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International Journal Review #3

Hello guys so this time I will continue the discussion on my blog and now I will discuss the new subtitles namely "Generating Initial Motivation". Happy reading 

Generating initial Motivation
The data analysis shows that students find this dimension of generating initial motivation important in influencing their motivation in teaching and learning process. The same result was also found on the lecturers’ perspectives on this dimension, who considered this dimension very important in teaching and learning process.
But, there are some aspects of motivational strategies under this dimension that are viewed differently by the students and lecturers, they are:

The first aspect of motivational strategies is “Lecturers regularly remind students of the accomplishment of the goal.” Based on the students’ perspectives, this aspect of motivational strategies is considered so-so (in total scores 338 from 500). On the other hand, lecturers categorize this aspect of motivational strategies as ‘important’ (in total scores 22 from 30) Brophy (1998 in Dornyei, 2001, p.57) states that “The simplest way to ensure that students expect success is to make sure that they achieve their goal consistently”.

The second aspect of motivational strategies that is viewed differently by the students and lecturers is referring to “Lecturers quote positive experience of influential public figures”. For the students, this aspect of motivational strategies is categorized as ‘so-so’ (in the total scores 333 from 500), but the lecturers considered it very important (in total scores 29 from 30).

Then, the third finding shows that lecturers did not use need analysis techniques to find out their students’ needs, goals and interests. So that, the curriculum is not based on students’ needs analysis. In this university, the curriculum and the lesson plan were made by certain teams without needs analysis phase. They usually worked at the beginning of the new academic year. The teams of the curriculum and lesson plan construction were not always the teaching team of the lesson plan that had been constructed. Moreover, in practice, the teaching team lecturers did not implement the lesson plan that had been made before by the team.

The last finding in this dimension shows that some lecturers still took most of the speaking time and role in the class activities. However, they still involved the students in at least questioning, answering, and giving comments or opinions, even though in a smaller time portions than their speaking time. The theory of constructivism, as cited in Lie (2008), tells us that learning is an active, constructive process. The learner is an information constructor. People actively construct or create their own subjective representations of objective reality.

So that’s all my post today. I hope it can be useful for all. Thank you

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