The Correlation Between The Use of Interactive Media and Student Motivation in Learning English at Senior High School

This study examined how the use of interactive media affects students’ motivation to learn English in high school. The use of interactive media in English education is gaining popularity due to its ability to foster learning engagement and motivation. The study aims to determine whether there is a relationship between the use of interactive media and learners’ motivation in English language learning. The study is based on Keller’s ARCS (attention, relevance, confidence, and satisfaction) motivation model and Mayer’s cognitive theory of multimedia learning. The study uses a correlational quantitative research design. A total of 171 Indonesian high school EFL students participated through a purposive sampling technique. Data were collected using a Likert-scale questionnaire consisting of 13 items to measure the use of interactive media and 13 items to measure students’ motivation to learn English. The data were analyzed using descriptive analysis. The findings indicate that the relationship between the use of interactive media and students’ motivation to learn English are strong. The correlation coefficient (r = 0.795) indicates a strong positive and acceptable relationship between the two variables, while the significance value (p < 0.001) confirms that the relationship is statistically significant. The study shows that interactive media has an important role in increasing student engagement, helping concept understanding, and creating a more interesting and participatory learning environment, which can support students' motivation to learn English.