THE MOTIVATION OF THE LIBYAN SECONDARY SCHOOL STUDENTS IN LEARNING ENGLISH - Diponegoro University | Institutional Repository (UNDIP-IR) A thesis.. Aziz

THE MOTIVATION OF THE LIBYAN SECONDARY

SCHOOL STUDENTS IN LEARNING ENGLISH

A Thesis

in Partial Fulfillment of the Requirements

for Master’s Degree in Linguistics

Abdualaziz Ibrahim Lawej

13020210409002

POSTGRADUATE PROGRAM

DIPONEGORO UNIVERSITY

SEMARANG

A THESIS

THE MOTIVATION OF SECONDARY SCHOOL

STUDENTS IN LEARNING ENGLISHIN LIBYA

SUBMITTED BY: Abdualaziz Ibrahim Lawej

13020210409002

Advisor by: Advisor,

Dr. Anggani Linggar Baharati, M.Pd

Master’s program in linguistics head,

Prof. Dr. Sudaryono, S.U

STATEMENT OF ORGINALITY

I hereby declare that this submission is my own work and that, to the best of my knowledge and belief, this study contain no material previously published or written by another person or material which to a substantial extent has been accepted for the award of any other degree or diploma of a university or other institutes of higher learning, except where due acknowledgement is made in the text of the thesis.

Semarang, 24 December 2011

ACKNOEDGEMENT

First and foremost I offer my sincerest gratitude to my supervisors,

Dr. Deli Nirmala, M.Hum, and Dr. DwiAnggani Linggar Baharati, who have supported me throughout my thesis with their patience and knowledge whilst allowing me the room to work in my own way. I attribute the level of my Masters degree to their encouragement and effort and without them this thesis, too, would not have been completed or written. One simply could not wish for a better or friendlier supervisors. Deepest gratitude are also due to the members of the supervisory committee, Assoc.

Lastly, I offer my regards and blessings to all of those who supported me in any respect during the completion of the project.

Semarang, 24 December 2011 Abdualaziz Ibrahim Lawej

DEDICATION

Ali Ibrahim Al-awaj

My old brother, who has never failed to stand beside me by

financial and moral support,

My Wonderful Family

Whom my life is difficult without

My Dear Best Friends

Special thanks to Moftah Ghashout, Abdulfattah Abu Azzah,

Mohannad El-mahmodi (wewe), and my dear comrade Mohammed

Al-ghazali

Mohammed Al-bu’azizi

The godfather of the Arabic uprisings

Libyan Freedom Fighters

Those real men who paid their lives for the sake our freedom

Table of Content

Page

Cover ………. i

Approval ………. ii Validation……….………….. iii

Certification of Originality……….……… iv

Acknowledgement ……….. v

Dedication……….………. vi

Table of Content ………...……. ix

List of Tables ………..…….. xi

Abstract……….………...… xii

Intisari ……….…… xiii

CHAPTER I: INTRODUCTION 1.1 Introduction ………. 1

1.2 Background of the study ………. 1

1.4 The Scope of the Study ………... 5

1.5 Purpose of the Study ………... 6

1.6 Significance of the Study ………. 6

1.7 Organization of the Study ………. 7

CHAPTER II: LITERATURE REVIEW 2. Literature Review ……….…. 8

2.1 previous Studies ……… 11

2.2 Underlying Theories ……….... 13

CHAPTER III: RESEARCH METHOD 3.0 Research Method ………. 19

3.1 Procedure ……….19

3.2 Population of the Study ………..……… 20

3.3 Techniques of Collecting Data ………..… 20

3.4 Data Analysis ……….… 21

CHAPTER IV: FINDING AND DISCUSSION 4.1 Finding and Discussion ……….…. 22

CHAPTER V: CONCLUSION

5.0 Conclusion ………...……… 73

5.1 Suggestion ………..……….……... 74

6. References ……….……… 75

Appendix ………..……….. 77

A Questionnaire in English ……… 78

B Questionnaire in Arabic ………...…….. 81

Table 1 The Importance of Motivation 23

Table 2 Assessment about Learning English 25

Table 3 Expectation about Student’s Level in Learning the Language 27

Table 4 Getting Along with English Language in the Classes 29

Table 5 Students Opinion about the Future Usage of English 31

Table 6 Student Expectation about Speaking English in Future 33

Table 7 The Importance of Teacher Motivations 35

Table 8 Concentration with the Teacher Inside the Class 36

Table 9 Self Confidence 38

Table 10 Progress in English this Semester 40

Table 11 Confidence when Speaking English In front of the Class 42

Table 12 Practice on English Lessons at School 44

Table 13 Teachers’s motivation 46

Table 14 The Importance of Learning English in terms of Communication’ 47

Table 15 Perception on English for future career students’ 49

Table 16 Connection between English and Knowledgeable Person 51

Table 17 Perception on English’ Usefulness in Getting a Good Job 53

Table 18 Perception on Students’ Concentration 55

Table 19 Perception on Teachers’ Different Kind of Motivations 56

Table 20 Perception on students’ ability to do well in English 58

Table 22 Perception on high number of students 61

Table 23 Perception on angry teachers 62

Table 24 Perception on working hard in English lessons 64

Table 25 Perception on students’ fear to be laughed at 65

Table 26 Perception on the importance of studying English 67

Table 27 Perception on students’ modern technological aids 68

Table 28 Perception on English students’ textbook 69

Table 29 Perception on teacher motivations 71

Secondary schools considered as the first real step for Libyan students in learning English language process, they are in need of motivations to help them carry on to acquire and learn English in the easiest possible way. Teachers and institutions must motivate their students to accomplish their goals. If students are not motivated, they might fail in their learning process and they will lose the desire to learn the language. Since the secondary school students are young and they need someone to give them motivation and urge them, the writer would like to pay attention to this matter and try to find out what are the interesting ways that secondary school students are interested in and the ways that can make them motivated.

The research design applied in this study is descriptive quantitative. Technique of data collection is conducted by applying questionnaires. The participants in the present study are the students (males and females between 15-18 years old selected by stratified random sampling from the total population of English secondary school students of Al-khoms city.

Motivation is still major problem among the learners of English in Lybian secondary school in that they reveal some answers indicating low motivation in relation to the importance of English, technological aids, inferiority, boredom etc. Based on the research, the writer has come to a conclusion that the teachers should explore more on their way of delivery to better teach with learners in a more amusing and interesting manner, use more visual aids and digital media and Combine both textbook and technological aids and tell them the importance of English for further knowledge and self achievement in the future

Key Words: motivation, secondary school, textbook, technological aids

Sekolah menengah adalah pintu masuk bagi para pelajar Lybia dalam mempelajari bahasa Inggris, dan mereka membutuhkan motivasi agar mudah dalam proses pembelajaran bahasa. Guru dan lembaga bersangkutan harus memacu anak didik agar terus belajar mencapai yang terbaik. Apabila anak didik tidak termotivasi, akibatnya akan fatal dalam proses pembelajaran dan kehilangan semangat belajar bahasa. Atas dasar fakta tersebut, penulis berkeinginan mengangkat masalah ini dan mencoba mencari cara yang tepat guna menarik minat belajar siswa sehingga terus termotivasi.

Penelitian ini menggunakan metode deskriptif kuantitatif. Teknik penjarinan data melibatkan penyebaran kuesioner. Responden adalalah pelajar putra dan putri Al-khoms City berusia 15-18 tahun yang digolongkan menurut strata dengan teknik sampling.

