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Teachers’ Roles in Motivating Students
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of
Sarjana Pendidikan

Wilibrordus Rayinda Araditio Dipo Prakoso Putra
112013015
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND ARTS
UNIVERSITAS KRISTEN SATYA WACANA SALATIGA
2017

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Teachers’ Roles in Motivating Students
THESIS
Submitted in Partial Fulfillment of the Requirements for the Degree of

Sarjana Pendidikan

Wilibrordus Rayinda Aranditio Dipo Prakoso Putra
112013015

Approved by:

Dian Toar Y.G. Sumakul, M.A.

Frances Loraine Sinanu, M. A

Supervisor

Examiner

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COPYRIGHT STATEMENT

This thesis contains no such materials 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 references are made in the text.
Copyright@ 2017. Wilibrordus Rayinda Araditio Dipo Prakoso Putra and Dian Toar Y. G.
Sumakul, M. A.
All right reserved. No part of this thesis may be produced by any means without the
permission of a least one of the copyright owners or the English Language Education
Program, Faculty of Language and Arts, Universitas Kristen Satya Wacana, Salatiga.
Wilibrordus Rayinda Araditio Dipo Prakoso Putra

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Table of Content

APPROVAL PAGE ............................................................................................................... i
COPYRIGHT STATEMENT ................................................................................................ i
Table of Content ................................................................................................................... iii
INTRODUCTION ................................................................................................................ 1

LITERATURE REVIEW ..................................................................................................... 2
Why motivation matters? .................................................................................................. 2
Teachers‟ Roles in Motivating Students ........................................................................... 3
Factors Affecting Students‟ Motivation ............................................................................ 3
THE STUDY ........................................................................................................................ 5
Context .............................................................................................................................. 5
Participant ......................................................................................................................... 5
Data Collection Instrument ............................................................................................... 5
Data Collection Procedure ................................................................................................ 6
Data Analysis .................................................................................................................... 6
FINDINGS AND DISCUSSION .......................................................................................... 6
Findings ............................................................................................................................ 6
Process-Oriented Instruction ............................................................................................. 7
Connection to Students‟ World ......................................................................................... 9
Cooperation ..................................................................................................................... 10
Differentiation ................................................................................................................. 11
Discussion ....................................................................................................................... 12
CONCLUSION ................................................................................................................... 15
ACKNOWLEDGEMENT .................................................................................................. 17
References ........................................................................................................................... 18

APPENDIX ......................................................................................................................... 20

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Teachers’ Roles in Motivating Students
Wilibrordus Rayinda Aranditio Dipo Prakoso Putra
Abstract
In teaching and learning process, motivation is considered as the most important factor to
deal with. Motivation is the willingness to attempt to achieve goals. Motivation comes both
intrinsically and externally. Teachers, who can scaffold students, considered to have a
significant role in motivating students and cannot avoid its importance. Moreover, when it
comes to the students, students have different types of attitude and behavior in class. Based
on that, teachers should understand and be more aware of students‟ attitude and behavior
differences in order to know how to handle the unmotivated students. However, it has
become a concern that both students and teachers have not realized the importance of
motivation in teaching and learning process. By interviewing some teachers, this study
attempts to investigate their roles in motivating students, to trigger further studies in
supposing alternatives and solution for better improvement in teachers and students‟
motivation in teaching and learning process.
Keywords: Motivation, Supportive, Connection, Cooperation, Differentiation.

INTRODUCTION

Motivation plays an important role in the maintenance of students‟ learning process.
Hartnett (2016, p.13) points out that motivation includes purposeful action with a clear direction,
whether the physical or mental action is a part of motivation. Motivation is also considered as a
part of a process instead of the result. In addition, Brophy (2010) defines motivation as a
“theoretical construct to explain initial, direction, intensity, persistence, and quality of
behavior…” Playing an important role in language learning, motivation becomes a key factor for
students to be successful in learning. In this case, motivation can affect learners‟ behavior to
achieve a particular goal. In English Language Teaching, motivating students can be done in
many ways. For example, teachers can reward their students if they get good scores, telling them
that their parents would be proud if they get good scores, and making a good atmosphere in the
classroom. Motivation is considered as the reason for people to do something. If there is no
motivation, some people will not achieve their goal.
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Furthermore, motivating students is also the responsibility of a teacher. Teachers‟ role
in motivating the students is really important. It will be no use even if the students know
about the materials but they have no motivation to learn. Recent review by Dornyei (2005),
“… good teaching are not enough on their own to ensure student achievement – students also

