Exploring Papuan English teachers’ strategies in enhancing junior high school students’ reading motivation

Abel Yohanis Romrome, Rita Sari

Abstract


Reading motivation is a critical factor in English language acquisition, recognized as a significant issue for decades. Scholars have explored this topic from various perspectives, including teachers’ strategies and students’ intrinsic motivation. However, no studies have examined teachers’ strategies for fostering reading motivation among junior high school students in the Papuan context, particularly in Wamena, Papua Pegunungan Province. This study addresses this gap by investigating the strategies employed by Papuan English teachers to enhance students’ reading motivation. Data were collected using a qualitative approach through a descriptive case study. Eight Papuan English teachers participated, responding to open-ended questionnaires and semi-structured interviews. The findings indicate that teachers employed several strategies to boost reading motivation, including designing engaging reading materials, modelling enthusiasm for reading, allowing students to choose their reading texts, providing constructive feedback on reading progress, and fostering strong teacher-student relationships. These findings offer valuable pedagogical implications and practical recommendations for educators to underscore the importance of reading, thereby fostering greater student motivation to engage with texts.

Keywords


Junior High School Students; Papuan English Teachers’ Strategies; Reading Motivation.

Full Text:

PDF

References


Amalia, S. N., Widiati, U., Rachmajanti, S., Anugerahwati, M., & Waluyo, B. (2024). Factors Shaping Situated Willingness to Communicate: A Multidimensional Perspective in the Indonesian EFL Context. Studies in English Language and Education, 11(3), 1332–1354. https://doi.org/10.24815/siele.v11i3.34942

Anandari, C. L., & Iswandari, Y. A. (2019). Extensive reading in indonesian schools: A successful story. Teflin Journal, 30(2), 137–152. https://doi.org/10.15639/teflinjournal.v30i2/137-152

Atmazaki, A., & Indriyani, V. (2019). Design of reading materials based on contextual teaching and learning (CTL). Advances in Social Science, Education and Humanities Research, 301(Seventh International Conference on Languages and Arts (ICLA 2018)), 235–241. https://doi.org/10.2991/icla-18.2019.38

Bain, K. (2004). What the best college teachers do. In Harvard University Press (Vol. 76, Issue 2). Harvard University Press. https://doi.org/10.1080/00221546.2005.11778914

Baker, L., & Wigfield, A. (1999). Dimensions of Children’s Motivation for Reading and Their Relations to Reading Activity and Reading Achievement. Reading Research Quarterly, 34(4), 452–477. https://doi.org/10.1598/rrq.34.4.4

Barber, A. T., & Klauda, S. L. (2020). How reading motivation and engagement enable reading achievement: Policy implications. Policy Insights from the Behavioral and Brain Sciences, 7(1), 27–34. https://doi.org/10.1177/2372732219893385

Barriball, K. L., & While, A. (1994). Collecting data using a semi-structured interview: a discussion paper. Journal of Advanced Nursing, 19(2), 328–335.

Biyik, M. A., Erdogan, T., & Yildiz, M. (2017). The Examining reading motivation of primary students in the terms of some variables. International Journal of Progressive Education, 13(3), 31–49.

Braun, V., & Clarke, V. (2008). Using thematic analysis in psychology,Qualitative Research in Psychology. Journal of Chemical Information and Modeling, 3(2), 77–101. http://dx.doi.org/10.1191/1478088706qp063oa

Conradi, K., Jang, B. G., & Mckenna, M. C. (2014). Motivation Terminology in Reading Research : A Conceptual Review. Educational Psychology Review, 26(1), 127–164.

Creswell, J. W. (2014). Research Design: Qualitative, Quantitative and Mixed Methods Approaches (4th ed.). SAGE Publication, Inc.

Deci, E. L., & Ryan, R. M. (1985). Intrinsic motivation and self-determination in human behavior. Plenum Press.

Deci, E. L., & Ryan, R. M. (2000). The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/ S15327965PLI110401.

Dharmmakharyadhika, H. P. (2019). Students’ Motivation in Reading Online Sources in Moodle at English Study Program in Jambi. Advances in Social Science, Education and Humanities Research in Eleventh Conference on Applied Linguistics, 254(Conaplin 2018), 365–369. https://doi.org/10.2991/conaplin-18.2019.70

Dornyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.

