The Implementation of Teacher’s Motivational Strategy in EFL Classrooms


This study aims at describing how EFL (model) teachers in Junior High school, Senior High School, and Vocational High School under FISS educational program, generate student’s initial motivation in learning EFL, identifying the strategies done by those model teachers to maintain student’s motivation in learning EFL, and revealing how those model teachers encourage positive retrospective self-evaluation of the students’ motivation in learning EFL. The need to foster students’ communicative skill in English derives teachers to be able to support their students’ development. To make it true, teachers need to have capability to motivate their students, by implementing certain motivational strategies, so that the students can be successful English learners. There are still few researches in motivational strategy as well as the implementation in Indonesian context. Therefore, this study is conducted in Indonesian context with its cultural attributes, which is unique and specific compared to other researches with the same topic in different context and paradigm. Descriptive qualitative, with case study as the approach, is used as the design of this study regarding to the type of data and the way to analyze the data as well as the way to present the result. There are three secondary schools located in Surabaya, involved in this study representing each level of secondary education. The research is done through interview with the teachers as well as students and observation during the natural teaching and learning process in the classroom to reach the three research objectives.

Author Information
Irma Soraya, State University of Surabaya, Indonesia
Slamet Setiawan, State University of Surabaya, Indonesia
Fabiola D. Kurnia, State University of Surabaya, Indonesia

Paper Information
Conference: ACLL2017
Stream: Anxiety & Motivation

This paper is part of the ACLL2017 Conference Proceedings (View)
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Posted by James Alexander Gordon