The change in the learning environment as what happen ed in the aftermath of COVID 19 pandemic can lead to learners’ demotivation. The present study aims to analyze how COVID 19 pandemic can affect the differences in demotivation factors of a group of EFL learners. Therefore, a set of questionnaires were   distributed before and during COVID19 pandemic. In addition, semi-structured interviews were conducted to gain deeper insights on the matter. The results suggest significant differences in demotivational factors that affect the respondents before and after COVID19 pandemic. Before the pandemic, inadequate school facilities were the most demotivating factor. After the pandemic, test scores become the most demotivating factor among the respondents. However, teachers’' related factors and learning materials still relatively affect the respondents after the pandemic. Besides, online learning was found to be one of the demotivational factors among the respondents as they feel deprived from real life inter-action and burdened with lack of stable internet connection and suitable gadgets for online learning. The results suggest that changing the learning environment can affect learners’ demotivation and motivation. Thus, it seems imperative for the teachers to be able to adapt their approach and materials to suit changing conditions especially during the pandemicAbstrak: Perubahan lingkungan belajar yang terjadi pasca pandemi COVID 19 dapat menyebabkan penurunan motivasi peserta didik. Penelitian ini bertujuan untuk menganalisis bagaimana pandemi COVID 19 dapat mempengaruhi perbedaan faktor demotivasi pada kelompok peserta didik EFL. Oleh karena itu, serangkaian kuesioner dibagikan sebelum dan selama pandemi COVID19. Selain itu, wawancara semi-terstruktur dilakukan untuk mendapatkan pemahaman yang lebih dalam tentang masalah tersebut. Hasil penelitian menunjukkan perbedaan signifikan pada faktor demotivasi yang mempengaruhi responden sebelum dan sesudah pandemi COVID19. Sebelum pandemi, fasilitas sekolah yang tidak memadai merupakan faktor yang paling menurunkan motivasi. Setelah pandemi, skor tes menjadi faktor yang paling mendemotivasi responden. Namun, faktor guru dan materi pembelajaran masih relatif mempengaruhi responden setelah pandemi. Selain itu, pembelajaran online ditemukan sebagai salah satu faktor demotivasi di kalangan responden karena mereka merasa kehilangan interaksi di kehidupan nyata dan dibebani dengan kurangnya koneksi internet yang stabil dan gadget yang sesuai untuk pembelajaran online. Hasil penelitian menunjukkan bahwa mengubah lingkungan belajar dapat mempengaruhi motivasi dan motivasi peserta didik. Oleh karena itu, sangat penting bagi para guru untuk dapat menyesuaikan pendekatan dan materi mereka agar sesuai dengan kondisi yang berubah terutama selama pandemi

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Investigating demotivating factors can help teachers to avoid them and provide more insights on sustaining learners’ interest in FL learning. The present study aimed to analyse demotivating factors in FL learning. To obtain the findings, the present study applied a mixed method approach. A set of questionnaires adapted from Sakai and Kikuchi’s (2009) questionnaires were distributed to thirty eight university students whereas interviews were conducted to three of them. The findings indicated teacher’s competence and lack of intrinsic motivation as the most salient factors that caused demotivation among the participants. In this consideration, teachers were perceived as incompetent by the participants when teachers have poor English pronunciation and do not provide communicative classrooms. On the other hand, lack of intrinsic motivation was indicated by the loss of students’ interest in learning and their goal to be an English speaker. Providing a communicative classroom with a fluent teacher as well as promoting students’ interest in English language and culture seem to be the solutions to reduce students’ demotivation. [Penelitian tentang faktor-faktor yang menurunkan motifasi (demotivation) dapat membantu para guru untuk menghindari factor-faktor tersebut dan memberikan wawasan untuk mempertahankan minat peserta didik dalam pembelajaran bahasa asing. Penelitian ini menganalisis faktor demotivasi dalam pembelajaran Bahasa asing. Untuk memperoleh jawaban dari beberapa pertanyaan, penelitian ini menerapkan pendekatan metode campuran. Seperangkat kuesioner yang diadaptasi dari model Sakai dan Kikuchi (2009) didistribusikan kepada tiga puluh delapan mahasiswa sedangkan wawancara dilakukan terhadap tiga dari mahasiswa tersebut. Temuan menunjukkan bahwa kompetensi guru dan kurangnya motivasi intrinsik merupakan faktor yang paling menonjol yang menyebabkan demotivasi di antara para peserta. Dalam hal ini, guru dianggap tidak kompeten oleh para peserta ketika guru memiliki pelafalan bahasa Inggris yang buruk dan tidak menyediakan ruang kelas yang komunikatif. Di sisi lain, kurangnya motivasi intrinsik ditunjukkan oleh hilangnya minat siswa dalam belajar dan tujuan mereka untuk berbicara dalam bahasa Inggris. Menyediakan ruang kelas yang komunikatif dengan guru yang fasih serta mempromosikan minat siswa dalam bahasa dan budaya Inggris tampaknya menjadi solusi untuk mengurangi demotivasi siswa]

