Students' low motivation remains a persistent challenge in English language learning, particularly in vocational high school contexts, often reflected in passive participation, hesitation to speak, low confidence, and limited classroom engagement. Since teachers play a crucial role in fostering motivation, this study aimed to explore the strategies used by an English teacher to improve students' low motivation in English learning at SMKN 1 Banjarmasin. This descriptive qualitative study involved one English teacher as the primary participant and five students as supporting participants, selected through purposive sampling. Data were collected through classroom observations, semi-structured interviews, and documentation across eight meetings from September 4 to October 2, 2025, and analyzed using an interactive model of data reduction, data display, and conclusion drawing. The findings showed that the teacher applied a range of strategies organized around Dörnyei's (2001) Motivational Teaching Practice framework: establishing a warm, non-threatening classroom atmosphere; connecting English to students' future careers through concrete alumni stories and vocationally relevant tasks; sustaining engagement through games and role-play while protecting students' confidence during error correction; and providing consistent praise and progress-based feedback. Students' responses varied, but many reported greater willingness to participate, increased confidence, and stronger recognition of English's relevance to their future. The continuous use of verbal praise and non-punitive responses to mistakes emerged as the most consistently applied strategy across all stages of instruction. These findings offer practical insights for English teachers in designing motivational strategies for students with low learning motivation. 

Keywords: Teacher’s strategies, motivational teaching practice, English learning.