This chapter reviews a number of relevant literature underpinning this research. Motivation in English learning, as the key point of this study, is overviewed based on theories from some experts in the first section. Description and explanation of after-school programs and activities, including academic achievement towards motivation of students for learning English, is also reviewed. The reviews from previous studies about students’ motivation in English learning, as the main aspect of this research study, are provided in the last section.

2. 1 The Overview of Motivation in English learning
Motivation is defined differently according to different perspectives. Jafari (2013) states that motivation, according to behaviorist, is an anticipation
Moreover, motivation as a psychological aspect can influence language proficiency results, but this relationship is one of reciprocal causation because both the positive and the negative learning experiences can influence the student’s motivation to learn (Gardner & MacIntyre,
Moreover, it is important to notice that motivation is not a static attribute which always stays high or low all the time because it will dynamically change depending on the student’s motivational situation (Dörnyei & Ottó, 1998).
At certain times, students may be motivated to learn during teaching and learning activities at school, while in some other time, they may feel unmotivated as they were before, which may result in the decline of academic performance or achievement (Dörnyei& Ushioda, 2011).As to emphasize the importance to notice, the term motivation is not a straightforward concept either, thus the challenge is more about finding ways of conceptualizing the term motivation and furthermore is about exploring the understanding (Dörnyei,