Teachers' Strategies in Motivating Students in Inclysive School

Abstract

Motivation has an important role in the teaching and learning process. This is in line with what Mahadi & Jafari (2012) believe that motivation can be the successful and useful issue in language learning. Motivational strategies are important, in fact, giving motivation sometimes is not really regarded by the teacher. This study aims to investigate the motivational strategies that used by the teachers to motivate students who are learning in inclusive elementary school in Salatiga. There were 3 English teachers from three inclusive elementary schools that participated in this study. To obtain the data, interviews were used as the instrument. The interview questions were adopted from Dörnyei’s (2001) stepwise approach. The result showed that the teachers used four strategies. Those strategies were creating the basic motivational condition, generating initial motivation, maintaining and protecting motivation, and encouraging positive selfevaluation. The result of this study is hoped to help teachers who are teaching in inclusive school to motivate their students in language learning.