Demotivation on Learning English Grammar of the Third Semester Students of English Department Academic Year 2017 Faculty of Humanities University of Jember

Abstract

There are amotivation and demotivation in learning besides motivation. Those aspects are discussed in Second Language Acquisition (SLA) research. Demotivation reduces or diminishes the motivational basis of an ongoing action. Demotivation itself is related to specific external causes. Therefore, someone who has demotivation in their learning tend to reducing their motivation and demotivation may bring negative influences to the learners. This study aims to investigate the demotivating factors experienced by the participants and also the influences on the participants. In conducting this study, theory of demotivation by Dörnyei and Ushioda (2011) is applied. Furthermaore, to get deeper information about demotivation that affects the participants, the researcher used the questionnaire by Sakai and Kikuchi (2009) and also the follow-up interview. This study uses two types of data, which are qualitative and quantitative data. The data of this study were gained from 35 voluntarily participants from English Department Students Academic Year 2017. In order to collect the data, the participants were asked to answer questionnaire that consist of 35 statements of 6 aspects with 5 point Likert-scale. This instrument is appropriate to find the demotivation factors that are experienced by the third semester students of English Department Academic Year 2017 Faculty of Humanities University of Jember. Further, the participants were also interviewed in group in order to make the interview easy and more efficient. The researcher interviewed them based on their answer in the questionnaire. The results show that almost all of the questionnaire’s aspects become one of the factors that influence the third semester students of English Department Academic Year 2017 in learning English Grammar. The factor that has high number in average, automatically become the most influences demotivating factor. The strongest demotivating factors are Characteristics of Classes/Learning Contents and Experience of Failure. It showed that all of the aspects have one demotivating factor. Furthermore, for Class Materials and Teachers, they were not as strong as the Characteristics of Classes/Learning Contents and Experience of Failure. However those aspects also became the demotivating factors that affected the participants in this study. The researcher found that Class Environment and Facilities and Lack of Interest were not determined as the demotivating factors because in the interview session they said that they used the visual materials rarely and for the Lack of Interest the highest average is English was a compulsory subject that has 4.00 in mean, however the researcher found this was not the demotivating factor in the participants because they were motivated instead of demotivated to learn English especially English grammar.