T1 112006196 Full text
THESIS
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Sarjana Pendidikan
Brihandika Pramu Alam
112006196
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Copyright@ 2013. Brihandika Pramu Alam and Nugrahenny T. Zacharias, M.A-ELT., PH.D
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Anita Kurniawati,M.Hum
Teachers’ Teaching Technique in motivating the students
Brihandika Pramu Alam (112006196)
Abstract
This study was conducted to find out the teacher’s teaching technique to
motivate English Department students be active in the classroom. In this qualitative
study, one research question was raised: “How does teacher’s teaching techniques are
used to motivate the students in the classroom?” The participants of the study were
ten teachers from ED (English Department) participated in this study. The data for
the study was collected from an unstructured interview with the teachers. The
analysis of the data showed that teachers should engage in motivating their students
to learn. Motivation refers to reasons that underline a constellation of closely related
technique, interests, and action. This paper argues for an approach about teachers’
teaching technique in motivating their students. From the research, it is found that
most of teacher gave reward in order to stimulate their student to learn. There were
five ways that teachers did to develop student’s ability in the classroom. They were
presentation assignment, personal approach for student’s psychologist, oral feedback
and written feedback, personal experiences to motivate the students, appraisal and
reward to appreciate student’s participation.
Keywords: motivation, teacher technique
INTRODUCTION
English language plays an important role in this globalization era since it is
used as an international language in the world. English also has become the key of
international in global sense; one of its primary functions is to enable speakers to
share with other about their ideas. Moreover, it is used in many aspects of life, such
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as education, politics, tourism, trade, etc. Because of the importance of English, many
people really want to learn and master English.
Nowadays, English has become a necessity in education field. Many school in
Indonesia offer English as a main subject to their students in order to make them
more aware of the importance of English. It has been introduced to children from
beginning level because children have great curiosity and energy in learning
something, in this case learning a language. Besides, children learn language faster
than adolescent (Harmer,2001:21).
Adeyanju (1997) cites that teaching English to children and teaching adults is
not the same. The use of teaching media will give a huge effect to the teaching
learning process. It will make the students understand the material easier and it will
also motivate them in the learning process. It is clear that the use of instruments or
tools in giving the materials is also crucial in achieving the goal of the learning.
Besides the use of visual aids or media, the learner’ age also contribute to the
teaching learning process and effects the teaching learning process and result. Harmer
(2001:37) states “learner’ age influences their acquisition since people of different
ages have different needs, competences, and cognitive skills”.
Teachers need careful steps and appropriate technique so that students enjoy the
lesson and learn the language well. According to Celce-Muria (1991), a teaching
technique concerns the relationship between the teacher and the learner that is likely to
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be the crucial factor in the teaching and learning processes. Since it is very crucial, it is
necessary to use an appropriate teaching technique. In the following are some of the
common methods and techniques used in teaching English. Teacher have to know
about the characteristics of the students, one characteristic of student is that they are
fond being noisy during the lesson. Beside, teachers also have to consider about the age
and background knowledge of their students before starting the teaching and learning
process. In teaching and learning process, a teacher has many roles. In fact, realized or
not, s/he can present more than one role. Sometimes, a teacher can be an organizer, a
facilitator, a motivator, an assessor and evaluator, and a participant as well.
Based on the discussion above, the teaching technique that teachers apply to
the students are great to create students characteristic. The aim of this study was to
find out the answer of the following research question, “How does teacher’s teaching
techniques are used to motivate the students in the classroom?” theoretically, this
study would be able to help readers’ understanding of various kinds of teaching
techniques, especially for those who are interested in teaching English to young
children or university students. Practically, this study would have some benefits for
the others students who are going to be a teacher.
Theoretical Framework
Method, approaches, and Technique
From the ‘teacher’ factor, there are many elements of teaching act. They are
the teacher’s personality his judicious use of materials, his skill in questioning, his
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ability to develop a lesson clearly, and the teacher’s technique for encouraging
learning and securing broadest kind of pupil’ participation. (Finocchiaro, 1969, p.
239). The element above effect the student’s language acquisition and learning,
including the technique to give explanation well to support the student’s learning,
including Finocchiaro also states that the approach or method used to confer the
lessons should be based on their interests. Moreover, she suggests every single
teacher to think more. If he/she wants to teach with certain techniques, the question to
consider is “is the technique suitable for the age and ability of the group?” (ibid. p.
240 – 241)
Besides the question, there are some assumptions stated by Richards and
Rodgers (2001) related to the importance of the methods and approaches in teaching
English. They assumed that quality of language teaching will improve of teachers use
the best available methods and approaches, next, particular methods / approaches will
lead to more effective levels of language learning than alternative ways of teaching
(Ibid. p.15) it is also very important to know that methods / approaches and
techniques have different meaning. Richards and Rodgers also provide a definition of
approaches and methods which are similar. They say that an approach and method
refers to a theoretically consistent set of teaching procedures that define best practice
on languages teaching. A method include same sort of selection, grading and
presentation of material. From those statements, it is clear that a method and an
approach have a slight different meaning. A method is stricter than an approach. A
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method has an order of teaching, while an approach focuses on the process in
teaching itself.
Teaching strategy is an outline plan which is designed for making the students reach
the target or for realizing a predetermined condition or goal. It involves stages such as
organization, presentation and management of teaching. It provides the organization
of external conditions which give the students teaching experiences (Açıkgöz, 1992;
Fer, 2009). Teaching method is the way that is chosen and followed to make the
students reach their aim (Fidan, 1996). According to Demirel (1999), method is the
way that is chosen and followed consciously in order to realize objectives such as
solving a problem, making an experiment, and teaching or learning a subject. In
teaching environment; while choosing a method, factors such as the subject, the
number of students, the characteristics of the students, time, cost and the teacher’s
familiarity with the method are effective (Küçükahmet, 1998). The teacher should
choose the method in accordance with the teaching strategy chosen and should be
aware of the weak and strong points of the method. The important point here is both
to choose a strategy suitable for teaching objectives and to use the strategy
effectively. This depends on the teacher’s information and skills about methods and
strategies (Fer, 2009).
