Abstract
Investigating demotivation factors of two different groups of EFL learners might provide more insights to reduce demotivation among students. Nevertheless, there is lack of studies toward demotivation, especially ones that analyze demotivation of Indonesian’s EFL students. Adara (2018) analyzed demotivation factors of a group of EFL students in Bekasi. However, her study only focused on one group of learners and did not compare demotivation factors which may affect different group of learners. Therefore, the present study aims to investigate the differences in demotivation factors of two groups of Indonesian EFL learners. Whereas one group consists of 44 English literature college students, another group is 41 students major in communication study. Applying a mixed-method approach to obtain the results, the present study distributed a set of questionnaires adapted from Sakai and Kikuchi (2009) to two groups of college students whereas the interviews were administered to six of them. The results indicate that both groups of learners were mostly demotivated by teachers’ incompetence and teaching styles, lack of intrinsic motivation, and inadequate school facilities. The results of present study suggest the importance of teachers’ roles in providing appropriate teaching approach for learners as well as learning content and materials to avoid students’ demotivation.
Highlights
Despite the interest in investigating motivation, there is a lack of studies toward demotivation
The present study aims to analyze the differences in demotivation factors of two groups of Indonesian EFL learners
The results indicate that both groups are mostly demotivated by „teachers‟ competence and teaching style‟, „lack of intrinsic motivation‟ and „inadequate school facilities‟
Summary
Despite the interest in investigating motivation, there is a lack of studies toward demotivation. In regards of the last statement in the above paragraph, several researchers have investigated demotivation with various groups of learners and teaching contexts Based on their previous research (Kikuchi & Sakai, 2009) in possible demotivation factors, Sakai and Kikuchi (2009) narrowed demotivation factors into five categories (a) learning content and materials, (b) teachers‟ competence and teaching styles, (c) inadequate school facilities, (d) lack of intrinsic motivation, (e) test scores. These categories were put into a 35-item questionnaire and distributed to 656 Japanese high school students. In regards of the interviews, there were three respondents from each group, totaling six respondents
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