TEACHERS’ AND STUDENTS’ PERCEPTIONS
OF MOTIVATIONAL TEACHING STRATEGIES
IN AN INDONESIAN HIGH SCHOOL CONTEXT
Sri Puji Astuti
(cici.astuti@vuw.ac.nz)
Victoria University of Wellington, New Zealand

Abstract: The primary purpose of this multiple case study is to explore
teachers’ and learners’ perceptions of motivational teaching strategies. The
data were obtained from two schools in a small town in West Sumatra, Indonesia; one is from an international standard high school and the other is
from a local high school. This study is underpinned by
Dornyei's (2001) work on motivational teaching practice which consists of
four phases on how a teacher motivates students in a language learning
classroom, namely: creating motivational components, generating students’
motivation, maintaining motivation, and encouraging positive retrospective
self-evaluation. This qualitative case study is intended to contextualise the
research within the real life environment of an Indonesian secondary classroom (Yin, 2003). The findings indicate that there are two groups of motivational components. The first is the teachers’ rapport with students, including
the encouragement given to students and the building of trust and respect
with the students. The second relates to the teachers’ planning decisions
such as the selection of classroom activities, the way feedback is given, the
management of the classroom, and the choice of learning resources.
Keywords:

motivation, motivational teaching
perceptions, students’ perception

strategies,

teachers’

Motivation is a significant determinant of success in learning a second or foreign language. It can be defined as a driving force that pushes someone to do
something. The teacher plays an important role in motivating students especially in the foreign language classroom. My study investigates teachers’ percep14

Astuti, Teachers’ and Students’ Perceptions of Motivational Teaching Strategies 15

tions of motivational teaching strategies in an Indonesian high school context.
The underlying assumption is that teachers use strategies to motivate their students. Motivation is interpreted in slightly different ways. The root of motivation is from the Latin verb, “movere” which means to move (Dornyei &
Ushioda, 2011, p. 3). Researchers view motivation as the driver of human action for a special purpose (Csizer & Dornyei, 2005; Dornyei, 2001;
McDonough, 2007). The psycho social views that to be motivated means to
move to do something (Ryan & Deci, 2000). In Gardner’s socio-educational
model, motivation is defined as the learner’s orientation or as the goal to learn
a target language (Gardner, 1999). Nakata (2006) states that motivation has a
link to cognition, feeling and emotion, and the environment. The view that motivation and emotion are strongly bound is endorsed by MacIntyre (2002). In
relation to this study, I define motivation as factors or reasons that move or
drive learners to learn English as a foreign language.
The skill of motivating learners to learn second/foreign language is reported by many teachers as the most important but difficult skill in teaching, after
managing classrooms (Dornyei, 2001). Studies of motivation in second/foreign
language learning reveal that student motivation is influenced by factors such
as teachers, classroom climate and assessment (Ghenghesh, 2010;Kikuchi,
2009; Matsumoto, 2009; Yeung, Lau, & Nie, 2011). Thus, the role of teacher in
motivating high school learners to learn a second/foreign language is very significant. The study also implies that teachers can determine student language
learning motivation and maybe able to increase or decrease it. (Kikuchi, 2009).
Meanwhile, in the context of Indonesian learners, having the
characteristics of low motivation is often included. One of the causes is the
large classroom size (Bradford, 2007). This is supported by Lamb (2007) who
found that Indonesian high school students are initially motivated to learn but
their experience of learning English at school decreases their motivation over
time. In general, Indonesian students, like other Southeast Asian students, tend
to be passive and nonverbal in class. They rarely initiate class discussions until
they are called on. This is because of the nature of the course content, teaching
methods and assessment (Bradford, 2007). They do not want to show off what
they know and they do not want to lose face in case their answers are incorrect
(Park, 2000). Moreover, relating English to the daily life of Indonesian students
becomes another problem in increasing their motivation in learning the
language. It is due to the fact that English is a foreign language not a second
language in Indonesia (Liando, Moni, & Baldauf, 2005). The students do not

