Motivational Teaching Strategies in Indonesian EFL Writing Classrooms

Yustinus Calvin Gai Mali

doi:10.24167/celt.v17i1.1139

Abstract

This qualitative study explores motivational teaching strategies employed in English as a foreign language (EFL) writing classrooms and designs a sample of lesson plans elaborating the strategies that were reflected from open-ended questionnaires of sixty-five first-year students at English Language Education Program in a private university in Indonesia. The data analysis reveals possible motivational strategies that are classified into Dornyei’s (2001) framework of motivational teaching practice. Based on the analysis, the study reinforces a view that teachers can motivate their students to learn and they use particular teaching strategies to motivate their students. Eventually, this study hopes to provide insights for EFL teachers espousing similar teaching practices, so they can enhance their students’ motivation, particularly in their EFL writing classrooms.

Highlights

Some possible factors can ensure students’ success in their English as a Foreign Language (EFL) learning, in their Indonesian EFL writing classrooms, as the primary focus of the current study
The current study has provided clear and practical illustrations on what the teachers did to motivate their students to write in their EFL writing classrooms
The study confirms an idea that teachers can motivate their students to learn (Dornyei & Csizer, 1998; Chambers, 1999 in Dornyei, 2001; Oxford, 1998 in Dornyei & Ushioda, 2001; Harmer, 2007; Mali, 2015) and an underlying assumption that they use strategies to motivate their students (Astuti, 2013). Strategies such as creating a relaxed atmosphere in a classroom (Gage & Beliner, 1992, p.480-485, as cited in Lopez, 2011; Cheng & Dornyei, 2007, Astuti, 2013) and possessing a good rapport with students (Harmer, 2007; Mali, 2015) would seem to enhance the students’ motivation in the context of Indonesian EFL writing classrooms and, to be considered as motivational strategies that possibly work in multicultural settings

Summary

Introduction

Some possible factors can ensure students’ success in their English as a Foreign Language (EFL) learning, in their Indonesian EFL writing classrooms, as the primary focus of the current study. The students mentioned that their teacher, for instance, cared for them, could teach them enthusiastically, and always started the class with a prayer In this current study, I reinforce that teachers can motivate their students to learn (Dornyei & Csizer, 1998; Chambers, 1999 in Dornyei, 2001; Oxford, 1998 in Dornyei & Ushioda, 2001; Harmer, 2007) and believe in an underlying assumption that they use strategies to motivate their students (Astuti, 2013), which I call as motivational teaching strategies.

Objectives

Methods

Results

Conclusion