| dc.description.abstract | Secondary EFL students at a boarding school in Yogyakarta already demonstrate
moderate English proficiency. However, they often felt tired and lacked motivation
during English lessons, primarily due to their demanding school schedules. To
address this challenge, this study investigates the implementation of interactive
learningَactivitiesَtoَenhanceَstudents’َintrinsicَmotivationَinَtheَEFLَclassroom.َ
Adopting the INSPIRE Model, comprising stages of Inspect, Notice, Study,
Prepare, Implementation, Reflection, and Experience, this study integrates
interactive activities for five meetings, three meetings in the female class and two
meetings in the male class. As for the interactive activities such as, jumbled-
sentence hunts, self-made board games, and gallery walks, supported by relevant
short videos. By comparing the first meeting and the last meeting, the findings
reveal that these interactive activities significantly can boost student engagement,
participation, and enjoyment, fostering intrinsic motivation by creating meaningful,
collaborative, and enjoyable learning experiences. Various challenges in the
classroom environment and administrative constraints affected implementation in
the male and female class. However, overall, this approach demonstrated the
effectiveness of contextually adapted interactive learning in boosting intrinsic
motivation in EFL settings. These findings suggest that teachers are encouraged to
adapt interactive learning activities to their classroom contexts in order to enhance
students’َintrinsicَmotivation. | en_US |