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TEFLIN Journal, Volume 24, Number 1, January 2013

have life experience using English and they are not expected to be able to speak
English in their future careers. The students use the Lingua Franca, Bahasa Indonesia, most of the time, at school and sometimes at home. Clearly, the social
and cultural environments do not provide strong support for learning English.
Much research has been conducted to find out the students’ motivation in
learning language. One of the researchers is Martin Lamb (2003) who conducted a series of research studies by looking at 11-12 years old children’s English
learning motivation in the Indonesian context. They are junior high school
students and most of them start learning English for the first time. In elementary school, English is not a compulsory subject. Lamb used open and closed
questionnaire items followed by class observation and interviews. His findings
indicated that student motivation both instrumental and integrative motivation
in relation to learning English as a global language is high. Instrumental motivation is the reason for learning English because of the usefulness of English
and integrative motivation relates to the willingness and interest in social interaction with native speakers of English (Gardner and MacIntyre, 1993). The
conclusion of this study suggests that the English teaching methods and materials be changed. This is also supported by Liando, et al. (2005) who found that
Indonesian secondary students have more integrative motivation, considering
English as a global language, rather than instrumental motivation.
Subsequently, Lamb continued his study with similar students and found
that students need to be autonomous learners because the school English curriculum and the teaching methods do not accommodate what the learners need
in terms of English skills (Lamb, 2004). Later, Lamb (2007) found that learners
are initially motivated to learn English in the first year of junior high school.
The learners have very positive attitudes towards English and they have high
expectations of successfully mastering the language. However, their attitude
toward learning English in a formal school context tends to deteriorate. These
studies show how English as a compulsory subject is viewed by Indonesian
learners. The learners are motivated to be successful in gaining English skills,
particularly the ability to use English for communication purposes when they
start to learn but teachers and schools do not teach English in a way that meets
students’ expectations. Therefore, this study is conducted to explore the nature
of the teaching and learning process in English as a foreign language (EFL)
classroom with a particular focus on how teachers generate and enhance students’ motivation to learn English. By exploring the teachers’ and the learners’
perception of motivational teaching strategies, I investigate the connection be-

Astuti, Teachers’ and Students’ Perceptions of Motivational Teaching Strategies 17

tween the teachers’ motivational teaching strategies and their impacts on students’ learning motivation.
However, a limited amount of research has been conducted to find out the
effect of implementing motivational teaching strategies on students’ motivation. Nine studies have used Dornyei’s motivational strategies (Cheng &
Dornyei, 2007; Guilloteaux & Dornyei, 2008; Kassing, 2011; Nugroho, 2007;
Papi & Abdollahzadeh, 2011; Ruesch, 2009; Sugita & Takeuci, 2010; Xavier,
2005; Ziyuan, 2004). These nine studies found that there is a correlation between teacher motivational strategies and students’ motivation (Guilloteaux &
Dornyei, 2008; Papi & Abdollahzadeh, 2011). However, the teachers are not
aware that their motivational strategies have impact on learners’ motivation
(Kassing, 2011). On the other hand, Sugita and Takeuci’s (2010) study indicates only a few motivational strategies have a correlation with students’ motivation and the effectiveness of the strategies varied according to students’ language level. In the Taiwanese context, Cheng and Dornyei (2007) reveal that
some motivational strategies are transferable across cultural and ethnolinguistic
contexts but some strategies are culture-sensitive or even culture-dependent.
This finding is supported by Nugroho’s study (2007) in Indonesian university
context and Xavier’s (2005) study in an Brazilian high school context. It is important to research motivational strategies in Indonesian high school context to
understand whether student and age, the classroom and culture context influence student motivation.
It appears that there is no study of motivational teaching strategies in Indonesian high school context. Hence, there is a need to research this area so Indonesian teachers of English may understand the sources of students’ motivation and they can help the students to enhance their motivation by implementing suitable motivational teaching strategies. This study is underpinned by
Dornyei's (2001) work on Motivational Teaching Strategies. He identified a total of 102 such strategies, which he grouped into four phases: creating motivational components; generating students’ motivation; maintaining motivation;
and encouraging positive retrospective self-evaluation. These phases are built
on each other so that student motivation is created, generated, maintained and
encouraged (Dornyei, p. 29). The underlying assumption of this framework is
that teachers’ behaviours and beliefs have a direct influence on learners.
This framework is grounded and constructed from empirical studies.
Among the motivation frameworks in second and foreign language learning,
Dornyei’s (2001) framework is believed to be comprehensive and systematic

