12 tried to analyze and interpret the data transcriptions and then compared the result to the theory in
order to answer the purpose of this study.
FINDINGS AND DISCUSSION
This section discusses the findings revealed from the analysis of the data gathered about the students’ perceptions on the teachers’ strategies to motivate them in ER class. The findings are
discussed more deeply under three main points: a teacher’s strategy to motivate the students could be in the form of being an active reader, b teacher’s guidance encourage students’
motivation, and c assignment works as a trigger to students’ motivation in reading.
a. Teacher’s strategy to motivate the students by being an Active Reader
‘Readers are made by readers’, this quotation by Nuttal 1996 could represent how important it is as a teacher for being a model for hisher students. As we know, there are
several ways for teachers to show their students their passions on reading, yet it would be better if we know which one influence students the most. Students are seeing a figure of
model in their teacher to convince them that what they are doing is right and beneficial. Therefore, teachers should perform as active readers and show the students that they perceive
13 reading as an important activity. Teachers could participate in silent reading activity and
doing reading together with the students. By doing this, it is expected that the teachers could stimulate students’ motivation to in ER class.
Most of the participants agree that seeing their teachers reading during the silent reading activity motivates them to do the same thing. They conveyed that seeing their teachers
reading stimulates their responsibilities and awareness to do reading as well. They also said that the motivation came when they saw that the teacher reading the same book as them. It
made them felt that the teachers were consequence with their words. The students have this belief that teacher should be an appropriate example for them, for anything that they have to
do they insist that their teacher should do the same thing. At this point, students perceived teachers’ participation as a trigger to stimulate their motivation in reading. By taking part in
silent reading activity, teacher gives contribution in supporting the students to read more. Knowing that their teachers were also did the same thing as they asked the students to do,
give understanding to the students that they are on the equal position as the teacher. It would motivate the students more to read rather than if they see their teacher as a commander.
“Iya seneng juga sih, soalnya dia kasih contoh kan. Jadi kalau misalnya dosennya aja kayak gitu mahasiswanya pasti jadi pekeweuh kalau nggak baca.” Participant E
“Yes, I like it, because she gave us the real example. So if the teacher did reading, the students would felt uncomfortable guilty if they didn’t.”
“Seneng sih, kelihatan kalau dia ngedukung mahasiswa untuk baca, jadi kaya motivasi, nggak cuma nyuruh tapi dia juga baca jenis buku yang dia suruh ke kita.”Participant J
“It’s good, we could see that she supported the students to read, it’s like a motivation for us, not just told us what to read but she also read the same book like us.”
“Lebih suka yang seperti itu sih, karena dosennya ikut berpartisipasi dalam kegiatan kita juga kan, ikut baca gitu.”Participant K
14 “I prefer that way, because the teacher also took part in our activity, when she also
reading.”
From the above data, we could see that the teachers took part in the Silent Reading activity. During this time, together with the students teacher was also practicing reading,
which means they did their job as a role model in reading. This type of role model was appreciated by the students since through this modeling they could see that it is true that their
teachers were also readers. Moreover, by being an active member of reading community, teachers showed their students how to make use of books and also built students’ awareness
that reading is essential in their learning process and even further. Having this kind of perspective could encourage students’ intrinsic motivation in reading and also enhance their
belief toward the teachers. Being an active reader in silent reading activity is one of strategies for the teachers to
show their passion in reading. Throughout the Silent Reading time students could see that their teachers do read in ‘real’ time, which would inspire them to do so, therefore teachers
should really take advantages of this activity. Not only just saying but through real example demonstrating that their teacher enjoy reading will also convince the students that reading is
fun and is not a boring activity as they thought Kok, 2009. Students will believe more on what they see rather than what they just heard. By showing the value of reading for them,
teachers could also enhance students’ belief on the importance of reading for their own sake. This finding supports the cognitive perspective which stated that students’ behaviors were
influenced by their consciousness and positive attitude of the importance of reading itself. Once the students perceived that reading is beneficial for their study they would be
motivated.
15
b. Teacher’s guidance encourage students’ motivation