need to have a modicum of motivation”. In addition, Ames (1990, p.410) who also says that
students‟ motivation is the most troublesome for the teacher. Motivation is important for both
students and teachers to be emphasized because it is heading directly to the outcome. By
considering motivation as troublesome, this study hopes that teachers are willing to know that
motivation is important.
The research question addressed in this paper was “what are teachers‟ roles in
motivating the students?” By interviewing some teachers, it was expected that the
information on how teachers motivate the students in their learning process could be
obtained. It was expected that this study could help future teachers to consider some ways to
motivate the students. In other words, teachers nowadays are expected to be knowledgeable
and aware of what is best for their students.

LITERATURE REVIEW

This section will discuss the review of literature related to teachers‟ roles in
motivating students.

Why motivation matters?

Motivation itself, according to Huang (2012) is

“usually construed as relatively general needs or desires that energize people to initiate purposeful
action sequences. In contrast, goals and related strategies tend to be more specific and to be used
to explain the direction and quality of action sequences in particular situations”.

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Motivation matters because it is human‟s willingness to do and to achieve something.
Motivation is considered as the most important part in psychology. It explains why human
behave, think, and do something, and what causes their success or failure (Guilloteaux &
Dornyei, 2008). Similarly, Johnstone (1999, p.146) found that, as cited by Mahadi and Jafari
(2012, p. 231), “consider motivation as a stimulant for achieving a specific target”. In
addition, according to Ryan and Deci (2000), “to be motivated means to progress or to be in
motion to do something”. Motivation matters because human prefer to do something based on
their motivation.

Teachers’ Roles in Motivating Students

Knowledge of motivation has to be considered by teachers. Ames (1990, p.409) states
that “teachers also need to know how to rely on this knowledge when dealing with issues that
involve motivational concerns and when making instructional decisions”. Motivation should

be the foundation course in learning. It is up to teachers on how they bring up students‟
motivation in learning. There are many ways for teachers to motivating students. Bishay
(1996) states that one way teachers can increase students‟ motivation level are by doing
various kinds of activity every day. It is also added by Malik and Danish (2010) who found
out that teachers‟ roles in motivating students are important because it will improve the skills
and affect students‟ achievement.

Factors Affecting Students’ Motivation

There are evidences the environment of the school plays an important role of the decreasing
of students‟ motivation in primary school. School environment that is not interesting and supporting
will affect students‟ motivation and their achievement (Thoonen, Sleegers, Peetsma, and Oorrt,
2010, p345). According to Pintrich and De Groot (1990; Peetsma et al. 2005), as cited by,
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Thoonen, Sleegers, Peetsma, and Oorrt (2010, p. 346), there are three factors of students‟
motivation in learning, which are: affective, expectancy and value components.
The affective component concerns students‟ feelings or emotional reactions to the task or

school in general. Therefore, students‟ anxiety would definitely demand for an extra processing

capacity for the students to get ready to continue working on the particular task. Earlier studies have
found positive correlations between general well-being at school and school investment, academic
achievement and academic self-efficacy (Boekaerts 1993; Peetsma et al. 2005).
The expectancy component includes students‟ beliefs about their ability to perform a task,

frequently referred to students‟ academic self-efficacy. In essence, this component is simply about
the students‟ own beliefs toward their expectations or goals. Thus, the students might aware that a
certain effort will lead to the intended performance and desired results. Previous research has shown
that academic self-efficacy is related to students‟ level of effort; students who are self-efficacious
not only work harder and persist longer but also use more cognitive and meta-cognitive strategies
(Pintrich and Garcia 1996; Bandura 1997; Zimmerman 2000).
The value component comprises students‟ goals for doing a task or taking a course (task

value). For instance, it is all about their beliefs toward its importance or usefulness and their interest
in the task. A number of distinctions have been made, including the distinction between orientation
on mastery goals and performance-avoidance goals (e.g. Schunk 1996) and between intrinsic and
extrinsic motivation (Pintrich and De Groot 1990).
They also added, not only the concepts of learning, teachers also have to pay attention to
students‟ different background, in this case social, cultural, and the characteristic of the students.
Thus teachers can bring the potential competence of students.

