Explanatory Study of Student-Teacher Interactions, Students’ Academic Motivation, and Teacher’s Motivation in English Classes

Stephanie Priyanto Putri, Hendi Pratama, Sri Wuli Fitriati


This study aims to determine the relationship between student-teacher interaction, students' academic motivation, and the teacher's motivation in the eighth-grade English classroom.   Quantitative and qualitative data on student-teacher interaction and academic motivation in English learning were collected using a questionnaire, observation, and interview.   137 eighth-grade students at Semarang's Karangturi junior high school in the academic year 2022-2023 were the subjects of this study.  Using an observation sheet from Ottevanger (2001), it was determined to see to what extent the teacher uses student-teacher interaction to increase students' and teachers' academic motivation. A final interview is conducted with the English teacher to determine her perception of student-teacher interaction. The results demonstrate a correlation between student-teacher interaction and students’ academic motivation in English classes. The instructor utilizes these interactions by posing questions and issuing directives. Moreover, the instructor concurred that student-teacher interactions are highly beneficial for both students and instructors.


student-teacher interactions, academic motivation, teacher’s motivation

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DOI: https://doi.org/10.24167/celt.v23i2.10524

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