REDEFINING THE POTENTIAL ROLE OF CHARISMATIC LANGUAGE TEACHERS IN CREATING SUPPORTIVE ACADEMIC ATMOSPHERE THROUGH STUDENTS' MOTIVATIONAL AROUSAL

Adi Suryani
2016 Jurnal Sosial Humaniora  
Charismatic language teachers have considerable potentials to nurture motivations in their students. They have personal magnetism which frequently they exhibit through their characters, communication, and how they develop relationship with their students. Charismatic teachers tend to be energetic, emphatic, warm, express confidence, love challenge, communicate vision, develop warm communication, put concern, trust, be inspiring and motivational. These characters allow them to be role model and
more » ... be role model and inspire their motivation to their students. Their trusting behaviour also can lead to the creation of supportive classroom climate since supportive learning situation needs sense of autonomy. By having this sense of autonomy, students can voice their perspectives, beliefs and finally develop their autonomy self-regulation. By using their personal aura, charismatic language teachers can stimulate their students' inner motivation. (2003, pp. 67-70) note that charismatic leaders display several attributes, including visionary, communication mastery, ability to inspire trust, ability to heighten the sense of worth, highly energetic, emotional expresiveness, warmth and romanticize risk. Below are several striking characteristics in charismatic figures. Communication mastery. Charismatic figures can communicate their messages in charming manner. This is because they demonstrate extraordinary communication skill. Moreover, different from non-charismatic leaders, charismatic leaders establish particular communication tactic. Lussier and Achua (2004, p. 350) assert that to command their followers, charismatic leaders use rhetorical skills, metaphors, analogies, and stories. Moreover, their communication tactics are reinforced by communication trick. Roberts (2003, p. 23) exemplifies Hitler as frequently started his speech with deep, slowly and low intonation. He also
doi:10.12962/j24433527.v9i1.1279 fatcat:swzgqs56rfgdpnpyhirvief4cq