TEACHER’S TECHNIQUES IN MOTIVATING COLLEGE

STUDENTS IN THE INTEGRATED COURSE

THESIS

Submitted as a Partial Fulfillment

of the Requirements for the Degree of

Sarjana Pendidikan

Febri Dhany Triwibowo

112012028

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

SALATIGA

2017

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TEACHER’S TECHNIQUES IN MOTIVATING COLLEGE

STUDENTS IN THE INTEGRATED COURSE

THESIS

Submitted as a Partial Fulfillment

of the Requirements for the Degree of

Sarjana Pendidikan

Febri Dhany Triwibowo

112012028

FACULTY OF LANGUAGE AND ARTS

UNIVERSITAS KRISTEN SATYA WACANA

SALATIGA

2017

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vii

COPYRIGHT STATEMENT

This thesis contains no such material as has been submitted for examination in

any course or accepted for the fulfillment of any degree or diploma in any university.

To the best of my knowledge and belief, this contains no material previously

published or written by any other person except where due reference is made in the

text.

Copyright @2017: Febri Dhany Triwibowo and Gita Hastuti, M.A.

All rights reserved. No part of this thesis may be reproduced by any means

without the prior written permission of at least one of the copyright owners or the

English Language Education Program of Universitas Kristen SatyaWacana, Salatiga.

Febri Dhany Triwibowo

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Table of Contents

COPYRIGHT STATEMENT .......................................................................................................................... iii

Approval Page ........................................................................................................................................... v

Publication Declaration Agreement ......................................................................................................... vi

Table of Contents ................................................................................................................................... viii

TEACHER’S TECHNIQUES IN MOTIVATING COLLEGE STUDENTS IN THE INTEGRATED

COURSE ......................................................................................................................................................... 1

INTRODUCTION ......................................................................................................................................... 1

LITERATURE REVIEW ................................................................................................................................. 3

Related Studies ..................................................................................................................................... 7

THE STUDY ................................................................................................................................................ 8

Context of the Study ............................................................................................................................. 8

The Participants .................................................................................................................................... 9

The Instruments .................................................................................................................................... 9

Data Collection Procedure .................................................................................................................. 10

Data Analysis Procedure ..................................................................................................................... 11

FINDINGS AND DISCUSSION .................................................................................................................... 11

Creating Comfortable Atmosphere to Motivate Students ................................................................. 11

Giving Encouraging Feedback to Motivate Students .......................................................................... 13

Giving Appraisal to Motivate the Students ......................................................................................... 14

Reflecting on Personal Experiences to Motivate the Students .......................................................... 16

CONCLUSION ........................................................................................................................................... 17

ACKNOWLEDGEMENT ............................................................................................................................. 17

REFERENCES ............................................................................................................................................ 20

APPENDIX ................................................................................................................................................ 22

1

TEACHER’S TECHNIQUES IN MOTIVATING COLLEGE STUDENTS IN

THE INTEGRATED COURSE Febri Dhany Triwibowo

Abstract

English has become universal language and become compulsory language for someone who

wants to enter the international community to broaden their chance for better career or social life.

However, for someone whose first language is not English, to learn it is not a simple task. One of

the important keys in learning something is motivation. To make the language learning effective;

one must have motivation within or outside them. This study narrows the perspective of learning

English of fresh year students who learn English at the Faculty of Language and Arts (FLA) at

Universitas Kristen Satya Wacana. This study concerns about students who failed in their basic

course in the English Literature Program (ELP) and have to repeat the same course. The data

were collected through observation and interviews to answer the question “What are IC

Teacher’s techniques to motivate her students to learn the materials and pass the course?” The

findings from the study show that the student’s motivation was raised during the lecture when

the teacher used several techniques to motivate the students such as ‘creating comfortable

atmosphere’, ‘giving encouraging or direct feedback’, ‘giving appraisal’, and ‘giving solutions to

problem based on teacher’s personal experiences’. It is expected that this paper could provide

new insights on how to motivate students in Integrated Course for Repeaters.

