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behaviour towards students’ motivation practice
DF Available) · January 2018 with 754 Reads

051/shsconf/20184200078
his publication
Bonik Amalo
Sondang Pondan Perlindungan Leoanak
1.74 · University of Canberra
cation goal is not to produce higher exam scores, but to educate learners to become responsible people with well-developed
s and good character. Fact says, most of the students who graduated from Islamic elementary school in Kera island (a
l island in the Gulf of Kupang city, East Nusa Tenggara Province, Indonesia) prefer to work as fishermen instead of
nuing their study to higher education levels. This practice has been continued for several years. In relation to such fact, the
ent study aims to reveal the teacher-student interaction in connection to teacher’s behaviour in students’ motivation practice.
his purpose, a qualitative research design was applied to gain deeper understanding on such practice naturally. The data
ction process was part of authors’ Community Service Project (IbM RISTEKDIKTI for Bajo tribe) on the island. Data were
cted using classroom observations and semi-structured interviews. This study reveals that the teacher performed positive
in motivating the students during classroom interaction. Hopefully, the present study may help teachers and educators in
nesia concerning teacher behaviours in elementary classroom environment.
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SHS Web of Conferences 42, 00078 (2018) https://doi.org/10.1051/shsconf/20184200078

GC-TALE 2017
Teacher’s behaviour towards students’

motivation practice
Sondang Pondan Perlindungan Leoanak 1,*, and Bonik Kurniati Amalo1
1
SeePoliteknik
all › Pertanian Negeri Kupang –Nusa Tenggara Timur, Indonesia
33 References
Abstract. Education goal is not to produce higher exam scores, but

to educate learners to become responsible people with well-
developed minds and good character. Fact says, most of the
students who graduated from Islamic elementary school in Kera
island (a small island in the Gulf of Kupang city, East Nusa
Tenggara Province, Indonesia) prefer to work as fishermen instead
of continuing their study to higher education levels. This practice
has been continued for several years. In relation to such fact, the
present study aims to reveal the teacher-student interaction in
connection to teacher’s behaviour in students’ motivation practice.
For this purpose, a qualitative research design was applied to gain
deeper understanding on such practice naturally. The data
collection process was part of authors’ Community Service Project
(IbM RISTEKDIKTI for Bajo tribe) on the island. Data were collected
using classroom observations and semi-structured interviews. This
study reveals that the teacher performed positive roles in motivating
the students during classroom interaction. Hopefully, the present
study may help teachers and educators in Indonesia concerning
teacher behaviours in elementary classroom environment.
KEYWORDS: Teacher’s behaviour, students’ motivation.
Introduction
It is truly believed that when students’ needs are met, they will have a good engagement in
classroom activities with their teachers and peers [1]. When teachers treat students with
care and affection, students will have feeling of belonging to school. As a result, a
connection between students and teachers would be well established and feeling safe at
school would also be increased [2]. When such things occur, the success of teaching and
learning process would be successfully achieved and the goal of education would be easily
obtained.
In contrast, when poor relationships occur in classroom, not only hard on students
but also as source of stress for teachers [3]. Students could have difficulties in lear ning
lesson materials and teacher could have problem in delivering lesson materials. In addition,
*
Corresponding author: sonleo2002@yahoo.com
See all ›
33 References
© The Authors, published by EDP Sciences. This is an open access article distributed under the terms of the Creative Commons
Attribution License 4.0 (http://creativecommons.org/licenses/by/4.0/).

