Firda Asrina Pertiwi, 2201418067 (2023) EFL TEACHERS’ BELIEFS ON STUDENTS’ LEARNING MOTIVATION AND HOW IT AFFECTS THEIR TEACHING STRATEGIES AND ENJOYMENT (A Case of EFL Teachers at an Islamic High School in Kendal Regency). Under Graduates thesis, Universitas Negeri Semarang.

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Abstract

Motivation is an essential aspect of human nature to drive action. Motivation in students plays a substantial role in determining students’ performance in learning as well as teachers’ strategy to teach the students. There are cases that many students come to school needing more motivation to learn (Wiesman, 2012). A student’s presence in class does not guarantee that the student wants to learn a lesson (Seifert & Sutton, 2009). Muslim et al. (2020) indicate that EFL students show a low investment in classroom enthusiasm and performance. Having that background, I studied teachers’ beliefs on students’ motivation and how it affects teachers’ strategies and enjoyment. This is a case study of EFL teachers at an Islamic High School in Kendal Regency. Data collection was obtained through teachers’ interviews and document analysis. Three teacher were interviewed to investigate their beliefs on students’ motivation and how it affects their teaching strategies and enjoyment. A student questionnaire was conducted to compare teachers’ and students’ beliefs on students’ motivation. This study used thematic analysis to analyze the data obtained. It was found that the teacher participants believe students’ motivation is in a low category. Teachers have been developing strategies to enhance students’ motivation. In addition, the aspects that indicate students’ motivation, especially students’ behavior in class, affect teachers’ teaching enjoyment. Based on the findings, EFL teachers can maximize the provision of selfdetermination to the students to make improvements in this topic. To gain a deeper understanding of the phenomenon, future research can focus on correlating only two aspects of this study. Classroom analysis might as well be conducted to describe teachers’ teaching action accurately.

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