TEACHERS’ STRATEGIES IN MOTIVATING STUDENTS IN INCLUSIVE SCHOOL
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Natasha Prasetyaning Andryastuti
112011012
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
i
TEACHERS’ STRATEGIES IN MOTIVATING STUDENTS IN
INCLUSIVE SCHOOL
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Natasha Prasetyaning Andryastuti
112011012
ENGLISH LANGUAGE EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
v COPYRIGHT STATEMENT
This thesis contains no such material 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 reference is
made in text.
Copyright@ 2015. Natasha Prasetyaning Andryastuti and Maria Christina Eko
Setyarini, M. Hum.
All rights reserved. No part of this thesis may be reproduced by any means
without the permission of at least one of the copyright owners or the English
Department, Satya Wacana Christian University, Salatiga.
1
TEACHERS’ STRATEGIES IN MOTIVATING STUDENTS IN INCLUSIVE SCHOOL
Natasha Prasetyaning Andryastuti
112011012
abstract
Motivation has an important role in the teaching and learning process. This is in line with what Mahadi & Jafari (2012) believe that motivation can be the successful and useful issue in language learning. Motivational strategies are important, in fact, giving motivation sometimes is not really regarded by the teacher. This study aims to investigate the motivational strategies that used by the teachers to motivate students who are learning in inclusive elementary school in Salatiga. There were 3 English teachers from three inclusive elementary schools that participated in this study. To obtain the data, interviews were used as the instrument. The interview questions were adopted from Dörnyei‟s (2001) stepwise approach. The result showed that the teachers used four strategies. Those strategies were creating the basic motivational condition, generating initial motivation, maintaining and protecting motivation, and encouraging positive self-evaluation. The result of this study is hoped to help teachers who are teaching in inclusive school to motivate their students in language learning.
Keywords: motivation, motivational strategies, inclusive school
INTRODUCTION
In language learning process, motivation is essential. According to
Dörnyei (2001), if language learners are not motivated, they cannot work well and
it will cause failure in their process of study. Another thing that makes motivation
become important is, motivation can help learners in learning new and preceding
materials (Mitchell cited in Schunk et al., 2010). Students that motivated may be
more optimistic to know their further goal and how to reach it but students who
lack their motivation will become pessimistic, worse they will not study optimally
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low motivation such students are not capable of completing the task, students
think that the works need lot of effort, boring instruction and activities, no
rewards, low assurance in doing the task, and having poor relationship with
teacher. Considering that motivation is a crucial component of pedagogy, teachers
as the model should apply certain strategies that can increase students‟ motivation.
The strategies ought to match to students‟ learning motives that may vary from
one student to another.
Learning the second language is more complex rather than learning the
first language. It is because when students learn L2, they need to learn not only
vocabularies and grammar but also how to pronounce the word correctly,
understand the discourse, and also the language function (Harmer, 1991).
Consider that students need more time in L2 learning and they have to learn
continually, teachers become the motivators who keep the students‟ enthusiasm.
In reality, teachers are not only the key point who gives motivation to students.
Some studies have confirmed that there are other parties besides teacher who have
a responsibility to motivate learners. Akhlam (2013) found that parents involved
in motivating students. Similar arguments also stated by Korkmaz (2007). From
his research, Korkmaz found that parents and schools also took part in giving
students‟ motivation.
This condition does not only apply in mainstream school but also in
inclusive school. According to Smith (2006) as cited in Sartica (2013), inclusive
school is “a program of education that accommodated all students in a same class
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school accommodated students with slow learning problem to get the education
together with the normal students. Related with giving motivation, it is not an
easy job for teachers to motivate the students because they may not only pay
attention to the normal students but also the slow learners.
Based on my experience, I had two preliminary observations in two
inclusive schools in Salatiga. During the observation, it was known that the slow
learners usually had some problems like lacked of concentration, did not act like
other students at the same age, and the low ability of understanding a material.
The teachers also told me that slow learners usually get low grades in their work.
In some cases, slow learners even did not pass to the higher grade. Those
conditions can effect on students‟ psychology; the slow learners may think that
they are mistreated and marginalized (Morrison, 2013) especially when they are
confronted that they must compete with other normal students. Here, teachers
have an extra duty as the motivators who encourage the normal students and also
slow learners who may have limited ability. Brophy (1998) suggests that teacher
must convince pupils that they can reach their goal and teacher should help them
by providing support for them.
This is not the first study that examines in term of motivation. Mali (2015)
has conducted a research that investigating on factors that affecting students‟
motivation in writing class. From his research, the results found that there were
several factors contributing in students‟ motivation in their performance in the
classroom. Those factors were positive approach from the teacher, friends who
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environment, and also parents who always motivate them. Deeper, there are many
research that focusing on motivational strategy.
Yu (2011) has conducted a similar research about the effect of using
motivational strategy on student motivation. The context of his study was in the
class of Chinese foreign language and the participants were 3 Chinese foreign
language teachers with 78 students. Here, Yu proposed two research questions
that aimed to find the relationship between motivational strategy given by teacher
and students‟ motivation and the second research question is about motivational
behaviour that preferable for students. From the study, Yu found that different
motivational practice can be the effect of different teaching style, but it might not
related to students‟ motivational behaviour. He also found that based on the
observation, it was known that “intellectual challenge” (p.71) were most
frequently used in the classroom.
A study by Rudhumbu (2014) that conducted in Zimbabwe was
accomplished to find the motivational strategy that used to teach math in primary
level. The finding showed that there were six motivational strategies used by the
teacher to motivate the learner to study mathematics. The first one was using
“confidence building strategy” which involved providing feedback and let
students determine their own goal. The second one was providing comment. As
derived from its name, here the teacher used positive comments as the tool to
motivate learner. Next was “valuing task” that emphasized on using the variation
of real world task. Strategy number four was getting attention. The teacher used
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“relevance-problem strategy”. Here, teacher needed to provide relevant and
common learning materials. The last was “satisfaction-generating strategy” which
could provide a chance for the students to apply their knowledge and provided an
opportunity for the teacher to give some rewards for those students who can
successfully solve the math problem.
A research done by Putri (2012) was conducted to know the motivation of
students with special needs. Her study was conducted in a vocational school in
Malang. Her research revealed that to motivate students, the teacher should
recognize students‟ deficiency motivation and students‟ growth motivation. She
also suggests that special teacher and counselling teachers are needed to help the
students to learn optimally.
