and how to help students to overpass their difficulties in speaking so they would be more stimulated to practice their speaking skill.
The analyzed results of lecturers and students' questionnaires showed the strong and positive influence of motivation in encouraging students to acquire the language in the classrooms. Therefore, both lecturers and students should take motivation into consideration during their teaching/learning process.
First year University students' answers supported the hypotheses of this research. Motivation was what had derived most of the participants to improve their speaking ability during classes. In addition, oral expression lecturers mentioned how motivation could lead students' learning to success. They thought that the lack of motivation could be a reason why many students cannot speak the language. Thus, the lecturers had tried to stimulate students to practice their speaking performance through choosing appropriate activities to create