They were, first, parents whose children learn English formally in SDIT Al-Furqan Palangka Raya and MIN Langkai Palangka Raya and take English course privately at home or courses center, and, second, the children as students. Small scale survey by using open and closed-ended questionnaire was conducted among respondents from two elementary schools in Palangka Raya, Indonesia. at least utter some meaningful words or phrases. A common reason is that parents have the low capability in training their children to speak English or. In order to encourage children to learn better as English language learners, some parents send their children to have a continual program in non-formal institutions after schooling time. P>This study focuses on the way of parents involving themselves in supporting their children learn English. The findings reinforced the impor-tance of students' motivation and attitudes in L2 study and, equally important, the continuing critical role of the teacher in technology-enhanced teaching. It was also found that each teacher idiosyncratically implemented the LOL course, thereby creating a unique class culture and affecting students' motivation and attitudes toward studying the L2 in the LOL context. The find-ings provided some evidence that motivated students studied regularly and pro-ductively to take every opportunity to perfect their language skills. However, students' motivation and attitudes toward L2 study were relatively positive and stable during the course. The results showed that students tended to have relatively high anxiety about the LOL course at the beginning of the semester, perhaps due to their lack of familiarity with the specific LOL learning environment. Students' learning behaviors and learning outcomes were used as predictor and criterion variables in a series of quantitative and qualitative analyses. Students' attitudes and motivation were examined within a socioeducational framework (Gardner & MacIntyre, 1993) while learning contexts were examined based on Dörneyi's (1994) components of foreign language learning motivation. This study investigated the role of students' motivation and attitudes in second language (L2) study within an online language course context (LOL). From the result, the researcher concluded that using game influenced students’ motivation in learning speaking using game and the students’ attitudes are positive.
The second intrinsic motivation showed in learning speaking using game was their interest (71.43%).
The result of this research showed that the kinds of intrinsic motivation that the students showed on their desire (82.14%) could be seen from the aspects of happy, curious, and interested in learning speaking using game. The participants of this research were 28 students. The data were collected through questionnaires and observations. In conducting this research, the researcher used qualitative design. P>This research was conducted to know the kinds of intrinsic and extrinsic motivation that students have when learning through word association game and the student’s attitude performed.
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