i
STUDENTS’ PERCEPTIONS ON TEACHERS’ STRATEGIES TO
MOTIVATE THE STUDENTS IN EXTENSIVE READING CLASS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Patricia Masrinda Loebis
112008165
ENGLISH TEACHER AND EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
SATYA WACANA CHRISTIAN UNIVERSITY
SALATIGA
ii
STUDENTS’ PERCEPTIONS ON TEACHERS’ STRATEGIES TO
MOTIVATE THE STUDENTS IN EXTENSIVE READING CLASS
THESIS
Submitted in Partial Fulfillment
of the Requirements for the Degree of
Sarjana Pendidikan
Patricia Masrinda Loebis
112008165
ENGLISH TEACHER AND EDUCATION PROGRAM
FACULTY OF LANGUAGE AND LITERATURE
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 the text.
Copyright@ 2014. Patricia Masrinda Loebis and Anita Kurniawati, 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 Teacher and Education Program, Faculty of Language and Literature, Satya Wacana University, Salatiga.
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.
