EFL STUDENTS’ DEMOTIVATION AT THE ISLAMIC BOARDING SCHOOL

VANDELA IQBAL MUBAROK, 12851021017 (2023) EFL STUDENTS’ DEMOTIVATION AT THE ISLAMIC BOARDING SCHOOL. [ Thesis ]

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Abstract

ABSTRACT Mubarok, Vandela Iqbal. Student Registered Number. 12851021017. 2023. “EFL Students’ Demotivation at the Islamic Boarding School”. English Education Department. Magister Program. State Islamic University of Sayyid Ali Rahmatullah Tulungagung. Advisors: (1) Dr. Arina Shofiya, M.Pd, and (2) Dr. Susanto, SS., M.Pd. Keywords: demotivation, factors, strategies Although English is an important language to be learned, it demands the students understand vocabulary, grammar, and several language skills. Consequently, the students must have sufficient motivation to concentrate in English class. If they don’t have it enough, demotivation emerges and it can be a factor of unsuccessful learning. The sense of demotivation is leading the students to complete rejection. Therefore, this research investigates two research problems. First, the factors contribute to the demotivation among students at the Islamic Boarding School of Tremas Pacitan in learning English. Second, the strategies used by students at the Islamic Boarding School of Tremas Pacitan to minimize demotivation in learning English. To answer the research problems, this research used a descriptive qualitative approach as the research method. The subjects of the research were 8B students of the Islamic Boarding School of Tremas Pacitan. To obtain the data, the researcher conducted observations and interviews with the research subjects. Then, after the data was obtained, the next step was analyzing the data by using Miles, Huberman, and Saldana (2014) theories. The result of this research revealed the factors causing learning demotivation that were divided into intrinsic and extrinsic factors. Intrinsic factors had found personal belief and students’ boredom, while extrinsic factors such as teaching methods; classroom conditions; and less adequate facilities. Moreover, the second finding was students’ strategies that were used to minimize learning demotivation. They were self-studying; asking friends for help; and ignoring their humiliating classmates. Based on the finding, learning demotivation was not only carried by internal student factors but also external factors. Even, more external factors arise and were experienced by students than internal, therefore English teachers need to improve and even constructed learning methods and facilities that support learning English and schools need to improve class facilities adequately. In addition, the teacher must also understand how to convince students that English is fun to learn. Because it does not rule out that internal factors also affect student learning motivation. In another side, the students can understand that demotivation is bad for learning but it can be minimized by appropriate strategies as what had found in this research.

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