In this research, I am interested to conduct a research about teacher‟s
strategies in motivating students who were studying in inclusive school especially
since teacher should motivate slow learner harder than common students. This
research is aiming to describe how teacher motivates students in order to help
slow learners in performing in school and to maintain normal students‟
motivation. By doing this research, I hope that the results can help teachers
especially who are teaching in inclusive school or in special school to understand
which strategies can be used to motivate their students because in that kind of
school usually the normal students and students with special needs learn together
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LITERATURE REVIEW
Inclusive school
According to the constitution of Republic Indonesia article 23 verse 51,
2002, it is written that children with disability can have the same right to get the
education. In order to succeed it, in 2009, the government made a regulation to
implement inclusive education. It is in line with UNESCO. According to the
UNESCO Salamanca Statement (1994), the principle of inclusive education is to
make all children study together without rendering on students‟ diversity. Sanjeev
and Kumar (2007) believe that in inclusive schools, students with disabilities and
normal students learn in the same classroom, and they are given the same access
to study. Sugiarmin (2009) states that there are some students that can be
categorized as special students who can get an education in inclusive schools.
Those are students who speak a different language, students with health problems,
low-achievers, students who have the different religion, and students in school age
that do not go to school. In conclusion, inclusive school is a school that
emphasized that all children have same rights to learn without feeling
marginalized.
Motivation in language learning
Al-Ghamdi (2014) believes that motivation has high authority in
language learning. In fact, motivation is more likely becoming the tool that can
help teachers in engaging students‟ attention besides the learning material.
teaching-7
learning process but also to make sure that students applied their knowledge
they got in the class (Slavin, 2009).
Williams and Burden (2006) argue that someone is motivated to do
something not only of the willingness, but also the motive of getting an
advantage when he/she does it. The reason why someone is keen to do
something is usually known as intrinsic and extrinsic motivation. Simply,
intrinsic motivation illustrated when someone is doing something without
expecting rewards. He/she is interested in doing that because they enjoy what
they do. Whether, extrinsic motivation is the reverse of intrinsic motivation.
Someone can be known as having extrinsic motivation when they expecting
rewards or doing with the specific aim (Csikszentmihalyi & Nakamura, 1989,
as cited in Williams & Burden, 2006, p. 123).
In term of language learning, Gardner (n.d) believes that someone is
motivated when he/she shows effort, goal, desire, attitude, and attribution. He
suggests two models of motivation based on its orientation; integrative
orientation and instrumental orientation. Integrative orientation means that
learners have interested in learning a certain language because they want to feel
the assimilation with people who are using the target language. For example, I
am interested in learning English because I want to be able to speak in English
and get connected with people who are using English. In the other side,
instrumental orientation proposes for practical purpose engaging people. For
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In conclusion, there are several factors contributing in someone‟s
motivation. Some factors such intrinsic and extrinsic motivations are visually
impacted on language learning process. However, intrinsic motivation probably
is more powerful rather than extrinsic motivation. It may because extrinsic
motivation only useful for a short-term. In the other hand, intrinsic is preferable
because it can provide self-reinforcement and it can engaged students stronger
than only in giving reward or punishment.
Strategies for motivating students
There are some strategies that can be used by teachers to motivate students
in the classroom. Below are some strategies intended from some researchers
like Dörnyei (2001), Malouff et al.(2008), and Xiao (2013). In the book
entitled „Motivational Strategies in the Language Classroom‟ written by
Dörnyei (2001), there are four motivational strategies. Those are creating the
basic motivational conditions, generating initial motivation, maintaining and
protecting motivation, and the last is encouraging positive self-evaluation.
Creating the basic motivational conditions
This is the basic strategy before teacher introduces the course. What
the teachers should do is showing that he/she is excited to the target language.
Besides, teachers should show that he/she cares to students personally and
assumed that they are ready for the students. It is also good if teachers can
build a good rapport and intensively do collaboration with students‟ parents by showing students‟ progress and encourage parents to help pupils in the home.
9
assuming that classroom is not something rigid and intolerance, encouraging
small-group activity, using ice-breakers activity when starting the class,
promoting interaction among students and make classroom norms.
Generating initial motivation
In generating initial motivation, teachers can support learners‟ value
through presenting peer role models. The role models can be senior students
who are invited to the class to share their positive experience or paired
low-motivation students with the motivated one. It may be good if teachers knows
the students‟ interest and use it as the motivational strategy in the L2 learning
process. Moreover, introducing socio-cultural and providing an opportunity for
learners to interact with the target language community become the way to
convince students that learning a second language is important. Teachers
should make students be aware with the acceptable class goal and ensure that
students can be successful in learning after they accomplished the goal. Besides
that, teachers can make applicable curriculum and learning materials that
match to the students‟ interest, needs, and goals. Try to convince the students
that they may face many assumptions and different learning strategy in a good
manner. By doing this strategy, students can learn that they there is no absolute
learning strategy and students possibly acquire the target language through
different ways.
Maintaining and protecting motivation
It is the strategy where teachers take big roles. Here, the students‟
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students‟ motivation. What the teachers can do is varying the learning materials.
Related to learning materials, teachers may create a task which can make students
become enthusiastic to do it and the result is visible. In the scoop of the practical
ways of learning, teacher can involve students in the learning process, present and
assess the works in a motivating way, build situations where students can learn
without feeling unconfident, and promote learners‟ autonomy. Besides, teachers
should be aware when dealing with students‟ confidence. There are several ways
in building students‟ confidence for example teach through assorted strategies,
focus on learners‟ ability that they can possibly do it, give some encouragement,
use assorted strategies in teaching, avoid intimidating student in front of their
friends to maintain social positive image. Teachers may relate to students‟ goal.
Try to encourage learners to choose their goal and providing deadline and
feedback, create agreement about the goals in learning a material, and introduce
students with team-building by putting them in a group whose members have the
same goal
Encouraging positive self-evaluation
In the end of learning process, teachers may develop students‟ feeling
when they have achieved their learning goal. It can be done by supporting learners
with attribution and giving appropriate strategies when they fail, giving
meaningful feedback regularly, providing opportunity where students can feel
satisfaction of their work and achievement, giving rewards and grades in a
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Another strategy about motivational strategy is stated by Malouff et
al.(2008). There are twelve categories of motivational strategy. Those strategies
are relating the content to students‟ experience, helping students to achieve their
goal, using model in the teaching learning process, encouraging students to study,
building good affinity with students, giving reward and praise, avoiding
intimidation, boosting learners‟ self-efficacy, using engaging method when
delivery the materials, making the learning style as interesting as the teachers can,
and giving motivational feedback. Basically, the idea of motivating students is
quite similar to Dörnyei‟s (2001) theory.
The last strategy was proposed by Xiao (2013) that adopted Dörnyei‟s
motivational strategy into his theory. He simplified the strategy into a
motivational plan. Through applying motivational plan in the class, he expected to
create and maintain students‟ motivation consecutively. There are seven strategies
here; the first two strategies belong to “generating initial motivation”, the 3rd
to 6th strategy belong to “maintaining and protecting motivation”, and the last belongs to “encouraging positive self-evaluation”.