Improving learners’ motivation is an essential task for teachers because it can maintain learners’ interest in learning. This is why teachers employ numerous motivational strategies in order to enhance learners’ motivation. One of the strategies that can enhance learners’ motivation is using songs in English classrooms. The present study aims to analyse the effects of using songs in EFL classrooms on EFL learners’ motivation. The study used an experimental method by dividing the respondents into two groups: the experimental and control classes. While the control class was taught English conventionally, the experimental class lessons were integrated with English songs. Furthermore, a set of questionnaires and semi-structured interviews were administered in order to obtain the data. The findings suggest that songs seem to have positive effects on EFL learners’ motivation. Besides, using songs in EFL classrooms helps learners absorb new vocabulary and make English lessons more engaging. Thus, English teachers need to consider using English songs in their classrooms to improve learners’ motivation. Nevertheless, songs need to be suited to the learners’ level of English, age, and characteristics of the lessons.ABSTRAKMeningkatkan motivasi siswa adalah tugas penting bagi guru karena hal itu bisa meningkatkan minat siswa dalam belajar. Hal itu yang membuat guru menerapkan berbagai strategi motivasional demi meningkatkan motivasi siswa. Salah satu strategi yang dapat digunakan untuk meningkatkan motivasi siswa adalah menggunakan lagu-lagu di kelas-kelas bahasa Inggris. Penelitian ini bertujuan untuk menganalisis efek-efek lagu dalam peningkatan motivasi di kelas-kelas bahasa Inggris. Penelitian ini menggunakan metode eksperimental dengan membagi responden ke dalam dua grup: eksperimental dan kontrol. Kelas kontrol belajar bahasa Inggris secara konvensional sedangkan kelas eksperimental belajar bahasa Inggris dengan pelajaran yang diintegrasikan dengan lagu. Selain itu penelitian ini menggunakan kuesioner dan wawancara semi terstruktur untuk mendapatkan hasilnya. Penelitian ini mengindikasikan lagu dapat memotivasi siswa untuk belajar bahasa Inggris dan mendapatkan kosakata baru. Oleh karena itu, guru harus mempertimbangkan penggunaan lagu dalam kelas-kelas bahasa Inggris untuk meningkatkan motivasi siswa. Namun, penggunaan lagu perlu disesuaikan dengan level kemampuan bahasa Inggris, usia dan karakteristik pelajaran.

Incorporating technology seems to have positive effects on improving students’ motivation on EFL (English as a Foreign Language) learning. One of strategies that can be used to improve students’ motivation in EFL classrooms is incorporating digital storytelling or an amalgamation of audio, text, animation and voice. Therefore, the present study aims to analyse the effects of digital storytelling to motivation of a group of Indonesian EFL learners. The present study applied a quasi-experiment design. The participants of present study are 19 college students whom are divided into experimental and control classes. In order to obtain the results, a set of questionnaires adapted from Deci & Ryan’ Self Determination Theory (2002) and Yoon’s (2013) toward digital storytelling motivation are distributed to the participants. Besides that, semi-structured interviews were conducted to two students to provide deeper insights toward the effects of digital storytelling on students’ motivation. In addition, English tests were given before and after the treatment. The results show that the experimental class shows slightly higher level of motivation than the control class. In addition, the respondents considered digital storytelling as beneficial for improving their English skills and creativity. Besides that, students in experimental class performed better in English test than ones in control class after treatment. Thus, it can be said that digital storytelling seems to have positive effects on students.