Keywords: learning English as a foreign language, motivation, techniques

INTRODUCTION

English is the most commonly used language throughout the world. People with different

first languages commonly use English to communicate. Having the ability to use English may

widen one’s opportunity to get a job, friendship, experience, culture, and knowledge. In

Indonesia the number of people who learn English to get a better job is increasing. Recently,

many companies require their employees to be able to use English well. This current requirement

is necessary if the company wants to compete with foreign competitors. Especially nowadays

Indonesia is facing ASEAN Economic Community (AEC), which will open ways for foreigners

from the South East Asia region to work and live in Indonesia. That is why learning English is

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essential to compete in this time. However, learning English is not an easy task to do, since it is

different from the Indonesian language in the first place. People who are having difficulties in

learning English need motivation as the ‘fuel’ for them to keep their eagerness, patience, and

persistence to learn English well.

When discussing about motivation, people usually do something because of some

reasons, which may come from within themselves or from outside of them. These reasons

motivate them to do something and/or keep them doing something. That is also the case if

someone decides to learn English. Harmer (1991) proposed six basic reasons why people learn

English: school curriculum, advancement, target language community, specific purposes, culture,

and miscellaneous. Those are the possible motivations people might have for learning English.

As some experts stated motivation itself can be defined as an internal and external factor that

stimulates people to be continually interested in and committed to a job, role or subject, or

achieve the goal.

Repeating a course is quite a tough task to do, let alone if the materials are the same as in

the regular course. In such a situation, students tend to get bored easily. To be able to go through

the process well, students need to have and maintain their motivations. This phenomenon

happens in the English Literature Program (ELP) of the Faculty of Language and Arts (FLA) in

Universitas Kristen Satya Wacana (UKSW). Some students need to repeat the Integrated Course

(IC) because they did not meet the passing grade when they took the regular Integrated Course.

In this course offered to the repeaters, the students are given the exact same materials as in the

regular course. Therefore, teacher’s role is essential to help motivate the students to go through

the IC for repeaters.

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This study was conducted to investigate the Integrated Course teacher’s techniques in

motivating the students in her class, so that they could have and maintain the fighting spirit to

learn the provided materials and pass the course. This study was guided by a research question:

“What are IC Teacher’s techniques to motivate her students to learn the materials and pass the

course?”

The findings of this study might give guidance and references for the next teachers of

IC for Repeaters to consider the right techniques to be used in their class, which will create

actions that result in high motivation rather than low motivation. Teachers of other courses with

similar conditions to the IC for Repeaters in this study may also take the benefits of the results of

this study.

LITERATURE REVIEW

Motivation, as described by Guay (2010), is ”reasons underlying behavior” (p.712). In

line with it, Cherry (2010) viewed motivation more specifically as “the process that initiates,

guides, and maintains goal-oriented behaviours”. A number of research studies have been

conducted and many of them have proved that motivation is essential in learning a new language,

in this case English. Martins (2008) stated that whatever the case may be, a basic truth is that

students who are not motivated to learn do not learn. This strengthens Dornyei’s (1994) idea that

motivation is one of the main determinants of second/foreign language learning achievement. It

means that high motivation makes positive achievement, while low motivation makes negative

outcome. When someone who learns English faces difficulties, their motivations will help them

maintain their eagerness to learn despite the difficulties.

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To be more detailed there are two kinds of motivation, Internal and External motivation.

As Ryan and Deci (2000) stated, both internal and external motivations direct a person to do

something, and also to maintain a person to keep doing something. Internal motivation, on one

hand, comes from individual desire. Brennen (2006) believed that internal motivation is “… the

level of effort an individual is willing to expend toward the achievement of a certain goal. In

other words, internal motivation is effort that a person has to take in order to attain the goal and

to be satisfied and for the external motivation, on the other hand, is sourced from the external

‘force’ that affects someone to achieve their goals and desire”. Based on Ryan and Deci’s (2000)

study, when intrinsically motivated a person is moved to act for the fun or challenge entailed, the

externally motivated ones will act to achieve separable rewards.

