PORTRAYING TEACHING-LEARNING PROCESS: STUDENTS’ MOTIVATION AND DEMOTIVATION IN LEARNING ENGLISH AS A FOREIGN LANGUAGE

Abstract

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.