Sukur, Dian Eka Saputri (2018) Teachers’ Motivational Practices in Teaching English. S1 thesis, PPS.
Full text not available from this repository.Abstract
The research aims at (1) to explore teachers’ perspective to motivate the students in learning English; (2) to explore the students’ response toward teachers’ motivational practices in their teaching practices. This research was designed by using qualitative research. The subjects were the teachers and the students of SMA Negeri 17 Makassar. This research applied purposive sampling technique. The participants of this research were all of the English teachers and three classes namely class XI MIA 1, XI MIA 2 and XII MIA 1 of SMA Negeri 17 Makassar in the academic year 2016/2017. The data was collected through interview. In analysing the data, the researcher used qualitative data analysis. The research findings show that (1) there are 4 motivational teaching practices related to Dornyei’s framework (2005:112) they are creating the basic motivational conditions, generating initial motivation, maintaining and protecting motivation and encouraging positive retrospective self-evaluation. In addition, the researcher found that the teachers use of motivational practices is consistent with their perceptions. They demonstrated motivational practices throughout the three levels of motivational practices from initiating, maintaining and ending motivation. As an initial motivation, teachers continuously direct students by a good classroom management, teach the students with good enthusiasm, create comfortable learning atmosphere and make a learner group, remind to the students the importance of English, and prepare the material in interesting way. In maintaining students’ motivation, teacher design task in interesting way and support the students till the end of class period. In ending motivation, the teachers give opportunity to the students to ask everything about English in the classroom or outside of the classroom and give reward and grade to the students in motivating way (2) The different students’ English achievement affects their response of teachers motivational practices. There are some similar and different response find by the researcher, the similar response are appropriate teacher behavior, a pleasant and supportive classroom atmosphere, enhancing the initial motivation, increasing the learners’ expectancy of success, protecting the learners’ self-esteem and promoting motivational attribution. The differences are providing motivational feedback, maintaining and protecting motivation and creating learner autonomy
| Item Type: | Thesis (S1) |
|---|---|
| Subjects: | PASCASARJANA > BAHASA INGGRIS (S2) |
| Divisions: | PROGRAM PASCASARJANA |
| Depositing User: | UPT PERPUSTAKAAN UNM |
| Date Deposited: | 12 Sep 2018 06:35 |
| Last Modified: | 12 Sep 2018 06:35 |
| URI: | http://eprints.unm.ac.id/id/eprint/10765 |
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