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(Guilloteaux & Dornyei, 2008). The study of teachers’ perceptions of motivational teaching strategies allowed me to explore teachers’ understanding of motivational strategies and how they implement the strategies in their classroom.
This study applies the framework.
The primary purpose of my study is to explore teachers’ and learners’ perceptions of motivational strategies. It is expected that the research findings can
aid the Indonesian Ministry of Education, teachers of English, and educational
stakeholders of the schools to gain better understanding of how to design supportive and challenging classroom teaching and learning through an understanding of teacher behaviours and effective classroom language learning activities that motivate students. The purpose can be achieved by descibing how
Indonesian teachers of English in high schools report their perception of motivational teaching strategies, how teachers implement motivational teaching
strategies in the Indonesian EFL classroom context, and how students report
their perception of motivational teaching strategies.
METHOD
To reach its objectives, this research was designed as a qualitative study.
The collection of rich data allowed the context in which the teachers implemented motivational teaching strategies, and how students reported the effect
of these strategies on their motivation, to be considered. Qualitative research
produces both exploratory and descriptive explanation (Hesse-Biber & Leavy,
2006).
More specifically, this qualitative research used case study method in
order to contextualise the research within the real life environment of an Indonesian secondary classroom (Yin, 2003). Additionally, this approach allowed
different data collection techniques. The techniques included semi-structured
interviews, classroom observations, stimulated recalls, and focus group interviews.
This research used purposive sampling to identify participants. The data
for this case study were obtained from schools in a small town in West Sumatra, Indonesia. Findings of two cases are reported in this paper. One case is a
teacher, Moza, from an international standard high school and the other is a
teacher from a local high school, Harry. These two cases were selected because
the teachers were from schools of different standards, and each of these teachers has special ways of motivating their students.

Astuti, Teachers’ and Students’ Perceptions of Motivational Teaching Strategies 19

The data were collected using semi-structured interviews with teachers,
classroom observations, stimulated recall with teachers and focus group interviews for students. The data were transcribed was and later coded and themes
were identified. The themes were analysed in relation to Dornyei’s framework
in terms of creating the basic motivational conditions, generating initial motivation, maintaining and protecting motivation, and encouraging positive retrospective self-evaluation.
FINDINGS AND DISCUSSION
The following section presents the data from two teachers’ and their students’ perception on motivational teaching strategies and expands those using
Dornyei’s framework (Dornyei, 2001, p. 29). The results are presented under
the following headings: creating the basic motivational conditions, generating
initial motivation, maintaining and protecting motivation, and encouraging positive retrospective self-evaluation.
Creating the Basic Motivational Conditions
There are three aspects needed in creating students’ motivation, they are
appropriate teacher behaviours to create a good relationship with students, a
pleasant and supportive classroom atmosphere, and a cohesive learner group
with appropriate group norms. Those three aspects are interrelated (Dornyei,
2001).
Both of the two teachers built a warm and firm relationship with their students. Moza, the teacher of English in case one, really appreciated her students’
ideas and opinions by listening to her students’ ideas respectfully. She encouraged her students’ motivation by smiling and showing a happy face. Harry, the
teacher of English in case two, built a relaxing and friendly relationship with
his students. He was approachable and understanding. His students really liked
his casual personality (interview, 1/2/2012). Both teachers agreed that the first
thing to be a successful teacher is a warm and friendly relationship with students. Moza said that:
I come to the classroom by showing happy face, and I usually smile when I
enter the classroom. I keep smiling when I teach. I think it becomes my habits in
the classroom. (Interview, 17/1/2012)

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TEFLIN Journal, Volume 24, Number 1, January 2013

Additionally, they said that the supportive relationship with their students
makes the teaching and learning process in their classrooms run well.
The key is your relationship with the students. The students will be enthusiastic
to learn if you appreciate them and their opinions or ideas. (Interview,
18/1/2012)