Motivasi masih merupakan masalah utama bagi pelajar bahasa Inggris sekolah menengah di Lybia yang ditemukan dari jawaban kuesioner yang menunjukkan rendahnya motivasi dalam kaitannya dengan urgensi bahasa inggris, media digital, inferioritas, kebosanan dan lain-lain. Dari hasil penelitian dapat disimpulkan bahwa guru sebaiknya menerapkan cara mengajar yang menarik bagi pelajar serta menggunakan media digital dan dikombinasikan dengan buku paket dan menamamkan pentingnya bahasa inggris bagi pengetahuan dan kesuksesan mereka di masa depan.

Kata kunci: motivasi, sekolah menengah, buku paket, media digital

INTRODUCTION 1.1 Background of the Study

In every field of our life we need a motive to help us to reach our goals, especially in the field of the study. Secondary schools considered as the first real step for Libyan students in learning English language process, they are in need of motivations to help them carry on to acquire and learn English in the easiest possible way. Teachers and institutions must motivate their students to accomplish their goals. If students are not motivated, they might fail in their learning process and they will lose the desire to learn the language. Since the secondary school students are young and they need someone to give them motivation and urge them, I would like to pay attention to this matter and try to find out what are the interesting ways that secondary school students are interested in and what ways can make them be motivated. I choose this topic because in my point of view learning a new language needs long time and needs concentration, so if there are not motivations either from the family, friends, teachers or any other factor; student may not be able to learn the language in the most appropriate way. Hopefully, I may add some touch on this topic in how to motivate secondary school students in learning English language.

The word "motivation" appears to be simple and easy but it's so difficult to define. It seems to be impossible for theorists to reach consensus on a single definition. Martin Covington (1998:1) states that "motivation, like the concept of gravity, is easier to describe - in terms of its outward, observable effects- than it is

to define. Of course, this has not stopped people from trying it.". According to the Macmillan's dictionary (1979), to motivate means to provide with a motive; move to effort or action, while Gardner (1985) states that motivation involves four aspects: a- a goal b- an effort c- a desire to attain the goal. d - a favorable attitude toward the activity.

Motivation is defined as the impetus to create and sustain intentions and goal seeking acts (Ames& Ames, 1989).

Oxford and Shearin (1994) motivation as a desire to achieve a goal combined with the energy to work toward that goal.

- Keller (1983) states that motivation is the degree of the choices people make and the degree of effort they will exert. Furthermore, when we read or hear the word "motivation", many words and expressions are triggered in our minds:

Goal - desire - will - effort - ambition - energy - persistence -achieve- inspire reward. Indeed, motivational issues take up large part of our daily life. When we talk about likes and dislikes, interests, or wishes we are in fact concerning ourselves with main motivational determinants of human being. When we complain about long working hours, poor salaries, tough colleagues, or alternatively when we are pleased by the recognition of our achievements, promotions and generous incentives, we are addressing issues at the heart of the motivational psychology. Yet, Kanfer (1998:12) states that motivation is "psychological mechanisms governing the direction, intensity, and persistence of actions not due solely to individual differences in ability or to overwhelming

environmental demands that coerce or force action". In short, "the concept of motivation is very much part of our everyday personal and professional life and few would ignore its importance in human affairs in general" Dornyei (2001:1). In fact learning and teaching English as a second/ foreign language is no exception in this respect. When we think of how to encourage slow learners to work harder, how to create an attractive learning atmosphere or how to reward the hard-working students we indeed deal with motivation. Because motivation is one of the most significant factors in language learning, it is difficult for the low motivated students to learn English as a foreign language, simply because they lose the desire of learning as they feel boring and they star that they feel learning the language is very difficult that they cannot learn it and they need long time to acquire it, Dornyei (1994) unequivocally states that motivation is one of the main determinants of second/ foreign language learning. Interestingly, motivation is perceived by Dornyei (2001) as cyclic, going up and down, affecting language achievement and being affected by it. He also claimed that a demotivated person is someone who initially has had motivation to fulfill a goal or to engage in an activity and has lost the motivation to do so because of negative external factors which related to the environment in which learning takes place such as the classroom and school. Nikolov (1999, in Dornyei, 2001) found that the most important demotivating factors for all the age groups were related to the learning situations such as materials, the teacher or teaching methods and he added that these factors had great effect on language acquisition and achievement. Thus, understanding the students' goals and what may motivate him for learning English

in addition to what are the demotivating factors help the teachers, educational policy makers and curriculum planners to improve the students' proficiency. Many studies (Krusdenier, 1985, Dornyei, 1994) have demonstrated that measures of proficiency in the second/foreign language are related to motivational characteristics of students. In this respect, Corria (1999) claims that a full understanding of students' motivation is necessary to maximize the English language results and positive outcomes. To emphasize the importance of identifying the students' needs and orientations, he cites an example of students at the school of nursing in Holguin who rejected learning English because they did not find any relation between English and their own career and learning some irrelevant and unpleasant material wouldn't satisfy their needs.

Realizing the vital role of motivation in learning English, in addition to the desire of school administrations and teachers to know what affects the students' motivation towards learning English and the shortage of studies about motivation in Libya secondary schools urged me to conduct this study. Therefore, the main aim of this study is to how to make the Libyan students highly motivated toward learning English as a foreign language. It also aims at exploring the students' integrative and instrumental motivation for learning English.

The study will first provide information on motivation toward learning foreign language through literature review in two relevant areas:

In 1959, Gardner and Lambert divided the motivation to learn a language into two types, instrumental motivation and integrative motivation, Integrative motivation

is ( positive attitudes toward the target language group and a willingness to integrate into the target language community, while instrumental motivation is practical reasons for learning a language, such as to gain social recognition or to get a better job, motivation and the demotivating factors influencing the motivation of foreign language learners.

1.2 Research Questions

Throughout this research the researcher will try to answer the following questions:

1. To what extent are Libyan students motivated in learning English language?

2. How high are the students integratively motivated? 3. How high are the students instrumentally motivated?

4. Just in case they had low motivation level, why do they have this level of motivation?

1.3 The Scope of the Study

This Study is limited to the investigation on the motivation among secondary school students in Libya, the sample used in this study takes place in four different secondary schools in Al-khums city in Libya. Two secondary schools are public and the rest are private.

1.4 Purpose of the study

The purposes of this study are:

2. If the students have low motivation in what ways they can be highly motivated to learn English Language.

3. The study aims to recognize the factors affecting the students' motivation. 4. Throughout this study, will try to find out how to motivate the students to learn English language as an international language.

1.5 Significance of the Study

Theoretically, this study will contribute to prove the theory of motivation pedagogically, the writer hopes that the research will be beneficial for the writer himself and the reader generally. This study focuses on how to motivate English secondary school students in learning English. This study can also be used as a guide to some types of problems that some Libyan teachers of English encounter when teaching English. The outcomes of this study can mainly be useful for those who are engaged in teaching English to Libyan students. These findings are also helpful to various people involved in English language teaching such as syllabus designers, curriculum planners, translators, and test designers.

1.6 Organization of the Study

Chapter one discusses the general summery of research objectives, and introduces the research ideas. Chapter two entails all the rigorously reviewed

related researches related to the aims and objectives of this research. Chapter three contains the research adopted methodology adopted, and the full serial process taken for the objective completion of the study. Chapter four reveals the analysis, coding, and interpretation of the data collected for this research. Chapter five, being the last chapter, conclusively discusses, summarizes, the achievement of the study, and presents recommendations for future related research and discussions.

