17 “He’e [membuat lebih ingin membaca]. Karena kan Mam Dina pseudonym pasti udah
tau ceritanya, jadi dia kayak ngasih tau…” Participant D “Yes, it is [made me curious to read the book]. Because Mam Dina must have known the
story of the book, so she told us…” “…jadi dulu awalnya sebelum Extensive Reading kalau baca ada kata susah dikit
langsung buka kamus, tapi setelah disaranin ya aku coba baca dulu sampai habis…, jadi tak ikutin sarannya……..jadi nggak buang-buang waktu….” Participant H
“…before Extensive Reading class, I always open the dictionary everytime I found difficult words, but after being suggested not to I try to finish the book first…., so I did
her suggestion…….it is timesaving….” “Ga tau aku percaya aja sih, mungkin dia udah pernah baca kali ya dan tau itu bagus
untuk kita, efeknya juga bagus, jadinya direkomendasiin. Ya udah terus aku cari.” Participant J
“I don’t know, I just trust her, maybe she has read the book and know that it’s good for us, so she recommend it. So yeah I look for it.”
Students’ positive perspective toward teachers is necessary in order to gain their trust. Once the students believe on their teacher, they tend to follow their teachers’ advises or even
instructions willingly. At this point, teachers build and develop students’ intrinsic motivation where students doing reading for their own satisfaction and not expecting any other reward
because they love it and already feel the benefits of reading itself. They will be more aware on the important of reading on their learning process and doing reading continuously. That is
why teacher should be more alert on their function as an advisor and source to encourage students’ motivation in reading.
c. Assignment works as a trigger to students’ motivation in reading
Giving relevant assignment might be one of the strategies that teacher could do to give opportunities to the students to read. Since students consider the assignment as their duty,
they would be more responsible in accomplishing it. The assignment could be in the form of oral report, reading journal, book analysis, and also drama performance. The most important
18 thing is that all of these tasks should require the students to read. Through the necessity to
complete the tasks, students gain their personal experiences in reading which hopefully will stimulate the reading habit and open their eyes to the importance of reading.
Most of participants agree that the necessity of assignment influence their motivation in reading. They said that the deadline of the assignment give them no choice but do reading to
complete the assignment given. Some of them stated that they were motivated to read in order to get a good grade. This concern about grade is strongly motivated the students to read
because it is their personal goal in this class. On the other hand, some students conveyed that assignment is probably the only reason why they were doing reading. In this point, we can
see that the function of assignment is to make certain that the student is engaged in reading even outside the class. As the participants said that through assignment they also build their
habit in reading. They might not enjoy reading in the first place, but during the process in doing the assignment which requires them to read, they realized that reading is fun and
beneficial. In this case, assignment also plays an important role to arouse students’ reading habit.
“Sebenernya yang memotivasi itu tugasnya, karena ada deadline jadi mau nggak mau ya harus dikerjain.” Participant E
“Actually, it is because the deadline of the assignment, so whether I want it or not I have to do it.”
“Banget, mungkin kalau nggak ada tugas aku nggak baca.” Participant H “Yes, of course. If there’s no assignment then I might not read.”
“Soalnya [dengan adanya tugas] kita lebih termotivasi untuk dapat nilai yang bagus, jadi ya termotivasi baca buku.” Participant K
“Because of the assignment we are more motivated to get a good grade, that’s why we read.”
“Kalau pertama karena tugas tapi abis itu lama-lama ya suka [membaca], ya mendinglah daripada dulu sama sekali nggak suka.” Participant O
19 “Firstly, it’s because of the assignment but eventually I start to like [reading], well it’s
better than before that I don’t like reading at all.” The fact that students have extrinsic motivation to pass a course with good grade is
undeniable. However, Extensive Reading class is focusing more on the students’ attitude toward reading rather than grade. One of the goals in Extensive Reading class is that the
students have motivation to read in second language Day and Bamford, 1998. In order to accomplish this goal, teachers should assist the students to build their habit of reading.
Creating a habit in reading is not an easy thing to do but it is proven to be an effective way to maintain students’ positive attitude toward reading. Assignment given to the students as a
strategy which helps the teacher ensure that the students doing reading even outside the class. By keeping the students reading continuously, teachers build a strong reading habit into the
students.
