Teachers’ Interpersonal Communication Strategies in Enhancing Students’ Learning Motivation: A Qualitative Study of Grade 11-1 at SMA Negeri 60 Jakarta

Panji Suratriadi; Edward Enrieco; Nayla Mahabbah Ramadhani

doi:10.36948/ijfmr.2026.v08i02.68660

Teachers’ Interpersonal Communication Strategies in Enhancing Students’ Learning Motivation: A Qualitative Study of Grade 11-1 at SMA Negeri 60 Jakarta

Author(s)	Mr. Panji Suratriadi, Mr. Edward Enrieco, Nayla Mahabbah Ramadhani
Country	Indonesia
Abstract	This study examines teachers’ interpersonal communication strategies in enhancing students’ learning motivation in Grade 11-1 at SMA Negeri 60 Jakarta. Learning motivation is increasingly understood as a relational outcome shaped through everyday classroom interactions rather than solely through instructional content. This research employed a qualitative descriptive approach, with data collected through in-depth interviews with three teachers and three students, classroom observations, and documentation. The data were analyzed using an interactive process of data reduction, data display, and conclusion drawing, guided by DeVito’s interpersonal communication framework. The findings reveal that teachers consistently applied five core interpersonal communication qualities empathy, openness, support, positive attitude, and equality which functioned as an integrated communication system in the classroom. Empathy established emotional safety, openness facilitated communicative trust, support reinforced students’ effort, positive attitude sustained engagement, and equality strengthened students’ sense of belonging. These communicative practices encouraged active participation, increased students’ confidence, and fostered sustained learning motivation. The study demonstrates that learning motivation emerged through repeated and meaningful interpersonal interactions rather than isolated teaching actions. This research contributes to communication and education studies by providing context-rich qualitative evidence of how interpersonal communication strategies operate in a senior high school classroom. The findings highlight the strategic role of teachers’ interpersonal communication as a foundational element in creating motivating and effective learning environments.
Keywords	Communication Strategy, Interpersonal Communication, Learning Motivation, Senior High School, Teacher Student Interaction
Field	Sociology > Journalism / Media
Published In	Volume 8, Issue 2, March-April 2026
Published On	2026-03-04
DOI	https://doi.org/10.36948/ijfmr.2026.v08i02.68660

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Teachers’ Interpersonal Communication Strategies in Enhancing Students’ Learning Motivation: A Qualitative Study of Grade 11-1 at SMA Negeri 60 Jakarta

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