Pupuh, Ayu (2025) EFL TEACHERS' EFFORTS IN MANAGING STUDENTS' BOREDOM WHILE READING ENGLISH TEXTS: A CASE STUDY. Other thesis, Universitas Nurul Jadid.
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Abstract
Pupuh, Ayu. 2025. EFL Teachers' Efforts in Managing Students' Boredom While Reading English Texts: A Case Study. Undergraduate Program, English Education Department, Nurul Jadid University. Advisor: Mochlis Ekowijayanto, M.Pd.
Keywords: EFL Teacher, Students’ Boredom, Reading Comprehension, Affective Factors.
Boredom is a significant affective barrier that hinders effective reading comprehension in EFL contexts, particularly among junior high school students. This study aims to explore the strategies employed by EFL teachers to mitigate students' boredom during reading activities and how these strategies are implemented in real classroom settings. Utilizing a qualitative case study design, this research was conducted at MTs Negeri 1 Probolinggo. The researcher acted as the primary instrument, collecting data through in-depth observations and interviews to capture the complexity of classroom dynamics.
The findings reveal that EFL teachers utilize a multifaceted approach combining visual aids, multimedia content, music integration, and learner-centered techniques to enhance engagement. Key strategies include the use of high-interest colorful texts with imagery, utilizing song lyrics for reading tasks, fostering student autonomy through vocabulary scanning activities, and integrating video-based learning in computer laboratories. These strategies are implemented within an emotionally supportive and flexible environment tailored to students' diverse learning styles—visual, auditory, and kinesthetic.
The discussion highlights the alignment of these practices with established theories, such as the Control-Value Theory of Achievement Emotions, Differentiated Instruction, and Emotioncy. Teachers effectively move beyond cognitive instruction to address emotional engagement by creating autonomous and technology-enhanced settings. The study concludes that addressing boredom in reading requires multimodal and adaptive strategies that integrate students' affective, cognitive, and social needs. Recommendations include the institutional support for teacher training in differentiated instruction and further research into student perspectives regarding the long-term impact of these boredom-mitigation strategies.
| Item Type: | Thesis (Other) |
|---|---|
| Subjects: | B Philosophy. Psychology. Religion > BF Psychology L Education > LB Theory and practice of education P Language and Literature > PE English |
| Divisions: | Fakultas Sosial dan Humaniora > S1 Pendidikan Bahasa Inggris |
| Depositing User: | Saiful Ghazi |
| Date Deposited: | 01 Feb 2026 14:09 |
| Last Modified: | 01 Feb 2026 14:09 |
| URI: | https://repository.unuja.ac.id/id/eprint/1917 |
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