Talking about motivation involves not only having the motivation at the beginning but

also maintaining the motivation. Xiao (2013) stated that one can plan an effective learning

sequence, but that does not mean the learners will be motivated while learning. She explained

that a teacher could have prepared some plans to start motivating the students but to maintain the

motivation needs different plans. She then added that every course always has a beginning,

middle, and an end phase of learning process and there are effective things that can be done

during each phase to enhance learner motivation. Each phase is related one to another in forming

a dynamic whole, that when proper motivational strategies are applied according to their

particular phase, they will enhance the overall learning experience and catalyze the learner’s

positive outcome to the learning situation.

Crookes and Schmidt (1991) postulated four major motivational factors to describe L2

classroom motivation: interest, relevance, expectancy, and satisfaction. Those factors can be the

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main focus for the teacher in addressing students’ motivational problems. First, interest, came

from individual curiosity to know more about something. Second is relevance, which refers to

the individual feelings that the things being learned have connection with the person’s needs and

goals. Then expectancy, which refers to individual expectation, that in learning situation the

results, should be worth both the difficulty and the effort. Last, satisfaction, which is related with

the outcome of the learning, such as rewards, joy, and achieving goals. Those factors could be

effectively used by teacher to get a starting point to create strategies or techniques to motivate

students.

Regarding teacher’s role, Cherry (2010) stated that teacher is a tool of motivation, which

then can be a tool to create motivational factors. Diakou (2015) proposed that learners need to be

in a classroom that does not make them feel under pressure and uncomfortable. This idea is

strengthened by Veronica (2008), who mentioned that creating a relaxed atmosphere in the

language classroom is essential to create a positive attitude among the learner. After the desired

classroom situation is created both the interest and relevance factors can be created. With

student’s positive attitude towards the learning, the interest towards the course will show, and

then teacher can explain the relevance of the course to the students. In regard to this,

Thanasoulas (2002) highlighted that “some of the conditions and importance of student’s

motivation are the creating of appropriate teacher behavior and good teacher-students’ rapport,

pleasant and supportive classroom atmosphere, and a cohesive learner group characterized by

appropriate group norms”. Here teacher’s role in arousing and maintaining students’ motivation

will be essential as he/she needs to provide pleasant and supportive classroom atmosphere, have

good relations with students, and have some agreed rules with the students regarding the

classroom norms. To maintain students’ motivation teacher can create external motivation

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among the students such as giving verbal rewards in order to show students that their effort to get

the reward will be worth the difficulties on how to get it. Thus, by giving rewards teacher create

students satisfaction among the students because they will get whether the rewards, joy, or the

achievement. As in the use of rewards to motivate or to maintain students’ motivation, Deci

(1991) warned that external rewards are very limited in their ‘boosting’ of intrinsic motivation.

Therefore, teachers should make sure that the use of rewards to motivate the students is just on

the right portion and situation. They should not let giving rewards to students become the main

tool to motivate the students in having/maintaining motivation to learn.

There are several techniques that a teacher can use to create good phases in learning,

which then could maintain students’ motivation. MacNaughton and Williams (1997, pp. 4-225)

suggested the following techniques for teaching students:

1. Demonstrating - to show how something is done.

2. Describing - to point a word picture of how something or someone feels, looks,

sounds, tasks, or movies.

3. Encouraging - to inspire someone with the courage or confidence to do use something,

praising, express commendation, and helping to assist someone to do something.

4. Facilitating - to make the children’s learning easier.

5. Giving feedback - to provide information before, during and after experience.

6. Co- constructing - to form meaning and build knowledge each other about the world

between the teacher and students.

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7. Reading - to comprehend the meaning of something written or printed by looking at

and interpreting the written or printed character.

8. Problem Solving - to help children learn how to find answer to questions, issues, and

predicament they face in their daily world.

Referring to Xiao’s (2013) learning sequence, these techniques could be used among the

beginning, middle, and end phases in order to help teacher to motivate their students in the

learning process.