Since students have different cognitive, affective and psychomotor
characteristics, teachers should use appropriate teaching methods and techniques.
However, in a study by Erdem, Uzal and Ersoy (2006), the teachers stated that they
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did not consider themselves to be sufficient in using different teaching methods.
Science lessons should not be taught like an encyclopedia including concepts and
laws. Science is in fact a lesson which should be explored and learned through
experiments. In primary schools, choosing methods and techniques suitable for the
objectives and content of the lesson will increase the students’ interest, participation
and success inside the classroom ( ahin, 2004). If these lessons are presented to
students like a collection of information, the students will not find the courage to
make their own researches and explanations and thus will not have self-confidence
and their skills will be restricted.
Teachers use teaching methods and techniques such as presenting, direct
instruction, or question and answer technique more and they used methods and
techniques enabling the students to learn actively. Techniques refer more to the
concrete ways teacher use to explain the lessons to the students. MacNaughton and
Williams (1998, pp. 4 – 225) suggest techniques for teaching students. The
techniques are :
1. Demonstrating – to show how to something is done (p.41)
2. Describing – to point a word picture of how something or someone feels,
looks, sounds, tasks, or movies (p.50)
3. Encouraging – inspiring someone with the courage or confidence to do use
something, praising, - to express commendation, admiration, etc, and helpingto assist someone to do something. (p.61)
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4. Facilitating – to make the children’s learning easier. (p.71)
5. Giving feedback – to provide information before, during and after experience
(p.79)
6. Co- constructing – to form meaning and build knowledge each other about the
world between the teacher and students. (p.89)
7. Reading – to comprehend the meaning of something written or printed by
looking at and interpreting the written or printer character. (p.129)
8. Problem-solving – to help children learn how to find answer to questions,
issues, and predicaments they face in their daily world. (p.243)
The Study
To answer the research question, “How does teacher’s teaching techniques are
used to motivate the students in the classroom?” considering teachers teaching
technique about how to motivate students be active in the classroom, the study was
conducted by the researcher in English Department of Satya Wacana Christian
University. The English Department is located in Salatiga, a small town in Central
Java, Indonesia. It is a department that teachers have well-qualified English to
motivate the students.
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Participant
The participants were 10 teachers which were purposely selected to
participate in this study. The participants were considered appropriate and meet the
criteria because the participant has different methods and techniques to motivate the
students in the classroom. The participants were the lectures in English Department.
The writer chooses the teachers in English Department because the writer wants to
know how teachers’ teaching techniques in English Department in motivating the
students in the classroom.
Instrument of the study
This research is a qualitative research. As said by Wallace (2006) that questions
help to organize an interview: knowledge, opinions, ideas, and participant’s
experience, I used a semi-structured interview as the instrument to collect the data
from the participants selected. The reason of using this kind of instrument is that
students will be more flexible and free to express their opinions and give their
arguments about a certain topic which is asked. Semi-structured interview is also
advantageous for researcher because it provides richer data. There were 15 main
questions asked to find out the information needed to accomplish the research besides
additional questions if there were unexpected information occurred from the
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participants along the interview process. (See Appendix A for the interview
questions).
Procedures of Data Collection
The interview questions were formed to acquire the data that would be used for
the research. Then, the researcher did appointment with the participants involved to
set the time for interview. The interview stage was conducted in which the
interviewees were given the opportunity to express their opinions, feelings and
experiences about how to motivate the students, so that the students could receive
well. It was done informally for 15 minutes and took two weeks long to be
accomplished. All the data was recorded.
Data Analysis
To analyze the data gathered, there were some steps done by the researcher.
First, the results of the interview were transcribed from the recording. After that, the
researcher reread the data several times to comprehend the similar, different or even
new information in which the participants uttered and generally could answer the
research question of the study. The researcher classified those into the responses
according to the questions which were asked to answer the research questions, then,
interpreted using descriptive written explanation (Lynch, 1996,).
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Findings (Discussion)
Teachers motivate the students through presentation assignment.
Almost all teachers use presentation assignment to motivate students
in the classroom. Five teachers use it as a media to check students’ understanding and
also help students to be creative and active in the class. Through presentation, the
students should create exciting power point slide show, choosing the appropriate
material, and arrange the contents. This was pointed out by TI 1 and TI 4:
Presentation is one of media to check students’ understanding. I use
presentation because it is easy for me to monitor students’ ability in
classroom. Afterward, I can give grades and comments or suggestion
from their performance, so that student can fix their mistake. (TI1,
May, 7th 2012)
The quotations above describe Teaching English as a foreign language
to students of university needs great consideration in choosing appropriate teaching
techniques in the teaching and learning process. According to Palmsberg as cited in
celce-Murcia (1991), “Teaching technique consist of presentation through
demonstration (gestures, action, performing), visual aids (pictures, photograph,
blackboard drawing, objects, transparencies), verbal explanation (definition, context,
translation), word list and lexical sets.” He further added that techniques seemed to be
the most important element in the teaching. It means that teacher’s techniques really
influence students’ attitude toward the language learning and toward the teacher
itself.
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According to my argument, presentation assignment is needed to
create my students being critical thinking. In this case, they are
demanded to perform good presentation as students have to make
power point slide show, arrange the presentation material, and
prepare their mental before presenting the presentation. (TI 4, May,
14th 2012)
From TI 4, it can be learned that they use presentation assignment to
reach pedagogical as well as for non-pedagogical ones. For instance, TI 4 could check
students’ result after the students perform their presentation in the classroom. In other
hands, non-pedagogical, students were demanded to be critical thinking in creating
good presentation.
Teachers use personal approach for encouraging students motivated.
In classroom, most of students did not confident to study because they
felt underestimate when student got bad grades or failed. Students did not belief that
they have ability to be better. In this case, it can solve because teachers use personal
approach to support the students to face students’ problem. Seven out of ten teachers
interview expressed their suggestions for using personal approach to motivate
students because teachers will understand students’ needed when students have
problems in studying. Teachers could create personal approach between teacher and
students to check student psychology. Besides, teacher should be able to be a
facilitator, information and knowledge. This was uttered by TI 3, TI 5 and TI 7 as
what they experienced from using personal approach.
