THE IMPLEMENTATION OF TEACHERS' MOTIVATIONAL STRATEGIES AND THEIR IMPACTS ON THE STUDENTS' ACHIEVEMENT IN ENGLISH CLASSROOM INSTRUCTION

The purpose of this study is to describe the use of MSs applied by English teachers in SMK 1 Tanah Grogot and demonstrate how the impacts of MSs on the students' performances are revealed in English classroom instructional activities. This study applied descriptive qualitative analysis and four English teachers were investigated in dissimilar classes with low English proficiency category using observation along with the instruments of observation form, recording, note taking, and interviews. Semi-structured interview was successfully conducted to deal with particular reasons for the use of MSs. In addition, field notes and video recording were also included to figure out the phenomena on how the students responded the teacher's motivational strategies in teaching and learning process. The findings of this study showed that 4 different English teachers created the basic motivational or generated initial motivation and those two items became the most frequent MSs focused on their teaching actions. Meanwhile, autonomy supportive instructional behaviour seemed to be utilized by the teachers most of the times during their teaching and learning activities. Teachers' personal beliefs and perspective were concentrated to maintain their MSs based on the necessity of student's learning and classroom matters. Temporarily, the impacts on students' performances were classified into 2 main general terms: more engagement and less engagement which representing the students' classroom performances quality. In short, this study confirms that the students with good English proficiency more frequently dominated English classroom activities than those who had horrific competence. They were not able to exhibit any potential and great class participation when the teachers implemented their motivational strategies. Consequently, the teachers should have completed their strategies and inserted classroom building relationship among lower or problematic students to shape an ultimate classroom engagement and particular skills.