CHAPTER II LITERATURE REVIEW Integrative and Instrumental Motivation

Motivation and needs are closely related. On the one hand, motivation is seen as the fulfillment of needs, and on the other, human needs serve as drives or incentives which move one to a particular action. The best known theory of human needs is Maslow’s (1970) hierarchy of need. Maslow formulates a fivefold hierarchy of human needs which begins with biological needs and progresses upward to psychological ones: physiological needs, including the need for food and water; the need for safety; social needs, including belongingness and love; esteem needs, e.g. the feelings of self-respect and positive recognition from others; and actualization, which means the need for a sense of self-fulfillment. In terms of the foreign or second language learning, the need for safety indicates that the L2 learner needs to be secure that learning the target language and culture doesn't affect negatively his/her own culture or language. Additionally, learning in general and learning languages in particular needs a safe and an unstressful atmosphere to facilitate language acquisition. Esteem and social needs also indicate that the learner needs to be a knowledgeable person who is able to communicate and integrate with others by learning their language. Failure to satisfy students’ needs is likely to hinder their risk-taking and motivation. Psychologically insecure L2 learners can be very anxious (Macintyre & Gardner, 1991) and if this happens, L2 learners regress in their

needs, motivation, and performance in the classroom.

Motivation for learning a second/foreign language is defined as the learner's orientation with regard to the goal of learning a second language. (Crookes &

Schmidt, 1991). To investigate and realize the effect of motivation on second language acquisition, the two basic types of motivation (integrative and instrumental) should be identified. Integrative motivation is characterized by the learners' positive attitudes towards the target language group and the desire to integrate into the target language community. Instrumental motivation underlies the goal to gain some social or economic reward through L2 achievement, thus, referring to a more functional reason for language learning (Gardner & Lambert, 1972). Gardner (1985) established a model of motivation in second language learning called the socio- educational model. As a result of long studies and research, he concluded that the learner's attitude toward the target language and the culture of the target – language speaking community has great impact on language learning motivation. The model is concerned with the role of various Individual differences in the learning of an L2. In the model, two classes of variables, integrativeness and attitudes toward the learning situation are said to contribute to the learner’s level of motivation.

Gardner states that learning a foreign language is unlike any other subject taught in a classroom because it involves the acquisition of skills and behavior patterns which are characteristics of another community. He also claimed that motivation is a dynamic process where many other variables play a part, and that this model can accommodate broader views. To assess various individual differences variables based on socio-educational model, Gardner developed the Attitude/ Motivation Test Battery (AMTB) which consists of these five categories: integrativeness, instrumental motivation, motivation, anxiety and attitudes toward

learning situations. Gardner's model has been used in many motivational studies (e.g. Tremblay & Gardner, 1995, Masgoret, 2001).

It can be said that Gardner's model put too much emphasis on the integrativeness and the role of learners' attitudes towards L2 group in learningthe second language. Despite the fact that both kinds of motivation are essential elements of success in learning the second/foreign language, much debate and controversy among researchers and educators have been taking place about which kind of motivation is more important for the second language learners. Lambert (1974) viewed integrative motivation as being of more importance in formal learning environment than the instrumental one and it was a more powerful predictor of linguistic achievement. Falk (1978) agreed with Lambert's claim by pointing out that students who are most successful when learning a target language are those who like the people that speak the language, admire their culture and have a desire to become familiar with the society in which the language is used. On the other hand, Lukmani (1972) found that an instrumental motivation was more important than an integrative one among the non- Westernized female learners of L2 (English) in Bombay.

2.1 Previous Studies

There is a plethora of research that has been carried out internationally to investigate learners’ motivation and attitudes towards the English language. In Malaysia, for example, Vijchulata and Lee (1985) reported on a study that

investigated the students’ motivation for learning English in University Putra Malaysia (UPM). Based on Gardner and Lambert’s research (1972), the researchers developed a questionnaire to elicit the data required. The questionnaire was administered on approximately a thousand students from all the different faculties in UPM. The findings revealed that UPM students are both integratively and instrumentally oriented towards learning the English language. Another study was conducted by Sarjit (1993) it attempted to explore the language needs of consultants at a company. The name of the organisation was not mentioned as the consultants did not allow the researcher to expose their identities. Learners’ motivation was of concern in the study. The research sample consisted of 26 consultants, 4 directors and one instructor. In her study, Sarjit (1993) employed different techniques to gather information, such as questionnaire, interviews and field observation. For the subjects’ motivation, the study found that instrumental motivation was the main reason for learning the language followed by personal motivation.

In Japan, learners’ motivation and attitudes towards the English language were also of concern for many researchers. One of the most relevant studies was that of Benson (1991) who surveyed over 300 freshmen to assess their motivation towards learning English. The results demonstrated the importance of integrative and personal goals as factors in motivation among Japanese college students as he stated, “integrative and personal reasons for learning English were preferred over instrumental ones" (Benson, 1991:34).

In Papua New Guinea (PNG), a related study was undertaken by Buschenhofen (1998). He sought to assess the attitudes towards English among year 12 and final-year University students. To collect the data, he administered a questionnaire on approximately 50 % of year 12 and first-year university students in PNG. Both groups were contrasted in terms of their tolerance towards the use of English in a variety of contexts. The results indicated (1) a generally positive attitude by both groups towards English and (2) some significant attitudinal differences in relation to specific English language contexts. Buschenhofen attributed such differences to the changing social, educational, and linguistic conditions which characterize the transition from year 12 to university education. To sum up, the following may be said about the past studies discussed in this section:

All the above-mentioned studies reconfirmed the importance of increasing learners’ motivation towards the English language.

Some studies have been carried out to investigate second/foreign language learners’ motivation. These studies help the researchers to understand how to identify learners’ motivation. As a result, to assess petroleum engineering students’ motivation, some questions were adapted from Benson (1991), Sarjit Kaur (1993) and Qashoa (2006).

Other studies focused on learners’ attitudes (Buschenhofen, 1998; Al-Quyadi, 2000; Karahan, 2007). Besides adapting questions to investigate the students’ attitudes, these studies help the researchers to build their idea on how to identify GEMA Online Journal of Language StudiesVolume 9(2) 2009 ISSN: 1675-8021

36 the petroleum engineering students’ attitudes towards the English language. That is, the term attitudes in the present study includes four main categories: attitudes toward the use of English in the Yemeni educational context, attitudes toward the use of English in the Yemeni social context, attitudes toward the English language and attitudes toward the culture of the English Speaking World. The issues of learners’ motivation and attitudes have not been sufficiently discussed with regard to Arab engineering students. In other words, no study has been conducted to explore the types of motivation and attitudes that engineering students in the Arab World might have toward learning the English language. Therefore, this study would help to understand these important issues with regard to Yemeni petroleum engineering students in the Arabic context.

Given the situation that highlighted the gap in the literature with regard to engineering students’ motivation and attitudes in the Arab World.

2.2 Underlying Theories

There has been a shift of emphasis from instructional techniques to developing learning techniques. Facilitation of learning is highly related to students’ motivation. Motivation is as significant as field knowledge. To motivate students is up to the teacher of target language. The teachers of English play crucial role in boosting students’ motivation towards English lessons. In this study, what the teachers of English do to arouse students’ interest towards English lessons recently, why it is difficult to motivate them, what the teachers should do to boost interest towards learning English, and how personal characteristics of the

teachers affect the students’ motivation?, all are analyzed under the light of the data obtained from the interview with the teachers of English. Modern motivation theories deal with the relationship between beliefs, values, and action, (Eccles & Wigfield, 2002). Gardner (2001a) claims that a motivated individual puts forward effort to achieve the goal, is persistent and attentive to the task at hand, enjoys striving through the goal, regards success as positive reinforcement, and makes use of strategies to achieve the goal. Hence, motivation is goal directed behavior. The term motivation is rather controversial, and researchers have been confronted with some challenges that have prevented a consensus in motivation research (Dörnyei 2001). Dörnyei also states that despite all the controversies, most researchers agree that motivation “concerns the direction and magnitude of human behavior,” which refers to “the choice of a particular action, the persistence with it, and the effort expended on it”. As it is specified in Dörnyei’s words, motivation is directly related to what people prefer to do, their patience to continue the behavior and their tryings on it. Gardner maintains that three elements, effort, desire, and positive affect, are necessary to distinguish between students who are more motivated and students who are less motivated. Each element is insufficient to reflect motivation on its own, and a motivated student exhibits many other qualities in addition to effort, desire and affect, but these three attributes adequately assess motivation. As Gardner remarks, there is no doubt that seeing these three elements in students’ behaviors, the teacher can see which students are eager to learn.

