TEACHER INTERPERSONAL COMMUNICATION AND STUDENT LEARNING MOTIVATION: A QUALITATIVE STUDY THROUGH THE LENS OF SELF-DETERMINATION THEORY

Abstract

This study aims to outline the forms of teachers' interpersonal communication during the learning process in secondary school, investigate students' perceptions of such communication, and understand its impact on student learning motivation. The study employs a qualitative methodology with a descriptive-exploratory approach. It was conducted at MAN 21 Jakarta, involving 12 eleventh-grade students as subjects. Data collection was carried out through in-depth interviews using a semi-structured interview guide. The results indicate that teachers' interpersonal communication plays a central role in student learning motivation. Based on Self-Determination Theory, student learning motivation is influenced by the fulfillment of three basic psychological needs autonomy, competence, and relatedness which are reflected in the quality of teacher-student interactions during the learning process. The findings reveal that open, supportive, and responsive communication from teachers can foster student learning engagement in ways that vary across different student groups (passive, moderately active, and active). For passive students, establishing relatedness is a crucial initial step; this is achieved through sympathetic and non-intimidating communication, allowing students to feel secure in their learning engagement.