When I taught my students in class, I applied personal approach to
my students because I could learn my students’ needs, so I could
teach my students without any problems. If my students do not
understand to follow my explanation in the classroom, I suggested
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to hands up and ask some question or if they were afraid to ask in
class, they could meet me in my office when I am free. (TI3, May,
21th 2012)
In the classroom, I prefer to give them advice to teach my students.
I tell some illustration to my students in order to motivate them to
be better. I tell them that you are not allowed to focus with me, but
you have to focus with your lesson because if you do not pay
attention to your lesson, you will be loss it. I suggested them to
focus on lesson. I use some advice to motivate my students. (TI 5,
May, 22th 2012)
Mostly, teachers are as a facilitator to deliver the material and give
information or knowledge inside or outside. I checked my students
by walking around them, so I could see my students who are active
in the class or not. It would be one solution to motivate my students
being active in the class. (TI 7, May, 22th 2012)
The quotations above described that TI 4 built communication in order
to create interaction between teacher and student. It was important for teacher if
teachers have good relationship to the students because the students will not feel
burden in the class. Besides, TI 5 gave explanation that through advising, it can
motivate students to be better because teacher’s advising comes from her / his
experiences. Her / his advice it can be received or not, it depends on the students’
personality. Then, TI 7 said another opinion that to motivate their students, teachers
should be a mediator to her / his students. Teacher should have a lot of information or
knowledge to give their students. According to Brown (1994) revealed that by
facilitating students in learning process and presenting clear information about the
lesson, the students will be able to have their own way of learning and work
independently. A teacher should be able to be a facilitator, Harmer (1991) added. A
facilitator is a person who facilitates the students and their needs. A teacher will be a
good facilitator as s/he can facilitate students without ignoring their needs.
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Teachers give oral feedback and written feedback in order to be motivated.
Definitions of feedback; Irons (2008) states that feedback is any
information; process or activity with affords or accelerate students learning based on
comments relating to assessment or activity. Teacher’s feedback is linked with
evaluating and providing information related to the students’ responses, but these are
not the only functions. Teachers’ feedback can also acknowledge the information that
teacher offers or provides personal comments on students’ performance. In feedback,
teacher makes evaluations and gives comment for students’ performance. Through
feedback, students know that there is something wrong or unsatisfactory about their
performance. Feedback is divided into two parts; oral feedback and written feedback.
A half of teachers use oral feedback to give comment to the students when they teach
in speaking class. For instance, TI 2 and TI 8 use oral feedback to give comments in
speaking class. It is connected to students’ performance, so they have to give
comment through oral feedback. Except, TI 10 teaches in written class, they should
give feedback using written feedback. The following is the quotation from the
teachers’ explanation.
I think feedback is useful for my students because they will know their
mistake after showing performance from presentation. Especially in
speaking class, I always invite my student to speak up because their
grades will take from their performance, participation, and active in
class. If the students just keep silent or passive, they will not get point
from the teachers, so feedback is also demanded the student to be
creative and active in classroom. (TI2, May, 16th 2012)
Feedback is divided into two categories, oral and written feedback. I
usually give oral feedback then written feedback to my students
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because I take students’ grade from their activity and students’
performance. When the students have finished showing their
presentation, I always give comments to my student for instance pay
attention to the punctuation and intonation!. Then they will realize that
they have a mistake, so I shall repair it. (TI8, May, 22th 2012)
From the quotation above, it can be learned that feedback in the
classroom used by the teacher to respond students’ performance. Teacher can give
feedback directly to students, but the teacher should give comment with carefully
because according to Irons (2008) argues that the use of wrong way feedback can
cause negative impact which discourage students’ motivation to learn .For instance
you don’t even know the meaning of simple word!. From TI 8 give good comments to
student like pay attention to the punctuation and intonation!. Then students will repair
it.
In written class, teachers cannot give oral feedback to the students
because they use written, so the feedback is given by written feedback. For instance,
teacher give strange sign in grammar part, and teacher write in the students paper like
pay attention to word choosing, or the written of capital in the sentence. The
following quotations of TI 4 and TI 8 interpret the problems mentioned.
In my written class, I always check students’ written. I find many
grammar mistakes like word choosing or wrong to use tense and so on. I
just give them like strange symbols in their paper and I give comment,
please find another words! The students know what they should do in
the next meeting. (TI4, May, 14th 2012)
I find many of my students after writing their paper, they forget to check
their written, so they always forget like symbol comma, question mark,
and period. It looks simple mistake, but it will bring big impact for
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students if they do not pay attention, their grades will decrease
May, 22th 2012)
(TI8,
From TI 4 and TI 8, it can be learned that students should be attention
to simple symbol or word choosing in written class because it will decrease students’
grade. The students find difficulties to make use of it because of the multiple
functions and the clearance of the feedback implication. (Brown, 1994; Ferris and
Hedgcock , 1998, 2004) said that Learners at lower level are still lack of linguistics
knowledge to do correction by themselves even if there are errors pointed. Learners
as writers, require clear and appropriate input, suggestions, and critics to develop
their writing ability. They will not be able to do correction if they feel that the
feedback is hasty, generic, inconsistent, unclear and discouraging (Cohen &
Calvacanti, 1990; Straub, 1997).
Teachers connect to their personal experience to motivate the students.
In motivating the students, teachers are also telling about their
experience to the students. From that, students can add more information about how
to study in appropriate way. Students can ask some teachers’ strategies to help them
finishing their study. All teachers give motivate through their experiences because
they want to explain that they ever become a students and have similar problems
when they are being students. From 4 out of 10 teachers use personal experience
because they think that experiences are the best teachers and good example for
students. Three teachers give a secret how the way they study like every morning h /
she always wake up early to study, go to library, always read the handout or note, and
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so on. Then, one of teachers told that he ever failed to pass in writing class. That
statement gives evidence to the students that teachers have a mistake. The quotations
of TI 2, TI 4, TI 5, and TI 8 below represented the teachers’ arguments above.