According to Xiao (2013), the strategies are creating positive first
impression at the beginning of L2 learning process, using Wlodkowski‟s need assessment techniques to determine students‟ needs of learning the language,
asking to learner about their goals that want to be achieved during the lesson,
creating learning process as the enhancing experience, helping students in term of
their confidence, adopting an active socialising role, and increasing learners‟
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In conclusion, there are numerous motivational strategies that applicable in
the classroom. To motivate learner, it is important for teachers to collaborate with
students. Mostly, teachers can encourage students to be more motivated by giving
motivational feedback, praising, and using assorted teaching methods.
Furthermore, students also take part in maintaining their motivation. Students
should know what are their objectives that should be accomplished after learning.
When students really know their short and long-term goal, it may be easier for the
teachers to remind them if students lost their motivation in the middle of learning.
THE STUDY
This research is a qualitative descriptive research. Qualitative research is a
study that focused on the description that can answer the result question than
using statistical (Strauss & Corbin, 1990). The finding is expected to describe the
motivational strategies used by teachers to motivate students who are studying in
inclusive school.
Context of study
To get accurate results thus, I decided to do the research in inclusive
school. Since in Salatiga, the inclusive school is only available for elementary
school, so I choose some inclusive elementary schools as the context of the study.
This study was conducted in 3 elementary schools in Salatiga, Central Java. Those
schools were SDN Dukuh 2, SDN Sidorejo Kidul 2, and SDN Noborejo 2. Those
13
The student profile of those schools, usually there are 1 to 2 student(s) with
special needs in every class with the problem of slow learning.
Participants of the study
The participants to be investigated were the English teachers who were
teaching English in those schools. Since there was only 1 English teacher in every
school, so that teacher would be the only participant of this study. Overall, the
participants were 3 teachers. Those teachers taught English from grade 1 to 6. In a
week, the teacher taught for 12 hours or 2 hours for a class every week. Mostly,
they had become a teacher since several years ago so I assumed that the teachers
had many experiences in dealing with many students from the different
background.
Data collection instrument
To collect the data, I used semi-structured interviews as the tool. As the
result of using semi-structured interview, I provided some questions before to
know what I should asked during the interview. However, it was still possible if I
asked some questions to clarify the interviewee‟s response. The reason why I used
the interview as the instrument was because the number of the participants was
limited. Also, if I used interview, I could get complete data.
There were 13 main questions (see Appendix) and some follow-up
14
stepwise approach. Dörnyei‟s theory was chosen because the stepwise approach
was more applicable. The questions about do teacher use some strategies that
match to Dörnyei‟s theory, the reasons, and the mechanism of using those
strategies. During the interview process, I used Bahasa Indonesia to make the
participants more confidence in responding my questions and to build relax
atmosphere.
Data collection procedure
First, I looked for the inclusive schools around Salatiga. After that, I came
to the schools to ask whether those schools had English teacher or not. After I got
the result, then I made permission letters from the faculty to do research in the
selected schools. Next, I gave the permission letter to the headmaster of each
school and met the English teacher to make an appointment to do an interview. At
the selected date, I interviewed the participants. Two or three days after got the
data, I came again to the schools to give the report of the interview.
Data analysis procedure
In analyzing the data, I used code such T1, T2, and T3 for each teacher.
After I did the interview, then I transcribe the result by using clean transcription.
From the interview result, I classified the data based on Dörnyei‟s theory. Based
on the theory, there were 4 strategies that would be discussed. After I classified
the data then I compared each data to know the similarity and the differences of
15
FINDINGS AND DISCUSSION
This study revealed that all participants used four motivational strategies.
Those strategies were creating a basic motivational condition, generating initial
motivation, maintaining and protecting motivation, and encouraging positive
evaluation. The motivational strategies were used during the teaching and learning
process from the beginning until the end of the class. Even though all participants
used the same strategies, but sometimes the way of using the strategies was
different from one teacher to another.
Creating the basic motivational condition
All teachers used this strategy in order to build a relationship with the
students. In line with Dörnyei‟s theory, the teachers showed that they cared to
their students. This strategy was done by focusing on students‟ behaviour, students‟ achievement, or even both. However, each teacher had a different way to
show their care. As can be seen from the following excerpts, T1 and T2 usually
focused more on students‟ behaviour and students‟ achievement.
Excerpt 1
“... saya biasanya menanyakan dan memberi solusi terhadap siswa yang bermasalah dalam pembelajaran ... Biasanya kalau dikelas mereka itu saya pantau terus perkembangan mereka. ... Lalu untuk siswa yang masih kecil kayak kelas 1, 2, dan 3 biasanya saya dampingi dan saya temani biar mereka diam.”(T1)
“... I usually asked and give solution for students who are having a problem in learning process ... Usually I monitor their progress in class. Also, I usually accompany students in the lower grade such grade 1, 2, and 3 to
16
Based on the interview result, T1 focused on students‟ ability in
understanding the materials and also their behaviour in the class. In term of
focused on students‟ behaviour, teacher believed that lower grade students still
needed teacher‟s guidance because their ability to control their selves is low.
Similarly, T2 also focused on students‟ behaviour and students‟ achievement. It
can be seen from the excerpt below.
Excerpt 2
“Dengan cara melihat pencapaian hasil belajarnya, terus perubahan perilakunya. Misalkan anak ini kok biasanya nggak memperhatikan tapi sekarang memperhatikan. Biasanya nilainya rendah terus kemudian menjadi baik atau mungkin sebaliknya ... Atau mungkin anak-anak yang ketika dikelas ada yang mengantuk atau melamun saya dekati terus saya tanyakan penyebabnya apa.” (T2)
“By looking on the students‟ achievement and their behaviour. For example, this student usually pays attention but now he/she does not. Usually, his/her grade is low but now it is better or vice versa ... Or maybe some students are sleepy or musing in the classroom, then I come to them
and ask the cause” (My own translation)
From the excerpt 2, though T2 also used a similar strategy as well as T1
did but it was found that T2 had a little difference with T1‟s strategy. When I
asked T2 did she used this strategy only for students with special needs or not,
T2 said that she paid attention to the whole students. So, T2 was not only paid
attention to the students‟ with special need but also for normal students who
might lose the motivation in learning. However, T3 did not use the same way like
T1‟s and T2‟s. T3 more paid attention to students‟ achievement and might not
17 Excerpt 3
“... Dengan memperhatikan perkembangan siswa dalam setiap pembelajaran dan memperhatikan ketercapaian anak-anak. ... juga melihat hasil evaluasinya, kalau misal ada yang jelek nanti saya tindaklanjuti dengan kasih perbaikan atau pengayaan ... menanyakan pada masing-masing siswa tentang materi yang belum paham lalu saya jelaskan materinya secara pribadi atau personal.” (T3)
“By focusing on students‟ progress in every lesson and paying attention to students‟ performance ... also look at students‟ evaluation result. If students have poor grade then I will give remedial or enrichment ... ask each student about the material they do not understand, after that I
explained the material personally.” (My own translation)
Compared with the previous two statements that mentioned by T1 and T2,
T3 had a different argument. T3 believed that he should focus on students‟ achievement rather than on students‟ behaviour. It might be because T3 was
teaching in a remote area. This is accordance with Gardiner‟s (2008) theory in
which students in a rural area usually have low achievement. It can happen
because of the schools which unreachable, the schools do not provide sufficient
facilities, and the poor learners‟ performance.