Related Studies

Alam (2013) conducted a study to investigate teacher’s techniques in motivating the

students in classroom. The study was conducted at the Faculty of Language and Arts of

Universitas Kristen Satya Wacana. The participants were 10 lecturers at the Faculty of Language

and Arts which were purposely selected to participate in the study. The study is qualitative

research; the data were gathered by using recorder, then the researcher read the transcribed data

several times to later classify it into the responses according to the questions given. The result of

the study the researcher found several techniques which are used by the participants: ‘the use of

presentation assignment’ ‘the use of personal approach’ ‘the use of oral and written feedback’

‘the use of personal experience’ ‘giving rewards’ The study concluded that teacher’s teaching

techniques should be appropriate for student’s level because if not it will have brought negative

effects for the students.

Apriliana (2013) conducted a study that aimed to find out how the intrinsic and extrinsic

motivation levels of the ED High GPA students correspond with their GPA. The participants

were 30 fourth-year students of Faculty of Language and Arts of Universitas Kristen Satya

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Wacana. The study found that both intrinsic and extrinsic motivation was important in achieving

academic success. Rewards gave good influence to students’ achievement but in order to get

higher achievement, students had to desire, think and consider it by themselves.

Based on some experts and research the correlation between motivation and student’s

achievement were clearly connected to each other. High motivation leads to high achievement

and low motivation leads to low achievement. A teacher as a tool to not only create but also

maintain student’s motivation in learning was an important matter. Despite student’s internal

motivation, which is various for each individual, it was a teacher’s job to motivate their students

through their techniques in teaching. This study focuses on investigating the techniques the

teacher used to motivate IC for Repeaters students.

THE STUDY

Context of the Study

The study took place in Fakultas Bahasa danSeni at Universitas Kristen Satya Wacana,

Salatiga, Indonesia. The study is a descriptive study, conducted to investigate “What are IC

teacher’s techniques to motivate the students to learn the materials and pass the course?”

The class IC for Repeaters is offered for those who failed the regular Integrated Course.

Therefore, they need to take it in order to continue to take another course that requires the

students to pass the IC course. The IC course is the basic before taking more advanced courses;

in this course the students would learn the basic for English and improve it as to be foundation

for the next course which requires good basics of English. If a student don’t pass the basic then

he/she will face difficulties in dealing with further courses. There are some reasons why some

students fail the IC course, which could be lack of capability, exceeding the class absent,

laziness, or unawareness of the importance of the course. The materials given in IC for Repeaters

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are exactly the same as those in the regular IC course; which may affect the students’ motivation.

Therefore, the teacher’s role to motivate the students is necessary.

The Participants

The participant in this study was a class of IC for Repeaters course of English Literature

Program of Faculty of Language and Arts, UKSW, Salatiga in Semester 2 of the 2016/2017

academic year. It involves the teacher, the students and their interactions in the classroom. Only

one class of IC for Repeaters course was offered, and only one teacher was assigned to teach the

course when this study was conducted.

The Instruments

This research used class observations and interviews to collect the required data. The

class observations were conducted four times and the interview with the teacher was conducted

one time after all the observations were done. Meanwhile, there were also interviews with four

voluntary students.

To fulfill the observation protocol, the researcher gave the teacher an agreement form

which informs the teacher about when to do the observation, what would be observed, what data

would be collected, how the data would be collected, and the data collection instrument. The

observation was essential to directly observe the classroom interactions of the teacher and the

students, especially when the teacher motivated her students.

The interviews with the teacher and students were necessary to confirm the observation

results and to get deeper information from the participants. Below are the interview questions for

the teacher:

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1. How long have you been teaching Integrated Course?