Motivation is perhaps the major characteristic that is required in order to achieve anything in life; in its absence failure will follow the first sign of adversity. Its presence will inspire, instigate and encourage the subject to do his best. Motivation will compel the individual to reason, "If I must, then I can", and will push him to do whatever it takes to become successful. If you have motivation it can change your life. You will be inspired to get what you want regardless of what people tell you that you cannot do. I have personally seen examples of people applying the principle of motivation in life to get from poverty to a life filled with abundance, (Velez, 2010), (Schunk et al., 2008: 376). Schunk, Pintric and Meece maintain that motivation is a process whereby goal-directed activity which is instigated and sustained. They assert that motivation is a process and starting toward a goal is important and difficult because it involves commitment. Lundgren & Lökholm (2006) maintain that motivation is affected positively by the praise if it contains important information; the type of information they mention emphasizes how students can improve certain tasks and also on what the students should canalize.

Teachers’ role in student motivation was emphasized in Dörnyei’ studies. Dörnyei (1994) suggests that teachers could increase students interest and‟

involvement in the tasks by implementing varied and challenging activities and make sure that each activity is new and different, perhaps by including game-like features. This implies that lessons are varied and non-monotonous. He remarks on what teachers can do to motivate the students. Dörnyei states three significant personality traits, which according to the principles of person-centered education

are basic teacher characteristics. Empathy refers to the teacher being sensitive to students needs, feelings and perspectives. Congruence refers to a teacher being‟

able to be true to oneself and not hide behind facades i.e. a teacher should be true and authentic. The final feature is acceptance, The final feature is acceptance, which means that a teacher should be “nonjudgmental, have positive regard, acknowledging each student as a complex human being with both virtues and faults”, Dörnyei (1944: 282). D. Cock and H. Halvari (Efklides, A, 2001), states that the teacher in particular is an important figure for most pupils and has a unique position in the classroom environment. Therefore, one could claim that, “the emotional tone characterizing the interaction between the teacher and the pupils should be of significance for the pupils motivation at school”, Dörnyei‟

(1944: 69).

İsmail Hakkı Baltacıoğlu, one of the distinguished Turkish pegagogist, asserts that the teacher shouldn’t make students memorize the subjects, but create new situation and implement dramatization in the class well. He emphasizes the importance of using theatre plays in the lesson. “The pedagogy ı am looking for is neither Tanzimat, constitutional monarchy nor Republic pedagogy. The pedagogy ı am looking for is a pedagogy which aims to produce creative Turks, creative human beings.

Teachers used to be considered only serious, knowledgeable instructors capable of presenting their subject and asking and answering questions on their subjects. Fortunately, this mentality has undergone change and a more contemporary definition sees a teacher as a guide, a mentor, a friend, a provider, a

professional. What has so far been lacking is that a teacher should also be a good motivator. Dörnyei (2001b), defines teachers as powerful motivational socializers and his claim that “teachers should aim to become good motivators” (2001a, p. 136) implies that teachers’ motivational behavior in the classroom does have an effect on students’ level of motivation

One of the studies investigated teachers’ nonverbal immediacy behaviors in relation to students’ motivation for learning English. Samples of 303 participants were drawn from a technology institution in central Taiwan. The participants were asked to respond to instruments designed to measure the frequency of teachers’ nonverbal immediacy behaviors influencing students’ motivation for learning English. The results of the Pearson correlation indicated that teachers’ nonverbal immediacy behaviors were correlated positively and significantly with students’ motivation for learning English. In addition, multiple regression analyses reveal that five nonverbal behaviors are significant predictors to students’ motivation for learning English.

Findings of this study suggest that students’ motivation for learning English is likely enhanced when the teacher utilizes the following behaviors: smile, gesture, has a relaxed body position, uses a variety of vocal expression, and uses a monotone voice while teaching. Finally, limitations, implications, and suggestions for future research are addressed.

CHAPTER III RESEARCH METHOD

level who learn English as a foreign language. The students (males and females) whose age is between 15-18 years old were selected by stratified random sampling from the total population of English secondary school students of Al-khoms city. The reason for selecting those is that they are the most popular secondary schools in there, one secondary school is public and the other is private. The participants will be asked to answer a questionnaire to get precise results about the causes of student motivation in Libyan secondary schools. This questionnaire will be conducted in order to find out whether the students are satisfied with the amount of the motivation they get to learn. Regarding to the result, this research will try to find out a solution to those problems in case there is any.

3.1 Procedure

Each participant should answer the questionnaire individually. The questionnaire will show the students opinions about the motivation they get, such as teacher motivation and institutions as well. The Importance of Motivation, assessment about Learning English Their answers, and many other topics that related to the motivation. Their answers of course could help the researcher to discover and make out the weakness points in the motivation process and how to handle them.

3.2 Population of the Study

This study will apply a questionnaire on the English secondary school students in Libyan in Al-Khoms city. The number of the participants will be 25%

of the students number of the class, there are 8 classes in each school in different grades, the grades are from first grade till fourth grade, each class contains around 20 students mixed males and females.

3.3 Techniques of collecting data

This research will make use of one method of collecting data which is a questionnaire. It is expected that throughout this questionnaire the writer can assess whether the students in highly motivated or not. As well as to get the needed data for this study. By the questionnaire, the participants will give their opinion about the motivation they get and whether they are satisfied or they need more motivation.

This research is a descriptive and quantitative study. It will focus whether the students are motivated or de-motivated and the causes of them as well as how to increase the motivation of learning English.

After all the above necessary steps, this researcher then went for the main data collections. This was done by the physical distribution of the instrument. With a cover letter to authenticate the originality of this study. The researcher distributed the study instrument to four different English secondary schools in Al-khoms city in Libya. The researcher managed to retrieve 158 of the distributed questionnaires. Two were missing. The students were chosen randomly by the researcher and not by the teacher in order not the teacher pressure the student and give fake answers.

The study employed SPSS 14 for the data analysis. A series of analytical tools of the software such as regression and correlation were adopted to examine the relationship between the variables.

CHAPTER IV

FINDING AND DISCUSSION

This section will be presenting and discussing the gathered data in the forms of the table together with its interpretation. Here, the data are all questions related to motivation answered by the students of second language learners who

have been given such encouraging motivation by the teachers involved in this research.

The questionnaires were distributed after class and collected during the period of one week. It contains 30 questions which are divided into two categories namely interrogative and instrumental. Interrogatives are aimed at finding out student’s motivation in terms of positive attitude and willingness to integrate into the target language community while instrumentals will determine student’s practical reason for better development in their future life.

The researcher tried to interpret the answers of the students and analyze their responds to the answers of the questionnaire.

