As we know language learning success is related to many factors like learning style, learning strategies, age, intelligence, and motivation. This paper focuses in students’ motivation that connected to class management strategies in learning English as second language. It’s not easy, because to build appropriate material teacher have to look students’ necessity, and to motivate them to learn teacher should innovative in creating material. Furthermore, we must remember that many aspects to support student success in learning second language.
If we talk about managing the class it is impossible to separately from students’ motivation. Motivation is a vital factor in the teacher's learning management in the classroom. Teachers should recognize students’ need to create suitable tasks and make pleasant atmosphere in class, it will make learners have opportunity to learn well. In the other hand, class management may be looked upon an action that teacher takes in relation to the classroom environment in order to make optimum levels of students achievements possible (Wiseman and Gilbert, 2008: 8).
The
teacher should realize relationship between students’
motivation and teaching-learning process. It is important, because every
learner has there own interest and need. As we know, no one is born with the
competent skill in society and to make the students enjoy and interest with the
material, the teacher should find the best ways
to make classroom activity more interesting. Coffield
(2004) argues if teacher only use different teaching techniques
it will be not enough to increase students’
motivation in learning, teacher
should pay attention to each students individually.
Mixed Motivation and Class Management
Different people has different mind, even twins’ people look at the same thing but they will be have different perception. The same thing happen to people motivation against something, in this case second language learning, there are people who have high and low motivation in learning English as the second language. In teaching-learning process, motivation is observed as students show interest and enthusiasm, whether students give attention and concentration to learning tasks.
Learners at elementary level maybe require more motivation to learn foreign language, because sometimes they are afraid to express opinions or ideas in English. Bygate (2003: vii) said that “…in both first and second language, our learner often need to be able to speak with confidence in order to carry out many of their most basic transaction”. Its means, language and self-confidence also become important thing. In this case, teacher should act as motivator to help the students handle their confidence problem and increase their motivation in learning English.
Using attractive teaching technique such as Cooperative-Learning is one of solutions that can be applied by the teacher. As we know, it focuses on cooperation among students or team work, by using Cooperative-Learning students can share information and interact each other. However, based on Coffield cited in Clark (2004) “just varying delivery style may not be enough and... the unit of analysis must be the individual rather than the group.” It’s indicating that group work isn’t enough. We know except motivation, intelligence, and students’ necessity, teacher should consider about individual learning style. Kinesthetic, visual, and audio, are some types of learning styles that we know, moreover Carl Jung described learning style on Myers Brigg Type Indicator [MBTI].
MBIT theory believes that people have preferences about what they pay attention to, how they respond or make decisions. It’ll help teacher to identify students’ personality. By knowing this, teacher can combine teaching techniques with interesting teaching aids to help students easily to catch the new information. Teacher can use games, video, music, etc. to built material in fun way. These techniques will help learners more enjoy in accepting the material.
Actually, the purpose of knowing these things is to help teacher build suitable material, it also will increase students’ motivation to learn and make teaching-learning activity more enjoyable. Furthermore, Fanselow (1987:11) cited in Larsen, observes that perhaps as little as two percent of the variance that contributes in learning maybe controlled by teacher. But so what? If learning equals one hundred percent, and lack of learning means anything less than one hundred percent, than two percent we are responsible for make the different between learning and not learning. The success of the students’ capabilities is not only dependent on the role of the teacher, but also many other aspects that we should remember like physiological, behavioral, cognitive, and social influence (Edwards: 1998).
Conclusion
managing and facilitating the process of
teaching-learning activity should be done by the teacher, but increase students
motivation and classroom management are difficult for new teachers. Because of
that Dawning (2004) suggests the teachers to develop a personal system to
manage the classroom. It will help new teachers to be more creative and innovative. But help
students improve their skill and potential.
References
Bygate,
Martin. 2003. “Language Teaching”.
Oxford: Oxford University Press.
Dawning,
Patricia. 2004. “Motivation and
Management: Classroom Management Colloquium”. Retrieved from: http://www.angelfire.com/in4/kfluhart/feedback.htm
Edward, David
C. 1998. “Motivation and Emotion”.
USA: SAGE Publications, Inc.
Larsen, Diane. 2000. Techniques and Principles in Language Teaching.
Oxford: Oxford University Press.
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