EXPLORING PRE-SERVICE ENGLISH TEACHERS' DEMOTIVATION IN ESSAY WRITING CLASS
Main Article Content
Noor Muthi'ah
Luqman Baehaqi
Zaitun Qamariah
Tawfiq Sarehmansor
This study explores the phenomenon of demotivation in essay writing among pre-service English teachers at UIN Palangka Raya. Academic writing is often perceived as difficult by EFL learners due to limited vocabulary, weak grammar, and challenges in organizing ideas, which reduce students’ confidence (Baehaqi, 2023). Moreover, even teachers tend to avoid academic writing because of insufficient knowledge and low confidence (Qamariah et al., 2023). Using a qualitative phenomenological design (Moustakas, 1994), data were collected through semi-structured interviews with ten students who had completed essay writing courses and analyzed through epoche, phenomenological reduction, imaginative variation, and synthesis of meanings and essences. The findings revealed seven themes of demotivation: language-related anxiety, unclear instruction and passive teaching style, loss of autonomy and relevance gap, time pressure and preparation gap, class format and timing issues, coping strategies, and supportive teaching as motivator. Both internal and external factors contributed to demotivation, yet students managed to cope through peer collaboration, self-regulation, and online resources, while supportive teaching emerged as a key factor in restoring motivation. This study contributes to the understanding of demotivation in EFL essay writing and underscores the importance of empathetic, autonomy-supportive, and process-oriented teaching practices in sustaining student engagemen.
Baehaqi, L. (2023). Supporting Academic Writing Skills of Pre-service English Language Teachers in Indonesia in an Online Learning Environment: A Multisensory Approach [Doctoral Thesis, Charles Darwin University]. In Journal on English as a Foreign Language (Vol. 12, Issue 1). https://doi.org/10.23971/jefl.v12i1.3837
Bogdan, R. C. , & Biklen, S. K. (2007). Qualitative Research for Education: An Introduction to Theories and Methods (5th ed.). Pearson A & B.
Chen, C. (2019). Study on Learners’ Demotivation in EFL Classroom – A Case Study at a Higher Vocational College. Education Journal, 8(6), 338. https://doi.org/10.11648/j.edu.20190806.25
Christiansen, B. (2020). Best Practices for Teaching ESL in Higher Education (pp. 52–64). IGI Global. https://doi.org/10.4018/978-1-7998-4670-3.ch003
Creswell, J. W. (2013). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (3rd ed.). SAGE Publications.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. SAGE.
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (4th ed.). SAGE Publications.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Springer US. https://doi.org/10.1007/978-1-4899-2271-7
Deci, E. L., & Ryan, R. M. (2000). The “What” and “Why” of Goal Pursuits: Human Needs and the Self-Determination of Behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117–135. https://doi.org/10.1017/S026144480001315X
Dörnyei, Z. (2001a). Motivational Strategies in the Language Classroom. Cambridge University Press. https://doi.org/10.1017/CBO9780511667343
Dörnyei, Z. (2001b). Teaching and Researching Motivation (1st ed.). Longman.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and Researching Motivation (2nd ed.). Pearson Education.
Ghaith, G. (2019). The Interplay of Selected Demotivation Determinants and Achievement in EFL Critical Reading and Writing. TESL-EJ, 22(4). https://tesl-ej.org/wordpress/issues/volume22/ej88/ej88a11/
Guest, G., Bunce, A., & Johnson, L. (2006). How Many Interviews Are Enough? Field Methods, 18(1), 59–82. https://doi.org/10.1177/1525822X05279903
Huwari, I. F., Alhammaideh, A. H. J., Alqaryouti, M. H., Rashid, R. A., Alruzzi, K. A., & Sadeq, A. E. (2023). Demotivation Factors for Learning English (Students’ Perspectives). Journal of Language Teaching and Research, 14(4), 1023–1030. https://doi.org/10.17507/jltr.1404.20
Hyland, K. (2003). Second Language Writing. Cambridge University Press.
Kikuchi, K. (2015). Demotivation in Second Language Acquisition: Insights from Japan. Multilingual Matters.
Krashen, S. D. (1982). Principles and Practice in Second Language Acquisition. Pergamon.
Miles, M. B., & Huberman, A. M. (1994). Qualitative Data Analysis: An Expanded Sourcebook (2nd edition). Sage Publications.
Miles, Matthew B.; Huberman, A. Michael; Saldana, & Johnny. (2014). ualitative Data Analysis: A Methods Sourcebook (3rd ed.). SAGE Publications.
Moleong, L. J. (2017). Metodologi penelitian kualitatif. PT Remaja Rosdakarya.
Moustakas, C. (1994). Phenomenological research methods. Sage Publications. https://books.google.com/books/about/Phenomenological_Research_Methods.html?id=MZA5DQAAQBAJ
Mubarok, V. I., & Shofiya, A. (2023). EFL STUDENTS’ DEMOTIVATION: A PORTRAIT OF TEACHING ENGLISH IN AN ISLAMIC BOARDING SCHOOL. Jurnal Bahasa Lingua Scientia, 15(2), 441–457. https://doi.org/10.21274/ls.2023.15.2.441-457
Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why Are You Learning a Second Language? Motivational Orientations and Self‐Determination Theory. Language Learning, 50(1), 57–85. https://doi.org/10.1111/0023-8333.00111
Qamariah, Z., Widiastuty, H., Mirza, A. A., Inggris, T. B., Pendidikan Bahasa, J., & Raya, P. (2023). Mengembangkan Kompetensi Menulis Guru Bahasa Inggris MTs Swasta Kota Palangka Raya Melalui Workshop Penulisan Karya Ilmiah Developing Private Islamic Secondary School English Teachers’ Writing Competence Through the Scientific Writing workshop. In Jurnal Hasil Pengabdian Masyarakat Indonesia (Vol. 2, Issue 4). https://journal.unimar-amni.ac.id/index.php/Karunia62
Sabti, A. A., Hassan, A. Y., Turki, H. Y., & Hummadi, A. S. (2024). A Study of the Causes and the Effect of Writing Anxiety Components on Iraqi EFL Students’ Attitudes. Sage Open, 14(4). https://doi.org/10.1177/21582440241286392
Sakai, H., & Kikuchi, K. (2009). An analysis of demotivators in the EFL classroom. System, 37(1), 57–69. https://doi.org/10.1016/j.system.2008.09.005
Trang, T. T. T., & Baldauf, R. B. (2007). Demotivation: Understanding resistance to English language learning—The case of Vietnamese students. The Journal of Asia TEFL, 4(1).
Van Manen, M. (1990). Researching Lived Experience: Human Science for an Action Sensitive Pedagogy. State University of New York Press. https://doi.org/10.4324/9781315421056
Wang, S., & Littlewood, W. (2021). Exploring students’ demotivation and remotivation in learning English. System, 103, 102617. https://doi.org/10.1016/j.system.2021.102617
Wardani, A. (2016). Correlation Between Students’ Learning Motivation and Writing Learning Strategies of English Department at Iain Palangkaraya [IAIN Palangka Raya]. https://digilib.iain-palangkaraya.ac.id/id/eprint/614