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THE STUDY

This part of the study explains the context, participant, data collection procedure, and data
analysis procedure.

Context

This study aimed to investigate the roles of teachers to motivate students in class,
given the fact that both teachers and student are no longer aware of how important motivation
is. This study took place in the Faculty of Language and Arts, Universitas Kristen Satya
Wacana, Salatiga, Central Java, Indonesia. This was the faculty where I went to study in. For
these past few years I studied there and took many classes, I can see that each lecturer has
each own way to motivate the students.

Participant

Non-probability sampling, particularly purposeful sampling, was used in this study.

The participants were chosen based on their availability determined by the researcher. 6
lecturers of Faculty of Language and Arts in English Language Education Program were
chosen to be the participant of this study. These lecturers were chosen because of their
teaching experience and because they were my lecturers, I knew all of them, and I had an
easy access to do the interview with them.

Data Collection Instrument

This study was conducted with a qualitative method. A semi-structured interview will
be used to collect the data. Faculty of Language and Arts, English Language Education
Program lecturers were asked about their opinions toward motivation and their roles in
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motivating students. The interview will be done face-to-face with each lecturer and if needed,
more meetings will be arranged.

Data Collection Procedure

The transcriptions of the data will be analyzed based on the answer. Each lecturer
will be asked with the same several questions about motivation. A number of lecturers
will be asked several background questions and attitudinal questions.

Data Analysis

Content analysis will be done based on Reeve & Jang (2006) and Thoonen et al
(2010), that there are many ways for teachers to motivate their students to maximize their
attempt to achieve their goals. The majority and background is used to conclude all the
participants‟ answer.

FINDINGS AND DISCUSSION

Findings

Based on the interview, there are several factors that play important roles in
how teachers motivating their students. Based on Reeve & Jang (2006) and Thoonen
et al (2010) 4 major categories from their answers and they are shown in the table
below:

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Table 1.1
Process-Oriented Instruction

Connection to

(Autonomy-Supportive

Students’ World

Cooperation

Differentiation

Purpose of group

The more motivated

projects.

students.

Instructional
Behaviors)
Motivate students.

Ask how students feel.

Authentic materials.

Adapt from other

The unmotivated

materials.

students.

From the table above, it can be seen that there are many ways for teachers to motivate
students.

Process-Oriented Instruction

In their analysis, Thoonen et al. (2010, p. 350) identify process-oriented instruction as
how the teacher asks the students of how they come to a solution and the steps that they take
through the process. The major part of process-oriented instruction is autonomy-supportive
instructional behaviors. Reeve and Jang (2006, p. 210) state that autonomy-supportive is
when the teachers assist their students in strengthening their congruence sense including their
classroom behavior and their internal motivation sources. (i.e., psychological needs, interest,
preferences, goals, striving, and values).
One example comes from Participant 2. When asked about how he handled some
unmotivated students that he dealt with in his class, he answered,
“In the past, I had more time than I do today, therefore it was so past it made sense for me to have

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this personal rules, I will call them to my office so I will spend some time for lunch or some coffee
time and I will ask them questions:” why did you look unmotivated?” “Are there problems?”
“How can I help you?” “How can your friends help you?” At times, it worked because they would
spill their stories and we can create some solutions together, but nowadays, well, schedule is
ridiculous, therefore I cannot go as personally as I could. But it is always in my plan. So, yes,
sometimes I would just meet somebody on their way to the café and “how are you?” “Are things
okay?” “Yes, no” and then okay, if the answer is no then let‟s meet sometime we will talk about
that.