In the focus group interview, Harry’s students reported that the teacher was the
most important means in motivating them.
I think the most influential factor in the classroom learning is the teacher. Other
thing will follow if the teacher is encouraging and interesting. (Focus group,
11/2/2012)

The second aspect which created students’ motivation was pleasant and supportive classroom atmosphere. Dornyei mentioned that humour is a tool to create a pleasant classroom atmosphere (Dornyei, 2001). Harry mentioned that he
likes telling jokes in the classroom. He said that his students feel relaxed in the
classroom because his use of humour made the learning atmosphere be relaxed
(Interview, 1/2/2012).
However, a high achiever student in the focus group reported that she does
not like it when the teacher told jokes and her friends laughed and asked the
teacher to tell more and more jokes. She thinks that it wastes time.
I like humours but not too much. I want to make sure that for each period of
learning I will gain knowledge. I want the teacher to explain the lesson and
followed by practise. I need to practise more. (Focus group, 11/2/2012)

Dornyei argues that classroom is both psychology and physical environment.
The classroom decoration influences students’ motivation such as putting posters, displaying bulletin board, flowers or students’ work (Dornyei, 2001). The
classroom physical environment in most Indonesian high school context cannot
be decorated for one subject because the classroom is a place for a group of
students for all the school subjects. Moza and Harry did not mention anything
about classroom decoration as part of the aspects influencing her students’
learning motivation.

Astuti, Teachers’ and Students’ Perceptions of Motivational Teaching Strategies 21

The third aspect of creating students’ motivation is a cohesive learner
group. Dornyei mentioned that students should respect each other in the group.
The students need to feel safe to say and try a new language because they are
sure that they will not be blamed or teased when they make mistakes (Dornyei,
2001). Both Moza and Harry reported that they gave freedom to their students
in expressing their ideas or opinions in classroom discussion. They mentioned
that the trust they build with their students made the students feel safe to express their ideas and try new language expressions. They set up classroom regulations, which allowed mistakes and ensured that opinions stated in the classroom were confidential.
Moza and Harry argued that the teacher’s classroom personality is a key in
motivating the students to learn English. They mentioned that a relaxing and
warm relationship between teacher and students can make the students feel free
and safe to express their ideas and opinion in the classroom. They kept telling
the students that mistakes are common in learning a new language. They created a safe learning environment for students to practise using the target language.
Generating Initial Motivation
The second step in motivational teaching practice is generating student
motivation. Dornyei divides this section into five categories, they are (1) enhancing learners’ language sense and attitude; (2) increasing the learners’ expectancy of success; (3) increasing the learners’ goal orientation; (4) making
the teaching material be relevant to the learners; and (5) creating realistic learners’ beliefs (Dornyei, 2001).
In enhancing learners’ language sense, Dornyei mentioned that the learners’ intrinsic value can be aroused by presenting interesting materials. Both
Moza and Harry mentioned this idea too. Both teachers presented interesting
materials by providing teaching materials from the internet and English Teaching Forum magazine. Moza created stories and it was really interesting for her
students. Harry reported that he used strategies from English Teaching Forum.
He explained that these strategies have been used by other teachers and were
successful. It was why he adopted them for his teaching strategies.
Another way to generate students’ motivation is by introducing the instrumental value of the language. The instrumental value of learning a second
language is in getting a good job, earning extra money, pursuing further study,

