Ilga Patricya Gania, Dadang Sunendar, Iis Sopiawati


Motivation to learn is very important to achieve learning goals, especially learning French language which is not the mother tongue for Indonesian students. Therefore, it is important to investigate the affective characteristics of those who motivate them to learn French. The research aims to see the effects of goal setting, self-efficacy, self-regulation and course attitude on motivation to learn French for students in Indonesia. This research used a descriptive qualitative approach, where 112 students participated in this research, and the data analysis process used was path analysis. The results of statistical testing show that goal setting, self-efficacy, self-regulation and course attitude have a significant effect on motivation to learn French. This proves that intrinsic and cognitive factors play a role in increasing students' motivation to learn a second language. In an indirect relationship, course attitude mediates the relationship between goal setting and self-efficacy on motivation to learn and also shows positive and significant results. This research contributes to evaluating the factors that influence student motivation in increasing effectiveness in learning a second language, namely French for Indonesian students.


course attitude; goal setting; learning motivation; self-efficacy; self-regulation

Full Text:



Al-asqah, A. (2018). Investigating students’ attitudes towards private sector work during study in Saudi Arabia. Education+ Training, 60(3), 238–250.

Bandura, A. (1992). Exercise of personal agency through the self-efficacy mechanism. This Chapter Includes Revised and Expanded Material Presented as an Invited Address at the Annual Meeting of the British Psychological Society, St. Andrews, Scotland, Apr 1989.

Baumeister, R. F., & Vohs, K. D. (2007). Self‐Regulation, ego depletion, and motivation. Social and Personality Psychology Compass, 1(1), 115–128.

Beard, C., Clegg, S., & Smith, K. (2007). Acknowledging the affective in higher education. British Educational Research Journal, 33(2), 235–252.

Boekaerts, M. (2010). Motivation and self-regulation: Two close friends. In The decade ahead: Applications and contexts of motivation and achievement (Vol. 16, pp. 69–108). Emerald Group Publishing Limited.

Bokayev, B., Torebekova, Z., Davletbayeva, Z., & Zhakypova, F. (2021). Distance learning in kazakhstan: estimating parents’ satisfaction of educational quality during the coronavirus. Technology, Pedagogy and Education, 30(1), 27–39.

Burhan, B., Sigit, A., & Alwi, M. (2022). Pengaruh dukungan keluarga, konsep diri akademik dan regulasi diri terhadap motivasi berprestasi mahasiswa uppjb-ut makassar (studi pada mahasiswa pendas pokjar tana toraja). Cokroaminoto Journal of Primary Education, 5(1), 69–83.

Carver, C. S., & Scheier, M. F. (2012). Attention and self-regulation: a control-theory approach to human behavior. Springer Science & Business Media.

Chen, P., & Schmidtke, C. (2017). Humanistic elements in the educational practice at a united states sub-baccalaureate technical college. International Journal for Research in Vocational Education and Training, 4(2), 117–145.

Creswell, J. W. (2012). Educational research: planning. Conducting, and evaluating, 260(1), 375–382.

Dabbagh, N., & Kitsantas, A. (2005). Using web-based pedagogical tools as scaffolds for self-regulated learning. Instructional Science, 33(5–6), 513–540.

Durer, Z. S., & Sayar, E. (2013). An analysis of turkish students’ attitudes towards english in speaking classes: voice your thoughts! Procedia-Social and Behavioral Sciences, 70, 1574–1579.

Fachrezi, M. Y., Vidyastuti, V., & Lestari, W. (2023). Goal setting dan motivasi berprestasi atlet panahan di kota pontianak. Philanthropy: Journal of Psychology, 7(1), 45–58.

Ferdinand, A. (2014). Metode Penelitian Manajemen.. Semarang :BP Universitas Diponegoro..

Gal, I., Ginsburg, L., & Schau, C. (1997). Monitoring attitudes and beliefs in statistics education. The Assessment Challenge in Statistics Education, 12, 37–51.

