STUDENTS’ PERCEPTIONS ON TEACHERS’ STRATEGIES TO
MOTIVATE THE STUDENTS IN EXTENSIVE READING CLASS
Patricia Masrinda Loebis
ABSTRACT
Motivation in Extensive Reading (ER) is paramount since it is crucial to keep students’ positive attitude toward reading. Although the concept of ER concern to produce individual-independent learners, teachers still have the responsibility to orient and guide the students Therefore, teachers should provide some strategies to maintain students’ motivation in the reading process. This study aimed to identify students’ perceptions on teachers’ strategies to motivate them in ER. The data of this study was collected using semi-structured interview (more or less 13 questions) from 10 participants (1 male, 9 female). The participants were students who took ER class in Semester I 2013/2014. By analyzing it qualitatively, the findings revealed that students perceived that teacher’s supports are important in their learning process. The students stated that they became more motivated at three conditions, which are when they see that their teachers being active reader during the Silent Reading, when their teachers act as guide, and when they are given appropriate assignments by the teachers. Though teachers’ strategies in motivating the students consider as extrinsic motivation but through deeper implementation by the teacher it could be transform into intrinsic motivation which is essential for language learning process.