Dörnyei, Z., & Ushioda, E. (2013). Teaching and researching motivation. In Christopher N. Candlin & D. R. Hall (Eds.), Teaching and Researching Motivation, Second Edition (Second). Pearson Education Limited. https://doi.org/10.4324/9781315833750

Elliot, A. J., Faler, J., McGregor, H. A., Campbell, W. K., Sedikides, C., & Harackiewicz, J. M. (2000). Competence valuation as a strategic intrinsic motivation process. Personality and Social Psychology Bulletin, 26(7), 780–794. https://doi.org/10.1177/0146167200269004

Estes, S. (2016). The teacher-student relationship and its impact on at-risk students’ effort, confidence, and motivation in reading [The University of Findlay]. In Unplublished. https://medium.com/@arifwicaksanaa/pengertian-use-case-a7e576e1b6bf

Fitria, R., Widyantoro, A., & Sukarno, S. (2024). Strategies used by Indonesian high school English teachers to improve students ’ reading comprehension : A qualitative study. Englisia: Journal of Language, Education, and Humanities, 12(1), 70–84.

Guna, S., & Darong, H. C. (2023). The representation of social actors in EFL textbooks: Systemic Functional Linguistics perspective. Indonesian Journal of EFL and Linguistics, 8(2), 221–232. www.indonesian-efl-journal.orgdoi:http://dx.doi.org/10.21462/ijefl.v8i2.649

Guthrie, J. T., & Wigfield, A. (2000). Engagement and motivation in reading. In M. L. Kamil, P. B. Mosenthal, P. D. Pearson, & R. Barr (Eds.), Reading research handbook (3rd ed., pp. 403–424). Lawrence Erlbaum.

Guthrie, J. T., & Davis, M. H. (2003). Motivating struggling readers in middle school through an engagement model of classroom practice. Reading and Writing Quarterly, 19(1), 59–85. https://doi.org/10.1080/10573560308203

Guthrie, J. T., Hoa, A. L. W., Wigfield, A., Tonks, S. M., Humenick, N. M., & Littles, E. (2007). Reading motivation and reading comprehension growth in the later elementary years. Contemporary Educational Psychology, 32(3), 282–313. https://doi.org/10.1016/j.cedpsych.2006.05.004

Hidayat, A. (2019). Technological Pedagogical Content Knowledge (TPACK) Instrument For Indonesia Science Pre-Service Teacher: Framework, Indicators, And Items Development. Unnes Science Education Journal, 8(2), 155–167. https://journal.unnes.ac.id/sju/index.php/usej/article/view/35166

Hidayati, S. (2024). ESP Teacher ’ s Self-Reflection : Teacher Agency and Frustration of the Enactment. Indonesian Journal of EFL and Linguistics, 9(November), 349–364.

Indrayadi, T. (2021). Indonesian EFL Learners’ Reading Motivation. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 5(2), 335. https://doi.org/10.21093/ijeltal.v5i2.745

Johnson, D. (2017). The role of teachers in motivating students to learn. Journal of Graduate Studies in Education, 9(1), 46–49. ttps://files.eric.ed.gov/fulltext/EJ1230415.pdf

Kember, D. (2016). Understanding the Nature of Motivation and Motivating Students through Teaching and Learning in Higher Education. In Understanding the Nature of Motivation and Motivating Students through Teaching and Learning in Higher Education. https://doi.org/10.1007/978-981-287-883-0

Lee, K. S., Tsai, P. S., Chai, C. S., & Koh, J. H. L. (2014). Students’ perceptions of self-directed learning and collaborative learning with and without technology. Journal of Computer Assisted Learning, 30(5), 425–437. https://doi.org/10.1111/jcal.12055

Locher, F. M., Becker, S., & Pfost, M. (2019). The relation between students’ intrinsic reading motivation and book reading in recreational and school contexts. AERA Open, 5(2), 1–14. https://doi.org/10.1177/2332858419852041

Lunenberg, M., Dengerink, J., & Korthagen, F. (2014). The professional teacher educator: Roles, behaviour, and professional development of teacher educators. In The Professional Teacher Educator: Roles, Behaviour, and Professional Development of Teacher Educators. https://doi.org/10.1007/978-94-6209-518-2

Macklem, G. L., & Gayle, L. (2018). Boredom in the classroom, addressing students’ motivation, self-regulation and engagement in learning. In Boredom in the Classroom Addressing Student Motivation, Self- Regulation, and Engagement in Learning. Springer International Publishing. https://doi.org/doi:10.1007/978-3-319-13120-7

Maruli, B., Rusman;, & Mulyadi. (2021). The correlation among parental involvement , reading motivation and reading achievement of senior high school students. Jurnal Pendidikan Tambusai, 5(1), 2264–2269.