Generating initial motivation
The three teachers were using the same way in generating initial
motivation that was using learning methods and materials that interest students.
This strategy was used to engage the students so they could be interested during
the learning process. Although they used the same strategies, but the methods
were varies depending on the teacher. For example, T1 tried to involve technology
18 Excerpt 4
“Biasanya saya ajak mereka untuk belajar dan bermain dengan menggunakan alat-alat peraga yang menarik. Contohnya dengan memanfaatkan LCD lalu saya putarkan video-video pembelajaran dengan Bahasa Inggris ... dengan memanfaatkan media seperti yang anak-anak suka. Misalkan pakai video, pakai gambar-gambar yang berkaitan dengan materinya.” (T1)
“I usually ask them to learn and play by using interesting teaching aids. For example, I used the LCD to play video that can be used to learn English ... by utilizing the aids that preferable by the students. Like
using video and pictures that related to the topic.” (My own translation)
From excerpt 4, T1 mostly used visual teaching aids like video and
pictures. T1 might be aware that her students usually learn better if they learn
through visual media. Differently, T3 did not have the same experience with T1.
From the excerpt, T3 did not mention that he used technology.
Excerpt 5
“Saya juga mengajarnya tidak terus menerus menerangkan tapi saya pakai metode pembelajaran yang menyenangkan seperti bernyanyi dan bermain peran.”(T3)
“Moreover, I teach them not only by lecturing but I use different learning method that pleasant such as singing and acting.” (My own translation)
From excerpt 5, it can be concluded that T3 more prefer to use song and
role-play. The teacher did not involve the technology because it could be the
result of teaching in the remote area. From excerpt 5, it could be known that T3‟s
students usually had auditory learning style
Excerpt 6
19
demonstrasi ... ya saya ganti-ganti. Kadang pakai drill, kadang pakai games, kadang juga ceramah.” (T2)
“... It can be delivered through song ... or sometimes by using games ... I browse on the internet to search the pictures that related to the topic then I look for new games ... some students like singing, some students like games, and some students like a demonstration ... I do not strict to one method. Sometimes I used drill, games, and lecturing” (My own translation)
In the other hand, T2 used more various teaching method. From excerpt 6,
teacher use song, pictures, games, demonstration, drill, and lecturing. T2 might
know that each student had different learning style. Thus, T2 attempted to deliver
the learning materials using different ways. For students with the visual learning
style, she used pictures. For students with auditory learning style, it could be
useful if they learned through song, drill and lecturing. Meanwhile, students with
kinaesthetic learning style could learn better through games and demonstration. It
is in line with Ghaedi & Jam (2014) who stated that students‟ learning style affected the students‟ motivation. In their research, they found that students with
visual learning style were more motivated in learning because they were good in
reading.
Maintaining and protecting motivation
Maintaining and protecting motivation was used by the teachers to keep
and enhance students‟ motivation during the learning process. During
teaching-learning process, teachers always avoid doing comparison and intimidation.
Related to Dörnyei‟s theory, by avoiding intimidating the students, it can help
20 Excerpt 7
“Pastinya tidak dibanding-bandingkan. Karena kemampuan setiap anak itu kan berbeda ... Kalau misal siswa tidak bisa menjawab ya jangan diece diejek tapi mereka juga harus saling membantu biar temen yang nggak bisa biar jadi bisa.” (T1)
“Of course I do not compare every student because every student has
different ability ... If the student with special needs cannot answer correctly, they (friends) must not mock him but they should help their
friends so that their friends can do.” (My own translation)
In excerpt 7, T1 avoid intimidating students and doing collaborating with all
students to help each other. By doing a collaboration, the teacher could make
students try to do group work. Meanwhile, T2 used a different way to maintain
students‟ motivation.
Excerpt 8
“... misalkan ada pertanyaan saya biasanya sesuaikan. Saya pakai yang mudah biar dia bisa. Kalau misal tidak bisa saya bilang ndak papa, inikan belajar. Kalau misalnya dia bisa juga temannya saya suruh beri aplaus jadi dia nggak merasa dibedakan.”(T2)
“I usually adapted the questions for students. I select an easy question to make them be able to answer. If they cannot do it, I say, “it‟s okay. It is
learning process”. Or when he/she can do, I ask their friend to give applause to make him/her feels that he/she is the same as others.” (My
own translation)
It could be seen from excerpt 8 that T3 adapted learning materials to make
students with special need to be able to perform well. If students with special
needs use the same material like normal students, they might find difficulties in it
could lead to be unmotivated. Further, teacher explained that it was common if
students made a mistake because learning without making mistake might be
21 Excerpt 9
“... Saya kasih pengertian pada mereka untuk tidak takut salah. Saya juga bilang sama anak, jangan membiasakan kesalahan menjadi bahan tertawaan.” (T3)
“... I give them understanding to not to afraid of making a mistake. I also said to my students not to make someone‟s fault as the mocking object.” (My own translation)
In excerpt 9, it was found that T3 used similar way like T2. He also gave
understanding that making a mistake is acceptable in the learning process. In
conclusion, teacher should keep students‟ emotion when learning to make them
feel supported.
Encouraging positive self-evaluation
The last strategy that used by the teachers was encouraging positive
self-evaluation. All participants used this strategy as the appreciation of students‟
learning effort. All teachers believed that they could encourage positive
self-evaluation by giving rewards as stated in Dörnyei‟s theory.
Excerpt 10
“Biasanya saya kasih tepuk tangan untuk siswa yang berani maju karena itu sebagai bentuk apresiasi keberanian mereka. Ya walaupun itu benar atau salah tapi yang penting anak berani mencoba. Nanti juga misal sedang mengerjakan soal gitu saya keliling terus saya lihat terutama ya itu tadi ya mbak, yang ABK. Nanti kalau mereka bisa mengerjakan saya dekati terus saya kasih pujian.” (T1)
“I usually give applause for students who are brave to come forward
because it is kind of appreciation of their courage. It does not matter whether they are right or wrong because the most important is they are willing to try. If they are doing the task then I move around and observe the students especially the students with special need. If they can do the
22
From the excerpt above, it was known that T1 used applause to motivate
her students. In addition, the teacher gave praise for the students especially for
those who were categorized as students with special need. The teacher praised the
students in order to convince them that they also have the same ability like other
students. A similar statement also mentioned by T3. The teacher also had the
similar mechanism of giving reward like T1.
