Understanding Student Burnout and Teacher Coping Strategies: Insights from Indonesian EFL Classrooms

Abstract

This study aims to (1) identify the types of burnout experienced by eighth-grade students in English classes at SMP N 4 Ponorogo, and (2) examine the strategies employed by teachers to address these issues. Using a descriptive qualitative design, data were collected through closed questionnaires, in-depth interviews, classroom observations, and document analysis. Participants consisted of students and the English teacher of class 8B, selected through purposive sampling. The findings reveal that student burnout manifests in three primary forms: emotional exhaustion, including lethargy, lack of enthusiasm, and minimal classroom participation; depersonalization, reflected in a detached or cynical attitude toward English learning and reduced classroom interaction; and a diminished sense of achievement, characterized by low motivation and feelings of underappreciation. Teachers addressed these challenges through relaxation techniques, effective time management, varied instructional methods, the use of humor in teaching, and support from colleagues and family. However, strategies such as organizing library visits or outdoor learning activities were not utilized to mitigate burnout.