GC-TALE 2017
when students face problems and difficulties, they would have neither the personal nor
social resources to bounce back and are prone to utilize maladaptive coping strategies and
to give up [4]. As a matter of fact, in general terms, these patterns are related to lower
academic achievement, dropout, and other disadvantages for students [5]. Thus, it can be
argued that, motivational and disciplinary problems with students are among the most
upsetting issues teachers face [6].
Teacher and student positive relationship have effects on both side. This means that,
when teachers have positive relationship with their students, this will raise better
satisfaction with their job and with preventing of burnout [7]. On the other side, when
students experience teachers’ positive interpersonal behavior, this will lead to their positive
motivation and performance in all subjects [8]. Thus, a positive connection is necessary
needed between teacher-student relationship and learning activities in classroom. In
addition, it is agreed that a healthy interpersonal relationship would create better results for
students to engage in learning activities [9].
Many researchers believe that good and strong relationships between teachers and
students are essential components to make healthy academic development of students at
school environment [11, 12]. In addition, many studies have shown that the nature and
quality of teachers’ interactions with children have significant effects on their learning [13,
14]. Hence, teachers’ engagement in classroom interaction with students is necessary
needed to make learning process occur actively. It also provides a unique entry point for
teachers to improve the social and learning environments of schools and classrooms [11].
Brackett et al. [15] used a multi-method, multi-level approach to examine the link
between classroom emotional climate and student conduct, including as a mediator the role
of teacher affiliation, i.e., students’ perceptions of their relationships with their teachers.
They found that there was a direct positive relationship between classroom emotional
climate and conduct mediated by teacher. They also highlighted that teacher has the role of
emotionally supportive classroom environments in promoting teacher affiliation and better
conduct among students.
Downey [16] conducted a study about synthesizing educational research on factors that
affect academic success. For him, students need teachers to build strong interpersonal
Seerelationships
all › with them, focusing on strengths of the students while maintaining high Download
and citation Share Download full-text PDF
33 realistic
Referencesexpectations for success. Downey [16] added that the interactive relationships
should be based on respect, trust, caring, and cohesiveness. Classroom interaction is the
communication between teachers and learners in the classroom [17]. By means of this
interaction, both teachers and learners receive input and produce output. Teachers have
opportunity to know their students performance during the interaction and produce teaching
practices that fit their needs. For students, interaction increases their knowledge and
competence and produces better skill as the output.
Teachers’ motivation in classroom interaction is in one important factor that educators
can target in order to improve learning. Fact says that teachers play important role in
students’ motivation. Many scholars suggest that when teachers treat students with respect
and seek out, listen to, and value their opinions, students are more willing to commit
themselves to the hard work entailed in learning [18, 19]. If teachers can see classroom
interaction as valuable resources, this will increase students’ motivation and encourage
them in experiencing the value of learning in the classroom. Hence, learning objectives are
achieved and academic goals are obtained successfully.
When students are motivated, they pay attention, begin working on tasks immediately,
ask questions and volunteer answers, and appear to be happy and eager [20]. Students need
motivation as it is an essential element needed for thier education quality improvement
[21]. Williams and Williams [21] propose five key ingredients impacting students’
motivation, they are: student, teacher, content (should be relevant and useful),

GC-TALE 2017
method/process (an approach in which content is presented in classroom instruction), and