OK. Every teacher has bad experience when they are studying. For
instance, I have an experience about my thesis. I get difficulty to finish
because the lecture is difficulty to make appointment with him. After
meeting with my lecture, I show my thesis to him and he always rejects
my thesis, so I have to repeat it again, again and again until 12 times.
And I also tell to my students to never give up finishing your
responsibility. (TI 2, May, 16th 2012)
I tell about my experience when I was in writing class, I ever failed to
pass writing class. I must repair it by study hard in order to pass the
class. With my experience, students become encourage and motivated to
study again. (TI4, May, 14th 2012)
I share how the way to study to the students. I usually study in the
morning because the condition is appropriate to study, the air is fresh
and there is no noisy. I can focus to repeat my lesson and remember all
material which is explained in the class. After I go back from school, I
always read my handout and remember all my teachers’ explanation in
the class. (TI 5, May, 22th 2012)
In order to students to be motivated, I give them my strategy to study. I
told them that I always read my book because I like reading a book. The
key if you want to pass all subjects, you have to read the book a lot.
From it, we can get knowledge, or information. You can add your
knowledge from the book that you read. (TI8, May, 22th 2012)
From those quotations, it can be learned that TI 2, TI 4, TI 5, and TI 8
have a mistake and they ever failed about their study, but, they have a solution to
solve their failure like trying again and again, never give up and keep fighting, read
the book a lot, repeat the lesson and so on. It gives a signal that students do not feel
failure anymore about their problems because from teachers’ experience, students
have a solution to solve it.
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Giving appraisal and reward help teacher to motivate the students
Appraisal and reward are needed to create students’ spirit because
those components is linked each others. Teachers use appraisal to motivate the
students in order to repair their mistake. The students need support to finish their
study. In the class, students are not focus to teachers’ explanation or lesson because
they feel boring. Therefore, teachers make a little game to motivate the students. For
instance, if the students can answer teacher’s question, they will get reward or
appraisal such as that is good idea, or nice performance, absolutely correct, and so on.
But, teacher has to be carefully to give them comment when they do some mistake
like it is good idea, but you must change this part. This was done TI 1
After students finish their presentation, I always give them
comments like it is good presentation, but you have to be carefully
about your intonation and spelling. This kind of appraisal to
motivate students without hurt students’ feeling. (TI2, May, 16th
2012 )
I said that the poetry is very funny, oh, your writing is good. You
have a good talent to be a writer, but you have to increase your
writing idea. (TI4, May, 14th 2012)
In my extensive reading class, I ask my students to read the story or
novel which is connected to the lesson. Then, I make a reward
competition like who often read a book I will give gift like novel
book, folk story. This purpose is to make students love reading a
book. (TI 7, May, 22th 2012)
From TI 2, TI 4 and TI 7, I can be concluded that teacher have same
technique to motivate the students. As Brophy (1998) summaries, when people start
concentrating on the reward rather than on the task, they often overlook the actual
values associated with the task itself. From Brophy statement, giving reward is .more
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useful than give task because reward can make student be motivated to study. For
example from one of teacher said “A gift, it is good presentation, but you have to be
carefully about your intonation and spelling, the poetry is very funny and so on”.
These statements are helping to point out students’ spirit.
Conclusion
The analysis and interpretation above show the kinds of techniques the
students teachers used in teaching English to students. The techniques such as
presentation assignment, personal approach for student’s psychologist, oral feedback
and written feedback, personal experiences to motivate the students, appraisal and
reward to appreciate student’s participation.
Presentation technique is used to influence students’ attitude toward the
language learning and toward the teacher itself. For example Presentation is one of
media to check students’ understanding. The teachers use presentation because it is
easy for me to monitor students’ ability in classroom. Afterward, they can give grades
and comments or suggestion from their performance, so that students can fix their
mistake
Personal approach Technique can be one solution for teacher to teach the
student. Before teaching their students, they should know students background and
ability such as when they taught their students in class, they said that they applied
21
personal approach to my students because they could learn their students’ needs, so
they could teach their students without any problems. If their students do not
understand to follow their explanation in the classroom, they suggested to hands up
and ask some question or if the students were afraid to ask in class, they could meet
me in my office when they are free.
Oral feedback and written feedback is given when the student make a mistake
in doing some exercise. This also help student to correct that their exercise is correct
or not. An example feedback is divided into two categories, oral and written
feedback. Some of teachers usually give oral feedback then written feedback to their
students because they take students’ grade from their activity and students’
performance. When the students have finished showing their presentation, they
always give comments to their student for instance pay attention to the punctuation
and intonation!. Then the students will realize that they have a mistake, so they can
repair it.
In motivating their students, teachers use personal experience because of
personal experiences are as keyword to teach the students. For example every teacher
has bad experience when they are studying. For instance, one of the teachers has an
experience about her thesis. She get difficulty to finish because the lecture is
difficulty to make appointment with her. After meeting with her lecture, she showed
her thesis to the lectures and he always rejects her thesis, so she has to repeat it again,
22
again and again until 12 times. And she also tells to her students to never give up
finishing your responsibility.
Appraisal and reward are effective for teacher to teach their student. In
classroom, students need to give appraisal and reward in order to increase student’s
motivation when they were studying in the class. For instance after students finish
their presentation, the teachers always give them comments like it is good
presentation, but you have to be carefully about your intonation and spelling. From
the example above, teachers give feedback to the students in order to repair student’s
presentation in the next chance, so it can build interaction between the teachers and
students in the classroom.
In conclusion, teacher teaching technique should be appropriate for student’s
level because if teachers use wrong technique, it will bring bad effect for the students.
That is why the writer wants to analyze “How does teacher’s teaching techniques are
used to motivate the students in the classroom?” The techniques are appropriate for
student or not.
23
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25
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Brihandika Pramu Alam
112006196
This thesis contains no such material as has been submitted for examination in any course or
accepted for the fulfillment of any degree or diploma in any university. To the best of my
knowledge and my belief, this contains no material previously published or written by any other
person except where due reference is made in the text.
