MOTIVATIONAL STRATEGIES USED BY AN ENGLSH TEACHER AT HAND FORTUNA CENTER

Maria P Rohi, Samuel Gunawan

Abstract


This is a qualitative study on the use of motivational strategies by the English teacher at Hand Fortuna Center. This study was based on Dörnyei’s (2001) theory about motivational strategies and focused on the interaction between the teacher and his students in the classroom. The data were collected by using video recording and interview. The observation was done in three meetings within two weeks. The duration of the class was 90 minutes for each meeting. The findings showed that the teacher used five out of eight motivational strategies in the classroom. There were making learning stimulating and enjoyable, protecting the learners’ self-esteem and increase their self-confidence, presenting task in a motivating way, allowing learners to maintain a positive social image, and promoting cooperation among the learners. For the interview, the writer found that the reason why the teacher used the motivational strategies. It was because the strategies could increase students’ motivation in learning language.

Keywords


Motivational Strategies, Classroom Interaction, Maintaining and Protecting Students’ Motivation.

Full Text:

PDF

References


Brophy, J. (2004). Motivating Students to Learn (2nd ed.). London: Lawrence Erlbaum Associates.

Cheng, H. and Dörnyei, Z. (2007). The Use of Motivational Strategies in Language Instruction: The Case of EFL Teaching in Taiwan. Retrieved April 27th, 2016 from http://www.zoltandornyei.co.uk/uploads/2007-cheng-dornyei-illt.pdf

Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. New York: Cambridge University Press.

Dörnyei, Z. (2007). Research Methods in Applied Linguistics: Quantitative, Qualitativ, and Mixed Methodologies. Oxford: University Press.

Lightbown, M. P. and Spada, N. (2006). How Languages are Learnerd (3rd ed.). Oxford: Oxford University Press

Long, C., Ming, Z., & Chen, L. (2013). The Study of Student Motivation on English Learning in Junior Middle School -- A Case Study of No.5 Middle School in Gejiu. Journal of English Language Teaching. 6(9), 136-145 Retrieved from http://dx.doi.org/10.5539/elt.v6n9p136

Marzano, J. R., Pickering, J. D., & Heflebower, T. (2010). The Highly Engaged Classroom. Retrieved December 16th, 2016 from http://www.centergrove.k12.in.us/cms/lib4/IN01000850/Centricity/Domain/1217/The%20Main%20Idea%20-%20The%20Highly%20Engaged%20Classroom.Pdf

Palmer, D. (2005). A Motivational View of Constructivist-informed Teaching. International Journal of Science Education, 27(15), 1853-1881.

Orio, S.F. (2013). Motivation and Second Language Acquisition. Retrieved December 16th, 2016 from http://biblioteca.unirioja.es/tfe_e/TFE000342.pdf

Rudhumbu, N. (2014). Motivational Strategies in the Teaching of Primary School Mathematics in Zimbabwe. International Journal Education and Development UK, 2(2), 76-103.

Yousevin. (2015). Motivational Strategies Applied in the First Grade of Primary School. Retrieved from Digital Collection Petra Christian University


Refbacks

  • There are currently no refbacks.


Jurnal telah terindeks oleh :