Specific group in community

Learning in the classroom related to the teachers’ way of interacting with participants or personality when engaged with the participants that later can make the students build their own perceptions towards the teachers as cited from William and Burden 1997. When the teacher can mingle with the participants and having a good communication that excites them, it can increase their motivation because the teacher can be a role model and they can see the good relationship between them and the teacher. 17 participants assert that how the teacher interacts with them in the classroom influence their motivation to learn English. For example, Participant 1 and 15 declare that they are motivated by the teacher because the teacher is kind and can create an attractive atmosphere that makes them motivated to learn the language. The way teacher interact with them also motivates them because the teacher treated them equally. “I like my lecture r because she is kind and friendly, in our class, she keeps everyone on the same level as long as we want to study” P1translated by researcher It indicates that Participant 1 enjoys the learning because the behavior of the teacher helps her to build the motivation within to learn the language. Likewise, Participant 15 is also motivated because the teacher’s ability to create a pleasant atmosphere in learning avoids her from being bored. “She is friendly so we don’t easily get bored while listening to her” P15translated by researcher By looking at the teacher’s behavior, the participants state that teacher brings a better learning atmosphere and by creating effective communication with the participants, it can be assumed that they know the teacher will help them to learn. Participant 7 and 18 also discern that they are motivated by the teacher because there was a good communication between them and the way the teacher communicate also motivate them to practice the language as the teacher did. “My lecture r always has a good communication with us, she is also an easy-going lecturer. She likes to ask us in English which motivate me to be like her, sometimes we do gossiping in class to keep up the classroom atmosphere” P7translated by researcher “For me, it is enjoyable in communicating with her, so we are like friends, sometimes we share stories and jokes” P18translated by researcher It can be seen that the participants enjoy the way the teachers interact with them. It also motivates them because the teachers are able to mingle with the participants by having a good communication to build a good relationship between them. 2. Giving explanation In giving the explanation, it implies the idea from Harmer 1991 that teacher can become the controller in the learning situation while delivering the materials whether explaining from the general into the details or using columns or another method. The method can be about discussion include question and answer session, materials presentation, individual task, role play or even games. In this finding, 13 participants perceive that the explanation of the teacher is effective to make them understand English and differentiate things related to the language which in turn motivated them to learn more about the language. For example, Participant 2 argues that the detailed explanation given by the teacher help her to differentiate the verbs. “The lecturer explains the materials briefly and details so I know which verb I should put an -s and - es” P2translated by researcher By listening to the explanation, it can be predicted that the participant will easily understand the additional - s or - es in learning the Simple Present verbs in English and it motivates her to learn more. In line with that, Participant 7 and 19 perceive that clear explanation motivate them to learn more about appropriate words using in English. “The explanation is clear, I can differentiat e the thing which one I should use and which one I should not” P7translated by researcher “ My lecturer gives a clear and detail explanation so I can differentiate which one I should use because she also explain it one by one and it helps me to understan d” P19translated by researcher It can be drawn that the explanation helps them to understand the language by choosing the correct words using in English and motivates them in learning. Moreover, the way the teacher explained the materials also related to the method used, such as using table and column to help the participants understand. For instance, Participant 20 argues that she is motivated to learn English because the using of table or column helps her to learn the language more easily. “ Our lecturer explains the topic in a very distinct way and she also likes to explain in a form of table or column so we can differentiate the verbs and the other things” P20translated by researcher By looking at the method used by the teacher, it can be predicted that the participant can absorb a better understanding because the use of table or column in learning English helps them to differentiate things they learned. Besides that, in giving the explanation, the teaching method used by the teacher involves the participants to take part directly in the question and answer session. It can be assumed that it aims to control their understanding, in case they need more explanation. In this finding, 19 participants assert that the session helps them to be motivated in order to measure their understanding by answering the teacher’s question. From the method, the participants also know in which part they need to improve. For example, Participant 13 states that she is motivated to learn more when the teacher always checks their understanding after giving the explanation. “Our lecturer teaches us well because after she explains the topic, she will ask to check our understanding and we have to make sure that we understand it so we can move to the next topic” P13translated by researcher