2. Did you teach both the regular IC and the IC for Repeaters?

3. For the repeaters, are there any differences with their behavior towards this course?

4. Does this course use the same material from the regular course?

5. Do you have any problem teaching this course?

6. In your perception, how’s the student’s motivation towards this course?

Whereas the interview question for the students are as follows:

1. Did you get different teachers from the previous course?

2. What do you think about this course?

3. As a student who repeats the IC course, how do you feel?

Data Collection Procedure

The study began with observation. The observation was conducted on 2, 4, 9, and 14

March, 2017. Each observation began as the class started until it ended, observing one full

meeting. In order to help gathering the data, a questionnaire of teachers’ motivational techniques

adapted from Cheng and Dornyei (2007) was used as the observation protocol. On the technique

list on the questionnaire, the researcher marked and tallied the techniques used by the teacher in

order to note down which techniques were used and how often she used them in one meeting.

The researcher also took some notes and videotaped the observation in case he missed anything.

The interview with the teacher was conducted after the end of the last day of observation,

and after the class ended. The interview with the students was conducted later by asking some of

the students to volunteer as an interviewee through electronic messaging. Both the interviews

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started with short introduction and explanation of the purpose of the interview. The interviews

were audio-taped for further analysis.

Data Analysis Procedure

The data gathered were analyzed qualitatively. First, the data was transcribed, and then

the researcher analyzed the similarities, differences, or even new information. Then the data from

the observation and interview were analyzed and interpreted, and then the results were classified

in order to help answer the research question.

FINDINGS AND DISCUSSION

In this findings and discussion section, the researcher would classify the findings into

several parts and discuss each part of the findings. The main basis of the classification was the

observation results. However, the interview results were used to support the discussion of the

findings. Four themes were formed, which were ‘Creating comfortable atmosphere to motivate

the students’, ‘Giving encouraging feedback to motivate the students’, ‘Giving appraisal to

motivate the students’, ‘Reflecting on personal experiences to motivate the students’. In the

discussion, some excerpts taken from the interview results were displayed in their English

translation for the convenience of the research.

Creating Comfortable Atmosphere to Motivate Students

In this IC for Repeater’s class, most of the students were already stressed. By taking the

IC class for the second time it means that they had failed the previous IC class, which was

offered regularly. From two of the students expressed their feelings when they knew they had to

repeat the IC course as follows:

I felt ashamed and it made me kind of afraid that my friends would underestimate me or even

avoid me, because I didn’t pass the IC course. I didn’t tell my parents that I have to repeat this

class because I’m afraid they are mad and will punish me. (Student 1, March 24th, 2017)

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When I knew that I didn’t pass the IC course I felt shocked and ashamed of my friends and myself.

It’s sad to have to repeat the class, and because it is the basic class, I couldn’t take some of the

next courses. (Student 4, March 24th, 2017)

From the excerpts above, it could be said that the students felt anxious as they had to

repeat the course. From the observation researcher found that a good relationship between

teacher and the students could create a relaxing atmosphere that could create an enjoyable

learning environment. Based on the observation, before a good atmosphere could be created,

what the teacher did was asking questions to the students, such as asking who was absent that

day, why a certain student did not come to class in the previous meeting or who came late to

class that day. Rather than getting angry or punishing the students because of their absence, the

teacher reminded them of the importance of this course and encouraged them to motivate

themselves for their own success. This can be interpreted that the teacher cared for the students,

and was afraid if they were not feeling comfortable in the class because of the method the

teacher used. From what the teacher did to the students, it could be seen that the students then

became open to the teacher, meaning that they were not afraid to tell the truth because they knew

they would not get punished for being honest. Thus, the teacher-student’s relationship was

created, and communication among them would be pleasant for the entire meeting, which would

affect the student’s behavior and encouraged them to be active in class rather than being quiet.

Another finding was that the teacher let their students talk and make jokes in class.

Regarding this, the teacher said:

I still keep the situation where they may talk, joke in the class, just to keep them feel comfortable

with the class, so that they will not even be less motivated in class. (Teacher, March 14th, 2017)

She considered this technique necessary in order to maintain students’ motivation

throughout the course. This technique would make the class noisy and distract the students’

concentration, but from the observation the teacher could manage the class in control. Besides

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letting the students talk and make jokes, the teacher also joined and played along with them

instead of just watching them. This behavior was necessary in order to blend with students,

allowing the teacher to get a closer relation with students. This technique was the most

frequently used by the teacher based on the observations, which was done about four to seven

times in each meeting.