Excerpt 11
“... saya biasanya setelah anak maju saya kasih tepuk tangan juga ... Biar mereka nggak minder ya harus dikasih kasih sayang, kasih motivasi, dan jangan dianggap mereka seperti itu. Kalau mereka bisa mengerjakan nanti kita kasih pujian.” (T3)
“Usually, I give them applause after they come forward ... To make them not to be condescending, they should be given affection, motivation, and do not assume that they are like that. If they can do the task then we praise
them like “good” and then praise them.” (My own translation)
As can be seen from excerpt 11, T3 used the same strategy as T1. Teacher
gave immaterial reward such applause and praisal. Teacher believed that the
students will be more motivated when they were subjected like others.
Excerpt 12
“... misalnya ada tugas suruh maju memperkenalkan diri atau apa tapi dengan kalimat yang pendek jadi anak yang slow tadi tetap mengikuti. Dia tetap saya suruh juga, tetep diberi aplaus setelah selesai melakukan.” (T2).
“If there is a task to introduce themselves, I ask them to do it in a short sentence so the students with special needs can do. I also give applause for the students with special need after they accomplish the task.” (My own translation)
In excerpt 12, the teacher gave applause and praise in using encouraging
23
trigger to make the students believing their ability. Moreover, T1, T2, and T3
never used material rewards such as snacks or chocolate. It was because they
believed that material reward was not effective and it was not good if they gave
the students reward like that.
It was in accordance to Weinstein‟s & Mignano Jr‟s (2007) theory.
Weinstein & Mignano Jr state that teachers could increase students‟ intrinsic by
giving a verbal reward. A verbal reward was more recommended because when
teachers gave materials reward, it would make the students less reinforced. In line
with the theory, it is similar to study that conducted by Witzel and Mercer (2003)
which found that student with disabilities needs to be motivated from the inside.
Yet, praise might be useful to motivate them but it was only for awhile because
24
CONCLUSION
This study was aimed to know the teachers‟ strategies in motivating
students who learned in the inclusive learning environment. This study was done
in 3 inclusive elementary schools in Salatiga; those were SDN Dukuh 2, SDN
Sidorejo Kidul 2, and SDN Noborejo 2. It was found that all participants used the
same strategies which were showing teachers‟ care to the students, making
learning materials and methods that could attract the students, avoiding
intimidation, and giving verbal reward. Although they used the same strategies,
but they used many ways that could be different by every teacher.
In order to fulfil government‟s policy which instructed that students
disability like students with special needs must receive the same right as other
children then inclusive school was made. Thus, teachers who were teaching in
inclusive school should assure whether they could hold not only the students with
special needs but also the normal student. To realize the inclusive program, it
could be good if teachers could be facilitated by the government. The government
should care of the school in the remote area and the schools should make a small
class to make the students became easier to be accompanied.
This study had limitation and the result could not be generalized because
it was only done in Salatiga. The strategies that used by the teachers might be
different due to different kind of student and different area. Thus, further
research might be needed consecutively to expand other motivational strategies
25
further research about teacher‟s strategies in motivating home-schooling
students. The result may be different because home-schooling students learn
26
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Harmer, J. (1991). The Practice of English Language Teaching New Edition. Essex, England: Longman
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389-399. Retrieved from
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Mahadi, T. S. T. & Jafari, S. M. (2012). Motivation, its types, and its impacts in language learning. International Journal of Business and Social Science. 3(24), 230-235.
27 sekolah penyeleggara inklusi (Undergraduate thesis, Universitas Negeri Malang, Indonesia). Retrieved from http://library.um.ac.id/free-contents/download/pub/pub.php/55965.pdf
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Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2010). Motivation in Education: Theory, Research, and Applications. Upper Saddle River, New Jersey: Pearson Education.
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28
Access and Quality. Retrieved from
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Weinstein, C. S. & Mignano Jr, A. J. (2007). Elementary classroom management: Lessons from research and practice (4th ed.). New York, NY: MC Graw Hill
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Witzel, B. S., & Mercer, C. D. (2003). Using Rewards to Teach Students with Disabilities: Implications for Motivation. Remedial and Special Education. 24(2), 88-96.
Wright, J. (2011). Six Reasons Why Students Are Unmotivated (And What Teachers Can Do). In Technical Assistance Meeting for CSE Chairpersons. Conducted at the technical assistance meeting, Lake Placid, NY. Retrieved from
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29
APPENDICES
Interview questions
1. Apakah anda memperhatikan perkembangan siswa dalam pembelajaran
Bahasa Inggris?
Jika ya, dengan cara apa anda memperhatikan perkembangan siswa?
2. Apakah anda mengembangkan hubungan interpersonal dengan siswa?
Misalnya dengan memperhatikan dan mendengarkan masing-masing dari
mereka.
Jika anda menjawab ya, bagaimana caranya?
3. Apakah anda menjalin kerja sama dengan orang tua siswa?
Jika anda menjawab ya, dalam bentuk apa anda bekerja sama dengan
orang tua siswa?
4. Bagaimana cara anda menciptakan kelas yang menyenangkan untuk
siswa?
5. Apakah anda berusaha meningkatkan ketertarikan anak-anak dalam
pembelajaran Bahasa Inggris? Misalnya dengan membuat pembelajaran
seperti yang anak-anak sukai?
Jika anda menjawab ya, bagaimana caranya?
6. Apakah anda membuat materi yang relevan dengan kehidupan siswa?
Jika anda menjawab ya, bagaimana bentuk materi tersebut?
7. Apakah anda membuat tugas-tugas menjadi lebih menarik dan menantang?
30
8. Apakah anda memberikan batas waktu/deadline pengumpulan tugas dan
member dorongan kepada siswa untuk menyelesaikan tugas?
Jika anda menjawab ya, bagaimana caranya?
9. Bagaimana cara anda menghindari pembandingan antara1 siswa dengan
yang lain dan membantu siswa menyadari bahwa kesalahan adalah bagian
dari proses belajar?
10.Strategi apa saja yang anda gunakan pada saat mengajar?
11.Bagaimana cara anda memberi umpak balik/feedback kepada siswa?
12.Apakah anda memonitor perkembangan dan pencapaan siswa dalam
31 Interview transcript
N: Interviewer
T1: Interviewee
N: Selamat pagi bu, saya Natasha. Jadi begini, saya sedang melakukan penelitian
untuk skripsi topiknya tentang bagaimana guru memotivasi siswa.
T1: Ya mbak.
N: Jadi sebelumnya saya ingin mengetahui rata-rata profil siswa ABK yang
sekolah disini itu gimana ya bu?