Participant 2‟s answer was able to show how participant handled some students who have
problems with their inner motivation factors. He did a personal approach to the particular
student. Participant 2 asks them how they feel throughout the course to motivate students in
his class. Participant 2‟s answer is also similar compared to Participant 3‟s answer regarding
the same question which,
“Um, how I handle them, I usually ask, ask them to, to meet me in my office and I, and I ask, um,
we, we, we have an informal talk. More to Personal approach. “What is the problem? Why you
looked unmotivated? And in that, again to the key of effort. So the point is effort. If for example,
you do not have some effort, I think your result will be the same, and you will be unsuccessful. So
it‟s about effort and I usually relate to their parents. I feel pity for their parents, they paid so much,
and you did not do it seriously. So, it is more to personal approach”.

There are a number of similarities between Participant 2 and 3‟s answers. The similarity here
is in the term of how they handled some students. Both of them did a personal approach to
the students.
In this case, communication between teachers and students could also play an
important role in students‟ extrinsic motivation. In fact, regular communication between
teachers and parents provide information about their child‟s performance in school that their
parents may not know. With this information, teachers and parents can work together to
monitor students‟ learning behaviors and create sources of students‟ extrinsic motivation
(Kraft, M. A., & Dougherty, S. M., 2013, p.6)
As mentioned in the literature review, there are some factors when it comes to
students‟ motivation (Pintrich and De Groot, 1990; Peetsma et al. 2005). One of them is the
affective component which concerns students‟ feeling or emotion to the task or school.
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Autonomy supportive have a greater positive impact and function in the case of classroom
engagement, emotionality, creativity, intrinsic motivation, psychological well-being,
conceptual understanding, academic achievement, and persistence in school. Autonomy
supportive might provide a secure feeling for students.

Connection to Students’ World
Thoonen et al. (2010, p.350) discussed the term „connection to students‟ world‟ to
refer to teachers that adapt content to their lessons to students‟ perceptions of their
environment. In other words, it is about how teachers develop their materials in order to help
students‟ adapt to the real world.
In the interview session with Participant 1, she replied,
“If in Academic Writing the material is from their materials, but for the authentic or not matter,
maybe, we use journal as our materials. We use some journals and discuss it. Then, if in TESP
class, we do some needs analysis; beside they read Hutchinson and Waters. Then they interview
real people for the analysis.”

In the excerpt above, Participant 1 invited a real person to their TESP class in order for
students interview a real case for their needs' analysis. As Participant 1 invited a real person
to the class, students could learn, through interview section from a real person for their needs
analysis. Thus, students can identify real world problems through the interviewee.
Both Participant 1 and 2 generally have the same answer. Participant 2 said that,
“Yea in the new curriculum, when we were in the poetry section, Ibu Lany and I, because we were
teaching the same course, we decided that we want to do something different with group projects,
so instead of having students to present something, or (inaudible) write something on paper, we
want them to post their analysis of certain poetry and then post that, um post the result of their
analysis on Instagram. That is what we did last semester. At first, it was challenging because not
everyone had their Instagram account, and also for the teachers, because I remember that Ibu Lany
was a new person on Instagram. But of course it was something good, it was challenging, we
cannot escape the fact that technology is with us, and the question is whether we want to go on
with technology or we want to ignore technologies.”

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Participant 2 use a common social media used by nowadays students. It would show the
students that social media, such as Instagram, can be used not only for their entertainment
purpose, but also their medium of study. Poetry can be meant an expression of someone‟s
feelings, so students here can express their feeling through poetry and post it on their
Instagram accounts.
Students can barely relate their real-world experiences when learning in today‟s
classrooms. However, providing students activities that contained the opportunity to address
real-world problems may facilitate students to engage in their reality while developing
academic skills and knowledge. In addition, these activities potentially offer students a
meaningful and motivating work in a supportive environment (Bruce-Davis and Chancey
2012, p. 716)

Cooperation

It is necessary here to clarify exactly what is meant by cooperatio n. The term
cooperation is identified by Guererro and Seguin (2012, p.64) as how the students
work together in a certain group project as to see how they perform their assignment.
Cooperation is also the term that explains how students came up with the bes t result as
they do their projects in a group.
If we refer to Participant 2‟s answer,
“Yea, plus minus, doing group work is also good, you have minds to transfer, your ideas
to exchange, but schedule does not match, conflict (inaudible)”

Participant 2, as a teacher, expects students to do well in their group projects.
Participant 2 expects his students to have some discussions toward their projects and
exchange their ideas, although, some problems might occur throughout the process.