4. Findings of learning

4.1. Perception on Students’ Continuation without Motivation

Motivation is somewhat important for some people in search of self advancement in their future life. It will certainly add to their spiritual in order to have a guidance enough to make them feel happy about the upcoming challenges ahead. A wise word craved on the wall or hanged over the door will give additional fuel to its readers to be the best he could. As such, a motivator will have his words heard by the seekers of motivating spirit into their activities However, not every man needs to have such motivation due to several reasons.

No Answers Frequency Percentage

1. Not at all -

-2. Not true 14 35.0%

3. Not really -

-4. Somewhat true 5 12.5%

5. True 11 27.5 %

6. Very True 10 25.0%

Total 40 100%

The above result gives a description that an average of 35.0% chooses not true when asked if they could continue without motivation from the teachers. 11 students out of 40 said true about it while 10 student or 25.0 % of total percentage are likely to give the same answers. That is very true. Only 5 students or 12.5 % are in grey area which means somewhat true.

The results thus give an impression of how students turn out to not consider motivation very highly. Anyway. they can continue studying even without any motivation encouraged by the teachers. It is surprising to note that they have lower scale of motivation amidst strong expectation on them to have better initiative toward studying language skill. To see this fact, there should be some improvement on teaching method properly to be designed to avoid the same low motivation in the future.

Thinking about oneself capability is a common thing. People may predict what can be done later especially after knowing their current condition. Today’s situation will have significant effect on tomorrow’s well being. For students who learn foreign language as secondary use, it will be very crucial to work hard on his skill in reflection of his strong motivation toward studying since it can be an indication of his success. Otherwise, they may not be able to master their English to the upper level that needs certain criteria to be considered able to master English like in TOEFL test.

Table 2: Assessment about Learning English

No Answers Frequency Percentage

1. Not at all 18 45.0%

2. Not true 3 7.5%

3. Not really 5 12.5%

4. Somewhat true

-5. True 14 27.5 %

6. Very True

Table 4.2 above describes how capable the student will be when asked about their perception toward future learning. Out of 14 students give relieving answers for being good at learning English this semester. They said true for the question no 2. However, 18 students feel they are not good enough about this semester by putting check on not al alI while a number of 5 students think of not really. Only 3 of them said not true.

This description is somehow better in which it shows some motivation uttered by the students for their English mastery this semester period. Though they have a little motivation but it is not enough compared to the whole findings that a majority of them do not come up with somewhat satisfactorily outcomes. A total of 26 students think that they are not motivated.

4.1.3 Perception on Students’ Expectation to Do well than other Student in Learning English.

An expectation may indicate one’s hope for what he wishes to get and accomplish in actualizing his dreams into real work. It can also represent a set of competition among people who want to be best of all. A competition may help an expectation come true. Students who like to compete with others might be having higher motivation the teachers would likely to expect. This way, they could develop their own type of learning apart from motivation they get from their teachers. Surely, in this era of information, anyone can motivate themselves in learning language through the use of digital media without necessarily being directed by the instructors or teachers. A creative child will happily look for other

sources of learning in order to have better improvement than his fellow students. Apparently, this may lead to parents supports if they happen to have children like this. However, parents should accompany and thus control them in their efforts.

Table 3: Expectation about Student’s Level in Learning the Language

No Answers Frequency Percentage

1. Not at all 10 25.0%

2. Not true 11 27.5%

3. Not really 5 12.5%

4. Somewhat true

-5. True 14 35.5 %

6. Very True

-Total 40 100%

This motivation factor seems to get the same result as previous question in which they said true totaling only 14 students although it is not a bad figure. There are 10 students who rather choose not at all. A little bit explicit answers by 11 students said not true while there are only 5 students or 12.5 % who put a check on not really.

This would represent the low motivation for question number 2. This also means that they seem not to care much about competition especially in learning foreign language. However, an expectation is still there. 14 out of 40 students will likely wish to compete with others in an effort of showing best performances they could be. As for other students, they need to have better learning method for the mastery of foreign language. In this case, both teachers and students should find a formula in a way that they could motivate each other to create a lively class. Nevertheless, the teachers are the ones who will be more responsible for this case.

4.1.4 Perception on Students’ wishing to Continue English Lessons

Sometimes when something you like most is over then you can not help thinking to do it again. If you are in this phase then you may be motivated on a particular thing. The same applies when students wish to continue lessons they just had. They feel that something is missing without knowing why. This could lead to further interpretation that motivation is being felt by them. In precise, what they have just had stimulates energy to do more before it fades away. If they truly feel this way then it is a good step to move forward with other stimulation the teachers might be implementing. Otherwise, the teachers should think of a different way to make it happen.

Table 4: Getting Along with English Language in the Classes

No Answers Frequency Percentage

1. Not at all 10 25.0%

2. Not true 11 27.5%

3. Not really 5 12.5%

4. Somewhat true

-5. True 14 35.5 %

6. Very True

-Total 40 100%

A majority of students wish not to continue the lessons. It is indicated by around 11 of them or 27.5% of total percentage choose not to continue studying English when the lesson ends. That is not true option. 10 students or 25.0% vote for not at all while only 5 of them or 12.5% of total respondents pick out not really.

Overall, the students are still unmotivated to learn English eventhough some of them have shown their willingness to study English more seriously. It seems that class should be made more enjoyable in order to draw students’ attention. In this context, teachers are hoped to demonstrate their participative

teaching more intensely than before in the face of students to generate more activity and create a sense of excitement to further develop their fearlessness to be active in front of class.

4.1.5 Perception on Students’ Opinion in Learning Things Useful in the Future

An opinion is something pure from the heart of the speaker who say it out loud without any intervention from any other parties. It is like a personal belief or judgment that is not founded on proof or certainty. In another sense, it is merely a message expressing a belief about something; the expression of a belief that is held with confidence but not substantiated by positive knowledge or proof. Some say that opinion is a belief or sentiment shared by most people or the voice of the people. Eventhough it is not based on the scientific approach but those who dare to say it may determine the matter lingering them. From people opinion, a certain conclusion can be drawn to describe the exact problem still going on in the current situation.

Table 5: Students Opinion about the Future Usage of English

No Answers Frequency Percentage

1. Not at all 18 45.5%

2. Not true 3 7.5%

3. Not really 5 12.5%

4. Somewhat true

-5. True 14 35.5 %

6. Very True

-Total 40 100%

The data above detail the respondents answers successfully collected by the researcher in which 18 (45.5%) students said not at all and 5 (12.5%) of them explain their thought on not really. The rest is 14 (35.5%) students representing their opinion on true. It is apparent that almost three thirds of the respondents take the side of unmotivated.

This type of question tries to know about students’ opinion whether they have got some valuable insights and new knowledge. Unfortunately, they do not seem to grasp anything good from class. It can happen when the class fails to be an interesting medium for them to do what they are supposed to. Conversely, it can also happen when the students are not able to follow the lessons very well that they may easily get bored and not benefit from it. Somehow, a minority of whom have shown to get benefit from the learning. It is probable that they might have

been comfortable with the teachers the way the lessons are delivered so that something is reaped to enrich their knowledge.

4.1.6 Perception on Students’ Certainty to be able to Speak English Oneday

Certainty is something people want most in their lives since it assures things that will come true and save them from getting any trouble. When someone is certain then he will feel confident to do things happily. If not, he will have restless state in his feeling. Certainty means that doing a thing for future gain is not a burden since a kind of belief is accompanying him. This also means that someone’s interest is surely to be channeled through a medium that will determine his success ahead.

