Teachers nowadays are not only expected to transfer the subject that the students need to know, but they are also expected to keep the students’ interest in learning English to reach objectives of the subject. Therefore, teachers’ awareness to make the students keep motivated is important. Proving his concern on this matter, Dörnyei (2001) proposed some motivational strategies to be applied by EFL teachers in the classroom. Based on the strategies by Dörnyei, this study aims at finding out the awareness of eight junior high school teachers in Kebayoran Lama about the importance and the use of the strategies in the EFL classroom. This study was conducted by using survey method. It proves that most teachers in these eight junior high schools are aware about the importance of the strategies and they admit that they use them in their EFL classes. It was also found that there is a difference between the public junior high school and private junior high school teachers in terms of how they perceive the
strategies and how frequent they apply the strategies. For example, the public junior high school teachers perceive that proper teacher behaviour is the most important strategy. For private junior high school teachers, however, familiarising learners with L2-related-values is considered as the most important strategy. In terms of frequency of use, public junior high school teachers apply proper teacher behaviour most frequently in their classroom practice. For private junior high school teachers, in contrast, making the learning tasks stimulating is considered as the most applied strategy in their classroom practices. It is expected that this study can give insight to EFL teachers to be more aware of the strategies to motivate their students in learning English as a Foreign Language. |