THE INFLUENCE OF INTRINSIC MOTIVATION, EXTRINSIC MOTIVATION, AND LEARNING ANXIETY ON THE EFL STUDENTS’ LEARNING ACHIEVEMENT IN SMKS PRAJA PANDAWA BANGLI IN THE ACADEMIC YEAR 2025/2026

This research aims at investigating the role of intrinsic motivation, extrinsic motivation, and learning anxiety on English as a Foreign Language (EFL) learning achievement of vocational high school students at SMKS Praja Pandawa Bangli in the academic year 2025/2026. This study was based on Self-Determination Theory and Foreign Language Classroom Anxiety Theory, which used a quantitative ex post facto design. All tenth-, eleventh-, and twelfth-grade students were incorporated in the population and a census sampling method was used with 137 students. The tools used to collect data were Intrinsic Motivation Inventory (IMI), an extrinsic motivation questionnaire based on Self-Determination Theory and Foreign Language Classroom Anxiety Scale (FLCAS). The semester scores of English were official and used to measure the students’ EFL learning achievement. The data were evaluated using descriptive statistics and multiple linear regression using SPSS version 27. The results showed that the intrinsic motivation affect positively EFL achievement, whereas learning anxiety did it negatively. But extrinsic motivation was not significantly partially effective. At the same time, the three variables played an important role in the achievement of EFL learning. These findings suggest that internal motivation and affective variables are more a determinant than external motivation in the English performance of vocational students. Based on the findings, the vocational English teachers are advised to focus on strategies that can help them to develop intrinsic interest, independence, and competency and to provide supportive classroom environments to alleviate anxiety.