Marzona, Y., & Astria, W. J. (2019). The effect of questioning strategy and students’ motivation toward reading comprehension of narative text at the eleventh grade social science of SMA Negeri 1 Talamau, Pasaman Barat. Jurnal Ilmiah Pendidikan Scholastic, 3(2), 32–39.

Muliati Chitra. (2017). The students’ motivation in reading and reading interest of the fifth semester students of IAIN Palangkaraya.

Muluk, S., Habiburrahim, H., Zulfikar, T., Akmal, S., Nasriyanti, N., & Safrul, M. S. (2021). Classroom Management in EFL Speaking Class: Strategies and Challenges. IJEE (Indonesian Journal of English Education), 1(1), 127–146. https://doi.org/10.15408/ijee.v1i1.20146

Muthalib, K. A., Ummah, S. Y., & Silviyanti, T. M. (2024). A n analysis of teacher ’ s multilingual practices used in teaching EFL students. Englisia: Journal of Language, Education, and Humanities, 12(1), 237–249.

Nyoman, I., Sanjaya, S., Wajdi, M., Agung, A., Sitawati, R., Suciani, N. K., & Bali, P. N. (2023). Indonesian EFL Learners’ Motivation to Learn Second Language Pragmatics. Indonesian Journal of EFL and Linguistics, 8(1), 2527–5070. www.indonesian-efl-journal.orgdoi:http://dx.doi.org/10.21462/ijefl.v8i1.566

Ornstein, A. C., & Hunkins, F. P. (2018). Curriculum: Foundation, Principles and Issues, Seventh Edition. In Pearson Education.

Prawita, W., Prayitno, B. A., & Sugiyarto. (2019). Effectiveness of a generative learning-based biology module to improve the analytical thinking skills of the students with high and low reading motivation. International Journal of Instruction, 12(1), 1459–1476. https://doi.org/10.29333/iji.2019.12193a

Rogers, D., & Webb, J. (1991). The Ethic of Caring in Teacher Education. Journal of Teacher Education, 42(3), 173–181. https://doi.org/10.1177/002248719104200303

Romrome, A. Y. (2024). Utilizing Technology In Constructing Papuan EFL Students’ Self-Directed Learning. PEDAGOG Jurnal Ilmiah, 2(2014), 45–51. https://doi.org/https://doi.org/10.71387/pji.v2i2.79

Romrome, A. Y., & Mbato, C. L. (2022). An investigation of Papuan English Teachers’ Emotional Management during Teaching. LANGUAGE CIRCLE: Journal of Language and Literature, 17(1), 1–15. http://journal.unnes.ac.id

Romrome, A. Y., & Mbato, C. L. (2023). Exploring EFL students’ motivation in essay writing through writing beliefs, self-efficacy, and attitudes: a case from Papua, Indonesia. Journal on English as a Foreign Language, 13(1), 1–24. https://doi.org/10.23971/jefl.v13i1.4561

Roorda, D. L., Jak, S., Zee, M., Oort, F. J., & Koomen, H. M. Y. (2017). Affective teacher-student relationships and students’ engagement and achievement: A meta-analytic update and test of the mediating role of engagement. School Psychology Review, 46(3), 239–261. https://doi.org/10.17105/SPR-2017-0035.V46-3

Saeheng, P. (2017). A Study of e-Learning, blended learning, and traditional teaching methods to motivate autonomous learning in English reading comprehension of Thais learners. IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics), 2(1), 1. https://doi.org/10.21093/ijeltal.v2i1.36

Salikin, H., Bin-Tahir, S. Z., Kusumaningputri, R., & Yuliandari, D. P. (2017). The Indonesian EFL learners’ motivation in reading. English Language Teaching, 10(5), 81–90.

Samad, A. A., Etemadzadeh, A., & Far, H. R. (2012). Motivation and language proficiency: Instrumental and integrative aspects. Procedia - Social and Behavioral Sciences, 66(2), 432–440. https://doi.org/10.1016/j.sbspro.2012.11.287

Sari, R. (2020). The Correlation between Students’ Motivation and Reading Comprehension at The Second Semester Students at English Language Education at University of Batanghari. JELT: Journal of English Language Teaching, 4(2), 94–103.

Schiefele, U., & Schaffner, E. (2015). Teacher interests, mastery goals, and self-efficacy as predictors of instructional practices and student motivation. Science Direct, 42(1), 159–171.

