TEACHER’S
ROLE AS MOTIVATOR FOR THE STUDENTS IN THE CLASS
INTRODUCTION
A.
BACKGROUND
Teacher is someone who has
many roles in the classroom such as leader, knower, manager, motivator, counsellor,
guide, and even be students’ friend, parent, and confidante. He or she has to
play those roles in the class. It depends on the situation when the teacher is
teaching. Some of roles will be more prominent rather than others. For example
is when the students come to the classroom, and they’ve ready to have a class
in the morning, so the teacher should be students’ manager since class’s
beginning until finish for creating conducive teaching and learning process,
and also as students’ knower to teach them the material that should be taught.
For creating comfortable and conducive in playing multiple roles, the teacher
should be consistent in all dealings with the students, so they will perceive
the teacher as well as possible.
There are some problems of
students that the teacher has to solve it such as students’ bad habit. For
example is lazy, bored, and sleepy in the classroom. Here, teacher’s role as
motivator is one of way to solve that problem. Teacher has to motivate the
students to be better in many cases whether in students’ behaviour or in students’
academic.As H Douglas Brown points out, a cognitive view of motivation includes
factors such as the need for exploration, activity, stimulation, new knowledge,
and ego enhancement (Brown 2000: 160-166). Marion Williams and Richard Burden
suggest that motivation is a ‘state of cognitive arousal’ which provokes a
‘decision to act’ as a result of which there is ‘sustained intellectual and/or
physical effort’ so that person can achieve some ‘previously set goal’
(Williams and Burden 1997: 120).
B.
STATEMENT PROBLEM
1. What is
motivation?
2. How teacher can
motivate the students?
3. What is the type
of motivation in the class?
DISCUSSION
We
are often hearing some people say about motivation, but what is the meaning of
motivation? Mc.Donald argues that ‘motivation is change of energy in individual
self who is signed by “feeling” and started by conception with the purpose’.
Here, motivation is an effort to make a certain condition, and someone will do
something. If he or she doesn’t like to do something, they will make it lost,
and they’ll try to like it. So, motivation can be stimulated extern factor, but
actually it grows in individual self. In learning process, motivation is all
motors in student’s self that creates learning process, so they can reach the
learning objectives. Motivation can be decided by two factors. Those are extern
and intern motivation. Extern motivation is caused by any number of outside
factors, for example is the society we live in, the culture of the world around
the students. On the other hand, intern motivation comes from the individual,
and it’s motivated by them selves.
Thus,
teacher’s role as motivator for the students in the class is very important to
improve their passion and development of student’s learning activities.Teacher
has to stimulate and motivate the students, and also reinforcement to dynamic
the students’ potential, build the activity, and creativity, so there will be a
dynamic in teaching and learning process. In the education motto of Taman
Siswahas already known as “ING MADYA MANGUN KARSA”. It means that
teacher is not only as manager in the class who always order the students to do
something, but the teacher has to join in the centre of whole class. So,
teacher has to involve all of the students whether student with high ability or
low ability. Teacher’s role as motivator is very significant in teaching and
learning process interaction, because it includes the essence of teacher’s job
which needs social ability, and also performance of personality and social
individual.
There
are some types and ways to motivate the students in learning process in the
class. Those are giving a point meaning as symbol of student’s value in
learning process; giving a reward meaning as student’s stimulation in learning;
making a competition meaning as something for improving the student’s learning
whether it is individual or group competition; giving a test meaning if the
students know that there will a test, so they are going to study hard; giving
punishment meaning as negative reinforcement, but it should be correctly and
wise; giving a praise meaning as positive reinforcement to build comfortable and
improve the passion of study. So, teacher’s role as motivator for the students
in the class should be done as well as possible to create good learners while
teaching and learning is progress.
CONCLUSION
For
building, guiding, and giving a motivation to the future, the interaction of
teacher and students should be educative. This interaction is a process of
teacher and students who have a certain purpose, which is to make a good
personality of the students. It is not easy job, but it needs a serious effort
to make it happen. Teachers as guide and knower should be able to take the
students as their learners rather than the others. Like a doctor, patient
prosperity (students’ success) should be priority. Teacher should be able to
motivate in each interaction with the students. So, teachers have to aware that
they are the holder of responsibility to bring the students in success.
SUGGESTION
As
we know that teacher has some functions in the classroom, and it can be
multiple roles. It is impossible for teacher to play just one role in the
class, the teacher should be able to adapt a variety of roles within the
classroom which facilitate learning. In motivating the students, teacher has to
consider some aspects which affect to the result. Teacher can motivate the
students in learning process by everything, but it doesn’t mean that it is
anything ways. Teacher should be able to motivate the students as wise as
possible to get the result as well as possible.
REFERENCES
1.
Brown, H Douglas. (2000).TEACHING by PRINCIPLES in Interactive
Approach to Language Pedagogy. San Francisco, California: Longman.
2.
Harmer, Jeremy. (2001). The Practice of Language
Teaching. Essex: Longman.
3.
Kyriachou, Chris. (2007). Essentials Teaching
Skills (Third Edition). London: Nelson Thornes.
4.
Sardiman. A.M. (2014). Interaksi dan Motivasi
Belajar Mengajar. Jakarta: PT RajaGrafindo Persada.
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