Table 6: Student Expectation about Speaking English in Future

No Answers Frequency Percentage

2. Not true 11 27.5%

3. Not really 5 12.5%

4. Somewhat true

-5. True 14 35.0 %

6. Very True

-Total 40 100%

The answers for all questions turn out to be un satisfactorily in term of certainty and belief in ability to speak English. The figures tell us that a majority of whom are determined to be unable to speak English even in the next time. In particular. 11 students said not true while 10 of them would prefer not at all. 5 of the respondents choose not really.

A total of 26 students are still unable to improve their English for following days. This would raise a question on whether the teaching method is not right for them or indeed they just can not follow the lesson. However, there are about 14 students who show their interest in learning. These young students may stimulate their classmates in support of learning spirit. The teacher’s task is now to make these interested student to be a stimulus for those who do no have any interests in learning English as a concept of coexistence.

4.1.7 Perception on Teachers’ Participation to Stimulate Student

People must be glad to have someone by their side in times of critical situation that is sometimes threatening. It is a good thing to get helpful support

from anyone who cares about us. Even in every aspect of life we all need to be motivated by renowned motivator. In facing the world with no compromise, we often look for someone else’s participation to awaken our spirit. Participation may be defined as the act of sharing in the activities of a group or simply the condition of sharing in common with others as fellows or partners etc. even in the case of management, a beloved leader is the one who can be involved in his men’s activities. Therefore, in class, a teacher should be directly emerged into his students’ activities in order to stimulate them more actively. Later on, it is hoped that students will perform well

Table 7: The Importance of Teacher Motivations

No Answers Frequency Percentage

1. Not at all 10 25.5%

2. Not true 11 27.5%

3. Not really 5 12.5%

4. Somewhat true

6. Very True

-Total 40 100%

A majority of whom involved in the activities prefer to take the side of unmotivated. This is shown by student’s choosing not true for as many as 11 and not at all for 10 answers. This is backed up by 5 students voting for not really. 14 students are convinced to keep up with option true.

To motivate people, especially students, is not an easy task though. It will employ some of various approaches to deal with. Teachers may feel that they have poured a lot of sufficient knowledge to make their students understand all the materials. However, each of them has different competency to absorb all that is being taught. Hence, teachers must comprehend physiological factor of the students that they have to be treated with more patience and encouragement.

4.1.8 Perception on Students’ Avoiding any Distraction

People are usually more sensitive to any distraction that may come into his sense in any given time. A glance of eye on moving objects around them will ruin his attention to the main object being observed. At the time of childhood and schooling are the times when a child wants to seek pleasure and will not pay much attention to the lessons. In this phase, teachers must be very careful and take necessary step to cope with class and try to keep it intact that no distraction comes over in between.

No Answers Frequency Percentage

1. Not at all 10 25.5%

2. Not true 11 27.5%

3. Not really 5 12.5%

4. Somewhat true

-5. True 14 35.0 %

6. Very True

-Total 40 100%

Table 4.8 exposes the answers from question number 8 which has 11 respondents for not true and 10 respondents for not at all. The rest is 5 respondents for not really while there are 14 respondents who claim true for the question. The result puts distraction as a moderating variable for student to behave reluctantly toward the teaching.

These students still will not get away from any distraction coming by into their focus. Such a problem generally may be seen in any class even in higher education like college. It is inevitably happening many times in class so that teacher profession is considered tough due to this fact. However, it is what challenges many young teachers to give their dedication and come up with ideas that may tackle this kind of situation.

Confidence will set men free from any doubt that surrounds his sprit and change into a more courageous attitude to do what he thought can never be done but in the end it turns out to be worth trying and fighting for. A man with confidence will never be afraid to face the world even he declares to conquer it despite any obstacle that will block his way. This kind of spirit is needed for the development of a nation and for the betterment of character building. A young student must posses this spirit in a basic form like working hard on his study and never stop learning something new for his own sake. Only by doing so will then the concept of creating better education in Libya come into being. Hopefully, a chains of struggle can be maintained by next generation of Libya who have better education and proper qualification to be the next leader of Libya.

Table 4.9 Self Confidence

No Answers Frequency Percentage

1. Not at all 18 45.0%

2. Not true 3 7.5%

3. Not really 5 12.5%

4. Somewhat true

-5. True 14 35.0 %

6. Very True

-Total 40 100%

Table 4.9 above indicates ignorance on confidence in general in which 18 respondent chooses not at all and 5 of them votes for not really. Only 3 said not

true. There is a little hope that 14 respondents put a check on true. It seems that confidence is a problem for the students.

Apart from being ignorant, there is still a chance for them to be motivated since there are 14 students who are undoubtedly confident to be active in putting forward their arguments in a session of question and answer performed by both parties of communicators. These 14 students may become an incentive for other student to keep up with the class.

4.1.10 Perception on Students’ Progress in English this Semester

Progress brings about good news to both motivators and students. Progress is a gradual improvement, growth or development on one particular subject or person who is involved in the activities that demands any improvement in its process. It can be a basis for an authority to further assess the strength of the main subject for another measurement. In measuring the progress of student capability in acquisition of a language, there is a special step or assessment to the extent of advancement. This can be done through an interview and a test. Interview is aimed at getting qualitative input while a test could be used to give an attribute to the student numerically.

Table 10: Progress in English this Semester

No Answers Frequency Percentage

1. Not at all 18 45.0%

2. Not true 3 7.5%

3. Not really 5 12.5%

4. Somewhat true

-5. True 14 35.0 %

6. Very True

-Total 40 100%

Table 4.10 summarizes that not at all option has 18 followers which in percentage is around 45.0 % while not really has around 5 voters or 12.5 %. Only 3 respondent would appear to check on not true. Those who single out very true option are about 14 respondents or around 35.0 %.

Seeing this numbers, we can understand that there is a chance to make progress a little more in this period of time due to the fact that there are still 14 students who claim progress in their English. Though a low motivation is still

shadowing over the students capability but making progress in the future is not impossible to achieve.

4.1.11 Perception on Students’ Feeling Good to Speak English

A state of feeling good is a sign of ability to do something and a power to make things better. Once you get this feeling good then everything seems alright that no boundaries could block in the way. Moreover, it is like a groovy mood when you can have it. It is good for students to have this kind of feeling since it will enhance his chemistry in learning English. Without any mood then it is impossible to make progress on English skill. The point is when there is love for something so that one can do things happily without any burden. This is in line with the concept of interest where someone is fond of a particular thing that he would try his best effort to achieve it no matter what happens. He will always want to practice it everyday to make perfect. The ability to do something, in a broader sense, could be a source of displaying self actualization. This is a type of need that must be fulfilled by human being in his social life. To be able to speak English gives a prestige to its speaker that he could be branded as a modern man in his community.

Table 11: Confidence when Speaking English In front of the Class

No Answers Frequency Percentage

1. Not at all 10 25.0%

2. Not true 11 27.5%

3. Not really 5 12.5%

4. Somewhat true

-5. True 14 35.0 %

6. Very True

-Total 40 100%

Based on table 4.11 above, we can understand that there is typically 14 students who feel good to speak English in which they choose true option. 11 students votes for not true while 10 of them prefers not at all. Only 5 respondents would rather pick out not really.

The result shows that feeling good is rarely felt by participants. However, it is not disappointing at all since there is 14 students who feel great to speak in English as a medium of self actualization and a tool of continuing higher education. This fact needs to be evaluated by teachers in that they must maintain the groovy atmosphere in class.

Wishing more practice on English lesson is a good move toward successful language acquisition. It is an indication that there is a need for experiencing the same event all over again. In other words, they look forward to doing it one or two more times. Motivation could be generated through this desire that may lead to the sustainable practice of foreign language. Hence, a student’s wish might have significant impact on his desire to learn English in a more serious practice.

