Abstract:
This study reported EFL teachers’ motivation strategies in the EFL classroom. This descriptive study was aimed to find out the motivation strategies of EFL teachers in English classroom of three junior high schools in Tasikmalaya and to find out the essence of EFL teachers’ motivation strategies influencing students’ motivation in learning English in the classroom from the students’ perceptions. There were Nine (9) students and three (3) English teachers as the participants. Two research instruments were managed, namely the interview and the questionnaire. Three data analysis techniques used in this study are exploratory data analysis, interpretative approaches, and triangulation analysis as adapted from Cohen, et al. (2007, p. 507), Berg (2004, p. 34), and Fraenkel, et al. (2012, p. 559). The findings revealed that four kinds of EFL teachers’ motivation strategies used in English classroom were creating the basic motivation condition, generating initial motivation, maintaining and protecting motivation, and encouraging positive self-evaluation. The findings also revealed that the extent of the students’ responses on EFL teachers’ motivation strategies affected positively toward their motivation in learning English in the classroom.
