The Influence of Learning Motivation, Teachers’ Instructional Strategies, and Learning Environment on Junior High School Students’ Writing and Speaking Skills
Keywords:
Learning Motivation, Instructional Strategies, Learning Environment, Writing Skills, Speaking Skills.
Abstract
The development of writing and speaking skills remains a major challenge in junior high school English education, particularly in contexts where students demonstrate varying levels of motivation, instructional exposure, and classroom support. Productive language skills require not only internal readiness but also effective pedagogical strategies and a conducive learning environment. This study aims to analyze the influence of learning motivation, teachers’ instructional strategies, and learning environment on junior high school students’ writing and speaking skills at SMPN 2 Sedati Sidoarjo. The research employed a quantitative explanatory design using Structural Equation Modeling based on Partial Least Squares (PLS-SEM) with SmartPLS 4. A total of 120 eighth-grade students participated in the survey through proportional random sampling. The findings reveal that teachers’ instructional strategies and learning environment have significant positive effects on writing and speaking skills, whereas learning motivation does not show a significant direct influence. The model demonstrates strong explanatory power in predicting students’ productive English competence. These results highlight the importance of pedagogical quality and supportive classroom climate in strengthening students’ communicative performance.
References
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19. Ramzan, M., Kynat Javaid, Z., & Ajid Ali, A. (2023). Perception of Students about Collaborative Strategies Employed by Teachers for Enhancing English Vocabulary and Learning Motivation. Pakistan Journal of Law, 2(2), 146.
20. Rejeb, A., Rejeb, K., Appolloni, A., Treiblmaier, H., & Iranmanesh, M. (2024). Exploring the impact of ChatGPT on education: A web mining and machine learning approach. International Journal of Management Education, 22(1), 100932. https://doi.org/10.1016/j.ijme.2024.100932
21. Siregar, R. S. (2025). Improving the Arabic Writing Skills of Students through the Application of Contextual Learning Methods at Dayah Irsyadul Abidin Qurani. Indonesian Journal of Education and Social Humanities, 2(1), 358–369. https://doi.org/10.62945/ijesh.v2i1.726
22. Syaepul Uyun, A. (2022). Teaching English Speaking Strategies. Journal of English Language Learning, 6(1), 14–23. https://doi.org/10.31949/jell.v6i1.2475
23. Taye, T., & Mengesha, M. (2024). Identifying and analyzing common English writing challenges among regular undergraduate students. Heliyon, 10(17), e36876. https://doi.org/10.1016/j.heliyon.2024.e36876
24. Wei, L. (2023). Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14(November), 1–14. https://doi.org/10.3389/fpsyg.2023.1261955
25. Xia, Y., Shin, S. Y., & Kim, J. C. (2024). Cross-Cultural Intelligent Language Learning System (CILS): Leveraging AI to Facilitate Language Learning Strategies in Cross-Cultural Communication. Applied Sciences (Switzerland), 14(13). https://doi.org/10.3390/app14135651
2. Alneyadi, S., Abulibdeh, E., & Wardat, Y. (2023). The Impact of Digital Environment vs. Traditional Method on Literacy Skills; Reading and Writing of Emirati Fourth Graders. Sustainability, 15(4), 1–15. https://doi.org/10.3390/su15043418
3. Chen, A. (2022). The Effects of Writing Strategy Instruction on EFL Learners’ Writing Development. English Language Teaching, 15(3), 29. https://doi.org/10.5539/elt.v15n3p29
4. Creswell, J. (2017). Qualitative Inquiry Research Design Choosing Among Five Approaches. SAGE Publication.
5. Creswell, J. W., & Creswell, J. D. (2023). Research Design: Qualitative, Quantitative, and A Mixed-Method Approach. SAGE Publication.
6. Du, J., & Daniel, B. K. (2024). Transforming language education: A systematic review of AI- powered chatbots for English as a foreign language speaking practice. Computers and Education: Artificial Intelligence, 6(April), 100230. https://doi.org/10.1016/j.caeai.2024.100230
7. Fachrunnisa, N., Tanasy, N., Niza, A. K., Ilah, A., Falah, N., & Wahab, I. (2025). Motivational Teaching Strategies and Their Impact on Students’ Writing Performances. Indonesian Tesol Journal, 7(2), 2622–5441.
8. Fitrianto, I., ’Aimah, S., Hamid, R., & Mulalic, A. (2023). The Effectiveness of the Learning Strategy “Think, Talk, Write” and Snowball for Improving Learning Achievement in Lessons Insya’ at Islamic Boarding School Arisalah. International Journal of Post Axial: Futuristic Teaching and Learning, 1(1), 13–22. https://doi.org/10.59944/postaxial.v1i1.142
9. Hair, J. F., Astrachan, C. B., Moisescu, O. I., Radomir, L., Sarstedt, M., Vaithilingam, S., & Ringle, C. M. (2021). Executing and interpreting applications of PLS-SEM: Updates for family business researchers. Journal of Family Business Strategy, 12(3), 100392. https://doi.org/https://doi.org/10.1016/j.jfbs.2020.100392
10. Hair, J. F., Tomas, G., Christian, & Sarstedt, M. (2017). A Primer on Partial Least Squares Structural Equation Modeling (PLS-SEM). Sage Publications Ltd.
