MOTIVATIONAL STRATEGIES USED BY ESP INSTRUCTORS WHEN TEACHING SPEAKING AT UNIVERSITY OF MUHAMMADIYAH MALANG
| Main Author: | Sulastri, Sulastri |
|---|---|
| Format: | Thesis NonPeerReviewed Book |
| Bahasa: | eng |
| Terbitan: |
, 2019
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| Subjects: | |
| Online Access: |
http://eprints.umm.ac.id/52909/1/NASKAH.pdf http://eprints.umm.ac.id/52909/ |
Daftar Isi:
- Nowadays, most people are supposed to speak English well for getting a better and brighter future life. Related to the speaking, teaching speaking for ESP is different from that for general English. In teaching speaking for ESP, the teacher should be aware of the students’ needs, wants and the students’ purposes. Hence, for the effectiveness of the teaching and learning process, the teacher needs motivational strategies to enhance the students’ motivation. Shousha (2018) states that the way of the teachers applies motivational strategies can affect the motivation of the students in learning. This research is intended to describe the ways of the ESP Instructors motivate the students when teaching speaking and to know the students’ responses to the motivational strategies used by the ESP Instructors when teaching speaking. This research was conducted at the second semester in academic 2018/2019 of Accounting Department in University of Muhammadiyah Malang. There were two research participants in this study. The first was ESP instructors and the second was the students of Accounting Department. In this study, the researcher used qualitative research by using classroom observation, interview with the ESP instructors, and FGD for the students. The findings revealed that the ESP instructors A and B applied several types of motivational strategies, namely: creating the basic motivational conditions, generating initial motivation, maintaining and protecting motivation, and encouraging positive retrospective self-evaluation. The students’ responses in term of affective, cognitive and behavior were positive for the ESP instructor A. On the other hand, for the ESP instructor B the students’ responses in term affective, cognitive aspect were less positive and behavioral aspect was positive