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In addition, to explain more about this, Participant 1 also said,
“This is group project with a noble purpose. However, it is not just it, because they have
to be able to help each other and so on.”

Teachers commonly have the same vision and hope for their students. They hope for
their students to cooperate well during the group project. If students can cooperate
well during the group project, it will equip students with better preparation for their
future in their real job.
Cooperation or collaboration is one of the 21st -century skills that have been so
important in the classroom to give students the chance to interact with each other
using two languages and apply them in their group projects (Heinrich, 2016, p, 45). I t
is also encouraging to add the argument from Thoonen et al. (2010, p.350) who found
that cooperation can be defined as students that come up with their best result in group
projects. As the teachers assign their students to do the group project, and as the
students work together and share what they have in mind, they will come up with the
best result in their group project.

Differentiation

Thoonen et al. (2010, p.350) present the term differentiation briefly. They explain
how teachers differentiate students according to their learning ability, such as the able and
less able, the motivated and the unmotivated ones. Teachers give an additional lesson with
the basic based on students‟ ability.
This is certainly true in the case of Participant 5‟s answer,
“Umm, actually there is some consideration of me deciding when I assign them to the grouping by
themselves or when I assign the group umm but, I mean I group, I make the group for them. In
special cases in writing for example, the group discussion because the student have to give peer
review for example. So, within one group I would have to assign one students who is umm

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consider as more able than the rest so they can help friends. Umm and in speaking especially in
the classroom where the, mix, they, the mix. The students mix abilities are really apparent I would
prefer to assign the groupings for them. Especially in speaking class this semester for example
within one classroom, students‟ ability are really vary. The A+ students are there and students who
cannot speak at all are also there in the classroom. So, with that kind of situation I prefer to uhh,
group the student for them.”

Participant 5 differentiate students by seeing their abilities in the case of grouping for group
projects. In order to make a balanced group, she separated the A+ students and the less able
students. Then, she combined them into some groups. She divided the groupings based on the
students' ability range to balance each group with students‟ ability so they can help each other
to accomplish their project. Another example came from Participant 4. When asked about the
differences between the motivated and the unmotivated students he said,
“I think yes, and the main differences between unmotivated and motivated if they, ha, keep eye
contact with me most of the time in class sometimes they can also display not there they are
engaged in classroom activity I design for them, and when I assign them some, mm when some of
the student can also put much effort what they are doing, then I can tell that the person is more
motivated. Even though not necessarily that the students like the course but at least they want to be
engaged in the activities I designed. That‟s how I can tell the difference between those who are
motivated and those who don‟t.”

In term of identifying the motivated and the unmotivated students, Participant 4 could
identify them by observing the students while teaching. Looking at Participant 4‟s answer,
the motivated ones put more effort in doing their assignments than the unmotivated ones. For
instance, they are more engaged in class than the unmotivated ones.