11. Huseinović, L. (2023). The Effects of Gamification on Student Motivation and Achievement in Learning English as a Foreign Language in Higher Education. MAP Education and Humanities, 4(1), 10–36. https://doi.org/10.53880/2744-2373.2023.4.10
12. Ivanova, B., Kuzmanovska, D., Kirova, S., Macedonia, N., Macedonia, N., & Macedonia, N. (2023). Speaking and Writing Skills Affecting the Acquisition of Foreign Languages. Journal of Educational Sciences Theory and Practice, 18(1), 80–89.
13. Karataş, F., Abedi, F. Y., Ozek Gunyel, F., Karadeniz, D., & Kuzgun, Y. (2024). Incorporating AI in foreign language education: An investigation into ChatGPT’s effect on foreign language learners. Education and Information Technologies, 29(15), 19343–19366. https://doi.org/10.1007/s10639-024-12574-6
14. Mistar, J., Zuhairi, A., Umamah, A., Mustofa, M., & Supramaniam, K. (2023). Attitudinal and Motivational Factors in the Use of Strategies for Learning Writing Skills by Indonesian University EFL Learners. Asian Journal of University Education, 19(3), 532–546. https://doi.org/10.24191/ajue.v19i3.23629
15. Mohebbi, A. (2025). Enabling learner independence and self-regulation in language education using AI tools: a systematic review. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2024.2433814
16. Punar Özçelik, N., & Yangın Ekşi, G. (2024). Cultivating writing skills: the role of ChatGPT as a learning assistant—a case study. Smart Learning Environments, 11(1). https://doi.org/10.1186/s40561-024-00296-8
17. Qiao, H., & Zhao, A. (2023). Artificial intelligence-based language learning: illuminating the impact on speaking skills and self-regulation in Chinese EFL context. Frontiers in Psychology, 14(November). https://doi.org/10.3389/fpsyg.2023.1255594
18. Rahman, F. F. (2022). The Correlation between Students’ Writing Skills and Speaking Skills. International Journal of English Education and Linguistics (IJoEEL), 4(1), 31–39. https://doi.org/10.33650/ijoeel.v4i1.3977
19. Ramzan, M., Kynat Javaid, Z., & Ajid Ali, A. (2023). Perception of Students about Collaborative Strategies Employed by Teachers for Enhancing English Vocabulary and Learning Motivation. Pakistan Journal of Law, 2(2), 146.
20. Rejeb, A., Rejeb, K., Appolloni, A., Treiblmaier, H., & Iranmanesh, M. (2024). Exploring the impact of ChatGPT on education: A web mining and machine learning approach. International Journal of Management Education, 22(1), 100932. https://doi.org/10.1016/j.ijme.2024.100932
21. Siregar, R. S. (2025). Improving the Arabic Writing Skills of Students through the Application of Contextual Learning Methods at Dayah Irsyadul Abidin Qurani. Indonesian Journal of Education and Social Humanities, 2(1), 358–369. https://doi.org/10.62945/ijesh.v2i1.726
22. Syaepul Uyun, A. (2022). Teaching English Speaking Strategies. Journal of English Language Learning, 6(1), 14–23. https://doi.org/10.31949/jell.v6i1.2475
23. Taye, T., & Mengesha, M. (2024). Identifying and analyzing common English writing challenges among regular undergraduate students. Heliyon, 10(17), e36876. https://doi.org/10.1016/j.heliyon.2024.e36876
24. Wei, L. (2023). Artificial intelligence in language instruction: impact on English learning achievement, L2 motivation, and self-regulated learning. Frontiers in Psychology, 14(November), 1–14. https://doi.org/10.3389/fpsyg.2023.1261955
25. Xia, Y., Shin, S. Y., & Kim, J. C. (2024). Cross-Cultural Intelligent Language Learning System (CILS): Leveraging AI to Facilitate Language Learning Strategies in Cross-Cultural Communication. Applied Sciences (Switzerland), 14(13). https://doi.org/10.3390/app14135651
Published
2026-03-18
How to Cite
Nafiyah, S., Sulistyaningsih, & Fadilah, E. (2026). The Influence of Learning Motivation, Teachers’ Instructional Strategies, and Learning Environment on Junior High School Students’ Writing and Speaking Skills. International Journal of Science and Society, 8(1), 285-299. https://doi.org/10.54783/ijsoc.v8i1.1640
Section
Articles
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