Copyright@ 2013. Brihandika Pramu Alam and Nugrahenny T. Zacharias, M.A-ELT., PH.D
All rights reserved. No part of this thesis may be reproduced by any means without the
permission of at least one of the copyright owners or the English Department, Faculty of
Language and Literature, Satya Wacana University, Salatiga.
Brihandika Pramu Alam
PUBLICATION AGREEMENT DECLARATION
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: Undergraduate Thesis
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Date
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Thesis Examiner
Anita Kurniawati,M.Hum
Teachers’ Teaching Technique in motivating the students
Brihandika Pramu Alam (112006196)
Abstract
This study was conducted to find out the teacher’s teaching technique to
motivate English Department students be active in the classroom. In this qualitative
study, one research question was raised: “How does teacher’s teaching techniques are
used to motivate the students in the classroom?” The participants of the study were
ten teachers from ED (English Department) participated in this study. The data for
the study was collected from an unstructured interview with the teachers. The
analysis of the data showed that teachers should engage in motivating their students
to learn. Motivation refers to reasons that underline a constellation of closely related
technique, interests, and action. This paper argues for an approach about teachers’
teaching technique in motivating their students. From the research, it is found that
most of teacher gave reward in order to stimulate their student to learn. There were
five ways that teachers did to develop student’s ability in the classroom. They were
presentation assignment, personal approach for student’s psychologist, oral feedback
and written feedback, personal experiences to motivate the students, appraisal and
reward to appreciate student’s participation.
Keywords: motivation, teacher technique
INTRODUCTION
English language plays an important role in this globalization era since it is
used as an international language in the world. English also has become the key of
international in global sense; one of its primary functions is to enable speakers to
share with other about their ideas. Moreover, it is used in many aspects of life, such
4
as education, politics, tourism, trade, etc. Because of the importance of English, many
people really want to learn and master English.
Nowadays, English has become a necessity in education field. Many school in
Indonesia offer English as a main subject to their students in order to make them
more aware of the importance of English. It has been introduced to children from
beginning level because children have great curiosity and energy in learning
something, in this case learning a language. Besides, children learn language faster
than adolescent (Harmer,2001:21).
Adeyanju (1997) cites that teaching English to children and teaching adults is
not the same. The use of teaching media will give a huge effect to the teaching
learning process. It will make the students understand the material easier and it will
also motivate them in the learning process. It is clear that the use of instruments or
tools in giving the materials is also crucial in achieving the goal of the learning.
Besides the use of visual aids or media, the learner’ age also contribute to the
teaching learning process and effects the teaching learning process and result. Harmer
(2001:37) states “learner’ age influences their acquisition since people of different
ages have different needs, competences, and cognitive skills”.
Teachers need careful steps and appropriate technique so that students enjoy the
lesson and learn the language well. According to Celce-Muria (1991), a teaching
technique concerns the relationship between the teacher and the learner that is likely to
5
be the crucial factor in the teaching and learning processes. Since it is very crucial, it is
necessary to use an appropriate teaching technique. In the following are some of the
common methods and techniques used in teaching English. Teacher have to know
about the characteristics of the students, one characteristic of student is that they are
fond being noisy during the lesson. Beside, teachers also have to consider about the age
and background knowledge of their students before starting the teaching and learning
process. In teaching and learning process, a teacher has many roles. In fact, realized or
not, s/he can present more than one role. Sometimes, a teacher can be an organizer, a
facilitator, a motivator, an assessor and evaluator, and a participant as well.
Based on the discussion above, the teaching technique that teachers apply to
the students are great to create students characteristic. The aim of this study was to
find out the answer of the following research question, “How does teacher’s teaching
techniques are used to motivate the students in the classroom?” theoretically, this
study would be able to help readers’ understanding of various kinds of teaching
techniques, especially for those who are interested in teaching English to young
children or university students. Practically, this study would have some benefits for
the others students who are going to be a teacher.
Theoretical Framework
Method, approaches, and Technique
From the ‘teacher’ factor, there are many elements of teaching act. They are
the teacher’s personality his judicious use of materials, his skill in questioning, his
6
ability to develop a lesson clearly, and the teacher’s technique for encouraging
learning and securing broadest kind of pupil’ participation. (Finocchiaro, 1969, p.
239). The element above effect the student’s language acquisition and learning,
including the technique to give explanation well to support the student’s learning,
including Finocchiaro also states that the approach or method used to confer the
lessons should be based on their interests. Moreover, she suggests every single
teacher to think more. If he/she wants to teach with certain techniques, the question to
consider is “is the technique suitable for the age and ability of the group?” (ibid. p.
240 – 241)
Besides the question, there are some assumptions stated by Richards and
Rodgers (2001) related to the importance of the methods and approaches in teaching
English. They assumed that quality of language teaching will improve of teachers use
the best available methods and approaches, next, particular methods / approaches will
lead to more effective levels of language learning than alternative ways of teaching
(Ibid. p.15) it is also very important to know that methods / approaches and
techniques have different meaning. Richards and Rodgers also provide a definition of
approaches and methods which are similar. They say that an approach and method
refers to a theoretically consistent set of teaching procedures that define best practice
on languages teaching. A method include same sort of selection, grading and
presentation of material. From those statements, it is clear that a method and an
approach have a slight different meaning. A method is stricter than an approach. A
7
method has an order of teaching, while an approach focuses on the process in
teaching itself.
Teaching strategy is an outline plan which is designed for making the students reach
the target or for realizing a predetermined condition or goal. It involves stages such as
organization, presentation and management of teaching. It provides the organization
of external conditions which give the students teaching experiences (Açıkgöz, 1992;
Fer, 2009). Teaching method is the way that is chosen and followed to make the
students reach their aim (Fidan, 1996). According to Demirel (1999), method is the
way that is chosen and followed consciously in order to realize objectives such as
solving a problem, making an experiment, and teaching or learning a subject. In
teaching environment; while choosing a method, factors such as the subject, the
number of students, the characteristics of the students, time, cost and the teacher’s
familiarity with the method are effective (Küçükahmet, 1998). The teacher should
choose the method in accordance with the teaching strategy chosen and should be
aware of the weak and strong points of the method. The important point here is both
to choose a strategy suitable for teaching objectives and to use the strategy
effectively. This depends on the teacher’s information and skills about methods and
strategies (Fer, 2009).