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improving social position, pursuing a hobby like using computer where English
is used. Both Moza and Harry emphasized the instrumental value of English
by telling their students that English is very important for their university study
and future career. They often reminded their students that English is a life skill
that they need to have for better future.
The learners’ expectancy of success and positive values are two influential
factors of learners’ motivation. There are several things that the teacher can do
in increasing the learners’ motivation such as offering assistance, letting students help each other, making the success criteria, and considering and
removing potential obstacles to learning. To help their students’ learning, both
Moza and Harry created mixed-ability group in their classroom. The students
worked in groups to accomplish the tasks, so they can share ideas and help
each other. Moza helped her students by moving around the classroom and offering help. Harry did a similar thing. He came over to his students and offered
help by asking his students whether they understood the tasks given. Harry appeared to understand his students’ needs. When he taught in the afternoon period, he gave ten minutes to eat because he believed that his students cannot concentrate on learning when they are hungry.
Both Moza and Harry tried to generate their students’ motivation by presenting the lesson in interesting ways. They offered assistance to their students
who need it. They minimised the learning obstacles by making a relaxing atmosphere. They understood their students well. These all are the important
parts of teaching strategies that generate students’ motivation.
Maintaining and Protecting Motivation
The third phase of motivational teaching practice is maintaining and protecting motivation. After creating and generating process, students’ motivation
should be nurtured. Dornyei divided this phase into eight categories, they are:
making learning stimulating and enjoyable, presenting tasks in a motivating
way, setting specific learner goals, protecting the learner self-esteem and increasing their confidence, allowing learners to maintain a positive social image,
creating learners’ autonomy, promoting self-motivating strategies and promoting cooperation among the learners (Dornyei, 2001).
To create stimulating and enjoyable learning, Harry mentioned that he uses games, songs, poems and jokes.

Astuti, Teachers’ and Students’ Perceptions of Motivational Teaching Strategies 23

I teach English in a relaxing atmosphere. I often use games, songs, poems and
jokes to make English interesting. (Interview, 1/2/2012)

His students enjoyed learning with Harry because they did not feel any pressure
to come to the classroom. The students reported that Harry was an excellent
teacher. They found they could learn from him easily.
I like the way the teacher interact with us. He has a great sense of humour. We
laugh a lot in the classroom, it is very relaxed. I do not like a serious teacher. I
will be afraid to talk when the teacher is so strict. (Focus group, 11/2/2012)

Moza understood that to maintain her students’ motivation she needed to make
the classroom learning challenging but enjoyable for the students. She varied
and modified her teaching styles. Moza had an interesting way of teaching by
telling stories, not reading stories from books. The students reported that the
way her teacher taught motivate them to learn. They enjoyed having much time
to practice.
The teacher has a special trick to make the lesson interesting. She tells stories,
explains the lesson clearly, writes examples from real life activity on the board
and let us practices. (Focus group B, 18/2/2012)

On the other hand, the students also wanted her to play games in the classroom.
A student reported in the focus group.
I like songs or games in the classroom so I can get more vocabulary and the
learning will be lively and warm (focus group B, 18-2-2012)

To make the learning motivating, one student suggested the use of Indonesian
language in the classroom. The students reported that Moza mostly used English in her teaching. She just used Indonesian for some sentences when she explained the important points of the lesson (classroom observation, 17/2/2012).
A student reported in the focus group:
I like when the teacher explaining the lesson in English but not all the time
because it is hard for me to understand long sentences. I want the teacher to use
Indonesian too (Focus group B, 18/2/2012)

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Both Moza and Harry presented lessons in interesting ways. They varied their
teaching strategies. The students enjoyed their teachers’ teaching styles. The
learning atmosphere was relaxing and encouraging. This maintained the
students’ motivation. For one student, the use of L1 in the classroom was motivating.
Encouraging Positive Retrospective Self-evaluation
The last phase of Dornyei’s framework is teaching the learners to appraise
and react to their past learning achievement positively. The learners should be
taught how to deal with their past learning experience appropriately so they
will see their past learning as something to promote their future learning rather
than hinder their progress (Dornyei, 2001).
The data did not reveal anything about teaching the learners to explain
past successes and failures in constructive ways, and helping learners to be
more satisfied in their success and progress. Moza mentioned that she provided
a motivational feedback by giving mark on each task she assigned and did not
underestimate students even though they are weak compared to other classmates.
Never look down the students even though their answer is wrong. If you
underestimate the student or make them embarrassed in front of their peers they
will be so disappointed with you and they will hate your lesson. (Interview,
18/1/2012)

