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研究生:亞利夫
研究生(外文):Ridwan Nugroho
論文名稱:Yogyakarta英文老師教學策略
論文名稱(外文):Motivational Teaching Strategies Employed by English teachers in Yogyakarta
指導教授:鄭杏孚鄭杏孚引用關係
指導教授(外文):Hsin-Fu Cheng
學位類別:碩士
校院名稱:銘傳大學
系所名稱:應用英語學系碩士班
學門:人文學門
學類:外國語文學類
論文種類:學術論文
論文出版年:2008
畢業學年度:96
語文別:英文
論文頁數:87
中文關鍵詞:教學策略英文教師
外文關鍵詞:English teachersTeaching Motivational StrategiesYogyakarta
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Presented in this study is an investigation of motivational teaching strategies employed by English teachers in Yogyakarta, Indonesia. It is a descriptive study that does not try to provide panacea for English teaching learning processes in Indonesia. It only tries to describe how motivational teaching strategies are used in seven selected universities in Yogyakarta. This study is an attempt to portray the motivational teaching strategies offered by Dörnyei and Csizér (1998) in Yogyakarta setting.
Both quantitative and qualitative methods were used in the study to achieve the goals of the research. Forty-three teachers teaching at the English departments of the selected universities were asked to fill in a questionnaire indicating how frequently they employed certain motivational strategies in their classes. To investigate why certain strategies were underutilized, an interview was conducted. The findings suggest that English teachers in Yogyakarta did not employ certain strategies such as inviting senior students who are enthusiastic about learning English, inviting English speaking foreigners to the class, displaying the class goals, bringing various authentic cultural products, and requiring work in groups.
A closer examination further reveals that the top 10 most frequently employed strategies reported by the participating teachers in this study match the first five clusters that were ranked high in Dörnyei and Csizér’s (1998) study. The implication is that there is a possibility that some of the motivational strategies might be able to be transferred across diverse cultural and linguistic contexts. However, we need to bear in mind that various contextual variations such as the individual teachers’ instructional styles, personality, and the dynamics of different learner groups might play a role in affecting the effectiveness of the strategies under scrutiny. To verify the statement, much research in diverse cultural and linguistic contexts regarding motivational strategies is warranted.
Presented in this study is an investigation of motivational teaching strategies employed by English teachers in Yogyakarta, Indonesia. It is a descriptive study that does not try to provide panacea for English teaching learning processes in Indonesia. It only tries to describe how motivational teaching strategies are used in seven selected universities in Yogyakarta. This study is an attempt to portray the motivational teaching strategies offered by Dörnyei and Csizér (1998) in Yogyakarta setting.
Both quantitative and qualitative methods were used in the study to achieve the goals of the research. Forty-three teachers teaching at the English departments of the selected universities were asked to fill in a questionnaire indicating how frequently they employed certain motivational strategies in their classes. To investigate why certain strategies were underutilized, an interview was conducted. The findings suggest that English teachers in Yogyakarta did not employ certain strategies such as inviting senior students who are enthusiastic about learning English, inviting English speaking foreigners to the class, displaying the class goals, bringing various authentic cultural products, and requiring work in groups.
A closer examination further reveals that the top 10 most frequently employed strategies reported by the participating teachers in this study match the first five clusters that were ranked high in Dörnyei and Csizér’s (1998) study. The implication is that there is a possibility that some of the motivational strategies might be able to be transferred across diverse cultural and linguistic contexts. However, we need to bear in mind that various contextual variations such as the individual teachers’ instructional styles, personality, and the dynamics of different learner groups might play a role in affecting the effectiveness of the strategies under scrutiny. To verify the statement, much research in diverse cultural and linguistic contexts regarding motivational strategies is warranted.
TABLE OF CONTENTS
ABSTRACT…………………………………………………………………………i
ACKNOWLEDGEMENT…………………………………………………………ii
TABLE OF CONTENTS………………………………………………………….iii
CHAPTERS
I. INTRODUCTION…………………………………………………………7
1.1 Introduction…………………………………………………………………8
1.2 Statement of the Problem………………………………………………… 11
1.3 Significance of the research…………………………………….. ………. 11 1.4 Definition of Terms………………………………………………………….. 13 1.5 Structure of the thesis……………………………………………………… 13
II. REVIEW OF THE LITERATURE…………………………………….14
2.1 An Overview of ELT in Indonesia……………………………………14
2.2. Motivation Theories………………………………………………….18
2.3 Expectancy-value theories……………………………………………19
2.4 Goal Theories…………………………………………………………20
2.5 Self-determination Theory……………………………………………21
2.6 L2 Motivation Theories and Models ………………………………...22
2.6.1 Gardner’s motivational theory…………………………………….22
2.6.2. Education-friendly approaches in motivation research………….25
2.6.3 Dörnyei’s motivational framework……………………………….26
2.6.4 Dörnyei and Otto’s process model of L2 motivation…………….27
2.7 Motivational Strategies…………………………………………….29
2.8 Cheng’s study on motivational teaching practice in Taiwan………32
III. Research Methodology…………………………………………………36
3.1 Participants………………………………………………………………36.
3.2 Instruments…………………………………………………………........37
3.3 Data Collection Procedure……………………………………………….38
3.3.1 Questionnaire administration…………………………………………38
3.3.2 Interview Procedure…………………………………………………..41
3.3.3 Classroom Observation Procedure……………………………………41
3.4. Data Analysis…………………………………………………………….42
IV . The results……………………………………………………………….43
4.1 The results from the questionnaire……………………………………….43
4.2 The most frequently used strategies……………………………………...48
4.2.1 Good relationship with students………………………………………..49
4.2.2 Show students that their effort and achievement are recognized………50
4.2.3 Avoid social comparison amongst the students………………………..50
4.2.4 Try to be yourself in front of students………………………………….51
4.2.5 Give clear instruction on how to carry a task…………………………..52
4.2.6 Show students that you respect, accept, and care about them………….52
4.2.7 Encourage learners to try harder………………………………………..53
4.2.8 Show your enthusiasm for teaching English …………………………..53
4.2.9 Make sure that grades reflect not only students’ achievements………..54
4.2.10 Create a supportive and pleasant classroom…………………………..56
4.3 The least employed strategies……………………………………………56
4.3.1 Inviting senior students to talk in the classroom………………………57
4.3.2 Inviting English speaking foreigners to the classrooms…………...….58
4.3.3 Display the class goals on the wall and review them regularly……….60
4.3.4 Bring various authentic cultural products to class…………………….60
4.3.5 Group work……………………………………………………………62
4.4 Novice and Experienced Teachers’ Preference regarding the strategies...63
4.5 Comparison among the three studies…………………………………….67
V. Conclusion and Suggestion………………………………………………69 5.1 Conclusion……………………………………………………………….69
5.2 Suggestions…………………………………………………………........71
5.3 Theoretical Implication for further research……………………………..76
REFERENCES………………………………………………………………. 78
APPENDICES
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