This chapter discusses literature related to teaching styles and student motivation. It defines several teaching styles including expert, formal authority, demonstrator/model, facilitator, and delegator that can be categorized as either teacher-centered or student-centered. The chapter also examines intrinsic and extrinsic motivation and how a teacher's style can positively or negatively influence student learning motivation and classroom environment. A conceptual framework is presented showing the relationship between teaching style and learning motivation.

1. CHAPTER 2: LITERATURE REVIEW
2.1 INTRODUCTION
In this chapter, the researcher discussed some of the literature reviews pertaining to
the teaching and learning motivation. The function of the literature review in this study is to
possess a full understanding of the concept of teaching style, to inspect different teaching
styles in order to figure out the efficiency of each mode and how the relationship among the
teachers and students affected in the classroom. Besides that, this part also discusses on
students’ learning motivation and the types that exist among secondary school students.
2.2 TEACHING STYLES
Teaching styles differs between teachers because their styles can be personalized with
their experience, beliefs and even cultural background. Students that are used to one type of
teaching style might need time to adapt when they are expose to a different type of teaching
style.
According to Grasha (1996), from looking at a teacher’s teaching style, we can have
an insight into their personal qualities and behaviours. What kind of expectation they have in
the classroom and their objectives for the students and that has effect on students and their
ability to learn. Basically, by understanding the teachers teaching style, the classroom activity
of teaching and learning might run smoother as there is a rapport built in the classroom.
2.2.1 Expert
Teacher with expert teaching style possesses knowledge and expertise that students
need. They strive to maintain status as an expert among students by displaying detailed
knowledge and by challenging students to enhance their competence. The teacher is

2. concerned with transmitting information and insuring that students are well prepared. (Grasha
(1996)
This teaching style is in the teacher centred approach and teacher is the main focus as
the one with knowledge and expertise. They might have high expectations for the students
and expect them to be able to grasp knowledge easily regardless of their learning style and
preferences.
2.2.2 Formal Authority
This teaching style is a teacher-centred approach where teachers are responsible for
providing and controlling the flow of content Grasha (1996). It is often the style teachers used
when they are on the presentation stage of the lesson plan. Students are passive at this stage
as the teacher will be in control.
The formal authority style does not focuses on building teacher-student relationship
and it also does not require students to be working with each other as this teaching styles only
need the students to be passive and listen while receiving information from the teacher. Evans
et al. (2008)
2.2.3 Demonstrator/Model
The demonstrator/model style is an approach where teachers display the example by
demonstrating of what they expect students should be able to do. But, this is similar to formal
authority style in term of the teacher-centred nature of it even though it encourages students
participation, it still in full control of the teacher. With this style, teacher set a kind of
benchmark for the students on what they should be able to achieve at the end of the lesson.
Larenas et al. (2010)

3. This style encourages students to ask for guidance from teacher on what they need to
know in order to master certain topic that the teacher presented to them along with the
demonstration Morrow (2011). It might seem to be less teacher-centred but it still is because
the teacher still decides what they should learn and the outcome should be as what has been
demonstrated by the teacher.
2.2.4 Facilitator
Facilitator style is a student-centred approach where teacher guides them on the
activity students will be doing and let the rest of the activity to be work on among the
students often in group collaborative work. This style emphasize on students to take control
of their own teaching and develop within their own capabilities and. The nature of this
approach encourages students to be independent and able to think for themselves.
Moreover, according to Glenn (2009) this type of teacher will always provide
activities that will bring out the students creative ideas and solution for a problem. Teacher
observe their ability to apply what they have learn before and able to produce something new
within the context of students collaborative work with each other. Besides that, students can
assess each other learning through peer assessment so, instead of relying on the teacher all the
time they can foster independence through learning among themselves.
2.2.5 Delegator
Delegator style emphasizes on individual or group learning through projects that is
assign to them. Teachers with this style acts as the consultant or counsellor. Students are in
complete control of the outcome of the project and will foster their autonomous learning as
they will need to do their own research and requires critical thinking as well. According to
Grasha (1994), teacher needs to really identify whether students able to be given such

4. autonomous demanding task because it can cause them to be anxious and unable to cope with
the stress.
From the researcher perspective, all of the mentioned teaching styles can be divided
into two groups, teacher-centred approach and student-centred approach. There are no right
or wrong style of teaching as it will depend on the type of students in the classroom. Teachers
need to be well aware of their students learning attitudes and what can be most effective in
fostering positive learning motivation and overall attitudes towards classroom lessons. It can
be with using more than one teaching styles or one style might be enough.
2.3 LEARNING MOTIVATION
Motivation is an important factor in student learning. It is positively correlated with
students’ willingness to learn, high-level cognition, creativity and performance. Liu et al
(2012) It is the drive that move you to be interested towards something, in this case towards
the knowledge teachers are trying to deliver through their teaching materials and activities.
Gavrin & Novak (1999) critiqued that motivating students is one of the fundamental
challenges facing teachers. Many students work hard, but all too often the motivation is a
grade rather than understanding. Many active learning methods can partially obviate this
problem, however, once they leave the classroom, time pressure often combined with poor
study skills can sap a student’s motivation. As such, developing and implementing a
motivating course has become a challenging task for school teachers.
2.4 TYPES OF LEARNING MOTIVATION
There is a concept in the field of motivation introduced by Ryan & Deci (2000) as
Self-Determination Theory. They say that Self-Determination Theory categorizes and tells
apart diverse types of motivation in accordance with the different rationales, causes, or

5. targets which strengthen a deed or an achievement. In proportion to this theory, the
most fundamental difference is between intrinsic motivation and extrinsic motivation.
Intrinsic motivation is the eagerness and interest to do and take part in some certain activities
because an individual feels that they are attractive and pleasant
2.4.1 Intrinsic Motivation
Students who have intrinsic motivation are inclined to stay with intricate and
complicated problems and gain knowledge from their slips and mistakes Walker et al.
(2006). Besides, intrinsic motivation is essential and fundamental for the integration
process through which elements of one’s accessible internal awareness and knowledge is
assimilated or mixed with new knowledge. To come to the point, intrinsic motivation is
a motivation to do an activity because of itself. In fact, the individuals who are
intrinsically motivated do and practice the activities and works because they feel that those
activities are enjoyable.
2.4.2 Extrinsic Motivation
Extrinsic motivation, on the other hand, is the propensity to take part in activities
because of the reasons which do not link to the activity. These reasons can be the anticipation
of reward or punishment, like being successful in the exam or getting a good mark
(Vansteenkiste, Lens, & Deci, 2006). Besides that, extrinsic motivation is a motivation to
do a work or an activity as a means or way to achieve a target. Those who are
extrinsically motivated perform and do affairs as they think that their contribution will
cause enviable results like a reward, teacher admiration, or evasion (prevention) of
punishment (Pintrich & Schunk, 1996)

6. 2.5 CONCEPTUAL FRAMEWORK
The conceptual framework for this study is shown in Figure 1.
Figure 1: Conceptual Framework
The teachers’ teaching style gave an effect towards the level of students learning
motivation. The teacher that uses a certain teaching style that increases student’s motivation
to learn thus producing a very positive and productive teaching and learning interaction in the
classroom. On the other hand, the teacher that uses a different kind of teaching style
demotivate students and resulted in negative learning climate in the classroom thus, teaching
and learning cannot be executed smoothly.
Teachers’
Teaching Styles
Effect towards
Learning Motivation
Positive
Learning
Negative
Learning

7. REFERENCES
Grasha, A. (1996). Teaching with style: a practical guide to enhancing learning by understanding
teaching and learning styles. Pittsburgh: Alliance Publishers.
Evans, C., Harkins, M., & Young, F. (2008). Exploring teaching styles and cognitive styles: evidence
from school teachers in Canada. North American Journal of Psychology, 10, 567-582.
Larenas,C. H., RodríguezMoran, A.V.,& Poblete Rivera,K.J.(2010). ComparingTeachingStylesand
PersonalityTypesof EFLInstructors. Issuesin Teachers' ProfessionalDevelopment.
Morrow, V.M. (2011). The relationshipbetweenthe learningstylesof middle schoolstudentsand
the teachingandlearningstylesof middleschool teachersandthe effectsonstudent
achievementof students'learningstylesandteachers'learningandteachingstyles.
ProQuestDissertations&Theses Global; ProQuestEducation Journals.
Glenn, D. (2009). Matching teaching styles to learning styles may not help students. The
Chronicle of Higher Education. December. 25 – 33.
Grasha, A.F. (1994). A Matter of Style:The Teacheras Expert,Formal Authority,PersonalModel,
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Liu, E. Z., Lin, C., Jian, P. & Liou, P. (2012)‘The dynamics of motivation and learning strategy
in a creativity-supporting learning environment in higher education’,The Turkish OnlineJournal
of Educational Technology,11(1),172 -80
Gavrin, A.D. & Novak, G.M. (1999)‘What is physics good for? ‘motivating students with online
materials’, Retrieved from http://serc.carleton.edu/resources/14235.html.
Ryan, R. M., & Deci, E. L. (2000). “Intrinsic and extrinsic motivations: Classic definitions and new
directions”.Contemporary Educational Psychology, 25, pp. 54-67.
Walker, C., Greene, B., & Mansell, R. (2006). “Identificat ion with academics, intrinsic/extrinsic
motivation, and self-efficacy as predictors of cognitive engagement”. In Learning and Individual
Differences, 16(1), pp. 1-12.
Vansteenkiste, M., Lens, W., & Deci, E. L. (2006). “Intrinsic versus extrinsic goal contents in
selfdetermination theory: Another look at the quality of academic motivation”. Educational
Psychologist,41(1), 19-31.
Pintrich, P.L. & Schunk, D. H. 1996. Motivation in education: Theory, research and applications.
Englewood Cliffs, NJ: Prentice Hall Regents.