Demotivated Students during Online English Learning in Covid-19 Pandemic: Voices from Indonesian Students

Abstract

The COVID-19 pandemic has forced all sectors to stop their activities. As a result of this, learning activities were suddenly changed to online methods. Seeing the phenomena that occur around researchers, the decreasing of students' motivation during online English learning can be a serious matter. If the demotivating factor cannot be known, it will be difficult for the teacher to overcome it. To fill this gap, the researcher intends to look for the factors that cause demotivation in students during online English learning. An exploratory case study was employed as the research design and semi-structured interviews were selected as the data collection technique. The data were analyzed using thematic analysis based on demotivating factors (learning contents and materials, teachers’ competence and teaching styles, inadequate school facilities, and lack of intrinsic motivation). Research reveals that there are two major factors of demotivation experienced by students: (1) internal factors; (2) external factors. Internal factors consist of lack of interest; undirected study goals; negative habits, and external factors consisting of surrounding elements; teaching style; teaching materials and teaching content; learning facilities; sudden transition. In conclusion, the teaching and learning practices should encourage students to have positive experiences and not demotivate them in learning English such as using interesting online tasks.

Investigating Situational Interest As Motivation To Learn Online

“…Previous studies showed that demotivation of learning online can be the result of internal and external factors. These factors could cause dissatisfaction within and outside an individual towards online learning (Pratama et al, 2022). According to Che Soh et al (2022), before the trigger of demotivation developed an internal process, it began with an external locus.…”

Análisis de los factores desmotivadores durante la enseñanza a distancia de emergencia causada por el Covid-19: El caso del español como lengua extranjera en el Instituto Cervantes de El Cairo

“…Sumarsono et al (2022), en la misma línea que el resto de trabajos, certifi caron menos interacción entre estudiantes y profesorado, enseñanzas menos efectivas y errores de conexión como principales factores desmotivadores. Otras investigaciones como la de Nabila et al (2021), Pratama et al (2022) o Liu (2022) son consistentes con las anteriores porque mencionan factores como la falta de interacción, más deberes, Internet lento o problemas de conexión, falta de apoyo de padres, demasiado tiempo de pantalla e infl uencia negativa de los compañeros.…”

“…Los ítems 17, 4 y 36 se refi eren a la cantidad de tareas propuestas, a si los estudiantes se sienten o no con vergüenza a la hora de hablar y a si Zoom es una plataforma adecuada. Esto es consistente con otras investigaciones: Nabila et al (2021), Pratama et al (2022) o Liu (2022. Es decir, hay una falta de adecuación de la enseñanza a las nuevas circunstancias.…”

Feedback Mechanisms of DepEd English Teachers in Modular Distance Learning: A Case Study

“…They use modular learning; however, they provide feedback through different social media platforms and/or messaging. The problem lies with the fact that not all learners have gadgets, a stable internet connection, and a budget for learning (Dewi, et al, 2022;Santiana, et al, 2021;Pratama & Dewi, 2022). Thus, it's challenging for teachers to provide learners with feedback.…”