Students’ Voices on Demotivating Factors in Learning English: Semarang Regency Vocational Students

Abstract

English learning motivation plays an important role in helping students develop their language skills and achieve successful learning outcomes. However, many vocational high school students experience demotivation when learning English, and only a few studies have explored this issue from students’ own perspectives in the context of vocational schools in Semarang Regency. Therefore, this study aimed to explore the demotivating factors experienced by vocational high school students in learning English. This study employed a qualitative approach involving 20 Grade 11 students, aged 16 years, from SMK Negeri 1 Pringapus. These participants were purposively selected because they met the study's inclusion criteria regarding age and grade level, ensuring that they had relatively similar educational experiences and sufficient exposure to English learning. Data were collected through a close-ended questionnaire, which was used to support the interview findings, and semi-structured interviews and analyzed using Braun and Clarke’s (2006) thematic analysis. The findings revealed two major categories of demotivating factors: internal factors, including lack of confidence, fear of making mistakes, and limited English ability, and external factors, including peer influence, teacher teaching methods, and classroom environment and facilities. These findings suggest that creating a supportive learning environment and using engaging teaching practices are essential to reducing students’ demotivation in learning English.