Garcia, M. B., & Revano, T. F. (2021). Assessing The Role of Python Programming Gamified Course on Students’ Knowledge, Skills Performance, Attitude, and Self-Efficacy. 2021 IEEE 13th International Conference on Humanoid, Nanotechnology, Information Technology, Communication and Control, Environment, and Management (HNICEM), 1–5.

Giannakos, M. N., Aalberg, T., Divitini, M., Jaccheri, L., Mikalef, P., Pappas, I. O., & Sindre, G. (2017). Identifying dropout factors in information technology education: a case study. 2017 IEEE Global Engineering Education Conference (EDUCON), 1187–1194.

Greene, J. A., Hutchison, L. A., Costa, L.-J., & Crompton, H. (2012). Investigating how college students’ task definitions and plans relate to self-regulated learning processing and understanding of a complex science topic. Contemporary Educational Psychology, 37(4), 307–320.

Hadi, S. N. (2020). Hubungan motivasi belajar dengan regulasi diri dalam belajar pada mahasiswa skripsi. Jurnal Pendidikan Tambusai, 4(3), 1369–1376.

Hair Jr, J. F., Sarstedt, M., Ringle, C. M., & Gudergan, S. P. (2023). Advanced Issues in Partial Least Squares Structural Equation Modeling. New York: Sage publications.

Hasanah, N., Faslah, R., & Sholikhah, S. (2023). Pengaruh kreativitas guru dan self efficacy terhadap motivasi belajar siswa smk negeri 12 jakarta pada masa pandemi covid-19. JURNAL SYNTAX IMPERATIF: Jurnal Ilmu Sosial Dan Pendidikan, 4(1), 1–9.

İnce, M. (2023). Examining the role of motivation, attitude, and self-efficacy beliefs in shaping secondary school students’ academic achievement in science course. Sustainability, 15(15), 11612.

Intan, T. (2021). Strategi pembelajar pemula bahasa prancis di perguruan tinggi. Jurnal Onoma: Pendidikan, Bahasa, Dan Sastra, 7(1), 94–105.

Jumroh, J., Mulbasari, A. S., & Fitriasari, P. (2018). Self-Efficacy siswa dalam pembelajaran matematika dengan strategi inquiry based learning di Kelas Vii SMP Palembang. Jurnal Pendidikan Matematika RAFA, 4(1), 29–42.

King, R. B., Yeung, S. S.-S., & Cai, Y. (2019). Personal investment theory: A multi-faceted framework to understand second and foreign language motivation. System, 86, 102123.

Krashen, S. (1981). Second language acquisition. Second Language Learning, 3(7), 19–39.

Latan, H., Noonan, R., & Matthews, L. (2017). Partial least squares path modeling. partial least squares path modeling: basic concepts, methodological issues and applications. DOI:10.1007/978-3-319-64069-3

Latham, G. P. (2004). The motivational benefits of goal-setting. Academy of Management Perspectives, 18(4), 126–129.

Lee, J.-W., & Mendlinger, S. (2011). Perceived self-efficacy and its effect on online learning acceptance and student satisfaction. Journal of Service Science and Management, 4(03), 243.

Locke, E. A., & Latham, G. P. (1990). A theory of Goal Setting & Task Performance. New York: Prentice-Hall, Inc.

Milcu, M. (2012). The technical language in the practice of the students learning the french language. Procedia - Social and Behavioral Sciences, 46, 4263–4267.

Miller, C. M. L., & Partlett, M. (1974). Up to the mark. London: SRHE.

Noonan, P. M., & Erickson, A. S. G. (2017). The skills that matter: Teaching interpersonal and intrapersonal competencies in any classroom. New York: Corwin Press.

Osborne, J., & Dillon, J. (2008). Science Education In Europe: Critical Reflections (Vol. 13). London: The Nuffield Foundation.

Pardede, E. N., Supena, A., & Fahrurrozi, F. (2018). Hubungan kelekatan orangtua dan regulasi diri dengan kemampuan sosial anak. Jurnal Pendidikan Usia Dini, 12(1), 37–50.