Since students have different cognitive, affective and psychomotor
characteristics, teachers should use appropriate teaching methods and techniques.
However, in a study by Erdem, Uzal and Ersoy (2006), the teachers stated that they
8
did not consider themselves to be sufficient in using different teaching methods.
Science lessons should not be taught like an encyclopedia including concepts and
laws. Science is in fact a lesson which should be explored and learned through
experiments. In primary schools, choosing methods and techniques suitable for the
objectives and content of the lesson will increase the students’ interest, participation
and success inside the classroom ( ahin, 2004). If these lessons are presented to
students like a collection of information, the students will not find the courage to
make their own researches and explanations and thus will not have self-confidence
and their skills will be restricted.
Teachers use teaching methods and techniques such as presenting, direct
instruction, or question and answer technique more and they used methods and
techniques enabling the students to learn actively. Techniques refer more to the
concrete ways teacher use to explain the lessons to the students. MacNaughton and
Williams (1998, pp. 4 – 225) suggest techniques for teaching students. The
techniques are :
1. Demonstrating – to show how to something is done (p.41)
2. Describing – to point a word picture of how something or someone feels,
looks, sounds, tasks, or movies (p.50)
3. Encouraging – inspiring someone with the courage or confidence to do use
something, praising, - to express commendation, admiration, etc, and helpingto assist someone to do something. (p.61)
9
4. Facilitating – to make the children’s learning easier. (p.71)
5. Giving feedback – to provide information before, during and after experience
(p.79)
6. Co- constructing – to form meaning and build knowledge each other about the
world between the teacher and students. (p.89)
7. Reading – to comprehend the meaning of something written or printed by
looking at and interpreting the written or printer character. (p.129)
8. Problem-solving – to help children learn how to find answer to questions,
issues, and predicaments they face in their daily world. (p.243)
The Study
To answer the research question, “How does teacher’s teaching techniques are
used to motivate the students in the classroom?” considering teachers teaching
technique about how to motivate students be active in the classroom, the study was
conducted by the researcher in English Department of Satya Wacana Christian
University. The English Department is located in Salatiga, a small town in Central
Java, Indonesia. It is a department that teachers have well-qualified English to
motivate the students.
10
Participant
The participants were 10 teachers which were purposely selected to
participate in this study. The participants were considered appropriate and meet the
criteria because the participant has different methods and techniques to motivate the
students in the classroom. The participants were the lectures in English Department.
The writer chooses the teachers in English Department because the writer wants to
know how teachers’ teaching techniques in English Department in motivating the
students in the classroom.
Instrument of the study
This research is a qualitative research. As said by Wallace (2006) that questions
help to organize an interview: knowledge, opinions, ideas, and participant’s
experience, I used a semi-structured interview as the instrument to collect the data
from the participants selected. The reason of using this kind of instrument is that
students will be more flexible and free to express their opinions and give their
arguments about a certain topic which is asked. Semi-structured interview is also
advantageous for researcher because it provides richer data. There were 15 main
questions asked to find out the information needed to accomplish the research besides
additional questions if there were unexpected information occurred from the
11
participants along the interview process. (See Appendix A for the interview
questions).
Procedures of Data Collection
The interview questions were formed to acquire the data that would be used for
the research. Then, the researcher did appointment with the participants involved to
set the time for interview. The interview stage was conducted in which the
interviewees were given the opportunity to express their opinions, feelings and
experiences about how to motivate the students, so that the students could receive
well. It was done informally for 15 minutes and took two weeks long to be
accomplished. All the data was recorded.
Data Analysis
To analyze the data gathered, there were some steps done by the researcher.
First, the results of the interview were transcribed from the recording. After that, the
researcher reread the data several times to comprehend the similar, different or even
new information in which the participants uttered and generally could answer the
research question of the study. The researcher classified those into the responses
according to the questions which were asked to answer the research questions, then,
interpreted using descriptive written explanation (Lynch, 1996,).
12
Findings (Discussion)
Teachers motivate the students through presentation assignment.
Almost all teachers use presentation assignment to motivate students
in the classroom. Five teachers use it as a media to check students’ understanding and
also help students to be creative and active in the class. Through presentation, the
students should create exciting power point slide show, choosing the appropriate
material, and arrange the contents. This was pointed out by TI 1 and TI 4:
Presentation is one of media to check students’ understanding. I use
presentation because it is easy for me to monitor students’ ability in
classroom. Afterward, I can give grades and comments or suggestion
from their performance, so that student can fix their mistake. (TI1,
May, 7th 2012)
The quotations above describe Teaching English as a foreign language
to students of university needs great consideration in choosing appropriate teaching
techniques in the teaching and learning process. According to Palmsberg as cited in
celce-Murcia (1991), “Teaching technique consist of presentation through
demonstration (gestures, action, performing), visual aids (pictures, photograph,
blackboard drawing, objects, transparencies), verbal explanation (definition, context,
translation), word list and lexical sets.” He further added that techniques seemed to be
the most important element in the teaching. It means that teacher’s techniques really
influence students’ attitude toward the language learning and toward the teacher
itself.
13
According to my argument, presentation assignment is needed to
create my students being critical thinking. In this case, they are
demanded to perform good presentation as students have to make
power point slide show, arrange the presentation material, and
prepare their mental before presenting the presentation. (TI 4, May,
14th 2012)
From TI 4, it can be learned that they use presentation assignment to
reach pedagogical as well as for non-pedagogical ones. For instance, TI 4 could check
students’ result after the students perform their presentation in the classroom. In other
hands, non-pedagogical, students were demanded to be critical thinking in creating
good presentation.
Teachers use personal approach for encouraging students motivated.
In classroom, most of students did not confident to study because they
felt underestimate when student got bad grades or failed. Students did not belief that
they have ability to be better. In this case, it can solve because teachers use personal
approach to support the students to face students’ problem. Seven out of ten teachers
interview expressed their suggestions for using personal approach to motivate
students because teachers will understand students’ needed when students have
problems in studying. Teachers could create personal approach between teacher and
students to check student psychology. Besides, teacher should be able to be a
facilitator, information and knowledge. This was uttered by TI 3, TI 5 and TI 7 as
what they experienced from using personal approach.
When I taught my students in class, I applied personal approach to
my students because I could learn my students’ needs, so I could
teach my students without any problems. If my students do not
understand to follow my explanation in the classroom, I suggested
14
to hands up and ask some question or if they were afraid to ask in
class, they could meet me in my office when I am free. (TI3, May,
21th 2012)
In the classroom, I prefer to give them advice to teach my students.
I tell some illustration to my students in order to motivate them to
be better. I tell them that you are not allowed to focus with me, but
you have to focus with your lesson because if you do not pay
attention to your lesson, you will be loss it. I suggested them to
focus on lesson. I use some advice to motivate my students. (TI 5,
May, 22th 2012)
Mostly, teachers are as a facilitator to deliver the material and give
information or knowledge inside or outside. I checked my students
by walking around them, so I could see my students who are active
in the class or not. It would be one solution to motivate my students
being active in the class. (TI 7, May, 22th 2012)
The quotations above described that TI 4 built communication in order
to create interaction between teacher and student. It was important for teacher if
teachers have good relationship to the students because the students will not feel
burden in the class. Besides, TI 5 gave explanation that through advising, it can
motivate students to be better because teacher’s advising comes from her / his
experiences. Her / his advice it can be received or not, it depends on the students’
personality. Then, TI 7 said another opinion that to motivate their students, teachers
should be a mediator to her / his students. Teacher should have a lot of information or
knowledge to give their students. According to Brown (1994) revealed that by
facilitating students in learning process and presenting clear information about the
lesson, the students will be able to have their own way of learning and work
independently. A teacher should be able to be a facilitator, Harmer (1991) added. A
facilitator is a person who facilitates the students and their needs. A teacher will be a
good facilitator as s/he can facilitate students without ignoring their needs.
15
Teachers give oral feedback and written feedback in order to be motivated.
Definitions of feedback; Irons (2008) states that feedback is any
information; process or activity with affords or accelerate students learning based on
comments relating to assessment or activity. Teacher’s feedback is linked with
evaluating and providing information related to the students’ responses, but these are
not the only functions. Teachers’ feedback can also acknowledge the information that
teacher offers or provides personal comments on students’ performance. In feedback,
teacher makes evaluations and gives comment for students’ performance. Through
feedback, students know that there is something wrong or unsatisfactory about their
performance. Feedback is divided into two parts; oral feedback and written feedback.
A half of teachers use oral feedback to give comment to the students when they teach
in speaking class. For instance, TI 2 and TI 8 use oral feedback to give comments in
speaking class. It is connected to students’ performance, so they have to give
comment through oral feedback. Except, TI 10 teaches in written class, they should
give feedback using written feedback. The following is the quotation from the
teachers’ explanation.
I think feedback is useful for my students because they will know their
mistake after showing performance from presentation. Especially in
speaking class, I always invite my student to speak up because their
grades will take from their performance, participation, and active in
class. If the students just keep silent or passive, they will not get point
from the teachers, so feedback is also demanded the student to be
creative and active in classroom. (TI2, May, 16th 2012)
Feedback is divided into two categories, oral and written feedback. I
usually give oral feedback then written feedback to my students
16
because I take students’ grade from their activity and students’
performance. When the students have finished showing their
presentation, I always give comments to my student for instance pay
attention to the punctuation and intonation!. Then they will realize that
they have a mistake, so I shall repair it. (TI8, May, 22th 2012)
From the quotation above, it can be learned that feedback in the
classroom used by the teacher to respond students’ performance. Teacher can give
feedback directly to students, but the teacher should give comment with carefully
because according to Irons (2008) argues that the use of wrong way feedback can
cause negative impact which discourage students’ motivation to learn .For instance
you don’t even know the meaning of simple word!. From TI 8 give good comments to
student like pay attention to the punctuation and intonation!. Then students will repair
it.
In written class, teachers cannot give oral feedback to the students
because they use written, so the feedback is given by written feedback. For instance,
teacher give strange sign in grammar part, and teacher write in the students paper like
pay attention to word choosing, or the written of capital in the sentence. The
following quotations of TI 4 and TI 8 interpret the problems mentioned.
In my written class, I always check students’ written. I find many
grammar mistakes like word choosing or wrong to use tense and so on. I
just give them like strange symbols in their paper and I give comment,
please find another words! The students know what they should do in
the next meeting. (TI4, May, 14th 2012)
I find many of my students after writing their paper, they forget to check
their written, so they always forget like symbol comma, question mark,
and period. It looks simple mistake, but it will bring big impact for
17
students if they do not pay attention, their grades will decrease
May, 22th 2012)
(TI8,
From TI 4 and TI 8, it can be learned that students should be attention
to simple symbol or word choosing in written class because it will decrease students’
grade. The students find difficulties to make use of it because of the multiple
functions and the clearance of the feedback implication. (Brown, 1994; Ferris and
Hedgcock , 1998, 2004) said that Learners at lower level are still lack of linguistics
knowledge to do correction by themselves even if there are errors pointed. Learners
as writers, require clear and appropriate input, suggestions, and critics to develop
their writing ability. They will not be able to do correction if they feel that the
feedback is hasty, generic, inconsistent, unclear and discouraging (Cohen &
Calvacanti, 1990; Straub, 1997).
Teachers connect to their personal experience to motivate the students.
In motivating the students, teachers are also telling about their
experience to the students. From that, students can add more information about how
to study in appropriate way. Students can ask some teachers’ strategies to help them
finishing their study. All teachers give motivate through their experiences because
they want to explain that they ever become a students and have similar problems
when they are being students. From 4 out of 10 teachers use personal experience
because they think that experiences are the best teachers and good example for
students. Three teachers give a secret how the way they study like every morning h /
she always wake up early to study, go to library, always read the handout or note, and
18
so on. Then, one of teachers told that he ever failed to pass in writing class. That
statement gives evidence to the students that teachers have a mistake. The quotations
of TI 2, TI 4, TI 5, and TI 8 below represented the teachers’ arguments above.
