The Role of Motivation and Aptitude towards Students’ English Learning Achievement

This study aimed to investigate and measure the role of aptitude and motivation on Indonesia EFL students’ English learning achievement and to examine which factor has a higher influence on Indonesia EFL students’ English learning achievement. A random sampling were determined with a total of 111 students of a Public Vocational High School participated in this study. A 34-item questionnaire of the Attitude/Motivation Test Battery or AMTB (Gardner, 2004) adapted by Imsa-Ard (2020) was used to identify students' motivation in learning English. Multiple regression analysis was performed to analyse the correlation between motivation and language aptitude towards English Learning Achievement. Students' motivation aspects, specifically personal and educational showed significant correlation to their English Learning achievement (p=0.004, p = 0.001 < 0.01). Meanwhile, for emotional, professional, and parental aspects, there are no significant correlation (p = 0.01, p= 0.071, and 0.061, respectively). Students’ language aptitude showed significant correlation to their English learning achievement (p=0.000 < 0.01). Aptitude has a higher influence in students’ English learning achievement than motivation (r = 0.451 > 0.315). Larger scale of participants is suggested in the future studies to measure students’ motivation and aptitude in English learning achievement.