Pg Redzuan, F. A. (2020). A comparative study on motivation in foreign language learning in brunei and malaysian universities. Southeast Asia: A Multidisciplinary Journal, 20(1), 16–34.

Pranoto, H., Atieka, N., Fajarwati, R., & Septora, R. (2018). Layanan bimbingan kelompok dengan teknik self-regulation untuk meningkatkan motivasi belajar mahasiswa. Indonesian Journal of Educational Counseling, 2(1), 87–112.

Puzziferro, M. (2008). Online technologies self-efficacy and self-regulated learning as predictors of final grade and satisfaction in college-level online courses. The Amer. Jrnl. of Distance Education, 22(2), 72–89.

Racmadhany, A., Sunendar, D., Mulyadi, Y., Sopiawati, I., & Darmawangsa, D. (2020). A study of design and development of french training module for tour guide. 4th International Conference on Language, Literature, Culture, and Education (ICOLLITE 2020), 83–89.

Ramli, N. A., Latan, H., & Nartea, G. V. (2018). Why should pls-sem be used rather than regression? Evidence from the capital structure perspective. Partial Least Squares Structural Equation Modeling: Recent Advances in Banking and Finance, 171–209.

Robbins, Allen, J., Casillas, A., Peterson, C. H., & Le, H. (2006). Unraveling the differential effects of motivational and skills, social, and self-management measures from traditional predictors of college outcomes. Journal of Educational Psychology, 98(3), 598.

Rowe, D. A., Mazzotti, V. L., Ingram, A., & Lee, S. (2017). Effects of goal-setting instruction on academic engagement for students at risk. career development and transition for exceptional individuals. 40(1), 25–35.

Ruminta, R., Tiatri, S., & Mularsih, H. (2017). Perbedaan regulasi diri belajar pada siswa sekolah dasar kelas vi ditinjau dari jenis kelamin. Jurnal Muara Ilmu Sosial, Humaniora, Dan Seni, 1(2), 286–294.

Rustika, I. M. (2012). Efikasi diri: Tinjauan teori albert bandura. Buletin Psikologi, 20(1–2), 18–25.

Ryan, R. M., & Deci, E. L. (2000). Intrinsic and extrinsic motivations: classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54–67.

Satiakemala, S. (2019). Teknik wawancara dalam storytelling untuk meningkatkan keterampilan berbicara dan menyimak pada pemelajar bahasa prancis. Jurnal Sora: Pernik Studi Bahasa Asing, 4(1), 31–39.

Sekaran, U., & Bougie, R. (2016). Research methods for business: A skill building approach. john wiley & sons.

Sun, Z., Lu, L., & Xie, K. (2016). The effects of self-regulated learning on students’ performance trajectory in the flipped math classroom. Singapore: International Society of the Learning Sciences.

Suwarno, A. B. N. (2022). Pengaruh regulasi diri dan efikasi diri terhadap perilaku cyberloafing pada mahasiswa program studi manajemen. Semarang: Universitas Katholik Soegijapranata.

Wardan, K. (2022). Psikologi pendidikan (Konsep dasar, teori, dan implikasinya dalam pembelajaran). Malang: Literasi Nusantara Abadi.

Zandi, M. (2012). The role of emotional intelligence in french language learning and academic success of the male students. Procedia-Social and Behavioral Sciences, 46, 5714–5717.

Zhao, L. (2012). Investigation into motivation types and influences on motivation: The case of chinese non-english majors. English Language Teaching, 5(3), 100–122.

Zheng, B., Ward, A., & Stanulis, R. (2020). Self-regulated learning in a competency-based and flipped learning environment: Learning strategies across achievement levels and years. Medical Education Online, 25(1), 1686949.

Zimmerman, B. J. (2000). Self-efficacy: an essential motive to learn. Contemporary Educational Psychology, 25(1), 82–91.



  • There are currently no refbacks.

Fakultas Sastra 
Universitas Islam Sumatera Utara (UISU), Medan
Jl. Sisingamangaraja Teladan Medan 20217
Telp. (061) 7869911, e-mail: