The purpose of this research is purpose of this research is purpose of this research is purpose of this research ispurpose of this research is purpose of this research ispurpose of this research is purpose of this research is to discover to discover to discover to discover teachers’ strategies to motivate teachers’ strategies to motivate teachers’ strategies to motivate teachers’ strategies to motivate teachers’ strategies to motivate teachers’ strategies to motivate teachers’ strategies to motivate teachers’ strategies to motivate teachers’ strategies to motivate teachers’ strategies to motivate teachers’ strategies to motivate teachers’ strategies to motivate teachers’ strategies to motivate teachers’ strategies to motivate students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) students to learn English. It is elaborated into two research questions aimed at (a) what what strategies strategies strategiesstrategies used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to used by English teachers at SMA Budi Mulia Dua Yogyakarta to motivate students to learn English, and (b) what is the most motivate students to learn English, and (b) what is the most motivate students to learn English, and (b) what is the most motivate students to learn English, and (b) what is the most motivate students to learn English, and (b) what is the most motivate students to learn English, and (b) what is the most motivate students to learn English, and (b) what is the most motivate students to learn English, and (b) what is the most motivate students to learn English, and (b) what is the most motivate students to learn English, and (b) what is the most motivate students to learn English, and (b) what is the most motivate students to learn English, and (b) what is the most motivate students to learn English, and (b) what is the most effective strategy used effective strategy used effective strategy used effective strategy used effective strategy used effective strategy used effective strategy used effective strategy used effective strategy used effective strategy used effective strategy used effective strategy used by the English teacher at SMA Budi Mulia Dua Yogyakarta.by the English teacher at SMA Budi Mulia Dua Yogyakarta.by the English teacher at SMA Budi Mulia Dua Yogyakarta. by the English teacher at SMA Budi Mulia Dua Yogyakarta.by the English teacher at SMA Budi Mulia Dua Yogyakarta.by the English teacher at SMA Budi Mulia Dua Yogyakarta. by the English teacher at SMA Budi Mulia Dua Yogyakarta. by the English teacher at SMA Budi Mulia Dua Yogyakarta.by the English teacher at SMA Budi Mulia Dua Yogyakarta.by the English teacher at SMA Budi Mulia Dua Yogyakarta.by the English teacher at SMA Budi Mulia Dua Yogyakarta. by the English teacher at SMA Budi Mulia Dua Yogyakarta. by the English teacher at SMA Budi Mulia Dua Yogyakarta.by the English teacher at SMA Budi Mulia Dua Yogyakarta. by the English teacher at SMA Budi Mulia Dua Yogyakarta.by the English teacher at SMA Budi Mulia Dua Yogyakarta. by the English teacher at SMA Budi Mulia Dua Yogyakarta. by the English teacher at SMA Budi Mulia Dua Yogyakarta. by the English teacher at SMA Budi Mulia Dua Yogyakarta. by the English teacher at SMA Budi Mulia Dua Yogyakarta.by the English teacher at SMA Budi Mulia Dua Yogyakarta. by the English teacher at SMA Budi Mulia Dua Yogyakarta.by the English teacher at SMA Budi Mulia Dua Yogyakarta.by the English teacher at SMA Budi Mulia Dua Yogyakarta.by the English teacher at SMA Budi Mulia Dua Yogyakarta.by the English teacher at SMA Budi Mulia Dua Yogyakarta.by the English teacher at SMA Budi Mulia Dua Yogyakarta.by the English teacher at SMA Budi Mulia Dua Yogyakarta.by the English teacher at SMA Budi Mulia Dua Yogyakarta.by the English teacher at SMA Budi Mulia Dua Yogyakarta. by the English teacher at SMA Budi Mulia Dua Yogyakarta. This research research researchresearchresearchresearch used a qualitative used a qualitative used a qualitative used a qualitative used a qualitative used a qualitative used a qualitative used a qualitative used a qualitative research research researchresearch research as a research design. To collect as a research design. To collect as a research design. To collect as a research design. To collect as a research design. To collect as a research design. To collect as a research design. To collect as a research design. To collect as a research design. To collect as a research design. To collect as a research design. To collect as a research design. To collect as a research design. To collect as a research design. To collect as a research design. To collect as a research design. To collect as a research design. To collect as a research design. To collect as a research design. To collect the data, SMA Budi Mulia Dua Yogyakarta was the data, SMA Budi Mulia Dua Yogyakarta was the data, SMA Budi Mulia Dua Yogyakarta was the data, SMA Budi Mulia Dua Yogyakarta was the data, SMA Budi Mulia Dua Yogyakarta was the data, SMA Budi Mulia Dua Yogyakarta was the data, SMA Budi Mulia Dua Yogyakarta was the data, SMA Budi Mulia Dua Yogyakarta was the data, SMA Budi Mulia Dua Yogyakarta was the data, SMA Budi Mulia Dua Yogyakarta was the data, SMA Budi Mulia Dua Yogyakarta was the data, SMA Budi Mulia Dua Yogyakarta was the data, SMA Budi Mulia Dua Yogyakarta was the data, SMA Budi Mulia Dua Yogyakarta was the data, SMA Budi Mulia Dua Yogyakarta was the data, SMA Budi Mulia Dua Yogyakarta was the data, SMA Budi Mulia Dua Yogyakarta was the data, SMA Budi Mulia Dua Yogyakarta was the data, SMA Budi Mulia Dua Yogyakarta was chosenchosenchosen as as the setting of the setting of the setting of the setting of the setting of the setting of the research research researchresearch research. The The participant participant participantparticipant s of the research s of the research s of the research s of the research s of the research s of the research s of the research were werewere three English teachers of three English teachers of three English teachers of three English teachers of three English teachers of three English teachers of three English teachers of three English teachers of three English teachers of three English teachers of three English teachers of three English teachers of three English teachers of three English teachers of the the school school that consist that consist that consist ed of one female and two male of one female and two male of one female and two male of one female and two male of one female and two maleof one female and two male of one female and two maleof one female and two maleof one female and two male s. The participants The participants The participants The participants The participants were werewere chosen chosen chosen based on the willingness to based on the willingness to based on the willingness to based on the willingness to based on the willingness to based on the willingness to based on the willingness to based on the willingness to based on the willingness to based on the willingness to participate participate participate to this research, to this research, to this research, to this research, to this research, to this research, teaching teaching teaching teaching teaching teaching experience experience experience experience experience experience experience for at at least 1 year and also at least 1 year and also at least 1 year and also at least 1 year and also at least 1 year and also at least 1 year and also at least 1 year and also at least 1 year and also at least 1 year and also at least 1 year and also at least 1 year and also at least 1 year and also at teaching teaching teaching teaching teaching two classesclasses classesclasses. This research used interview . This research used interview . This research used interview . This research used interview. This research used interview. This research used interview. This research used interview . This research used interview . This research used interview. This research used interview . This research used interview as as a data collecting techniquea data collecting technique a data collecting technique a data collecting technique a data collecting techniquea data collecting techniquea data collecting technique a data collecting technique a data collecting technique a data collecting techniquea data collecting technique a data collecting technique . The data gath data gathdata gathdata gathdata gathdata gathdata gath ered from the interview ered from the interview ered from the interview ered from the interview ered from the interview ered from the interview ered from the interview ered from the interview ered from the interview ered from the interview were were analyzed, analyzed, analyzed, analyzed, analyzed, analyzed, analyzed, analyzed, coded and described.coded and described. coded and described. coded and described. coded and described.coded and described. coded and described. coded and described. xii The findings The findings The findings The findings The findings showed that there showed that there showed that there showed that there showed that there showed that there were were nine strategies used by English strategies used by English strategies used by English strategies used by English strategies used by English strategies used by English strategies used by English strategies used by English strategies used by English strategies used by English strategies used by English teachers at SMA Budi Mulia Dua teachers at SMA Budi Mulia Duateachers at SMA Budi Mulia Dua teachers at SMA Budi Mulia Dua teachers at SMA Budi Mulia Dua teachers at SMA Budi Mulia Dua teachers at SMA Budi Mulia Duateachers at SMA Budi Mulia Duateachers at SMA Budi Mulia Dua teachers at SMA Budi Mulia Dua teachers at SMA Budi Mulia Duateachers at SMA Budi Mulia Dua Yogyakarta. Yogyakarta. Yogyakarta. Yogyakarta. Yogyakarta. Yogyakarta. Yogyakarta. Yogyakarta. Yogyakarta. Yogyakarta. Tho Those strategies strategies strategies strategies werewerewere conducting conducting conducting conducting conducting conducting ‘M y Class is lass is Your Class ’ activity,activity,activity, activity, activity,activity, making a learning contractmaking a learning contractmaking a learning contract making a learning contractmaking a learning contractmaking a learning contract making a learning contract making a learning contract making a learning contract making a learning contractmaking a learning contractmaking a learning contract, using a variety of using a variety of using a variety of using a variety of using a variety of using a variety of using a variety of using a variety of using a variety of using a variety of using a variety of attractive attractive attractive attractive attractive attractive attractive techniques, techniques,techniques, using multimedia, using multimedia, using multimedia, using multimedia, using multimedia, providing appreciations, providing appreciations, providing appreciations, providing appreciations, providing appreciations, providing appreciations, providing appreciations, providing appreciations, providing appreciations, givinggiving givinggiving punishment, explaining the punishment, explaining the punishment, explaining the punishment, explaining the punishment, explaining the importance importance importance importance importance of the lesson,of the lesson, of the lesson, of the lesson, co nducting personal nducting personal nducting personal nducting personal nducting personal nducting personal nducting personal approach and profiding feedback.approach and profiding feedback. approach and profiding feedback.approach and profiding feedback. approach and profiding feedback.approach and profiding feedback. approach and profiding feedback. approach and profiding feedback. approach and profiding feedback.approach and profiding feedback.approach and profiding feedback. approach and profiding feedback.approach and profiding feedback.approach and profiding feedback. approach and profiding feedback.approach and profiding feedback. Additionally, b Additionally, b Additionally, b Additionally, bAdditionally, b ased on the findingased on the finding ased on the finding ased on the finding ased on the finding related to the related to the related to the related to the related to the related to the second research question second research questionsecond research question second research questionsecond research questionsecond research questionsecond research questionsecond research questionsecond research questionsecond research question second research question second research question , there , there , there were were three most effective strategies three most effective strategiesthree most effective strategiesthree most effective strategies three most effective strategies three most effective strategiesthree most effective strategies three most effective strategiesthree most effective strategies three most effective strategies three most effective strategies three most effective strategiesthree most effective strategiesthree most effective strategiesthree most effective strategies considered by considered by considered by considered by considered by considered by considered by English teachers English teachers English teachers English teachersEnglish teachersEnglish teachersEnglish teachers English teachers to motivate students learn English. The three most effective to motivate students learn English. The three most effective to motivate students learn English. The three most effective to motivate students learn English. The three most effective to motivate students learn English. The three most effective to motivate students learn English. The three most effective to motivate students learn English. The three most effective to motivate students learn English. The three most effective to motivate students learn English. The three most effective to motivate students learn English. The three most effective to motivate students learn English. The three most effective to motivate students learn English. The three most effective to motivate students learn English. The three most effective to motivate students learn English. The three most effective to motivate students learn English. The three most effective to motivate students learn English. The three most effective to motivate students learn English. The three most effective to motivate students learn English. The three most effective to motivate students learn English. The three most effective to motivate students learn English. The three most effective to motivate students learn English. The three most effective strategies strategies strategies strategies were were providing appreciation in form of feedback, making a learning providing appreciation in form of feedback, making a learning providing appreciation in form of feedback, making a learning providing appreciation in form of feedback, making a learning providing appreciation in form of feedback, making a learning providing appreciation in form of feedback, making a learning providing appreciation in form of feedback, making a learning providing appreciation in form of feedback, making a learning providing appreciation in form of feedback, making a learning providing appreciation in form of feedback, making a learning providing appreciation in form of feedback, making a learning providing appreciation in form of feedback, making a learning providing appreciation in form of feedback, making a learning providing appreciation in form of feedback, making a learning providing appreciation in form of feedback, making a learning providing appreciation in form of feedback, making a learning providing appreciation in form of feedback, making a learning providing appreciation in form of feedback, making a learning providing appreciation in form of feedback, making a learning providing appreciation in form of feedback, making a learning providing appreciation in form of feedback, making a learning providing appreciation in form of feedback, making a learning contractcontract contractcontract, and , and conducting conducting conducting conducting conducting conducting ‘My Class is lass is Your Class ’ to motivate students learn to motivate students learn to motivate students learn to motivate students learn to motivate students learn to motivate students learn to motivate students learn to motivate students learn English. English. English.