T1: Biasanya siswa ABK disini itu jenisnya yang slow learner ya mbak. Jadi
mereka itu lamban sekali dalam menerima pelajaran. Ada yang ringan, ada juga
yang agak berat.
N: Maksudnya bagaimana itu bu?
T1: Ya sampai nunggak gitu mbak.
N: Itu kenapa bu kok bisa sampai nggak naik kelas?
T1: Ya itu dari anaknya sendiri. Maksudnya itu ya kan kita lihat kemampuan
siswanya. Walaupun mereka slow tapi kalau dirasa mampu mengikuti pelajaran
ya kita anggap mereka bisa maka dinaikkan. Tapi kalo misalnya kayak yang
kemarin itu kelas 1 tapi baca tulis belum bisa ya terpaksa tidak kita naikkan dulu
32
N: Rata-rata dalam 1 kelas ada berapa siswa bu yang slow?
T1: Biasanya sekitar 1 atau 2 anak mbak.
N: Terus dari pengalaman ibu mengajar selama ini, apakah siswa tersebut mampu
mengikuti pelajaran Bahasa Inggris?
T1: Kalau selama ini Alhamdulillah mereka bisa mengikuti tapi dengan catatan
guru harus terus mendampingi. Jadi mereka perlu diperhatikan secara ekstra
begitu.
N: Jadi ini kan siswanya yang slow sama yang normal itu kan digabung ya bu.
Disini saya pengen tahu bu bagaimana to cara ibu memberi motivasi agar siswa
yang slow itu tidak merasa minder sama teman-temannya. Nah, ini saya langsung
masuk ke pertanyaannya ya bu. Apakah anda memperhatikan perkembangan
siswa dalam pembelajaran Bahasa Inggris?
T1: Iya
N: Caranya bagaimana bu?
T1: Dengan cara memberi tugas dan menilainya. Dengan hasil nilai itu, kita dapat
melihat perkembangan siswa. Misalnya, oo kok si anak ini nilainya menurun.
Nanti saya tanyai siswanya itu. Dikelas nanti saya dekati terus saya tanya, kenapa
kok nilainya turun. Gitu mbak.
N: Apakah anda mengembangkan hubungan personal anda dengan siswa? Misal
33
T1: Iya, jadi saya biasanya menanyakan dan memberi solusi terhadap siswa yang
bermasalah dalam pembelajaran.
N: Kalau sama yang ABK sendiri bu?
T1: Biasanya kalau dikelas mereka itu saya pantau terus perkembangan mereka.
Kan kasihan juga kalau teman-temannya sudah sampai jauh tapi merekanya tidak
bisa mengikuti. Lalu untuk siswa yang masih kecil kayak kelas 1, 2, dan 3
biasanya saya damping dan saya temani biar mereka diam.
N: Lalu, apakah anda menjalin kerja sama dengan orang tua siswa?
T1: Ya iya karena orang tua itu kan punya peran penting pada pendidikan
anak-anaknya apalagi yang anak-anaknya memiliki kekurangan. Masalahnya kebanyakan
orang tua siswa itu pada cuek. Orang tua tidak mau tahu dengan pendidikan
anaknya, pokoknya anak saya tak sekolahke nanti yang ngurusi biar gurunya saja.
Jadi orang tua itu saya rasa partisipasinya masih kurang.
N: Lalu apa yang ibu biasa lakukan kalau menghadapi orang tua seperti itu?
T1: Kalau misalnya siswanya ada masalah biasanya saya undang orang tua terus
saya sering berdiskusi dan berkomunikasi mengenai perkembangan siswa baik di
sekolah maupun di rumah.
N: Kemudian, apakah anda menciptakan kelas yang menyenangkan untuk siswa?
T1: Iya.
34
T1: Biasanya saya ajak mereka untuk belajar dan bermain dengan menggunakan
alat-alat peraga yang menarik. Contohnya dengan memanfaatkan LCD lalu saya
putarkan video-video pembelajaran dengan Bahasa Inggris.
N: Kemudian, apakah anda berusaha meningkatkan ketertarikan anak-anak dalam
pembelajaran Bahasa Inggris?
T1: Ya, caranya ya dengan itu tadi, dengan memanfaatkan media seperti yang
anak-anak suka. Misalkan pakai video, pakai gambar-gambar yang berkaitan
dengan materinya.
N: Kemudian, apakah anda membuat materi yang relevan dengan kehidupan
siswa?
T1: Saya biasanya kalau bikin soal begitu biasanya saya sesuaikan dengan
lingkungan siswa di rumah maupun di sekolah.
N: Contohnya bagaimana itu bu?
T1: Misalnya saya kasih penjelasan ke siswa begini. Misalkan menjelaskan
tentang shape gitu ya, nanti saya pakai contoh yang biasa mereka jumpai kayak
cone itu seperti es krim yang biasa kamu makan itu. Kalau saya menjelaskan
misal pakai contoh traffic cone kan mungkin tidak semua anak pernah melihat
bentuk traffic cone jadi saya pakai yang umum-umum saja.
35
T1: Kadang-kadang iya. Misalnya saya suruh anak untuk wawancara atau
bertanya pada orang tua atau keluarga dengan menggunakan Bahasa Inggris.
N: Berhasil nggak bu? Maksudnya apa keluarganya mampu?
T1: Beberapa ada yang bisa tapi juga nggak semuanya. Ya maksudnya dengan
melakukan ini kan siswa jadi punya pengalama n menggunakan Bahasa Inggris
tidak hanya di sekolah tapi juga di rumah.
N: Pada saat ibu memberi tugas ke siswa, apakah ibu juga memberikan deadline?
T1: Iya, biasanya saya kasih tugas dn harus diselesaikan dalam waktu 3 hari.
N: Itu mekanisme pengumpulnnya gimana bu?
T1: Kalau sudah 3 hari nanti saya suruh ketua kelas untuk mengumpulkan tugas
teman-temannya terus diserahkan ke saya.
N: Kalau ada yang tidak tepat waktu aa ada sangsinya bu?
T1: Paling saya kurangi nilai sikapnya.
N: Apakah anda menghindari pembandingan antara siswa 1 dengan yang lainna
dan membantu siswa meyadari bahwa kesalahan adalah bagian proses dari
belajar?
T1: Pastinya tidak dibanding-bandingkan. Karena kemampuan setiap anak itu kan
berbeda. Lagi pula kalau saya membanding-bandingkan oo kamu itu nggak kayak
si ini, pinter, rajin juga nanti malah anak merasa tidak dianggap dan jadinya
temen-36
temennya si anak yang slow itu. Kalau missal siswa tidak bisa menjawab ya
jangan diece diejek tapi mereka juga harus saling membantu biar temen yang
nggak bisa biar jadi bisa.