No Answers Frequency Percentage

1. Not at all 18 45.0%

2. Not true 3 7.5%

3. Not really 5 12.5%

4. Somewhat true -

-5. True 14 35.0 %

6. Very True -

-Total 40 100%

Table 4.12 elaborates final result of students’ answer on whether they wish to practice more on English lessons this semester. 18 students said not at all and 5 students have to check on not really while 3 students prefer not true. At last, 14 students decide to opt true.

This description gives us an understanding of how less the students wish to practice English. The main problem could stem from the lack of media that may be used to help master their English or they can not find appropriate partner to practice with. These days, it is common that students do not put more efforts on his study owing to a lot of other interesting factors than merely focusing on lessons. This may be reduced if teachers can formulate an effective way of form of studying English in a more interactive activity.

We cann’t blame teachers when they lack of teaching technique to attract students to be actively involved in class. The number of student is one specific problem. There should be a limit of number to make efficient and effective class. It is difficult to motivate them when the class is full as secondary school constitutes many children to teach. However, teachers should not stop motivating despite any difficulties. Indeed, it is a challenge for teachers to make great contribution in promoting English as a language of science.

Table 13: Teachers’s Motivation

No Answers Frequency Percentage

1. Not at all 10 25.0%

2. Not true 11 27.5%

4. Somewhat true

-5. True 14 35.0 %

6. Very True

-Total 40 100%

From table 4.13 above, we can conclude that 11 respondents vote for not true as their answer and 10 of whom prefer not at all while only 5 students said not really. 14 of them would rather say true. Overall, teachers are not considered as motivating factor.

Motivating is a complex matter that not every person has the ability to influence others to do what he wanted. Another factor that plays a key role in motivating is that of a culture. Besides, psychological condition helps shape personality of a person. The Arab has unique character. They do not want Arabic to be in confrontation with foreign language. Moreover, Arabic has special function as language of religion. Some fear that using English may be seen as pro western countries.

4.1.14 Perception on the Importance of English for Himself

As we already know, English is in international language spoken by many people in different countries for various purpose. In a more global era, we cann’t escape the use of English. Hence, many scientific books are written in this language so that it is becoming more important if we want to get knowledge and follow technological advance. At this point, a mastery of English is a must. Therefore, we have to interact with other people from different nation as the world is becoming too narrow day by day.

Table 14: The Importance of Learning English Language in Terms of Communication’

No Answers Frequency Percentage

1. Not at all 18 45.0%

2. Not true 3 7.5%

3. Not really 5 12.5%

4. Somewhat true

-5. True 14 35.0 %

6. Very True

-Total 40 100%

Table 4.14 explains the samples of respondents who said not at all around 18 and 5 of whom prefer not really. There are 3 more respondents who seem not to consider English as important. However, 14 students seem to care about the importance of English as a tool to communicate with English speakers.

The students do not think it so important for the time being as they do not encounter any foreigners in their country so often. That is the reason why they lack of motivation to boost themselves into studying language. Others might think that mathematics is more crucial for them since it can not be taken lightly. However, those who are motivated think that English is important in case they meet someone from another corner of the world in order to be able to communicate.

In pursuit of better career in upcoming days, we all have to make a strategic plan that must be executed from now on. The world is full of people doing business and trade. Foreign investment will be pouring the potential market into small and big economies including Libya. Indeed, Libya has invested a great deal of fund in many profitable economies like in Indonesia. It is predictable that in the following years there would be a lot of Libyan investors investing their money in many countries. In this case, Libyan should have better proficiency of foreign language if they want to travel around looking for fortune.

Table 15: Perception on English for Future Career Students’

No Answers Frequency Percentage

1. Not at all 18 45.0%

2. Not true 3 7.5%

3. Not really 5 12.5%

4. Somewhat true

-5. True 14 35.0 %

6. Very True

Table 4.15 above shows that 18 respondents single out for not at all and around 5 respondents prefer not really while 3 students would rather say not true. There are still 14 respondents who need English for future career. Therefore, they said true.

It is understandable that they might not think it necessary as they have not given serious thought for future career. For those who need it so is the ones who have clear conscience over their destiny ahead as conscience is like a motivation deriving logically from ethical or moral principles that govern a person's thoughts and actions At this stage, teachers need to elaborate more of the importance of English in their class in a bid of motivating them.

4.1.16 Perception on the Importance of English to Make a Knowledgeable Person

It cannot be denied that many persons who are successful might have been studying abroad especially in English speaking countries. This notion is proved to be truer when we look at those educated man in televisions and print media who have degree from reputable universities in Europe and United States. A political analyst often talks very convincingly in front of cameras about his prediction on things that might occur amidst current situation or a market analyst who vigorously deliver his ideas upon market sentiment going on within these past few weeks and its impact on share prices. All these illustration strengthen the assumption of getting smart like those individuals who have received education in English speaking country.

Table 16: Perception on the importance of English to make a Knowledgeable Person

No Answers Frequency Percentage

1. Not at all 10 25.0%

2. Not true 11 27.5%

3. Not really 5 12.5%

4. Somewhat true

-5. True 14 35.0 %

6. Very True

-Total 40 100%

Table 4.16 shows that 11 respondents prefer to check on not true while 10 of whom would rather say not at all. Around 5 respondents said not really and 14 of them choose option true. At average, the students do not consider English as important to make knowledgeable person.

Most Arab countries are enriched with mineral sources backed by qualified expatriates from various citizenship so that the indigenous people will only need to manage all of these sources to make it useful for their prosperity. Although it may seem narrow minded argument but it probably may describe the real condition of today Arab world. What matters now is the students need to be made responsible for the development of their country despite a huge supply of natural resources that they are now enjoying. However, to be knowledgeable person is inevitably crucial. One way is to master English as a gate to broader knowledge.

4.1.17 Perception on English’ Usefulness in Getting a Good Job

A good job is after by many persons in search of better life and lifetime savings. People will always seek normal life and live peacefully in harmonious relation with neighborhood. Living in a healthy environment a money can buy is one dream of every person. To make it come true, he must work hard starting from early ages. Without education, it seems far from being real. Language acquisition offer a chance to feel those man’s dream. Working in big companies with modern facilities one must possess foreign language mastery.

Table 17: Perception on English’ Usefulness in Getting a Good Job

No Answers Frequency Percentage

1. Not at all 18 45.0%

2. Not true 3 7.5%

3. Not really 5 12.5%

4. Somewhat true

-5. True 14 35.0 %

6. Very True

-Total 40 100%

Table 4.17 states that option not all has 18 respondents while option not really has 5 followers. Option not true has only 3 respondents. Around 14 students prefer to opt for option true. In general, more than a half respondent have low motivation.

Getting a good job generally does not occur on students mind. This is perhaps because of cultural background that prevents them from getting job since inheriting family business and trading activities may save them a trouble of bothering to look for a job. Though it is not a completely right perception but at least it could explain why a good job is not a matter. However, teachers must give

understanding of how good job in English speaking country can pave the way to better life.

4.1.18 Perception on Students’ Concentration

Sometimes it takes times to actually comprehend a topic being discussed in a forum. One may differ in absorbing a theory or concept of thing. In other words, a delivery of thought can be interpreted differently by different person. It is so when a child finds it hard to work on the material assigned by his instructor or needs to read it repeatedly for a couple of time in order to have clear understanding. It takes a deep breath being stuck on something he does not know. At this point, he might have to concentrate on the subject to avoid losing ideas.

