ANALYSIS OF CLASSROOM MANAGEMENT FACTORS IN MOTIVATING STUDENTS TO LEARNING ENGLISH
DOI:
https://doi.org/10.31851/ykt1j129Keywords:
Classroom Management, Student Motivation, English Learning, Merdeka Curriculum, Self-Determination TheoryAbstract
This study investigates classroom management factors that influence students’ motivation to learn English and identifies the factors that have the strongest influence on students’ motivation at the junior high school level. The research was conducted at UPTD SMP Negeri 5 Gunungsitoli, involving eighth-grade students as participants. A qualitative descriptive research design was adopted, with data collected through classroom observations, teacher interviews, and student interviews. The data were analyzed using the Miles and Huberman framework, which involves data reduction, data display, and conclusion drawing. The findings identified twelve classroom management factors associated with students’ learning motivation: teacher personality and attitudes, teacher-student relationships, feedback and error correction, management of academic anxiety, physical classroom arrangement, classroom rules and discipline, time management, teaching activities and instructional methods, the use of media and technology, consideration of students’ needs and individual differences, curriculum and learning objectives, and assessment and evaluation. Among these factors, three were identified as the most influential: (1) teachers’ positive personality and supportive relationships with students, (2) interactive teaching methods, and (3) constructive feedback and a safe approach to error correction. These factors contribute to a classroom environment that encourages students to participate actively, develop confidence, and remain engaged in learning English. The study specifically examines classroom management within the implementation of the Merdeka Curriculum and relates its findings to students’ psychological needs for autonomy, competence, and relatedness. The findings provide practical insights for teachers and schools in developing classroom management practices that can strengthen students’ motivation and improve the quality of English language learning.
References
Aleksius, M., Lake, F., Werang, E. A., & Seran, M. F. (2022). Exploring EFL students’ perceptions of Google Classroom as learning management system. VELES Voices of English Language Education Society, 6(1), 176–187. https://doi.org/10.29408/veles.v6i1.5113
Alcívar, et al. (2021). Motivation and its importance in the classroom learning process and teaching. International Research Journal of Engineering, 7(4), 148.
Alrabai, F. (2021). The influence of autonomy-supportive teaching on EFL students' classroom autonomy: An experimental intervention. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.728657
Andriani, A., Abdullah, F., Hidayati, A. N., & Syafira, N. A. N. (2024). Teaching speaking in Kampung Inggris: The tutors’ challenges and solutions. Journal of Education and Learning, 18(1), 253–260. https://doi.org/10.11591/edulearn.v18i1.21175
Armstrong, M. (2019). Armstrong's handbook of management and leadership: Developing effective people skills for better leadership and management. Kogan Page Limited.
Aslamiah, A., et al. (2022). Classroom management strategies and their impact on student learning. Journal of Educational Management, 15(3), 45–60.
Aslamiah, A., Pratiwi, A. D., & Agusta, R. A. (2022). Pengelolaan kelas. PT Rajagrafindo Persada.
Azam, H. (2024). Unraveling the dynamics: Understanding the process of students learning in classroom management at Balkh University. Sprin Journal of Arts, Humanities and Social Sciences, 3(2), 21–25.
Badakhshan, S., Motallebzadeh, K., & Maftoon, P. (2021). Reflective reciprocal teaching: A technique for improving Iranian EFL learners’ reading comprehension ability. International Journal of Foreign Language Teaching and Research, 9(38), 39–63. https://doi.org/10.52547/jfl.9.38.39
BSKAP. (2022). Capaian pembelajaran mata pelajaran Bahasa Inggris fase A–fase F. Badan Standar Kurikulum dan Asesmen Pendidikan.
Cohen, R. J., Swerdlik, M. E., & Phillips, S. M. (2021). Psychological testing and assessment. McGraw-Hill Higher Education.
Diniatulhaq, R., Oktaria, A. A., & Abbas, A. (2020). Classroom management strategies in English language teaching: A perspective of English teacher. Journal reference, 3(2), 105–113.
Dipolog, S. (2022). Classroom management and language motivation of the students. International Journal of Research Studies in Education, 11(16), 89–94. https://doi.org/10.5861/ijrse.2022.363
Fındıklı, S. (2023). Factors affecting students’ speaking anxiety in English language classroom. Focus on ELT Journal, 5(1), 98–114. https://doi.org/10.14744/felt.2023.5.1.6
Gutierrez, et al. (2017). Classroom management idea book. International Journal of Science Education and Cultural Studies, 1(1), 433–462.
Hasan, M., Harahap, K. T., Hasibuan, S., Rodliyah, L., Inanna, & Nahriana, et al. (2022). Metode penelitian kualitatif. Tahta Media Group.
Herliani, et al. (2024). Implementation of classroom management components in the teaching and learning process. [Journal source as cited in the original thesis].
