INTERNAL FACTORS CONTRIBUTING TO STUDENTS' LOW MOTIVATION AND INTEREST IN ENGLISH READING: A CASE STUDY AT JUNIOR HIGH SCHOOL

Abstract

This study attempts to examine the internal factors that contribute to junior high school students' low motivation and interest in reading English texts. Although reading is recognized as an important skill in language learning, many students still do not engage fully or feel confident when asked to read. Previous studies have largely focused on general motivation or only one factor at a time, leaving a gap in understanding how multiple internal factors actually work together, especially in public schools outside of major cities. Therefore, this study aims to identify and describe the internal factors that contribute to students' low motivation and interest in reading English. This study employed a qualitative case study with classroom observations of 36 students and interviews with 10 students selected through purposive sampling. The findings revealed four main internal factors: low self-efficacy, difficulty with vocabulary, reading anxiety, and low intrinsic interest. These issues do not stand alone; most of the time they overlap and create internal barriers that make students less willing to participate in reading activities. This study shows that increasing reading motivation is not just about changing teaching strategies, but also paying attention to students' self-confidence, their perception of difficulty, and providing reading experiences that feel more meaningful to them.