How Professional English Teachers Motivate Their Students: A Multiple Case Study
Keywords:
professional English teachers, motivational teaching strategies, students’ motivationAbstract
Motivational teaching strategy used in Indonesian ELT context up to now is oftentime ignored or receives limited attention among ELT scholars. Utilizing the simplified version of Dornyei’s (2001) framework on motivational teaching practice (MTP), this multiple case study is intended to scrutinize: 1) how exemplary teachers create the basic motivational conditions for the students, 2) how they generate the students’ motivation, 3) how they maintain and protect the students’ motivation, and 4) how encourage positive retrospective self-evaluation. Two professional EFL teachers from two different state senior high schools in Kediri participated as the respondents in the study. Each of them taught different group of students with different level of English learning motivation; one group has low-to-average learning motivation, while the other has average-to-high learning motivation. The data were collected through in-depth semi-structured interviews with both teachers. The findings revealed that teacher teaching students with low-to-average learning motivation tends to use more strategies in creating the basic motivational condition. Meanwhile, in generating students’ motivation, more strategies are used by the teacher of students with average-to-high learning motivation. Furthermore, in maintaining and protecting students’ motivation and in encouraging positive retrospective self-evaluation, both teachers tend to use similar strategies.
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