PORTRAYING TEACHING-LEARNING PROCESS: STUDENTS’ MOTIVATION AND DEMOTIVATION IN LEARNING ENGLISH AS A FOREIGN LANGUAGE
DOI:
https://doi.org/10.21111/ijelal.v6i1.15335Keywords:
Demotivation, English Language Learning, MotivationAbstract
This study investigates internal and external factors influencing motivation and demotivation in English language learning among eighth-grade students at a public junior high school in Banten province, Indonesia. Employing an explanatory sequential mixed-methods design, the research integrated questionnaires (N=32), semi-structured interviews, and classroom observations. Questionnaire data were analyzed using SPSS for descriptive statistics and independent samples t-tests, while interview and observation data underwent thematic analysis. The findings reveal that instrumental motivation, particularly desires to secure future employment (M=3.96) and achieve academic success (M=3.72), dominates students' reasons for learning English, while integrative motivations occupy secondary positions. Conversely, lack of self-confidence emerged as the most prominent demotivating factor (M=3.18), manifesting through fear of making mistakes and pronunciation anxiety. External factors such as classroom environment contribute to demotivation but to a lesser extent than internal psychological barriers. Comparative analysis revealed that high-achieving students demonstrated balanced motivation and consistent engagement despite confidence issues, while low-achieving students exhibited narrower motivational orientations and greater vulnerability to external demotivators. A paradoxical pattern emerged: students' motivation is predominantly driven by external instrumental goals, yet their demotivation stems primarily from internal psychological barriers. These findings extend Gardner's socio-educational model and Sakai and Kikuchi's demotivation framework by demonstrating how achievement levels moderate motivational constructs in Indonesian junior high school contexts, emphasizing the need for pedagogical interventions addressing both instructional content and students' affective dimensions, particularly self-confidence building.References
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