An Analysis of Teacher Strategies in Influencing Students’ Learning Motivation in Indonesian Language Instruction in Grade IV

Abstract

This study aims to analyse the strategies employed by teachers to influence the learning motivation of Grade IV students in Indonesian Language instruction at SD Inpres 54, Sorong Regency. Learning motivation is a critical dimension of the learning process at the primary school level, as it directly shapes students' academic engagement and achievement. A descriptive qualitative research method was employed, with data collected through observation and interviews with the Grade IV classroom teacher and students at SD Inpres 54, Sorong Regency, from 6 to 13 August 2024. Data analysis followed the Miles, Huberman, and Saldaña model encompassing data condensation, data display, and conclusion drawing. The findings reveal that the classroom teacher implemented a diverse set of motivational strategies, including personal student engagement approaches, cooperative and discussion-based learning, ice-breaking activities, role-play, inspirational storytelling, and reward systems comprising praise, positive feedback, and tangible recognition. Lesson planning through RPP, demonstration methods, and ongoing evaluative feedback were also applied. Constraining factors identified include limited school infrastructure, the absence of electricity during daytime hours, diverse student ability levels, insufficient parental involvement, and the remote geographic location of the school. Despite these constraints, the applied strategies proved effective in improving student attention, participation, and enthusiasm in Indonesian Language learning. This study recommends enhanced teacher training in innovative learning strategy development and greater facility support for schools in remote settings.