environment (must be available and accessible, safe, open and free to learn from mistakes).
Williams and Williams [21] say that, as one of the key ingredients impacting students’
motivation, a teacher must possess some characteristics. The teacher must be well trained
(knowledge, qualifications and skills), must focus and monitor the educational process (test
administration, scientific management and human relations), be dedicated and responsive to
his or her students (be conscious, reach out to students, and build relationship and strength)
and be inspirational and enthusiasm. In addition, William and William [21] say that
Seemotivation
all › is optimized when students are exposed to a large number of these motivating
33 experiences
References and variables on a regular basis. That is, students ideally should have many
sources of motivation in their learning experience in each class.
Efforts to promote students’ motivation need to be done by teachers at classroom level
and school administrators at school or district level. Brewster and Fager [22] suggest some
strategies for both teachers and administrators seeking to increase students' motivation in
classroom as follows: giving rewards, performing clear and consistent classroom
interactions, knowing each student, giving positive responds, promoting mastery learning,
breaking tasks into smaller goals and evaluating students’ work and providing feedback.
To measure the perceptions of interpersonal teacher behavior, Wubbels et al. [23]
developed an instrument called questionnaire on teacher interaction (QTI). The QTI was
constructed to describe teacher interpersonal behavior along two dimensions: influence (the
degree of control of the teacher over the communication process) and proximity (the degree
of cooperation or opposition between the teacher and the students). These dimensions are
then subdivided in terms of the eight scales or sectors as: leadership, helpful/friendly,
understanding, student freedom, uncertain, dissatisfied, admonishing and strictness.
Hence, for this purpose, students need structured interactions, where standards and clear
expectations are set for them, as to achieve positive behaviors and performance and
consistently follow through on teachers’ demands [3]. By having such optimal structured
interaction, students are able to figure out how to interact and behave to reach better
performances at school. Such interaction includes teachers’ confidence in helping students
to reach high levels of understanding and performance [10]. At school environment,
teachers can explain to students regarding ways to improve their performances by giving
feedback and motivation. These will increase students’ perceptions of themselves as
academically competent, including their beliefs about what it takes to do well in school and
their own capacities to enact those strategies [3]. Based on these concepts, this paper aims
to find out how teacher-students interaction occurred in an elementary school classroom
situation. In a narrow scope, this paper investigates the practice on teacher’s behaviour in
motivating students during teaching and learning process in Rijalul Ghad Islamic
elementary school in Kera island, Kupang regency, East Nusa Tenggara Province,
Indonesia. The results of the present study may help teachers and educators in Indonesia
concerning teacher behaviours in elementary classroom towards students’ motivation
practice.
Research method
The present study used a qualitative research design. In addition to find out how
teacher-student interaction in connection to teacher’s behavior on student motivation
practice, some methods of data obtain were also applied. The data was obtained by
classroom observation, questionnaire and semi -structured interview. The concepts of
illi d illi [21] k i di i i d ’ i i
https://www.researchgate.net/publication/322763669_Teacher's_behaviour_towards_students'_motivation_practice d 6/16
SeeWilliam
all › and William [21] key ingredients impacting students’ motivation, Brewster and
Fager [22] strategies to increase students' motivation in classroom and Wubbels et al. Download
[23] citation Share Download full-text PDF
33 References
QTI were also applied as research framework for the present study.

GC-TALE 2017
In classroom observation stage, the writers observed how the interactions between
teacher and students occurred in the classroom. The teacher’s behaviors and strategies to
motivate the students during the interaction were noted down and analyzed. After that, the
writers used the notes to carry out semi-structure interview to get a clear picture about such
interaction happened.
During semi-structure interview, a set of question was used as guidelines. These
questions were administrated based on Williams and Williams [21], Brewster and Fager
[22] and Wubbels et al. [23] classroom motivation strategies. The question was a self-
reporting questionnaire, design to assess teacher’s behavior and interaction (perceptions and
responses) in the classroom. The questionnaire was divided into two main parts. Part one
was about respondents’ personal information and part two was about the application of
teacher’s motivation practice during the interaction. The question in part two consisted of
20 items of a five-point Likert scale from “Never “to “Always”. In responding to this
questionnaire, the respondents were also asked to give additional information with example
regarding the implication of the practice. The participant s in this study were 15 students and
a teacher in Rijalul Ghad Islamic elementary school.
Results and discussion

