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All Journal Jurnal Dimensi Journal of Pragmatics Research
Sandre, Adhitya Saifulloh
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Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences

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THE CONTRIBUTING FACTORS TO STUDENTS’ DEMOTIVATION IN ENGLISH SPEAKING CLASSES Sandre, Adhitya Saifulloh; Syahputra, Bayu Kurniawan; Ginting, Kiki Octaviani; Fhadila, Kenny Dwi; Salsabila, Salsabila; Niwanda, Tantri; Amilya, Amilya; Rahmawati, Alivia; Rosdiana, Rosdiana; Sari, Desri Afarmada
JURNAL DIMENSI Vol 14, No 3 (2025): JURNAL DIMENSI (NOVEMBER 2025)
Publisher : Universitas Riau Kepulauan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33373/dms.v14i3.8192

Abstract

Speaking is one of the fundamental yet difficult skills for English as a Foreign Language (EFL) learners to master. This study investigates the most significant sources of demotivation among English speaking class students using a mixed-method approach through the distribution of Likert-scale questionnaires and semi-structured interviews to 35 first-year students of an Indonesian English Education Study Program. The findings reveal four general areas of demotivating factors: psychological-emotional, pedagogical-instructional, social-classroom environment, and institutional-technological. Psychological barriers such as fear of mistake, lack of confidence, and fear of peer judgment were revealed as the most salient. Pedagogical issues, particularly a lack of clear evaluation criteria and constructive feedback, also emerged as major contributory factors. Socially, while the majority of students liked group class activities, fear of criticism from peers still influenced their willingness to speak. Technical problems in online learning—i.e., unstable internet, no access to digital devices, and lack of familiarity with virtual communication—also demotivated students' speaking. The study concludes that speaking demotivation is multifaceted in nature and requires holistic solutions addressing both internal learner factors and external learning environments. Recommendations are given to instructors and institutions on how to develop more positive, engaging, and confidence-building speaking classes, both face-to-face and online. Keywords: Anxiety, Demotivation, English Speaking, EFL Learners, Online Learning
An Appraisal Analysis of English Comments on YouTube Educational Videos Sandre, Adhitya Saifulloh; Megah S, Suswanto Ismadi; Sugiharti, Sri
Journal of Pragmatics Research Vol. 8 No. 2 (2026): Journal of Pragmatics Research
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/jopr.v8i2.510-534

Abstract

This study examines the evaluative language used in English comments on YouTube educational videos as a reflection of viewers’ attitudes, emotions, and judgments toward online educational content. The phenomenon of increasing public interaction through digital platforms highlights YouTube not only as a medium for learning but also as a space where users express opinions and construct social meaning through language. The scope of this research focuses on analyzing the linguistic features of appraisal resources, particularly Attitude, Engagement, and Graduation, in selected English comments from educational video channels. Using a qualitative descriptive method based on Martin and White’s Appraisal Theory (2005), the study investigates how commenters encode affect, judgment, and appreciation in their responses. The findings reveal that Affect and Appreciation are the most dominant categories, showing that learners frequently employ positive emotional language to express gratitude, motivation, enjoyment, and satisfaction, while also appreciating the quality, clarity, and usefulness of the videos and teachers. Positive expressions such as admiration, thankfulness, and encouragement demonstrate how educational videos foster supportive learner engagement. This study contributes to discourse analysis by highlighting the role of appraisal resources in digital educational communication and offers valuable insights into how emotional and appreciative language strengthens online learning communities and teacher–learner interaction.
Co-Authors Amilya, Amilya Fhadila, Kenny Dwi Ginting, Kiki Octaviani Megah S, Suswanto Ismadi Niwanda, Tantri Rahmawati, Alivia Rosdiana Rosdiana Salsabila, Salsabila Sari, Desri Afarmada Sri Sugiharti Syahputra, Bayu Kurniawan