Schiefele, U., Schaffner, E., Möller, J., Wigfield, A., Nolen, S., & Baker, L. (2012). Dimensions of reading motivation and their relation to reading behavior and competence. Reading Research Quarterly, 47(4), 427–463. https://doi.org/10.1002/RRQ.030

Schuitema, J., Peetsma, T., & van der Veen, I. (2016). Longitudinal relations between perceived autonomy and social support from teachers and students’ self-regulated learning and achievement. Learning and Individual Differences, 49, 32–45. https://doi.org/10.1016/j.lindif.2016.05.006

Sulistyo, T., Dewantara, A., Widiastuti, O., & Marhaban, S. (2024). Student-teacher relationship : Written feedback provision and writing performance. Englisia: Journal of Language, Education, and Humanities, 12(1), 113–125.

Theobald, M. A. (2006). Increasing student motivation: Strategies for middle and high school teachers. Corwin Press.

Unrau, N., & Schlackman, J. (2006). Motivation and its relationship with reading achievement in an urban middle school. Journal of Educational Research, 100(2), 81–101. https://doi.org/10.3200/JOER.100.2.81-101

Wang, X., Jia, L., & Jin, Y. (2020). Reading amount and reading strategy as mediators of the effects of intrinsic and extrinsic reading motivation on reading achievement. Frontiers in Psychology, 11(3), 1–16. https://doi.org/10.3389/fpsyg.2020.586346

Xia, T., Gu, H., & Li, W. (2019). Effect of parents’ encouragement on reading motivation: The mediating effect of reading self-concept and the moderating effect of gender. Frontiers in Psychology, 10(1), 1–8. https://doi.org/10.3389/fpsyg.2019.00609

Xu, W., & Zammit, K. (2020). Applying Thematic Analysis to Education: A Hybrid Approach to Interpreting Data in Practitioner Research. International Journal of Qualitative Methods, 19, 1–9. https://doi.org/10.1177/1609406920918810

Yasin, B., & Mustafa, F. (2020). The Correlation between school principal leadership competence and teachers’ social behaviours. Indonesian Research Journal in Education |IRJE|, 4(1), 151–170. https://doi.org/10.22437/irje.v4i1.9093

Yuliasari, R., Virtianti, R., Yulianda, A., & Widyandary, D. (2020). The correlation between learning motivation and reading comprehension achievement at the X grade students of SMAN 9 Pondok Kopi East Jakarta. Jurnal Akrab Juara, 5(4), 159–168.

Yuniarti, Rozelin, D., & Rasidin. (2024). Kreativitas Guru Pendidikan Pancasila Dan Kewarganegaraan Dalam Pemanfaatan Media Pembelajaran Berbasis Teknologi Informasi dan Komunikasi. Al-Miskawaih: Journal of Science Education (MIJOSE), 3(1), 483–494. https://doi.org/https://doi.org/10.56436/mijose.v3i1.311

Yusuf, Y. Q., Inayah, N., & Mutiarani, M. (2020). Teachers’ reinforcement: Building students’ motivation to learn English. International Journal of Language Studies, 14(4), 105–128.

Zainuddin, Z., Habiburrahim, Muluk, S., & Keumala, C. M. (2019). How do students become self-directed learners in the EFL flipped-class pedagogy? A study in higher education. Indonesian Journal of Applied Linguistics, 8(3), 678–690. https://doi.org/10.17509/ijal.v8i3.15270

Zhang, T., Solmon, M. A., & Gu, X. (2012). The role of teachers’ support in predicting students’ motivation and achievement outcomes in physical education. Journal of Teaching in Physical Education, 31(4), 329–343. https://doi.org/10.1123/jtpe.31.4.329

Zulfikar, T., Syahabuddin, K., Maulidia, K., Emawati, & Amiruddin. (2022). Looking Inside an EFL Classroom: Promoting Productive Learning through Teachers’ Questioning Strategies. Studies in English Language and Education, 9(3), 1019–1040. https://doi.org/10.24815/siele.v9i3.26072




DOI: http://dx.doi.org/10.22373/ej.v12i2.29273

Refbacks

  • There are currently no refbacks.


This journal has been viewedtimes.
View full page view stats report here.


All works are licensed under CC-BY

Englisia Journal
© Author(s) 2019.
Published by Center for Research and Publication UIN Ar-Raniry and Department of English Language Education UIN Ar-Raniry.

Indexed by: