“
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
From the method that has become a habit for the participant to be involved in, it helps them to ensure and measure their own ability to understand the things they have learned.
Moreover, it can help the participants to prepare themselves for continuing the learning activity. For example, Participant 1 and 7 reported that they are motivated to
learn because they realize that being prepared or learn the materials before class help them to learn English better.
“
We are motivated because of the discussion, for example, the lecture asked the
meaning of something, if we can’t answer the questions, it’s a shame if we just keep
silent, so it makes us prepare everything before come to class and later if the lecturer asks about somethi
ng, we are ready to answer” P1translated by researcher
Participant 1 states that being prepared also avoid them for being ashamed so it motivates her to always be ready in giving her answer by preparing herself before coming to class.
In line with that, Participant 7 also stated that being prepared is better than being passive while listening to the explanation.
“Yes, because we have to give the answer when she asked, it motivates me because
being prepared is better rather than being passive in the cla ss, so when she ask for the
next time, we have prepared and be ready to answer” P7translated by researcher
For the participant, the method increased her awareness of the importance of being active in the classroom that motivated her to prepare herself. Moreover, besides the explanation
given, the participants can easily understand and remember the materials because the question and answer session help them to practice what they have listened from the
teacher. Another point behind the method used is helping the participants to memorize the
materials and becomes a habit for her to prepare herself to learn English. For example, Participant 21 argues that the question and answer session helps her to memorize the
things they have learnt through the class and from the teachers’ answer to their question.
“My lecturer
helps us understand the materials because if we ask her, she will answer
right after it so we can remember the things easier” P21translated by researcher
From the reason above, it can be seen that the direct answer from the teacher help the participants remember the lesson they just learnt. It might stimulate their
achievement in the next learning.
3. Helping the learners with their difficulties
Besides giving the explanation, the teacher also has to help the participants in dealing with the difficulties. The teacher also has to be sensitive so she can understand
the participants’ need for understanding the language as stated by Harmer 1991. In this finding, 15 participants admitted that they are motivated to learn more
about English because their teacher always helps them when they were struggling to understand the materials. For example, Participant 1 states that she is motivated to learn
because the teacher was sensitive to their struggle.
“I am motivated because she always knows that we haven’t understood yet, she can
notice that. She also asks after giving the explanation to make sure that we get the point or not. If we give the correct answer to her question then she moves to another
explanation” P1translated by researcher
By having a teacher who also contributed to their effort in trying to understand difficult materials, it can increase the motivation because they feel that they are supported by the
teacher to move to a higher step of learning. Another point shared by Participant 7
argues about the teacher’s help that makes her satisfied of her learning progress and motivates her to learn English more.
“When I got stuck in understandi
ng the topic, my lecturer tried to help me, so I can easily differentiate the use of this one, and that one, and finally I realize that it is actually
easy”P7translated by researcher
Moreover, the assistance from the teacher can affect the participants’ motivation
and effort to keep learning. At this point, the participants’ awareness to understand
English better motivated them to ask further explanation from the teacher. Participant 14, for instance, perceives that asking for further explanation helped her to differentiate
nouns from verbs. It can be assumed that the participant is motivated to understand the language deeper.
“If I find difficulties in learning, I can always ask her to give further explanation. I
always understand the topic after I got her explanation, for example, how to differentiate
the nouns and verbs” P14translated by researcher
By looking at the learners’ opinions above, it can be assumed that having a teacher who have a good communication in helping them through their difficulties, can
motivate the learners to understand English better.
4. Giving feedback or scoring the learners’ work
After getting the explanation from the teacher or doing the tasks, the participants were given feedback to check their understanding. The feedback can be for individual or
group assignment that also influences the participants’ motivation in maintaining their
effort to learn. By gaining the feedback, the participants know why they are taught about the materials and the goal of learning it. They can also know whether they are in the right
path or not. This finding is in accordance with the idea suggested by Reid 2007. 14 participants state that they are motivated to learn English because their teacher
always gives feedback to show which part they need to improve. The excerpts of the interview with Participant 1 displayed below shows an argument that the
teacher’s feedback motivated her to perform better.
“For example, when I know I got a bad result in the first test, I’ll learn harder to get a
better result and we always discuss the result right after we got it, so it motivates me to
improve my grade” P1translated by researcher
In line with that, Participant 7 also perceives that the feedback motivates her to avoid her in making the same mistakes so she may have a better grade later.
“When I kno
w that I get a bad result, the lecturer shows me the error and things that I should do, and it motivates me to do not make the same mistakes for the next assignment
or test
because I learn from my mistakes” P7translated by researcher
By reflecting the teacher’s support in elegantly showing the error made by the participant,
it can motivate them to continue learning and they can also measure their ability in mastering the language.
Another idea shared by Participant 13 and 20 argue t hat by getting the teacher’s
feedback, they can determine their capability whether they have done their best or need to improve some points in order to get a higher grade.
“By getting the result, I can measure my capability, if I get a good result, it will be fine, if I get a bad result, I can learn more about it”
P13translated by researcher
“W
e always have
our tests’ or assignments’ results back, and by looking at the grade, we
will have more passion for getting a higher grade later and we can also ask our lecturer
for helping us in understanding the materials”
P20translated by researcher
It is apparent that teacher’s feedback can influence the participants’ willingness or passion to work harder to achieve a higher grade. They can also measure their capability
and maintain their willingness to keep being active in asking the teacher for more explanation.
C. LEARNING ENVIRONMENT AS THE EXTERNAL MOTIVATIONAL
FACTOR
Learning environment potentially affects the participants’ motivation and their learning style. With the supports of the atmosphere and facilities in the classroom, the
learners might enjoy their learning process because they might feel comfort and they can concentrate on things they need to learn without being disturbed by inadequate supporting
facilities as stated by Reid 2007. The findings reveal that the participants referred to two aspects namely: classroom
atmosphere and classroom facilities under learning English influence their motivation.
1. Classroom atmosphere
A good classroom atmosphere can be created to motivate the participant in learning. It can also maintain their motivation if the classroom is enjoyable and comfortable.
19 participants perceived that a clean and comfortable classroom motivated them to learn. For example, Participant 4 and 13 state that a comfortable classroom motivated and
help them to learn.
“We are motivated because the classroom is clean and comfortable for us to study there, and it is impossible for us to study in a dirty place because it is not a good idea” P4
translated by researcher
“For me, if the classroom is proper and comfortable, that will be fine to study there”
P13translated by researcher
For the participants, a comfortable and proper classroom is the classroom that prevents them from interference, such as noisy sounds or voices from outside.
Participant 19 also perceived that she is motivated to focus on the learning if there is no interfering voice that can disturb the learning process.
“In my opinion, the classroom is fine, in a good condition as long as we are not being disturbed by the loud voice out there or something else” P19translated by researcher
It is apparent that having a supportive and comfortable classroom is important to maintain the learners’ willingness to learn.
2. Classroom facilities
The facilities provided in the classroom can affect the participants’ motivation because if they are not supported by adequate and good facility, they might be demotivated to
learn English. It supports the idea from Harmer 1991 that having a good atmosphere and supported by facilities needed by the participants, the learning process can be successful.
In this finding, 21 participants perceived that the facilities in the classroom are enough to help them in learning. Some of the participants stated that they need more facilities, like a