OK. Every teacher has bad experience when they are studying. For
instance, I have an experience about my thesis. I get difficulty to finish
because the lecture is difficulty to make appointment with him. After
meeting with my lecture, I show my thesis to him and he always rejects
my thesis, so I have to repeat it again, again and again until 12 times.
And I also tell to my students to never give up finishing your
responsibility. (TI 2, May, 16th 2012)
I tell about my experience when I was in writing class, I ever failed to
pass writing class. I must repair it by study hard in order to pass the
class. With my experience, students become encourage and motivated to
study again. (TI4, May, 14th 2012)
I share how the way to study to the students. I usually study in the
morning because the condition is appropriate to study, the air is fresh
and there is no noisy. I can focus to repeat my lesson and remember all
material which is explained in the class. After I go back from school, I
always read my handout and remember all my teachers’ explanation in
the class. (TI 5, May, 22th 2012)
In order to students to be motivated, I give them my strategy to study. I
told them that I always read my book because I like reading a book. The
key if you want to pass all subjects, you have to read the book a lot.
From it, we can get knowledge, or information. You can add your
knowledge from the book that you read. (TI8, May, 22th 2012)
From those quotations, it can be learned that TI 2, TI 4, TI 5, and TI 8
have a mistake and they ever failed about their study, but, they have a solution to
solve their failure like trying again and again, never give up and keep fighting, read
the book a lot, repeat the lesson and so on. It gives a signal that students do not feel
failure anymore about their problems because from teachers’ experience, students
have a solution to solve it.
19
Giving appraisal and reward help teacher to motivate the students
Appraisal and reward are needed to create students’ spirit because
those components is linked each others. Teachers use appraisal to motivate the
students in order to repair their mistake. The students need support to finish their
study. In the class, students are not focus to teachers’ explanation or lesson because
they feel boring. Therefore, teachers make a little game to motivate the students. For
instance, if the students can answer teacher’s question, they will get reward or
appraisal such as that is good idea, or nice performance, absolutely correct, and so on.
But, teacher has to be carefully to give them comment when they do some mistake
like it is good idea, but you must change this part. This was done TI 1
After students finish their presentation, I always give them
comments like it is good presentation, but you have to be carefully
about your intonation and spelling. This kind of appraisal to
motivate students without hurt students’ feeling. (TI2, May, 16th
2012 )
I said that the poetry is very funny, oh, your writing is good. You
have a good talent to be a writer, but you have to increase your
writing idea. (TI4, May, 14th 2012)
In my extensive reading class, I ask my students to read the story or
novel which is connected to the lesson. Then, I make a reward
competition like who often read a book I will give gift like novel
book, folk story. This purpose is to make students love reading a
book. (TI 7, May, 22th 2012)
From TI 2, TI 4 and TI 7, I can be concluded that teacher have same
technique to motivate the students. As Brophy (1998) summaries, when people start
concentrating on the reward rather than on the task, they often overlook the actual
values associated with the task itself. From Brophy statement, giving reward is .more
20
useful than give task because reward can make student be motivated to study. For
example from one of teacher said “A gift, it is good presentation, but you have to be
carefully about your intonation and spelling, the poetry is very funny and so on”.
These statements are helping to point out students’ spirit.
Conclusion
The analysis and interpretation above show the kinds of techniques the
students teachers used in teaching English to students. The techniques such as
presentation assignment, personal approach for student’s psychologist, oral feedback
and written feedback, personal experiences to motivate the students, appraisal and
reward to appreciate student’s participation.
Presentation technique is used to influence students’ attitude toward the
language learning and toward the teacher itself. For example Presentation is one of
media to check students’ understanding. The teachers use presentation because it is
easy for me to monitor students’ ability in classroom. Afterward, they can give grades
and comments or suggestion from their performance, so that students can fix their
mistake
Personal approach Technique can be one solution for teacher to teach the
student. Before teaching their students, they should know students background and
ability such as when they taught their students in class, they said that they applied
21
personal approach to my students because they could learn their students’ needs, so
they could teach their students without any problems. If their students do not
understand to follow their explanation in the classroom, they suggested to hands up
and ask some question or if the students were afraid to ask in class, they could meet
me in my office when they are free.
Oral feedback and written feedback is given when the student make a mistake
in doing some exercise. This also help student to correct that their exercise is correct
or not. An example feedback is divided into two categories, oral and written
feedback. Some of teachers usually give oral feedback then written feedback to their
students because they take students’ grade from their activity and students’
performance. When the students have finished showing their presentation, they
always give comments to their student for instance pay attention to the punctuation
and intonation!. Then the students will realize that they have a mistake, so they can
repair it.
In motivating their students, teachers use personal experience because of
personal experiences are as keyword to teach the students. For example every teacher
has bad experience when they are studying. For instance, one of the teachers has an
experience about her thesis. She get difficulty to finish because the lecture is
difficulty to make appointment with her. After meeting with her lecture, she showed
her thesis to the lectures and he always rejects her thesis, so she has to repeat it again,
22
again and again until 12 times. And she also tells to her students to never give up
finishing your responsibility.
Appraisal and reward are effective for teacher to teach their student. In
classroom, students need to give appraisal and reward in order to increase student’s
motivation when they were studying in the class. For instance after students finish
their presentation, the teachers always give them comments like it is good
presentation, but you have to be carefully about your intonation and spelling. From
the example above, teachers give feedback to the students in order to repair student’s
presentation in the next chance, so it can build interaction between the teachers and
students in the classroom.
In conclusion, teacher teaching technique should be appropriate for student’s
level because if teachers use wrong technique, it will bring bad effect for the students.
That is why the writer wants to analyze “How does teacher’s teaching techniques are
used to motivate the students in the classroom?” The techniques are appropriate for
student or not.
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