Motivational Teaching Strategies Employed by English teachers in Yogyakarta

• Main Authors: Ridwan Nugroho, 亞利夫
• Other Authors: Hsin-Fu Cheng
• Format: Others
• Language: en_US
• Published: 2008
• Online Access: http://ndltd.ncl.edu.tw/handle/u2dqad

碩士 === 銘傳大學 === 應用英語學系碩士班 === 96 === Presented in this study is an investigation of motivational teaching strategies employed by English teachers in Yogyakarta, Indonesia. It is a descriptive study that does not try to provide panacea for English teaching learning processes in Indonesia. It only tries to describe how motivational teaching strategies are used in seven selected universities in Yogyakarta. This study is an attempt to portray the motivational teaching strategies offered by Dörnyei and Csizér (1998) in Yogyakarta setting. Both quantitative and qualitative methods were used in the study to achieve the goals of the research. Forty-three teachers teaching at the English departments of the selected universities were asked to fill in a questionnaire indicating how frequently they employed certain motivational strategies in their classes. To investigate why certain strategies were underutilized, an interview was conducted. The findings suggest that English teachers in Yogyakarta did not employ certain strategies such as inviting senior students who are enthusiastic about learning English, inviting English speaking foreigners to the class, displaying the class goals, bringing various authentic cultural products, and requiring work in groups. A closer examination further reveals that the top 10 most frequently employed strategies reported by the participating teachers in this study match the first five clusters that were ranked high in Dörnyei and Csizér’s (1998) study. The implication is that there is a possibility that some of the motivational strategies might be able to be transferred across diverse cultural and linguistic contexts. However, we need to bear in mind that various contextual variations such as the individual teachers’ instructional styles, personality, and the dynamics of different learner groups might play a role in affecting the effectiveness of the strategies under scrutiny. To verify the statement, much research in diverse cultural and linguistic contexts regarding motivational strategies is warranted.