This finding was in line with what Diakou (2015) stated that learners need to be in a

classroom that does not made them feel under pressure and uncomfortable. In addition,

according to Veronica (2008), the importance of creating a relaxed atmosphere in the language

classroom create positive attitude for the learner towards the teacher and the course. Creating

pleasant and comfortable situation gave not only positive effect in teacher-student

communication but also positive attitude towards the whole course.

Giving Encouraging Feedback to Motivate Students

This course was divided into two parts: grammar on Thursdays and reading and writing

on Tuesdays. The teacher provided feedback depending on the focus of discussion. In grammar

class the teacher directly gave feedback to students orally. Based on the observation, when the

students made mistakes the teacher gave explanation again to the students. For example, the

teacher asked the students what pattern they used in the task, then asked them again to correct the

mistakes using the pattern given. This technique made the students recall what have been learned

and encouraged them to work harder. Refer to MacNaughton and Williams teacher motivation

technique this is called Encouraging towards the students. The teacher asked them to recall the

correct pattern and then guided them to identify and correct their mistakes by using the correct

pattern said by the students ;the teacher encouraged the students to do the task harder than

before, which then shows the students that they could have done the task correctly if they try

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harder. Furthermore, this technique is supported by MacNaughton and Williams teaching

motivation techniques which demonstrated on how the problem should be done and facilitated to

make the way to solve the problem easier for the students.

In the reading and writing class, the feedback was given differently. The teacher gave

signs such as a circle on the wrong words or phrases, and some short notes to give them details

on what they should do to correct the mistakes. The signs or marks on students’ paper work

functions as a guide for students to find where they made mistakes and what to do to correct the

mistakes. This technique was in line with teaching motivation technique from MacNaughton and

Williams which is giving feedback before and after the given task. Based on the observations, in

this class the teacher always gave the students detailed instructions on what they should do, and

gave students positive feedback, to encourage students to work harder and do better. In regard to

feedback, Williams and Burden (1997) mentioned that “feedback actually provides information

to learners that enable them to identify specific aspects of their performance it should prove both

motivating and helpful to them to move into the zone of next development”. In short, what the

teacher did mirrors Williams and Burden’s (1997) concern about feedback and how feedback

could motivate students to improve their performance.

Giving Appraisal to Motivate the Students

Giving appraisal for the students could boost student’s motivation(Stipek, 1988). Based

on the observations, after the teacher gave such appraisals as: ‘Good work’ ‘Good’ ‘Correct’

‘Nicely Done’ ‘Great’ to the students who answered correctly, those students would smile and

look happy. Furthermore, the students who have been given appraisal tended to have higher

interest in trying to accomplish the tasks given and sometimes help their friends in doing the

tasks, and the students who were less active tended to be more active. These findings are

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supported by Veronica (2015), who argued that external motivation in the form of rewards, good

marks or simple praise, are often considered to be excellent ways of motivating underachieving

or reluctant learners. In other words, it had a chain-reaction towards the students who didn’t get

the reward or appraisal yet. It means that the students who were less active were somehow

triggered when they saw their friends getting appraisals from the teacher, and they wanted to get

the same rewards as their friends.

The teacher believed that it is necessary to take time to celebrate the student success and

accomplishment after finishing a certain task. In the observations, the teacher applied this

technique from 3 to for 4 times in each meeting. By doing so, the teacher created satisfaction

among the students, which refer to Crooks and Schmidt (1991) motivation factors. It means that

the students would get rewards in the form of praise from the teacher. Also, this finding was in

line with MacNaughton and Williams’s (1997) teaching motivation technique to encourage the

students by giving them praise or express commendation towards the students which then could

lead to increasing confidence among the students.

