NAME: USWATUN HASANAH

STUDENT ID: 180203235

ACADEMIC WRITING

“INCREASE THE MOTIVATION OF ENGLISH LEARNERS BY PROVIDING

FEEDBACK AND IMPLEMENTING INTERESTING LEARNING METHODS”

Motivation is the most important thing that needs to be built in students in order to
encourage students to be more enthusiastic and never give up in the learning process carried
out by students and teachers. Motivation in learning plays an important role for teachers in
order to establish their own beliefs in students so that students are able to develop and adapt
themselves better. As for good feedback from the teacher and the application of fun and
varied learning methods, it is a powerful and tested way to motivate students, either directly
or indirectly. This makes them participate in participating in learning because of the interest
in a method given by the teacher

Many studies have been conducted on providing good feedback for students and a
variety of interesting learning methods in order to increase student motivation. In a lot of
research data, I have found that in the formation of student personality development that will
support the learning process smoothly, it is necessary to have a wise teacher who always
gives encouragement to students. the use of various methods will also be one way to motivate
students with a special interest in the learning method, such as playing games by including
the context of the learning material being taught in it, teaching things as simply as possible
and if possible that most students experience difficulties, then the teacher must think of other
practical methods, give corrective feedback or something like that. Achievement goal theory
proposes that the goal structure of the classroom environment may influence student
motivation to learn, cognitive engagement, perceived academic competence, and academic
achievement in the school setting (Ames, 1992; Midgley et al., 2001; Wolters, 2004).
Midgley and colleagues (2001) and Barron and Harackiewicz (2001) showed that the
performance goal approach can be detrimental to cognitive engagement and can contribute to
poor motivation in student learning. On the other hand, Wolters (2004) found that the
performance goal approach did not predict students’ reported use of cognitive and academic
engagement. In other words, a focus on doing better than others did not interfere with
secondary student learning strategies. I find that giving full motivation to students in a
variety of contexts can have a good effect on students' mental, student knowledge
development, and also increase student scores in the learning process.

Apart from these studies, the research found that there were student failures and
student worries in learning due to a lack of good feedback from the teachers, which resulted
in students being less motivated and having no interest in the material being taught. This
condition often makes students depressed and feels dislike for the learning, even though the
key lies in the teacher in providing prevention against this before it occurs. The teacher can
provide motivation not only through words, but also through various media that many
students like, because something will be liked if its application is directed and fun.

Much research has been conducted on student academic motivation and student
motivation to learn, of particular interest here, studies that concentrate on the dynamics of
motivation within classroom settings have started to emphasize the potential role of relational
variables (e.g., Davis, 2003; Pianta, 1999) and teacher behaviors (e.g., Skinner & Belmont,
1993) in student academic engagement. Various classroom models including autonomy
supportive approaches and progressive education have been developed based on the beliefs
that motivation is of utmost importance and can be created where it is lacking. So in
encouraging students' willingness to learn, the main thing that the instructor needs to pay
attention to is to motivate students and give them good feedback and the use of interesting
learning methods to prevent pressure and student dislike of learning.