The Use of Motivation Password Strategy to Encourage Student Classroom Participation at Junior High School in Malang : A Case Study

Reza Firmansyah, Yahya Alaydrus, Dzurriyyatun Ni’mah

Abstract


Classroom participation is an essential aspect of successful English language learning because it enables students to actively engage in classroom interaction and develop their communicative competence. However, many English as a Foreign Language (EFL) students remain reluctant to participate due to limited vocabulary, low confidence, and fear of making mistakes. This study aimed to explore the implementation of the Motivational Password Strategy and its contribution to students’ classroom participation at a junior high school in Malang. The study employed a qualitative case study design involving an English teacher as the participant. Data were collected through interviews, observations, and documentation and were analyzed using thematic analysis adapted from Braun and Clarke (2006). The findings revealed that the Motivational Password Strategy was implemented as a daily routine in which students were required to say a predetermined English expression before entering the school. The strategy provided regular opportunities for language practice outside the classroom and encouraged students to engage with English in a meaningful context. The findings further indicated that the strategy contributed to vocabulary development, increased confidence, reduced speaking anxiety, and encouraged students’ participation during English lessons. Through repeated exposure to English expressions, students became more familiar with the language and demonstrated greater willingness to respond, communicate, and participate in classroom activities. The study concludes that the Motivational Password Strategy serves as an effective motivational and linguistic support mechanism that promotes classroom participation among EFL learners. The findings highlight the potential of simple school-based language routines to complement formal classroom instruction and create a more supportive environment for English language learning.

Full Text:

PDF PDF

References


Ahmad, C. V. (2021). Causes of students’ reluctance to participate in classroom discussions. ASEAN Journal of Science and Engineering Education, 1(1), 47–62. https://doi.org/10.17509/ajsee.v1i1.32407

Al-Zoubi, S. M. (2018). The impact of exposure to English language on language acquisition. Journal of Applied Linguistics and Language Research, 5(4), 151–162.

Bahrani, T., Sim, T. S., & Nekoueizadeh, M. (2014). Second language acquisition in informal setting. Theory and Practice in Language Studies, 4(8), 1714–1723. https://doi.org/10.4304/tpls.4.8.1714-1723

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Cameron, L. (2001). Teaching languages to young learners. Cambridge University Press.

Creswell, J. W. (2013). Qualitative inquiry and research design: Choosing among five approaches (3rd ed.). Sage Publications.

Dancer, D., & Kamvounias, P. (2005). Student involvement in assessment: A project designed to assess class participation fairly and reliably. Assessment & Evaluation in Higher Education, 30(4), 445–454. https://doi.org/10.1080/02602930500099235

Dervić, M., & Bećirović, S. (2019). Native and non-native EFL teachers’ motivational practices and their influence on students’ motivation. Human Research in Rehabilitation, 9(1), 24–37.

Elashhab, S. (2020). Motivational teaching strategies in Saudi university EFL classrooms and their impact on students’ achievement. International Journal of Education and Practice, 8(4), 607–622.

Emily, R. L. (2011). The role of motivation in learning and achievement. Educational Psychology Review.

Gammelgaard, J. (2017). The qualitative case study. International Journal of Business Research Methods, 15(2), 45–59.

Garton, S., & Copland, F. (2018). The Routledge handbook of teaching English to young learners. Routledge.

Howard, J. (2023). Teacher motivational strategies in EFL contexts: A critical review of the literature. Journal of Language Teaching and Research, 14(2), 355–367.

Kosimov, A. (2023). The importance of motivational strategies in improving students’ vocabulary learning in EFL classrooms. International Journal of Linguistics and Education, 12(1), 55–68.

Muin, A., & Aswati, A. (2019). Learning strategies and their impact on students’ English achievement. Journal of English Education and Teaching, 3(2), 157–169.

Slattery, M., & Willis, J. (2001). English for primary teachers: A handbook of activities and classroom language. Oxford University Press.

Susak, M. (2016). Factors that affect classroom participation. International Journal of Teaching and Education, 4(4), 15–27.


Refbacks

  • There are currently no refbacks.