In this course for repeaters, where the students were already stressed the teacher avoided

punishment as long as they could stop when the teacher said so, and give homework only if it’s

needed to catch the materials that couldn’t be done in a meeting, as Veronica (2015) stated that

extra homework, punishment or other sanctions, proved not only ineffective in bringing about

positive change, but also having exactly the opposite effect. This finding is similar to Apriliana’s

(2013) that reward whether it is tangible or intangible, gives good and big influence to students’

performance and achievement in class. It means that giving rewards to students could boost their

motivation.

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Reflecting on Personal Experiences to Motivate the Students

Based on the observations, in every meeting the teacher reminded the students the

importance to pass this course in order to be able to get into the more advanced classes. Also, the

teacher gave students advice on how to get better in English. For example, she told them to read

anything as long as it’s in English to improve their grammar, writing and reading skill. Referring

to MacNaughton and Williams’s study (1997), this finding in was called Solving Problem which

the teacher gave advice and reminded the students in order to help them solve their problems that

they had in learning English. Through the interview with the teacher, she believed that this

technique had a positive impact:

I think they can follow the material better. The proof is from the IC test, they always improved in

each test, and I hope the 3rd test will be as good as the first previous test. (Teacher, March 14th,

2017)

It could be said that the teacher technique which gave students advice and reminder create higher

student’s motivation which leads to positive effect on their learning process, proved by their test

result which showed gradual improvement. Therefore, teacher could reflect on their own

experiences to understand student’s problem through their perspective to create or adjust their

techniques in teaching. Teacher could tell their students about what they did to overcome certain

problems so the students might have alternative ideas on how they would overcome theirs.

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CONCLUSION

Based on the analysis and interpretation from the observation, it hasshown kinds of

techniques the teacher under investigation used in this IC for Repeaters course. The techniques

used are creating comfortable atmosphere through personal approach so as to minimize the gap

between teacher – students in their relation in communication; providing encouraging feedback;

giving appraisal to encourage the students and attract the students to be more active instead of

feeling anxious and being passive; and reflecting on personal experiences to give students advice

and reasons on the task and lesson they faced.

Referring to MacNaughton and Williams (1997, pp. 4-225)’s motivational teaching

techniques, this study found that the techniques that the teacher used include describing,

encouraging, giving feedback, facilitating, and problem solving. In conclusion, teacher

techniques should be appropriate with student’s psychological state because it will have negative

impact to students if teacher uses the wrong techniques that didn’t fit their psychological state.

For the next Integrated Course for Repeaters, this research can be used as a guideline for

the teacher who has the responsibility to handle IC for Repeaters to get a better understanding on

what techniques to use to motivate students to learn in the Integrated Course for Repeaters next

semester.

However, there are limitations of this study. The limited number of participants – only

one teacher and four students to be interviewed – leads to narrow findings from the researcher.

Therefore, the study couldn’t be used as a general guideline for the future research that might be

similar from this one. For the future research, it would be better if there are more than one

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teacher and more participants were interviewed in the process in order to get wider perspective

and information.

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ACKNOWLEDGEMENT

I am using this opportunity to express my gratitude to Jesus Christ, for His blessing

during the work. I give my warm grateful to Ms. Gita Hastuti, M.A. as my supervisor and Mrs.

Martha Nandari, M.A. as my second reader for their comments and guidance in finishing this

thesis. I am thankful for my parents and family for their support for me throughout my life. I am

also indebted to all lecturers in Faculty of Language and Arts in Universitas Kristen Satya

Wacana, for their knowledge that they share to me.

I also like to thanks to all 2013ers and FLA family who have become the part of my

exciting college life. Finally, I express my special thanks to Reza Azka, Alif Septian, Adrian

Christandhi, Timothy Ananda, Hieronimus Adi, and Kristian Nugraha, my best friends, for

always gives me moral support throughout my college life in this faculty.

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REFERENCES

Alam, B. P. (2013). Teachers’ Teaching Technique in Motivating Students, Universitas Kristen

SatyaWacana, Salatiga, Indonesia.

