MOTIVATING LEARNERS IN LEARNING ENGLISH AS A COMPULSORY SUBJECT IN
EFL CONTEXT
efithri74@gmail.com
(The writer is a teacher of SMA Negeri 10 Fajar Harapan Banda Aceh)
Motivating learners in learning English as a compulsory subject in
schools, mainly in EFL context, seems to be a dilemma to some extent
because motivation is something unseen, and comes from within (Brown, 2007).
Frequently, teachers find it hard to dive deeply into learners mind and figure
out what they do and why they do it. It is not easy to raise motivation for
learners who learn English not because they want to or because they need to as
in EFL context, in which they learn English only because they have to pass the
school leaving test. Brown (2007, p. 84) said; “the most complicated problem in
teaching English as a second and foreign language is to construct motivation in
the classroom”. That might be because teachers do not know what problems lying
behind their attitudes. Teacher might need to explain the learners the goal and
the benefit of what and why they learn the language, so that learners can
stimulate themselves to achieve the goal (Dornyei, 2003). Furthermore, Dornyei (2001) said that
motivation is related to attitudes and values that learners bring from their
experience of life. These values and attitudes are in terms of intrinsic value,
in which learners learn other language because of their interest, willingness,
and determination. With this kind of motivation, teachers are expected to
design challenging and interesting activities enhancing learners’ knowledge and
practice. Motivation is also related to integrative values in which learning
other language is because they need it for social and cultural demand. For
example their desire to interact with native speakers of the target language,
in this case English, as well as their positive attitude towards the people and
the target culture. In this condition, teachers might select the, materials
which promote cultural awareness, any information about the country of the L2
and the people including stereotypes and prejudice, and other exchange programs
that give learners opportunities to speak with native speakers. Beside,
motivation is also linked to instrumental value, which encourage learners to
learn L2 because they want to achieve pragmatic objectives such as to pursue
further education, or improve future employment opportunities and for getting
better payment jobs. With this in mind, teachers should know what kind of
learners’ backgrounds are in the classroom, so that they can stimulate
learners’ motivation in learning English. Therefore, this paper will discuss
about the steps to elevate students’ motivation in EFL classroom as well as how
these ways will work.
In order to increase students’ motivation, firstly, teachers have to
know about learning types of the students. Learning styles have influence on
the achievement of students’ learning in the way of how they perceive the
learning itself (Williamson & Watson, 2006). It means when teachers know
the way how learners learn they can create wide range of interesting activities
which is believed to stimulate learners’ motivation as well, as appropriate contextual
techniques and strategies will attract learners to be involved in classroom
activities (Rivera-Mills & Plonsky, 2007). For example, in EFL classroom at
year 10, learners do not have confidence to speak in English, even just to read
aloud. Their styles of learning are audiovisual, so in this situation, teachers
might need to provide multimedia and objects to show students. The media can be
movies, documentaries, or songs in which they can motivate learners in forms of
providing relaxing and comfortable environment to learn since they enjoy the
music while learning English from the lyrics. This way is considered to
stimulate learners’ brain and enhance students’ achievement in learning
(Beasley, Chiang, Liao, 2008). Besides, feeling of comfort being in the
classroom will prompt them to get into the class happily, without pressure and
burden. Emotionally, they will be ready to learn foreign language if they can
have fun in it.
Giving students chance to play with computer programs such as games,
and learning programs softwares, will also make students motivated to learn,
particularly if they are doing educational games in computer or internet (such
as grammar and punctuation game, or words games) which give scores for their
effort, they will surely try hard to get better score. This idea intrinsically
and extrinsically motivates them to learn, not only because of the score, but
also because they have fun doing the game (Vogel, Greenwood-Ericksen,
Cannon-Bowers, Bowers, (2006). Besides, pictures, realia (which
can be the object in the forms of miniature like toys or pictures) and other
authentic materials are also motivational instruments for learners. In my
experience, realia and authentic materials are easy to find around school and
house and it is easy to work with. In addition, realia and authentic materials can
give the precise meaning for students because they can directly see the object.
Moreover, it can also build students’ prior knowledge or schemata when they see
and learn new things (Doye & Hurrell, 1997). If
teachers bring such things into the classroom, their curiosity will be
stimulated and they unconsciously will pay attention to what teacher have in
front of the class. If teachers have successfully grabbed students’ attention, it
is easier to arouse their motivation, for example by telling students the goal
of learning the lesson, and the benefit that they will get if they can speak in
English.
