Students’ Motivations in Learning English after the Practice of Teacher-In-Role

Syuhada, Latifah (2023) Students’ Motivations in Learning English after the Practice of Teacher-In-Role. Skripsi thesis, Universitas Negeri Padang.

Preview

Text B1_03_LATIFAH_SYUHADA_17018049_689_2023.pdf Download (7MB) | Preview

Abstract

Teacher's strategy in teaching English determines students‟ motivation in learning English. Having low motivation in learning English has been identified as having low competence for the students. This study intended to figure out how is Students‟ motivation in learning English after the practice of Teacher-in-Role (TiR). Teacher-inRole is one of the elements of drama on the process and as the starting point for this research to find students‟ motivation in learning English. Students are encouraged to communicate their opinions and feelings while assessing attitudes and skills while taking into account others' feelings. The study employed descriptive qualitative and quantitative design. There were 32 students that have observed and were involved in this research. The information was gathered using a variety of equipment, namely: questionnaire sheet and focus group discussion (FGD). Based on the data analysis, it was found that, students‟ motivation after the practice of Teacher-in-Role has shown a good result. It concluded from three indicators of motivation that have been observed. Those are positive manner, desire to integrate and more persistence in learning English. The percentage of each aspect is quite higher. Students were excited, fun, and enjoy the learning process while they were practicing Teacher-in-Role, albeit some students uttered that they were worried and afraid of making mistakes while talking English because of the lack of vocabulary.

Actions (login required)

View Item