Hien, N. T. T., & Phuong, V. T. (2023). The effectiveness of the storytelling technique on students’ achievement and motivation in English speaking skills. Multidisciplinary Reviews, 6(Special Issue). https://doi.org/10.31893/multirev.2023spe011
Hong, N. X., & Anh, N. T. P. (2023). Classroom management, motivation and academic performance: The perspective of students in Business English classes at Ba Ria-Vung Tau University. International Journal of Current Science Research and Review, 6(8), 6081–6091. https://doi.org/10.47191/ijcsrr/v6-i8-77
Jiang, A. L., & Zhang, L. J. (2021). University teachers' teaching style and their students' agentic engagement in EFL learning in China: A self-determination theory and achievement goal theory integrated perspective. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.704269
Khau, A. H., & Thach, L. P. (2021). Motivation in foreign language classrooms at tertiary level: A case study. Vietnam Journal of Education, 5(2), 32–40. https://doi.org/10.52296/vje.2021.97
Kvale, S. (2021). Doing interviews. Sage Publications.
Laia, B., Zai, E. P. (2020). Motivasi dan budaya berbahasa Inggris masyarakat daerah tujuan wisata terhadap perkembangan bahasa anak di tingkat SLTA (Studi kasus: Desa Lagundri–Desa Sorake–Desa Bawomataluo). Jurnal Education and Development, 8(4), 602.
Luo, T., & Derakhshan, A. (2024). Examining the role of classroom climate and teacher-student relationships in EFL students’ perceived learning outcomes: A self-determination theory perspective. Learning and Motivation, 88, 102062. https://doi.org/10.1016/j.lmot.2024.102062
Masnun. (2023). Internal and external factors influencing classroom management. [Journal source as cited in the original thesis].
Muluk, S., Habiburrahim, H., Zulfikar, T., Akmal, S., Nasriyanti, N., & Safrul, M. S. (2021). Classroom management in EFL speaking class: Strategies and challenges. IJEE (Indonesian Journal of English Education), 1(1), 127–146. https://doi.org/10.15408/ijee.v1i1.20146
Novita, M., & Rusdi, R. (2021). The effect of classroom management on students’ mathematics learning motivation. Tarbawi: Jurnal Ilmu Pendidikan, 17(2), 163–172.
Patton, M. Q. (2020). Qualitative research & evaluation methods: Integrating theory and practice. Sage Publications.
Permendikbudristek. (2022). Peraturan Menteri Pendidikan dan Kebudayaan Republik Indonesia Nomor 16 Tahun 2022 tentang standar proses pendidikan dasar dan menengah, 1(69), 5–24.
Prayudha, J. (2023). Students’ problems in implementing technology integrated in ELT classroom. Journal of English Education Program, 4(2), 125–137. https://doi.org/10.26418/jeep.v4i2.64583
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Sari, D. M. M. (2020). Contextual redefinition: A teaching strategy for enhancing beginner level of reading achievement. Journal of English Educational Study (JEES), 3(2), 110–118. https://doi.org/10.31932/jees.v3i2.720
Setyaningsih, S., & Suchyadi, Y. (2021). Classroom management in improving school learning processes in the cluster 2 teacher working group in North Bogor City. JHSS (Journal of Humanities and Social Studies), 5(1), 99–104.
Thi, T. T., & Nguyen, H. T. T. (2021). The effects of classroom management styles on students’ motivation and academic achievement in learning English. International Journal of Learning, Teaching and Educational Research, 20(1), 223–239.
Tisdell, E. J., Merriam, S. B., & Struckey-Peyrot, H. L. (2025). Qualitative research: A guide to design and implementation. John Wiley & Sons.
Van Maanen, J. (2025). Reviewed works: Participant observation. James P. Spradley; The ethnographic interview. James P. Spradley. Administrative Science Quarterly, 25(3), 526–530. https://doi.org/10.2307/2392270
Wati, & Trihantoyo. (2020). Management strategies for excellence classes in improving student learning achievement. [Journal source as cited in the original thesis].
Yang, H., & Kyun, S. (2022). The current research trend of artificial intelligence in language learning: A systematic empirical literature review from an activity theory perspective. Australasian Journal of Educational Technology, 38(5), 180–210. https://doi.org/10.14742/ajet.7492
Zega, R., Maru, N., Harefa, T., & Laoli, A. (2025). Analysis of classroom management strategies in increasing students’ learning motivation in English at SMP Negeri 3 Gunungsitoli Alo'oa. [Journal source as cited in the original thesis].
Zhang, H. (2024). The impact of English language development on internationalization of education. Lecture Notes in Education Psychology and Public Media, 34(1), 243–249. https://doi.org/10.54254/2753-7048/34/20231933
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Yasmin Waruwu, Trisman Harefa, Yasminar Amaerita Telaumbanua, Elwin Piarawan Zebua
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Copyright Notice
Authors who publish with this journal agree to the following terms:
In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement.
Duties of Authors:
- The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission;
- The author(s) should not submit articles describing essentially the same research to more than one journal;
- The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs;
- The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript.
Duties of Editors and the Editorial Board:
- The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal;
- The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines;
- The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts;
- The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers.
- The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not.
Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal.
