Institutional Repository | Satya Wacana Christian University: Students' Perceptions on Teachers' Strategies to Motivate the Students in Extensive Reading Class

STUDENTS’ PERCEPTIONS ON TEACHERS’ STRATEGIES TO
MOTIVATE THE STUDENTS IN EXTENSIVE READING CLASS
Patricia Masrinda Loebis

ABSTRACT
Motivation in Extensive Reading (ER) is paramount since it is crucial to keep students’
positive attitude toward reading. Although the concept of ER concern to produce individualindependent learners, teachers still have the responsibility to orient and guide the students
Therefore, teachers should provide some strategies to maintain students’ motivation in the
reading process. This study aimed to identify students’ perceptions on teachers’ strategies to
motivate them in ER. The data of this study was collected using semi-structured interview (more
or less 13 questions) from 10 participants (1 male, 9 female). The participants were students who
took ER class in Semester I 2013/2014. By analyzing it qualitatively, the findings revealed that
students perceived that teacher’s supports are important in their learning process. The students
stated that they became more motivated at three conditions, which are when they see that their
teachers being active reader during the Silent Reading, when their teachers act as guide, and
when they are given appropriate assignments by the teachers. Though teachers’ strategies in
motivating the students consider as extrinsic motivation but through deeper implementation by
the teacher it could be transform into intrinsic motivation which is essential for language learning
process.
Keywords: motivation, teacher’s strategies, Extensive Reading, extrinsic motivation, intrinsic
motivation