Discussion

From the 4 major categories mentioned above, it was clear that these categories
played major roles in how teachers motivated the students. Process-oriented instruction has
autonomy-supportive instruction as its major category term. Autonomy-supportive was
defined as how teacher supported students‟ emotion and feelings in the class. However,
teachers could not directly give students an autonomy experience. Instead of directly giving
their students an experience of autonomy, they could only give them an encouragement and
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support in experiencing it by themselves. Moreover, it could be done by identifying the
students‟ inner motivational resources and creating classroom opportunities for students to
align their inner resources with their classroom activities, as well as teachers should support
students‟ output (Thoonen et al., 2010, p.350).
This study also found that there was another major category in process-oriented
instruction that was called controlling instruction. Controlling instruction can be done when
teachers took so much control in class. In other words, it was more teacher-centered.
Teachers encouraged students to follow some agendas or syllabus, teachers‟ incentive
students‟ external motivation and goals, and the main thing was that they should influence
how students would think, feel, and behave consistently with behavior modification program.
Teachers had their students to put aside their inner motivational resources and instead adhere
to a teacher-centered agenda. Teachers would offer extrinsic incentives, impose external
goals, utter pressuring communications made external evaluations salient, and generally
influenced students‟ ways of thinking, feeling, and behaving in ways that were consistent
with the behavior modification programs to embolden their students in sticking up with
agendas. The main purpose of those efforts is to establish an agenda of what students should
and should not do and then shape students toward that agenda by using external contingencies
and pressuring language. Thus, when controlled, students were motivated by external
contingencies and pressuring language, not their inner motivational resources. Based on
empirical research, students with autonomy-supportive teachers experienced not only greater
perceived autonomy but also more positive functioning in terms of their classroom
engagement, emotionality, creativity, intrinsic motivation, psychological well-being,
conceptual understanding, academic achievement, and persistence in school, compared to
students with controlling teachers (Reeve and Jang, 2006, p. 210)
Motivation might also be obtained by connecting students to their world. Teachers
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should be able to develop their material in order to maximize their students‟ connection
between their world and the real world. Regarding to the findings, looking at Participant 2
answer, he assigned his students to post their poetry analysis on their Instagram account.
Students would realize that social media that they used every day could be a medium of
learning. In other words, students might know what really happened in this world and might
become their enlightenment of a long-term goal. This term also presented how teachers
developed their materials in the classroom. The developed materials would not only affect the
students‟ academic and long-term goals but also engage the students in interest-based servicelearning projects that could increase their sense of belonging to their own learning. For
instance, a sense of belonging could trigger the positive attitude toward school, increased
academic effort and participation, intrinsic motivation, and self-regulation; these effects, in
turn, could translate to higher levels of academic achievement (Osterman, 2000). When the
students became more aware of larger social or moral issues, service learning may accelerate
a broad network of connections within the community (Dawes & Larson, 2011) as well as
develop a greater sense of concern for the welfare of other people (Scales et al., 2000).
Cooperation or collaboration also played an important role in motivating students. It
showed how teachers hoped to see the best result that might occur through group projects
given to students. According to Roberts et al. (2005), cooperation based on constructive but
critical realistic feedback can be achieved through behaviors such as questioning, discussing,
challenging, or informing, and yet it was essential to come to the right decisions to be
presented on group projects. In addition, cooperation with board members was a powerful
basis for the persistence of cooperation was the ideal of serving the organization (Thompson
and Bunderson, 2003). Of that, they were intrinsically rewarded by their cooperation with
board members and their ability to support the board in making the best decisions for the
group (Guerro and Seguin, 2012, p. 64).
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Based on the findings, differentiation was defined by seeing how teachers divided
their students. Students were divided based on how they perform in class and by their
motivation level. Teachers did that especially when it came to grouping for the group
projects. In order to balance the group, teachers combined more able students with less able
students so that they could help each other and accomplish the best result in some projects.
On the other hand, teachers often recognized the difference between the motivated students
and the unmotivated ones. Regarding to the findings, it was clear to see the unmotivated ones
through how they behaved and how they performed in class. Unmotivated students tend to
not paying attention when teachers explained the materials. They did not know what their
goal was, but when they did, they did not know what to do and did not look for solution. In
contrast, the motivated ones were more organized. They knew exactly what their goal was
and they knew what to do to achieve it. This term was important for teachers to understand.
Teachers then should pay really good attention to these differences. Based on those
differences, teachers should know how to differentiate instruction and assignment for
students to maximize students‟ learning process (Thoonen et al., 2010, p.350). In addition,
the concept of learning also recognized students‟ differences in term of social, cultural, and
characteristic such as socio-economic background, ethnicity, social and cultural capital,
intelligence and cognitive strategies (Verschaffel and de Corte 1999).