CONCLUSION
The findings of this research indicate that motivation plays a crucial role in foreign language learning, in this case to encourage students’ interests in ER. As a result, teachers have a
responsibility to maintain their students’ motivation in order to reach the goals of the program. According to the results gathered, students perceived teachers’ strategies to motivate them in
various ways. In silent reading program, students felt their teachers’ support when the teachers act as an active reader. Here, the teacher’s strategy seems to be successful because at this chance
teacher could prove that heshe is a reader. Students are demanding that their teachers have to read as they ask them to, they would believe that reading is important for them when they see
that teachers also perceive that it is essential for them. Students have a tendency to imitate what their teacher do because they thought it is the right thing to do, as a result they might produce the
20 same learning styles as the teachers. This finding echoes Shien and Chiou’s 2006 argument that
students’ learning styles were related to their model. Considering this fact, teachers should be more aware on their function as educators. Not only as an instructor but probably start to realize
that if they want the students to give their best, they have to firstly present the best example for their students. Moreover, seeing that their teachers also took part in their activity would make the
students to be more excited and passionate in reading as they could share their problem with their teachers.
To act as a guide, teachers need to provide themselves with appropriate knowledge so that they would be capable to help the students to overcome any problems that might occur
during the reading. In addition, teachers should also be able to convince their students that they are competent and reliable as sources in order to gain students’ trust on them. It would be easier
for the teachers to give suggestions when they have their students’ trust. By giving suggestions, teachers could show their support toward the students as well. Sharing experiences in reading,
telling them how to choose the right book or advising some reading strategies such as guessing, would encourage the students’ belief that reading is fun and beneficial. Through the guidance,
teachers make sure that the students experience no failure in their reading process. Minimizing the bad experiences and maximizing students’ potential are the greatest way to embrace students’
confidence which is needed to stimulate their intrinsic motivation. When the students have already had intrinsic motivation on them, the long-term retention of reading motivation will stay
even after they finish their study. The third finding of this research revealed that teacher’s strategy could be in the form of
giving appropriate assignments. As the material designer, teachers provide appropriate assignments that build students’ awareness on the importance of reading. The term ‘appropriate’
21 means that the assignments should not be too difficult or too easy, it has to be something that
motivate rather than de-motivate the students’ interest in reading. Teachers should ensure that the tasks are understandable by giving clear instructions. Furthermore, teachers have to make sure
that the students have successful experiences in ER in order to establish students’ positive attitude toward reading which resulting greater reading ability, motivation, and enjoyment in
reading Nicholson, 2013. Besides, through intensive assignments students would build their own habit in reading and eventually make reading a part of their life.
It should be noted that this research had some limitations. This research was conducted in ER class on English Teacher and Education Program of Faculty of Language and Literature,
thus, the generalization of the findings to other academic contexts should be treated with caution and might not be applicable or comparable to other program or needs to be further explored. In
terms of suggestion for further research, a specific research on teacher’s modeling could be conducted since it would be interesting to examine whether or not this kind of teacher’s stretegy
is the most effective way for teacher to motivate their students in ER Khrisnan, Rahim, Marimuthu et al., 2009.
In conclusion, this research was intended to identify students’ perceptions on teachers’ strategies in order to encourage students’ motivation in reading and all of the findings of this
research agree that students perceived that the strategies done by the teachers are beneficial and important for their learning process. Teachers’ strategies also motivate and enhance their interest
in reading because they believe that their teachers would help them to encounter any difficulties that they might found during the process. Therefore, in the future the writer would like to suggest
to teachers to pay more attention on their function as educators which not only limited as instructors but they will also deepen the concept of modeling in ER and apply it appropriately in
22 their teaching methodology. Moreover, teachers could also take into consideration to make use
of assignments in order to engage students’ motivation in reading. In the last part, hopefully the findings of this research could give some insight to the teachers on how to motivate the students
to be more motivated in reading, especially in ER class.
23
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25
APPENDIX
Interview’s questions:
1. Students’ interest in reading: Do you enjoy reading? if yes Are you reading for hobby or just doing assignment?
if no why not? 2. Do you like Extensive Reading class? Why or why not?
3. What kinds of activities you did in class? 4. Did your teacher participate in those activities?
5. Do you like when your teacher showing hisher participation in class? 6. Did teacher involve in any reading activities SSR? Did you pay attention to himher?
7. Did teacher share hisher experience in reading? Did their experiences motivating you to read more books?
8. Did teacher give some reading tips in the class? Was it influence your reading habit? 9. Did heshe share their opinion about books? Did they ask your opinion?
10. Does teacher’s opinion persuade you to read a book or not? 11. Assignment: did teacher give clear instructions to do the assignment?
26 12. Did heshe give comments on your report? Did the comments encourage you to do
more reading? 13. In conclusion, do you think the way teacher teach in this class motivate you to read more
books?
27
INTERVIEW TRANSCRIPTION
PARTICIPANT H
Age : 18 years old
P: Interviewer H: Interviewee
