Motivational Strategies in EFL Classrooms: Insights from Students’ Perspectives

Wulan Suci (English Language Education Study Program, English Language Department, Faculty of Languages and Literature, Universitas Negeri Makassar)
Mae Muhayyang (English Language Education Study Program, English Language Department, Faculty of Languages and Literature, Universitas Negeri Makassar)

IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature
Vol. 14 No. 2 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite

Teachers' motivating strategies are essential for fostering and encouraging students to feel more capable and completely engage in their learning.  The psychological responses of the students are intrinsically linked to the motivational strategies, underscoring the necessity of a comprehensive study to identify the most effective approaches for teachers to provide a supportive and motivating learning environment. Therefore, this study is to find out how students perceive the motivational strategies used by teachers to increase their desire to learn English at SMPN 18 Makassar. This study employed a qualitative design to gain an in-depth understanding of how teachers’ motivational strategies were perceived by demotivated students in an authentic EFL classroom context. The demotivated nine eighth-graders and three English teachers participated in this study. In order to provide comprehensive insights into teachers' tactics and students' perspectives, data were gathered through structured interviews and classroom observations using observation checklists and field notes. Qualitative data analysis techniques, including data collection, data reduction, data display, and conclusion drawing/verification, were used to study the data. The results showed how students viewed the three methods that teachers employed: a) instructional strategies, such as game-based learning, group discussions, and contextual teaching; b) media usage, such as Quiziz, Canva, and Worksheet; and c) student-teacher, student-student, and teacher-student interactions can increase students' motivation to learn English because they become more engaged, confident, and engaged in English classes. The findings reveal that motivational strategies have a positive impact on students both emotionally and behaviorally.  Students reported feeling more confident, valued, and motivated, which encouraged greater participation and engagement in classroom activities. In conclusion, when teachers use engaging and effective teaching techniques, students become more enthusiastic and confident about learning English, which improves the quality of the teaching and learning process.