Moza and Harry did not do direct corrections in their classes to ensure that their
feedback was motivational. They thought that direct error correction would
make the students be unmotivated to talk. When their students practise or talk
they just listened and did the correction at the end of the learning period. They
picked up the important mistakes and did general correction.
I do not correct their mistakes directly. I usually write down their mistakes on
a paper, at the end of the lesson I write down their mistakes on a board without telling whose mistakes those were. The class discusses the mistakes and
tries to find out the correct ones. (Stimulated recall, 18/2/2012)

Astuti, Teachers’ and Students’ Perceptions of Motivational Teaching Strategies 25

They also mentioned that they offer rewards and grades to their students. They
evaluate their students’ achievement from the learning process, not just from
the semester test. The students responded to this positively. They said that they
like the teacher’s way of evaluating their learning. (Focus group B, 18-2-2012)
I like the way my teacher evaluate us. She does not just consider the test result
only but also our classroom participation.

Moza stated that her students’ learning motivation was also influenced by the
school learning period. When they studied in the morning they were more motivated compared to studying in the afternoon session. This may be included in
the stage one of Dornyei’s framework; a pleasant and supportive atmosphere.
Moza stated that
The period of teaching also influences my teaching strategy. Teaching in the
early morning and the early afternoon will be different. It needs more time to
warming up or doing pre teaching activities in the late afternoon class period. If
I teach at the end of the school period I use more time to warm up the class
before starting the lesson. The atmosphere should be relaxed. (Interview,
18/1/2012)

Her students supported this. They said that they preferred learning in the morning compared to afternoon period.
I like to learn in the morning. The weather is still fresh and cool. In the
afternoon I usually feel sleepy and hungry too. (Focus group, 18/2/2012)

Moza reported that teaching facilities such as a language laboratory or a tape
recorder were also important for her in teaching listening but she did not mention whether this influenced her students’ motivation or not. Harry’s students
mentioned that they wanted to learn outside the classroom such as in the school
yard. They also said that it would be more motivating if they could learn from
the English native speakers.
The other factor influencing the teaching strategies is text type. In Indonesia, the curriculum applied for high schools is based on text genre or text type.
The English structure and language expressions are also related to a particular
text genre. Moza mentioned this in the interview.

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The text types and language skills to teach also influence the strategy I use.
Teaching language expressions is always interesting and makes students happy
because I give them free time to express themselves. (Interview, 18/1/2012)

Both Moza and Harry did not talk about teaching their students to evaluate
their own learning. They also did not mention that they help their students understand the best way of learning English.
Some new themes emerge from the data such as the text type, the school
learning period, the use of L1, the use of language laboratory, learning outside
the classroom and learning with the English native speakers. The data from the
two teachers and their students in relation to Dornyei’s Framework of motivational teaching practice can be illustrated in the following diagram.
Table 1. Findings of the Two Cases
Case 1
Moza

Case 2
Harry

Teacher’s attributes

Teacher’s decision making

Classroom personality (friendly,
smile, encouraging, respectful)
Good model of spoken English

Teaching materials
Much time to practice
Telling stories
Contextual examples
Varying activities

Classroom personality (friendly,
smile, humorous, encouraging,
approachable)
Good general role model

Students’ responses:
Learning in a language laboratory,
playing more games and songs
Teaching materials
Much time to practice
Using humour
Contextual examples
Varying activities
Students’ responses:
not too much humour, learning
outside the classroom, learning from
English native speakers

The points from Dornyei’s frame work also emerge from the data but some
points do not appear. On the other hand, several aspects that are not mentioned
in the framework emerge from the data. The following diagram shows
Dornyei’s framework and the data of the two cases.

Astuti, Teachers’ and Students’ Perceptions of Motivational Teaching Strategies 27

Motivational Teaching
Practices in Dornyei’s
Framework
Practices from the framework
that were not evident in the data
Relationship with students’ parent
Classroom decoration
Putting learning goal on the wall
Promoting motivational attribution
Looking at past learning experience
positively
Learner should know the best way of
learning a foreign language for
themselves
Helping learners to be more satisfied
with their success

Motivational Teaching
Practices in the Data
Practices from the data, not
included in the original
framework
Motivational
The use of L1
Teaching
Text type
practices in School period
the data and Teaching facility and media
in Dorynei’s Teacher’s pronunciation
framework The teacher as a role model
Students can catch teacher's feeling
Activating students’ prior
knowledge Games and songs
Advice

