<![CDATA[This study aims to identify the motivational strategies used by English teachers to motivate students in learning English at SMP Negeri 07 Makassar. The study was motivated by declining student motivation, which has impacted their participation and learning outcomes. The research design used was qualitative descriptive, with English teachers as participants selected through purposive sampling based on their teaching experience. Data were collected through semi-structured interviews and checklist-based observations, then analyzed using the interactive model proposed by Miles, Huberman, and Saldaña (2014), which includes data reduction, data presentation, and drawing conclusions. The results of the study show that teachers use several motivational strategies based on Dörnyei’s (2001) framework. These strategies include building initial motivation through warm-up activities such as brainstorming, creating a supportive and enjoyable classroom atmosphere, providing praise and positive reinforcement, using audiovisual materials such as videos and songs, facilitating group and pair work, encouraging direct oral communication practice, and reducing student anxiety. These strategies are grouped into two approaches: intrinsic motivation and extrinsic motivation. These findings indicate that the use of both intrinsic and extrinsic strategies plays a crucial role in fostering students’ active participation, self-confidence, and enthusiasm in learning English.]]>
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