N: Apakah anda menerapkan berbagai strategi pembelajaran?
T1: Ya. Saya variasikan metode pengajaran. Misal pakai game, video, seperti itu.
Selain itu saya pakai ice-breaking, nyanyi nyanyi. Pokoknya yang anak suka biar
mereka mau ikut terlibat, nggak pasif.
N: Itu kapan biasanya ice breaking dilakukan?
T1: Nggak mesti mbak, tergantung dari situasi kelasnya juga. Kalau murid sudah
kelihatan bosen ya saja ajak mereka bernyanyi peel banana gitu. Nanti kan mereka
jadi semangat lagi.
N: Lalu, aakah anda memberi feedback yang positif kepada siswa?
T1: Feedbacknya dalam bentuk apa mbak?
N: Ya semisal habis maju gitu bu, terus dikasih bintang apa tepuk tangan.
T1: Oo iya. Biasanya saya kasih tepuk tangan untuk siswa yang berani maju
karena itu sebagai bentuk apresiasi keberanian mereka. Ya walaupun itu benar
atau salah tapi yang penting anak berani mencoba. Nanti juga misal sedang
mengerjakan soal gitu saya keliling terus saya lihat terutama ya itu tadi ya mbak,
37
pujian “wah, sudah sampai nomer 5. Ayo diteruskan lagi.”. Ya perlu dibombong
sedikit biar mereka termotivasi.
N: Ibu sering membombong siswa seperti itu?
T1: Ya jangan sering-sering. Pokoknya saya keliling saya pantau.
N: Kemudian, apa anda memonitor erkembangan dan pencaaian siswa dalam
pembelajaran Bahasa Inggris dan membeir reward?
T1: Untuk memonitor iya, seperti yang saya katakana tadi. Kalau kash reward ya
paling saya beri bagi siswa yang berprestasi dan tekun.
N: Bentuk rewardnya seperti apa ya bu?
T1: Paling pujian begitu.
N: Tidak dikasih yang materiil kayak sertifikat begitu bu?
T1: Nggak
38 Interview transcript
N: Interviewer
T2: Interviewee
N: Selamat pagi bu. Ini dalam rangka melakukan penelitian tentang motivasi
bagaimana guru memotivasi siswa, disini saya mau melakukan interview dengan
ibu. Saya mau lihat dulu gambaran murid yang berkebutuhan khusus disini itu
seperti apa ya bu?
T2: Kalau disini murid yang berkebutuhan khusus itu kebanyakan yang slow
learner atau lambat belajar.
N: Itu dalam satu kelas biasanya ada berapa bu?
T2: Kalau dalam satu kelas biasanya ada yang 1 ada yang 2.
N: Itu yang slow learner itu tarafnya berat atau ringan? Maksudnya kalau
menerima pelajaran itu cuma susah atau tidak naik kelas?
T2: Ya kalau disini cuma susah jadi daya tangkapnya lambat.
N: Tapi masih bisa mengikuti pelajaran?
T2: Ya kemampuannya berbeda dengan teman-teman yang lainnya. Kan gurunya
dikelas juga melakukan pendampingan sendiri, soalnya juga agak ringan.
N: Untuk pelajaran Bahasa Inggris sendiri, itu yang slow di pelajaran kan
39
T2: Kalau hari-hari biasa tetap mengikuti pelajaran sesuai jadwal dengan
teman-teman yang lainnya. Tetapi karena kemampuannya berbeda, saya memberi soal
juga berbeda. Tapi meterinya saya batasi. Terus untuk pemantapannya biasanya
dikasih tambahan seminggu sekali.
N: Kalau dikelas, biasanya mereka apakah mengerjakan soal dan tahu
kemampuannya berbeda dengan teman-temannya terus mereka “ah saya kok jadi malu ya, jadi minder”. Apakah begitu bu?
T2: Nggak, saya meskipun begitu misalkan ada pertanyaan saya biasanya
sesuaikan. Saya pakai yang mudah biar dia bisa. Kalau misal tidak bisa saya
bilang ndak papa, inikan belajar. Kalau misalnya dia bisa juga temannya saya
suruh beri aplaus jadi dia nggak merasa dibedakan.
N: Apakah ibu memperhatikan perkembangan siswa dalam pembelajaran Bahasa
Inggris?
T2: Ya
N: Dengan cara apa ya bu?
T2: Dengan cara melihat pencapaian hasil belajarnya, terus perubahan
perilakunya. Misalkan anak ini kok biasanya nggak memperhatikan tapi sekarang
memperhatikan. Biasanya nilainya rendah terus kemudian menjadi baik atau
mungkin sebaliknya.
N: Kemudian, apakah anda mengembangkan hubungan personal dengan siswa?
40
T2: Saya seperti itu biasanya yang berhubungan dengan pembelajaran saja. Atau
mungkin anak-anak yang ketika dikelas ada yang mengantuk atau melamun saya
dekati terus saya tanyakan penyebabnya apa.
N: Jadi itu tidak hanya buat yang slow tapi juga yang normal yang mungkin
kurang antusias ya bu?
T2: Ya, karena kan dalam satu kelas.
N: Kemudian sebelum ibu masuk atau memulai pelajaran, apa ibu melakukan ice
breaking? Atau mungkin ice breakingnya ditengah atau diakhir.
T2: Kalau biasanya saya ice breaking saya jarang memakai. Karena kadang saat
pelajaran kan saya pakai game, pakai menyanyi. Terus kan pelajaran Bahasa
Inggris cuma 70 menit.
N: Kemudian sebelumnya saya sudah pernah melakukan interview dengan guru
yang di SD Dukuh. Beliau bilang orang tua itu kok sepertinya kurang
memperhatikan. Kalau disini orang tua mendukung siswa atau seperti apa ya?
T2: Secara keseluruhan atau untuk anak yang berkebutuhan khusus saja?
N: Kalau yang berkebutuhan khusus?
T2: Kalau yang berkebutuhan khusus biasanya disini diawal-awal orang tua
dipanggil ke sekolah terus dijelaskan kesulitan anaknya seperti ini seperti ini.
41
saja. Terus meminta orang tua memberikan solusi apa dirumah itu dileskan atau
mungkin belajarnya diawasi oleh orang tua.
N: Tapi dari ibu sendiri misalnya ibu mengadakan pertemuan dengan orang tua
apa bagaimana?
T2: Kalau saya ada keluhan dengan anak di kelas biasanya saya konsultasikan
dengan guru kelasnya. Nanti guru kelas yang memanggil orang tua.
N: Berarti melalui perantara ya bu?
T2: Iya
N: Kemudian, apakah ibu menciptakan kelas yang menyenangkan untuk
pembelajaran?