Generally, this paper talked about teacher’s behavior in students’ motivation practice
during classroom interaction. Specifically, this paper was focused on teacher’s leadership
practice in teaching technique and administrating questions. Teacher’s feedback were
measured and analyzed using classroom observation and a questionnaire. In addition about
the school, it was found that, this school only has one teacher and he teaches in all grades.
During the classroom observation, it was found that the teacher demonstrated positive
practice teaching behavior in motivating the students during classroom interaction.
H i l f d h h h lk d h dl i i
https://www.researchgate.net/publication/322763669_Teacher's_behaviour_towards_students'_motivation_practice
h 7/16
SeeHowever,
all ›
students.
it was also found that, the teacher talked too much and less interaction among the
In general it was seen that the teaching technique applied in the classr oom Download
was citation Share Download full-text PDF
33 teacher-centered
References model, and most of the classroom activities were done by the teacher. It
was teacher’s dominant classroom typed. In some instances, there were some shared
activities between the teacher and the students such as when giving demonstration and
examples. In contrast, when explaining lesson materials, most of the activities were done by
the teacher.
In relation to questioning procedure, most of the classroom interaction was devoted to
ask questions. The teacher asked questions about lesson content as meant to seek students’
answer to promote classroom interaction. It was also found that, when students could not
answer teacher’s question, it was the teacher who gave the right answer. The teacher gave
the correct answer and the students wrote down the answer. Examples of question applied
were: requesting factual information, yes/no questions, short answer (one or two words)
questions.
In relation to the use of teaching aids in the classroom, it was found that, the teacher
well applied teaching aids during his classroom interaction. For example, he used his family
pictures when explaining about family relationships topic. The use of teaching aids may
increase interaction in the classroom, especially when the teaching aids are related to
students’ real life. Making the content relevant to real life can increase a student’s
motivation [21]. In addition, Palmer [20] suggests that, teachers should emphasize the links
between real life and school subject that is by designing assignments and experiments
which have connection with students’ everyday life. In addition, Frey and Fisher [24] add
that tasks which have meaningful relationship with students’ real life can motivate them.
The practice of giving reward to students was carried out very well by the teacher.
When the students accomplished their assignment and gave correct response to his

GC-TALE 2017
questions, the teacher used positive verbal statements to praise students as encouragement.
Positive statements can strongly influence student motivation and increase students’ self-
confidence [21].
C l i
SeeConclusion
all ›
33 When
References
students’ needs are met, they will have a good engagement in classroom. It is also
believed that when students are treated with affection, it will increase their feeling of
belonging to school. However, when poor relationships happen in the classroom, students
could have difficulties in learning the lesson materials and teacher could have problem in
delivering and motivating the students. Hence, connections between teacher and students
need to be established in the form of structured interactions. The present study revealed
that teacher’s behaviour contributing students’ positive motivation practice in the
classroom. The teacher’s behaviours applied are: questioning the students, giving examples,
using teaching aids and giving rewards by using positive verbal.
Acknowledgement
We would like to express our gratitude to the Ministry of Research, Technology and Higher
Education (RISTEKDIKTI) for the support via Community Service Project (IbM) 2017, Center of
Research and Society service (P3M) of POLITANI Kupang and to all the students, teacher, and the
community in Kera island for their support and contribution. Thank you for all the valuable supports.
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4/22/2019 (PDF) Teacher’s behaviour towards students’ motivation practice

behaviour towards students’ motivation practice

DF Available) · January 2018 with 754 Reads

Join for free

ble via license: CC BY 4.0 Download full-text PDF

SHS Web of Conferences 42, 00078 (2018) https://doi.org/10.1051/shsconf/20184200078

Teacher’s behaviour towards students’

Abstract. Education goal is not to produce higher exam scores, but

KEYWORDS: Teacher’s behaviour, students’ motivation.

SHS Web of Conferences 42, 00078 (2018) https://doi.org/10.1051/shsconf/20184200078

SHS Web of Conferences 42, 00078 (2018) https://doi.org/10.1051/shsconf/20184200078

method/process (an approach in which content is presented in classroom instruction), and

SHS Web of Conferences 42, 00078 (2018) https://doi.org/10.1051/shsconf/20184200078

Results and discussion

SHS Web of Conferences 42, 00078 (2018) https://doi.org/10.1051/shsconf/20184200078

SHS Web of Conferences 42, 00078 (2018) https://doi.org/10.1051/shsconf/20184200078

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chers Say and Do to Support Students' Autonomy During a Learning Activity.

Article Full-text available

Teachers’ and Students’ Perceptions of the Ideal Teacher

Article Full-text available

Teachers' and Students' Perceptions of the Ideal Teacher

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