Furthermore, learners’ motivation can also be increased through
involving learners in finding materials for learning, for example by asking
learners to browse at internet and find the sources that have been assigned by
teachers (Ruiz-Molina & Cuadrado-Garcia, 2008). By giving this task,
students will be responsible and make effort to get the task done. Assigning this
task can be done both in groups, so that learners will be taught about working
with others (team work) and respecting others in terms of opinions or ideas
related to the tasks. In my experience, when I asked students about their
feeling working with friends outside of the classroom, they said that it brings
different nuance which make them eager to explore more about the learning which
means they are intrinsically motivated in learning foreign language. Additionally,
by encouraging learners to independently expose themselves to language learning
will help them increase their confidence and motivation into the real use of
the language. Face to face interaction with native speakers as well as
listening to native speakers voice through audiovisual media is considered to
help learners use the language in the real contexts in which it is also
believed to enhance their awareness on
how the language (English) works. (Lehtonen & Tuomainen, 2003; yazedjian
& Kolkhorst, n.d.; Panggabean, 2007). For example by assigning groups of
learners to do a project. Teachers can set the tasks of what learners have to
do which are related to the project. Before doing it students need to have a
framework for a guide to the project. In my experience, I assigned learners of
year 11 to do an interview about the NGO program related to Tsunami relief
program in Aceh. The idea was, after the Tsunami, there were many foreigners came
to Aceh working as volunteers. They mostly worked for UN as well as international NGOs which
helped government rebuild the Tsunami affected areas. In order that students
practice their English in the real context or in the real use, interviewing native speakers helped them to the real use of English. Therefore, I assigned a project in which learners
(in a group of three) should interview foreigners staff --who were most of them native speakers of English-- in English. The questions had been set
together in the classroom before the interview conducted. To ensure the native
speakers’ acknowledgement to the students’ project, I attached an
acknowledgement letter telling that the project was merely for the purpose of
practicing English (for educational purpose), and had nothing to do with
politics or other things beyond education. The project was very successful, and
the learners were very motivated to do the tasks and make the report. Righteously,
the native speakers responded very well to learners’ efforts in practicing
their English for some of them attached appreciation letters for such kind of
projects and they expected the follow up program in the future.
Moreover, the motivation of learners in using and practicing English
in the real context might also be achieved through correspondence (Barksdale,
Watson, & Park, 2007). It is a good idea to provoke learners to have pen
pals (either from the same country or from overseas) in which they can write
letters in English. Writing letters to and getting letters from pen pals are
exciting experience that learners might have. They can change information about
places, cultures, schools, and interests. Besides, this idea can motivate
learners to write in English (Charron, 2007). Likewise, through correspondence
learners can learn many things about other aspects, in terms of increasing
their writing skills, vocabulary, confidence, as well as information and
technology if they do it through email or other social networks such as ‘Instagram’, and ‘Facebook’. This media will intrinsically motivate learners to
learn English since they can see directly the benefit of learning it.
The next step to increase intrinsic motivation of the students who
learn English as a compulsory subject can be done at the beginning of the
lesson in the forms of motivational warm up activities. Warm up activities is
important to engage learners in learning situation as well as to arouse their
interest in learning. Paterson (2007, p.7) explains that motivational warm up
activities before and during the lesson can help learners to refocus the
lesson, remove excess energy, wake up lethargic mind, give a break for
students, and teachers as teachers need a break, too, give reward for good
behaviour or doing the task and to introduce a lesson when applied at the
beginning of the lesson. In addition,
these activities can build basic understanding of learning language such as; “there
is no wrong answer, variety is good and encouraged, all responses are
celebrated, and private space, both physical and emotional, is respected”
(Paterson 2007, p.7). With this in mind, teachers can stimulate students’ intrinsic
motivation, through varieties of very quick but efficient activities (see
Paterson, 2007) so that they are willingly to participate in the classroom.
In corresponding to building intrinsic motivation as explained
above, Dornyei (2001 cited in Brown, 2007, p.94) mentions eight strategies that
teachers can use;
1. Demonstrate and talk about your own enthusiasm for
the course material, and how it affects you personally.
2.
Take the students’ learning very seriously.
3.
Develop a personal relationship with your students.
4.
Develop collaborative relationship with students’ parents.
5.
Create a pleasant and supportive atmosphere in the classroom.
6.
Promote the development of group cohesiveness.
7.
Formulate group norms explicitly, and have them discussed and accepted by the
learners.
8.
Have the group norms consistently observed.
Referring
the above quotation, it is salient for teachers to understand learners and
treat learners as colleagues. Unfortunately, In EFL context, such Indonesia,
the hierarchy relationship between teachers and students at some places still
exists. In this case, teachers are regarded superior and do no wrong, while
students are children who have to follow what teachers say. In this condition it
will create gap and untrustworthiness between teachers and students. This
situation is worsened in teaching English as foreign language. Now that English
is considered difficult, teachers are supposed to create warm and friendly connection
either at school or after school. Consequently, in few cases learners see
English teacher as a frightening person who will put them in troubles. As a
solution, I think, English teachers should have good personality and
psychological awareness so that they can interact with students friendlier and
more open. I have found some learners who are picky with teachers; it means
they want to learn English enthusiastically only if when they are taught by
certain teachers to whom they can regards as friends. In fact, being close with
students teachers can get much benefits in terms of getting information about
what they like and dislike to do in class, or find out what motivates them to
learn English or how the lesson could be improved. Also, when teachers are
close to students, they can easily stimulate their intrinsic motivation while
having a chat for example.