T2: Ya, saya berusaha menciptakan itu dengan cara misalkan dengan
menyampaikan pelajaran itu kalau bisa disampaikan dengan lagu saya sampaikan
dengan lagu. Atau kadang dengan permainan.
N: Itu permainannya selama satu jam permainan terus atau hanya sebagai selingan
saja bu?
T2: Itu sebagai selingan aja, kan tetap kita memberikan materi dulu terus baru
game. Tapi kalau menyanyi kan bisa sambil belajar sambil menyanyi.
N: Kemudian, apakah anda berusaha meningkatkan ketertarikan anak-anak dalam
42
T2: Ya dengan itu. Saya browsing browsing di internet mencari gambar-gambar
yang sesuai dengan pembelajarannya. Terus mencari permainan yang baru.
N: Kalau anak-anak sendiri biasanya suka dengan cara apa bu?
T2: Macem-macem. Ada yang suka menyanyi, ada yang suka game, ada yang
suka kayak misalkan saya demonstrasi. Di kelas 6 kan saya ada pelajaran tentang
procedure cara membuat jus dalam Bahasa Inggris, cara membuat nasi goreng.
Nanti anak-anak saya suruh bawa alat-alatnya, bahan-bahannya. Nanti saya
praktekkean didepan, nanti anak-anak gantian juga saya suruh ceritakan cara
membuatnya.
N: Itu ABKnya juga ikut tertarik nggak bu?
T2: Ya mereka ikut seneng kan kayak bermain gitu.
N: Kemudian apakah anda membuat materi yang relevan dengan kehidupan
siswa?
T2: Kalau materi itu kan sudah ditetapkan dengan silabus. Tapi secara tidak
langsung, materi itu kan dibuat oleh KKG Bahasa Inggris jadi ya otomatis
disesuaikan dengan kehidupan siswa sehari-hari. Saya juga dalam
penyampaiannya saya sesuaikan dengan kehidupan sehari-hari.
N: Tapi dari materi itu mungkin tidak bu kalau anak-anak menggunakan Bahasa
43
T2: Misalkan saya menerangkan misalnya kalau kalian bertemu temanmu di pagi
hari, kamu bisa menyampaikan greeting good morning. Terus misalkan untuk
menghafalkan nama-nama makanan, dirumah kamu coba “bu saya minta nasi”,
saya minta rice.
N: Kemudian, apakah anda membuat tugas-tugas menjadi lebih menarik dan
menantang? Kayak PR itu gimana caranya?
T2: Kalau PR ya saya biasa sesuai dengan ini aja. Tapi kalau dikelas, saya lebih
memodifikasinya kalau dikelas.
N: Kalau PR mungkin lebih mengerjakan halaman ini.
T2: Iya, mengerjakan atau membuat dialog.
N: Apakah anda memberikan deadline kepada siswa agar siswa mau
mengerjakan?
T2: Biasanya saya batasi waktunya terus jam mengerjakan sampai jam berapa.
Tapi karena ada anak yang slow tadi jadi waktunya agak saya panjangkan
N: Khusus yang slow saja atau semuanya?
T2: Semuanya.
N: Terus kalau dikelas itu kan ada yang slow ada yang tidak, itu kan bervariasi.
Itu apakah anda menghindari pembandingan? Karena kalau misalnya dikelas itu
44
T2: Nggak. Karena anak kan punya hak yang sama, terus kalau saya melakukan
pembandingan bisa-bisa anak minder terus tidak mau sekolah. Terus misalnya ada
tugas suruh maju memperkenalkan diri atau apa tapi dengan kalimat yang pendek
jadi anak yang slow tadi tetap mengikuti. Dia tetap saya suruh juga, tetep diberi
aplaus setelah selesai melakukan.
N: Kemudian, kalau strategi pembelajaran kurang lebih seperti tadi ya bu variasi
metodenya. Tapi kalau gitu biasanya per pertemuan bervariasi atau satu minggu
itu lagu terus?
T2: Nggak, ya saya ganti-ganti. Kadang pakai drill, kadang pakai games, kadang
juga ceramah.
N: Kalau ceramah itu diberikan untuk apa bu?
T2: Kalau ceramah maksudnya ya saya menjelaskan tentang perbedaan simple
present dan simple past tense, kalau di kelas 6 kan sudah ada.
N: Kemudian, dengan apa feedback diberikan?
T2: Biasanya kalau nggak applaus, atau saya bilang good, atau pinter, pokoknya
pujian.
N: Kalau untuk feedback yang tertulis seperti PR atau tes?
T2: Biasanya paling kalau dinilai itu kalau nilainya bagus ditulisi bagus. Kalau
45
N: Kemudian, apakah anda memonitor perkembangan dan pencapaian siswa
dalam pembelajaran Bahasa Inggris dan memberi reward?
T2: Kalau reward paling saya bilang kayak mas ini. Sekarang nilainya bagus
tambah rajin didepan teman-temannya.
N: Itu berarti menggunakan model siswa lain yang digunakan sebagai contoh ya
bu? Si itu itu biasanya teman sekelas atau kakak kelas?
T2: Biasanya teman sekelas. Itukan dulunya kalau diterangkan nggak pernah
memperhatikan atau apa tapi sekarang memperhatikan.
N: Tapi kalau misalnya dikasih cokelat, dikasih jajan itu dilakukan nggak bu?
T2: Nggak
N: Jadi pujiannya secara lisan ya bu?
T2: Iya
N: Kalau misalnya diakhir tahun ajaran itu apakah anda kasih kenang-kenangan
ke siswa?
U: Nggak.
N: Kurang lebih sudah bu. Untuk memotivasi ABK kan seperti tadi tidak
46 Interview transcript
N: Interviewer
T3: Interviewee
N: Selamat pagi pak. Ini dalam rangka meneliti bagaimana guru memotivasi siswa
di kelas yang ada ABKnya maka saya disini untuk melakukan interview dengan
bapak.
T3: Ya mbak.
N: Jadi bisa diceritakan pak kalau disini siswanya seperti apa.
T3: Yang ABK?
N: Iya pak.
T3: Ya jadi berdasarkan peraturan pemerintah kan disekolah inklusi terdapat 1
atau 2 siswa dengan kebutuhan khsus. Disini sendiri muridnya slow, jadi
kemampuan menyerap pelajaran lebih lambat dari siswa pada uumnya.
N: Tapi mampu mengikuti pelajaran pak?
T3: Ya bisa tapi sekolah juga memberi perlakuan khusus karena mereka itu kalau
dikelas sukanya jalan-jalan sendiri dan mainan.
N: Lalu apakah bapak memperhatikan perkembangan siswa dalam pembelajaran
Bahasa Inggris?
T3: Iya.
N: Seperti apa pak caranya?
T3: Jadi dengan memperhatikan perkembangan siswa dalam setiap pembelajaran