Figure 1. Comparison of Dornyei’s Framework with the Data from the
Cases
Based on the elaboration stated previously, the data indicate that Moza and
Harry considered building a positive relationship with students and creating
supportive classroom atmosphere were very important in motivating students to
learn English. Students reported that they feel engaged in learning when their
teachers use examples from real life situations. Teachers’ decision making such
as the selection of appropriate resources also influences the students’ motivation. Other influences that the students reported as motivational in learning
English are the teacher’s classroom management, the teacher’s teaching style,
the teacher’s classroom manner, the use and type of feedback, and an awareness of the purpose for learning English.

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By looking at the motivational teaching practice framework and what Moza and Harry reported about motivational teaching strategies, it is clear that the
teachers themselves are one crucial aspect in boosting the students’ motivation
in learning the language. The teacher’s decision making is the second big influence for the students’ learning motivation.
Those findings suggest that teachers of English in an Indonesian high
school context can influence their students’ motivation by understanding the
impact of motivational teaching strategies on students' learning and behaviour.
The teachers themselves play a very important role in motivating their students.
From the data, there are some significant implications for teachers of English in
their classroom in Indonesian secondary schools as follows:
1. The teacher is a motivating factor. The data revealed that a teacher’s
classroom behaviour is a motivating factor in the classroom learning. If
the teacher has a warm and encouraging manner, other factors such as
teaching materials, teaching strategies and classroom management are
only minor factors.
2. A relaxing and encouraging atmosphere is important in the language
classroom. In foreign language learning, a relaxing atmosphere is a key
to successful learning. The students cannot learn properly if they are
under pressure. The teacher has to make sure that the learning
environment is safe for their students to try a new language; otherwise
the students will keep silent and will not take the initiative to talk.
CONCLUSIONS AND SUGGESTIONS
Based on the data from the two cases, the researcher noticed that there was
a gap in the cycle of motivational teaching strategies in the classroom. This was
in the area of encouraging positive retrospective self evaluation. Hence, teaching the students to evaluate their own learning may be a possible strategy to
improve motivation. The students will understand the best way for them to
learn English. For example, while one student learns best by reading novel to
increase their vocabulary, another student learns better from watching English
movies. English teachers in Indonesian high school may enhance their students’ motivation if they teach their students to evaluate their own learning.
However, the findings also indicate that the teachers play very important
roles in motivating their students in learning the language. It is suggested that

Astuti, Teachers’ and Students’ Perceptions of Motivational Teaching Strategies 29

teachers of English in an Indonesian high school context influence their students’ motivation for the success of their students learning by building good
rapports with them and by deciding appropriate teaching materials and
strategies applied in the classrooms.
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Cheng, H.-F., & Dornyei, Z. (2007). The use of motivational strategies in
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Csizer, K., & Dornyei, Z. (2005). The internal structure of language learning
motivation and its relationship with language choice and learning effort.
The Modern Language Journal, 89, 19-36.
Dornyei, Z. (2001). Motivational strategies in language classroom.
Cambridge: Cambridge University Press.
Gardner, R. C. (1999). Correlation, causation, motivation, and second language
acquisition. Canadian Psychology, 41(1), 10-24.
Ghenghesh, P. (2010). The motivation of L2 learners: Does it decrease with
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Guilloteaux, M. J., & Dornyei, Z. (2008). Motivating language learners: a
classroom-oriented investigation of the effects of motivational strategies
on student motivation. TESOL QUARTERLY, 42(1), 55-77.
Hesse-Biber, S. N., & Leavy, P. (2006). The practice of qualitative research.
Thousand Oaks: SAGE Publications.
Kassing, R. B. (2011). Perception of motivational teaching strategies in an
EFL classroom: The case of a class in a private university in Indonesia.
(Master Thesis, Victoria University of Wellington, Wellington, New
Zealand). Retrieved from http://researcharchive.vuw.ac.nz/bitstream/
handle/10063/1835/thesis.pdf?sequence=2

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