The Influence of Transformative Teaching Practices on Students’ Motivation in Learning English

Low motivation among students is a significant challenge in foreign language education, negatively affecting their performance and long-term development. This study investigates the level of students' motivation in learning English, exploring the potential of transformative teaching practices to address this issue. Using a descriptive quantitative research design, the study involved 38 English education students at a private university in East Jakarta. A questionnaire was used to collect data on various motivation indicators. The preliminary analysis revealed that students' motivation, particularly their interest, effort, and self-confidence, is a crucial factor in their learning success. They suggest that by implementing transformative practices—such as fostering critical reflection, encouraging collaborative learning, and connecting lessons to real-world contexts—lecturers can cultivate a learning environment that directly enhances student motivation. This study concludes that an intentional shift towards these pedagogical approaches is essential for improving students’ English language proficiency.

Keywords: Motivation, English as a Foreign Language (EFL), Transformative Teaching, Student’s Perception