CONCLUSION

This study looked at how teachers in English Language Education Program, Faculty
of Language and Arts, Universitas Kristen Satya Wacana played their roles in students‟
motivation. By interviewing 6 lecturers, referring to the findings, there are 4 major categories
that were examined: (1) process-oriented instruction, (2) connection to students’ world, (3)
cooperation, (4) differentiation.
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First major term told about the importance of supporting students. When asked about
how they handle some students that looked unmotivated, they, as teachers, approached them
personally to ask the problem that may occur or what did the students felt in the class. Based
on the findings and discussion, in doing personal approach, students might feel secure and
comfortable to learn in the class. In other words, personal approach was one of the
constructive tools to motivate students to learn. Subsequently, this study also suggested
teachers to develop their materials well. When teachers developed their material well enough,
it might affect student‟s academic and long-term goals. Moreover, grouping was also a term
that teachers should not avoid. Through group projects, students could elaborate and share
their ideas with each member of the group. Thus, teachers should also be aware of the
grouping. In order to balance the group, teachers should acknowledge students‟ differences,
such as their ability in learning and their motivational level, so that they could assist each
other and came up with the best result. Finally, the result of this study suggested that teachers
should also be aware of some other factors that may occur in the classroom. As teachers,
paying a really good attention to students was important. Students may appear in different
behavior and attitude. Based on that behavior and attitude, teachers should know what to do
or how to teach them, differences in term of social and cultural characteristic such as socioeconomic background, ethnicity, social and cultural capital, intelligence and cognitive
strategies, and also their ability and motivational level.
Thus, based on the findings and discussion, this study would be helpful for teachers to
deal with unmotivated students as teachers, who were the participant of this study, should be
aware of the factors that could affect students‟ motivation. This study still needs some
improvement. Further studies can explore at what teachers should do to handle some
unmotivated students, maybe with different settings and solution.

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ACKNOWLEDGEMENT
This thesis would not happen without the support from people behind me. First, I want to
thank Jesus Christ for His blessing that makes me stay healthy during my thesis writing. I
want to thank Bapak Dian Toar Y. G. Sumakul, M. A. as my supervisor and Ibu Frances
Loraine Sinanu, M. A. as my second reader for the support and guidance to help me finish my
thesis in time. I also want to thank my friends, Recky Arnold Lehurliana for always beside
me, accompany me day and night, and always support me when I felt tired. I want to thank
Gregorius Verdinand Restu Pratama and Natasya Janet for all their support and prayers for
me. Without them, I do not have the spirit to write my thesis. Next, I want to thank Ranitia
Apriliani Hartono, Vicky Putri, Oscar Karwur, Putra Pamungkas, and Indera Kusuma Winata
for all the tips and tricks, and guidance during my thesis writing that really helped me to
finish it. And also to all my friends that I cannot mention all, thank you for all the support
that was given to me so I can finish my thesis in time. I also want to thank the entire
participant for the cooperation so this thesis can be done. Finally, I want to thank my family
for all the support and prayers.

17

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APPENDIX 1

Each lecturer will be asked with the same several questions about motivation. A
number of lecturers will be asked several background questions such as:
a.

What is your name?

b.

How old are you?

c.

How long have you been teaching English?

d.

How long have you been teaching in this faculty?

e.

What courses do you teach?

These attitudinal questions are adapted from, Reeve & Jang (2006) and Thoonen, Sleegers,
Peetsma, and Oorrt (2010):
1. Can you describe yourself as a lecturer?
2. What goals or objectives do you have for your students?
3. What do you usually do to your unmotivated students?
4. Will you approach your 'unmotivated students' to personally motivate them?
5. Do you adjust the teaching materials into authentic materials?
6. Do you prefer to give individual or group assignment? Why?
7. Are there any differences between talented and unmotivated students in one particular
class?
8. How do you usually handle the unmotivated ones?
9. In the teaching process, do you usually decide everything on your own or do you ask
your students what they want; e.g presentation or paperwork?
10. Do you let your students pick their group mates or is it randomly picked?
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11. How often do you arrange the classroom seating?
12. Do you give the chance for students to speak up; e.g presentation, group discussion?
13. How often do you usually praise your students' answer or output?

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