Teacher’s guidance encourage students’ motivation

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b. Teacher’s guidance encourage students’ motivation

Being a guide means that teacher should be ready to be an advisor and source for the students. Students usually believe on what their teacher say, so they would probably do what their teacher told them to do. There are many ways that the teachers could do as a guide. Teachers could advise their students on what they can do to make reading easier or how to get the right book to read and even give some suggestions on what books are suitable for them. Through giving advises, teachers also prove that they concern about the students’ success. Moreover, through the idea given by the teacher, students could probably open their mind to the wider experience in reading. According to the participants, teachers’ strategy by giving advice on how to choose books starting from the lower level and to see if the book title was interest them to read or not helps them to find which books are suitable for them. In addition, their teachers also gave them reading strategy. The teachers suggesting them to read the synopsis of the book before read the whole story. They said that it was beneficial because it is timesaving. Other participants revealed that teacher’s strategy done by the teacher when the teacher told them to find comfortable place for them to read and suggest them to use guessing method to encounter their problem of vocabulary. Moreover, teachers also recommend what books that might be interesting to the students. By giving this suggestion , the students felt that reading is fun, as the result, they become more engaged in this activity. “Iya, pas itu Mam Dina pseudonym nyaranin level yang bawah dulu nanti kalau pas mau baca lihat titlenya, kalau misalkan tertarik kan bacanya juga enak.” Participant D “Yes, at that time Mam Dina suggest us to start from the lower level first, and also read the book title, if it is interesting it will be more pleasant for us to read.” 16 “…jadi kalau kamu pengen tau ceritanya, lebih baik baca sinopsisnya dulu, jadi kalau bener-bener mau memperdalam baru baca isinya, tapi baca isinya itu temukan intinya saja, jadi bisa ngerti tapi juga cepat.” Participant F “…if we want to read the book, it would be better to read the synopsis first, if we think we are curious about it then go, but just look for the important part of the book, so we can understand the story and not waste our time.” “Dia bilang ya cari tempat yang nyaman dulu untuk baca, kita nggak perlu buka kamus kalau ada kata yang sulit tapi baca dulu ceritanya baru dibuat konklusi.” Participant H “She said that we should find a place that makes us comfortable, we don’t have to find the meaning of difficult words in the dictionary, just read and conclude.” As I said before, students have trust on their teachers’ saying and are likely to be motivated on teacher’s suggestions. It is something that comes naturally for the students to do so because they see their teachers as their model in school. Sometimes, teacher’s recommendation also gives some ideas to the students to read books from another genre or topic which might be different from their usual. Suggestions of reading strategies might help the students to prevent and encounter the difficulties that they find during the reading process. The right reading strategy is actually important to prevent the students to feel that reading is boring, so that teacher needs to ensure that the students has been provided appropriate reading strategies and support them to be more motivated to read in ER class. The students already have their own believe toward the teachers. They stated that they were motivated to read the book recommended by her teacher because they believed that the teacher has already read the book. Moreover, they confessed that after following their teachers’ advices and felt the benefit made them become more interested in reading because they knew that their teachers would help them to overcome their problem during the reading process. 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