Apriliana, F. (2013).Investigation into Intrinsic and Extrinsic Motivation of Faculty of

Language and Arts.High Grade Point Average (GPA) Students, Universitas Kristen

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Appendix

Questionnaire of Teachers’ Motivational Techniques

Techniques

1. Bring in and encourage humour and laughter frequently in the class.

2. Show students that they respect, accept and care about each of them

3. Create opportunities so that students can mix and get to know each other better (e.g. group work, game-like

competition).

4. Familiarize the learners with the cultural background of the English language.

5. Explain the importance of the ‘class rules’ that they regard as important (e.g. let’ s not make fun of

each other’s mistakes, listen to others when they talk) and how these rules enhance learning, and

then ask for the students’ agreement. 6. Give clear instructions about how to carry out a task by modelling every step that students will need

to do. 7. Invite senior students who are enthusiastic about learning English to talk to the class about their

positive English learning experiences/successes. 8. Monitor students’ accomplishments, and take time to celebrate any success or victory. 9. Regularly remind students that the successful mastery of English is beneficial to their future (e.g.

getting a better job or pursuing further studies abroad). 10. Encourage students to select specific, realistic and short-term learning goals for themselves (e.g.

learning 5 words every day).

11. Design tasks that are within the learners’

ability so that they get to experience success regularly. 12. Introduce their lessons in various interesting content and topics which students are likely to find

interesting (e.g. about TV programmes, pop stars or travelling). 13. Make tasks challenging by including some activities that require students to solve problems or

discover something (e.g. projects, cases to analyze, puzzles, etc). 14. Teach the students self-motivating strategies (e.g. self-encouragement) so as to keep them

motivated when they encounter distractions. 15. Make sure grades reflect not only the students’ achievement but also the effort they have put into in

the task. 16. Ask learners to think of any classroom rules that they would like to recommend because they think

those will be useful for their learning.

The motivational techniques item were adapted from Chen and Dornyei (2007)

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Techniques

17. Show their enthusiasm for teaching English by being committed and motivating themselves. 18. Break the routine of the lessons by varying presentation format (e.g. a grammar task can be

followed by one focusing on pronunciation; a whole-class lecture can be followed by group work,

etc). 19. Invite some English-speaking foreigners as guest speakers to the class. 20. Help the students develop realistic beliefs about their learning (e.g. explain to them realistically the

amount of time needed for making real progress in English, explain about how important the active

interaction/participation in the class for their learning). 21. Use short and interesting opening activities to start each class (e.g. using videos, pictures,

anecdotes, cases, fun games, etc). 22. Involve students as much as possible in designing and running the language course (e.g. provide

them with opportunities to select the textbooks; make real choices about the activities and topics

they are going to cover; decide whom they would like to work with). 23. Establish a good relationship with the students. 24. Encourage student participation by assigning activities that require active involvement from each

participant (e.g. group presentation or peer teaching). 25. Give good reasons to students as to why a particular activity is meaningful or important. 26. Try and find out about their students’ needs, goals and interests, and then build these into their

teaching as much as possible. 27. Allow students to create products that they can display or perform (e.g. a poster, presentation

materials, an information brochure or a radio programme, etc). 28. Encourage learners to try harder by making it clear that they believe that the students can do the

tasks. 29. Give students choices in deciding how and when they will be assessed/evaluated. 30. Create a supportive and pleasant classroom climate where students are free from embarrassment

and ridicule. 31. Display the ‘class goals’ on the wall and review them regularly in terms of the progress made

towards them. 32. Bring various authentic cultural products (e.g. examples from real life, magazines, newspapers or

song lyrics, etc) to class as supplementary materials. 33. Make clear to students that the important thing in learning a foreign language is to communicate

meaning effectively rather than worrying about grammar mistakes. 34. Notice students’ contributions and progress, and provide them with positive feedback. 35. Include activities that require students to work in groups towards the same goal (e.g. group

presentation, pair work, plan a performance) in order to promote cooperation.

The motivational techniques item were adapted from Chen and Dornyei (2007)