Further
steps could be taken to increase students motivation is through selecting
appropriate approach in teaching the language. Since English is a foreign
language, teachers should consider about teaching English as a meaningful
learning for students, in which it can be achieved if teachers carry out
learners’ centred learning. Learners’ centred leaning provides students with
opportunities for problem solving, critical thinking and learning strategies
that make students feel successful which can derive successful feeling. This
learning process based on effective teaching method which is goal-oriented,
mastery-based and academically focused. It also should provide teaching
activities that promote social interaction and curricular material covering
learners’ zone of development and related to their prior knowledge (Winstead,
2004, p. 46).
In
addition, giving appraisal, rewards (to some extent punishment id also
tolerable), and listen to students’ voice are considered to increase students’
extrinsic motivation in terms of stimulating neural system which are closely
related to motivational and emotional activity in the brain (Schumann, 2001).
Giving appraisal for every task and good attitude to learning that they have
accomplished is very motivational to students. However, in EFL context teachers
might also give student tolerable punishment if they are out of boundaries that
have been agreed together. Regarding
learners’ errors, teacher should avoid immediate correction to the errors and
mistakes in order not to discourage students to learn. If teacher want to
correct students errors, they can do that later in private, with only teacher
and the student, not in front of their friends. This has to do with self esteem
too, which is believed to influence motivation as well. Naturally, human being needs appraisal,
appreciation and acknowledgement from other to show their existence.
In
order to minimize the mistakes in learning, teacher might like to speak in L2
with low speed, if in urgent, teacher can mix it with L1. Also it is alright
for teachers to do moderate repetition to get learners familiar with
pronunciation, vocabulary (if there are difficult words). But, never translate
the sentence uttered by teachers, since it will interference their way of
learning. It is better to slow down and give some times to students to think or
guess what the meaning of the sentence is. In this case, intelligence guessing
seems to contribute more in learning rather than translating. Other ways to
extrinsic motivation are by creating relaxing and comfortable climate in the
classroom by giving extra care to students and build trustworthiness so that
students will have a feeling that teachers believe in them in terms of efforts,
encouragement in learning and ability to achieve the goal. This feeling will
lift students’ confidence which lead to self efficacy in learning. If students
have got self efficacy they will be willingly to learn independently. It means
teacher is successful to bring them to autonomy principles. Here, students can
encourage themselves to learn the language and automatically will increase
their motivation as well. Sprat, Humphreys, & Chan (2002), said that the
research shows significant relation between autonomy and motivation in language
learning. They also said that autonomy, which then stimulates motivation of
learners, will reach to greater success in language learning. It means that it
is possible for teachers to build students confidence in learning language. Also,
the best thing to think by teachers is motivating learners in EFL context in
which they learn language as only as a compulsory subject needs consistent
efforts of the teachers in keeping up students’ motivation, otherwise students
might give up in learning language, as it is less support from environment
(family and community) as well as the limitations of the students themselves. In
this case, teachers have to put themselves as great motivator to students and
provide motivational activities during the teaching and learning process.
In conclusion, increasing motivation to students who learn English
as foreign language teachers have to consider several steps, such as creating
variety of interesting and engaging learning activities which involves the use
of multimedia including the use of computers and internet. In addition to that
teachers also should take into account the appropriate approach given to
students, so that students will find that being in the classroom and learning
English is comfortable and distressful. With this in mind, learners will be
motivated to look deeply into English and to some points they will be willingly
to use it into practice. In teaching English as a compulsory subject, teacher
should think about appraisal or rewards to be addressed to students for their
efforts to get the tasks done as well as their good participation in the class.
Teachers need to tolerate to mistakes made by students in learning English. It
is reasonable that make some mistakes in learning, since English is a foreign
language for the students. In this situation, teachers should be wise enough in
dealing with students errors. Faulty in treating students might result in
discouragement and hopeless in learning. If this happen, it will be very
difficult for teacher to rebuild the motivation and confidence of learners. So,
teachers should be very smart in understanding the inside of their students.
Moreover, secure and comfortable learning environment also influence their
motivation to learn. Therefore, teachers should create the stress free climate
in the classroom. Also teachers’ understanding that learners have their own way
of learning as well as their own interest should bring to open communication
between students and teacher. Teacher is essential to know that students,
actually, has capability but sometimes, it is just unseen from the surface.
Teacher should go further into their mind and find out what things motivate
them to learn English. With this in mind, it is not difficult to lift students’
motivation to learn the language. Importantly,
every student has motivation within; it only needs the talent of teachers to
dig it up with which enormous power and energy to learn English released. Again,
teachers are the key.
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