Mifta MU’JIZAH Pengarang Dini Irawati, M.Pd. Dosen Pembimbing 2 Dina Destari, S.S., M.Pd. Dosen Pembimbing 1 Dr. Umar Fauzan, M.Pd. Ketua Penguji Dini Irawati, M.Pd. Penguji 2 Dina Destari, S.S., M.Pd. Penguji 1

Mifta Mu’jizah 2023, Teachers’ Role in Fostering the Learning Motivation of Inclusive Students in Eighth Grade at SMPN 36 Samarinda in the Academic Year of 2023/2024. Teacher Training and Education Faculty, English Education Department, State Islamic University Sultan Aji Muhammad Idris Samarinda. This research is under the supervision of Dina Destari, S.S, M.Pd as the First Advisor and Dini Irawati, M.Pd as Second Advisor. Inclusive schools are organized to accept inclusive students. In this case, researcher conducted research on slow learners in eighth grade. Slow learners and students with different characters also have low levels of learning ability. To foster the learning motivation of slow learners, teachers play a role here. This research aims to determine the role of teacher in fostering the learning motivation of inclusive students in eighth grade at SMPN 36 Samarinda. The design of this research is qualitative-descriptive. The instruments in this research were English teacher, guidance and counseling teacher, and headmaster. Data collection techniques used by researcher is interviews, observation, and documentation. The validity of data used is source triangulation. Data analysis techniques include data condensation, data display, and conclusions. The research findings show that the teachers’ role in fostering the learning motivation of inclusive students is as a facilitator, as an educator, as s guide, as a motivator, as an evaluator, and as an inspiration. The learning motivation of slow learners is seen in both intrinsic and extrinsic motivation. The intrinsic motivation of slow learners is that they have the desire to achieve, have the urge to learn by asking other people when they have difficulty understanding the material, and have goals and plans for the future. The extrinsic motivation of slow learners is to study more diligently when there are prizes, study more diligently with environmental conditions that support learning, and study more diligently with interesting learning activities. The obstacles experienced by teachers include no improvement after giving special treatment, low learning motivation, poor communication, and unstable emotions. It is hoped that the results of the analysis can be used as material for consideration by teachers in dealing with slow learners.