Teacher Strategies To Enhance Student Motivation In EFL Classroom At SMP Islam Nurul Yaqin

Abstract

This study investigated the strategies employed by English teachers to enhance student motivation in the EFL classroom at SMP Islam Nurul Yaqin, Indonesia. Motivation plays a crucial role in language learning; however, its practical implementation often differs from theoretical expectations. Adopting a qualitative descriptive design, data were collected from three English teachers through questionnaires based on Dörnyei’s (2001) framework and semi- structured interviews. The findings revealed that teachers enhanced students’ motivation by creating a supportive classroom atmosphere, establishing positive teacher–student relationships, and employing interactive and enjoyable learning activities. They also connected lesson content to students’ real-life experiences and future goals, making English learning more relevant and meaningful. Nevertheless, some challenges persisted, particularly in maintaining group cohesion, fostering instrumental motivation, and implementing structured goal-setting. Variations in feedback practices, such as verbal praise and the use of rewards, were also identified. Overall, the study emphasizes the importance of continuous reflection and adaptive teaching practices to sustain student motivation in EFL learning contexts.