Table 18: Perception on Students’ Concentration

No Answers Frequency Percentage

1. Not at all 10 25.0%

2. Not true 11 27.5%

3. Not really 5 12.5%

4. Somewhat true

-5. True 14 35.0 %

6. Very True

-Total 40 100%

Table 4.18 indicates low motivational instrument on the students in which 11 respondents said not true and 10 of whom choose not at all. Additionally, 5 students prefer option not really. 14 students look like having better choice on option true.

It is not easy though to comprehend the materials being presented by the teachers. It wholly depends on each one’s competency for receiving subject matter. Hence, teaching foreign language is not one way ticket to the destination rather it will go through levels of study from basic to advance. It would have been exceptional if they had a chance to practice it with native speaker in English speaking country.

4.1.19 Perception on Students’ Teachers’ Different Kind of Motivations

Motivation could be a great contribution when it has various type of amusing theme and approach. Prominent motivator often employ some gestures

and being talk active to the audience in order that he does not want to bore his spectators. The same applies to teachers if they want to have enthusiastic students participating in class. Diversifying way of motivating may lead to a conducive classroom potential to encourage students to concentrate.

Table 19: Perception on Students’ Teachers’ Different Kind of Motivations

No Answers Frequency Percentage

1. Not at all -

-2. Not true 14 35.0 %

3. Not really -

-4. Somewhat true 5 12.5%

5. True 11 27.5%

6. Very True 10 25.0%

Total 40 100%

Table 4.19 shows that 10 participants tend to choose option very true accompanied by 10 true while 5 of whom prefer to opt for somewhat true. The rest is 14 students who said not true meaning that teacher motivate them to carry on. In general, they do not get any motivation from teachers.

Some students seem naturally enthusiastic about learning, but many need or expect their instructors to inspire, challenge, and stimulate them. Bottom line, effective learning in the classroom depends on the teacher's ability to make it more acceptable to the students.

4.1.20 Perception on Students’ Ability to Do Well in English

A person can actually asses his own strength preceded by several encounters with challenge and events he has been through. A student will be reluctant to get involved when he can not stand a challenge. At this point, teachers are not allowed to comment negatively that may ruin his spirit. Many students in class may be anxious about their performance and abilities. All the teacher can do is to be sensitive to how he makes a phrase to his comments and avoid offhand remarks that might prick their feelings of inadequacy.

Table 20: Perception on Students’ Ability to Do Well in English

No Answers Frequency Percentage

1. Not at all -

-2. Not true 14 35.0 %

3. Not really -

-4. Somewhat true 5 12.5%

5. True 11 27.5%

APPENDIX

Questionnaire:

Purpose

I am researching how we could make learning English more interesting for Libyan English secondary school students. To do this, I need to find out how you truly feel about learning English at this school, this semester. The questionnaire is anonymous (do not write your name on the paper), so, please, give honest answers. Your teachers will never see your answers. Thank you in advance

INSTRUCTIONS

Please, read the questions carefully (your English teacher will read them aloud to you, too), then check ONE box (the box that best describes how you feel).

There are no good or bad answers—I am only interested in your personal feelings.

EXAMPLE

“I like playing football”

_ + _ _ + +

Not at all not true Not really somewhat true true Very true

Now, read the sentences below. Then, check ONE box that best

describes how you feel.

Integrative

#

item

_

_

_

_

_

_

+

+

+

+

+

+

1

I can carry on without motivation..

2

This semester, I think I am good at learning _English

3

I expect to do as well as or better than other _{students in learning English}

4

When the English lesson ends, I often wish it _{could continue}

5

In English lessons this semester, we are learning_{things that will be useful in the future}

6

I am sure that one day I will be able to speak _English

7

When the teacher motivates me, I feel good and _{I try to do my best in learning the language}

8

In English lessons, classmates or things that might distract me I avoid to pay any attention to, because I want to pay attention to the teacher or to my work.

9

I am so confident of myself when the teacher _{asks me a difficult question}

10

I feel I am making progress in English this _semester

11

I feel good when I have to speak English in _{class in front of my classmates}

12

wish we had more practice on English lessons at_{school this semester}

13

Teachers are the most motivating factor

Instrumental

14

Studying English can be important to me as it will allow me more at ease with other people who speak English

15

Studying English can be important for me _{because I will need it in my future career}

16

Studying English can be important for me because it will make more knowledgeable

person

17

Studying English can be important for me because I think it will someday be useful in getting a good job

18

When I realise that I am not concentrating during English lessons, I quickly tell myself to concentrate again if I want to get a good grade in the English tests.

19

I feel that teachers do not use different kinds of _{motivations that help students to carry on}

20

I am not sure about my ability to do well in _{English this semester}

21

Teachers speak rapidly and this makes me _down.

22

This high number of students makes me down

23

Teachers become angry and nervous when I _{answer wrong}

24

I want to work hard in English lessons to make _{my teacher happy.}

25

I am afraid that my classmates will laugh at me _{when I have to speak in English lessons}

26

Studying English can be important for me because it will make more knowledgeable

person

technological aids and this demotivates me.

29

The English textbook is difficult and boring

30

Teacher motivation is not important in learning English language, because I can motivate myself

نايـــــــــــبـــــتسا: فدهلا: ةيزيلجنلا ةغللا تايواناث ةبلطل ةعتم رثكا ةيزيلجنلا ةغللا ملعت لعج ةيناكما نع ثحبلا

.

ايبيل يف ةيزيلجنلا ةغللا ملعت نع كروعش وه ام ةيدجب فشكتسا نا نا ديرا واده قيقحتل ايبيل يف .ةيقادصم لكب ةباجلا ءاجرلا ةقرولا يلع كمسا بتكت ل ردصملا لوهجم نايبتسلا لصفلا اده ,( ) .

.

ليزج اركش تاباجلا يري نل كداتسأ

تاميلعت:

,( )

عبرملا يلع ملع كلد دعب لاع طوسب مكل ةلئسلا ارقي فوس داتسلا ةيانعب لاؤسلا ةءارق ءاجرلا

كروعش عم بسانتي هارت يدلا.

,

يصخشلا كروعش فرعا نا ديرأ طقف ةئيس ةباجا وا ةديج ةباجا كلانه سيل. لاثـــم__________________________________________________________ “مدقلا ةرك بعل بحأ ” _ +

_ _ + + _ _ _ + +

حيحص حيحص ريغ اقلطا حيحص ريغ لوقعم حيحص ام اعون

. عبرم رتخا مث لفسلا يف لمجلا ارقا نلا دحاو

ديدحتلاب كروعش فصي يدلا .

_ _ _ __ _ + + + + + + #

زيفحت يأ نودب يتسارد ةلصاوم يننكمي 1

يلاحلا لصفلا يف ديج ياوتسوم نأ دقتعأ 2

وا لثم نوكيس ياوتسم يداقتعا بسح

ةغللا ملعت يف بلطلا يقاب نم لضفأ ةيزيلجنلا

3

برضي امدنع رمتست ةصحلا ول نا ينمـأ اهتياهن اناعم سرج 4

نل لصفلا اده يف هملعتن ام يداقتعا يف

لبقتسملا يف انل اديفم نوكي 5

ملعت نم نكمتاس ام اموي هنا نم دكاتم انا ةقلطب ةيزيلجنلا ةغللا 6

ملعتل لضفلا لدبل دهتجا و حايتراب رعشا يزيفحتب داتسلا موقي امدنع ةيزيلجنلا ةغللا 7

ينيهلي نا نكمي ءيش يا وا يئلامز يدافتأ

يتابجاو و ملعملل هابتنلا نع 8

امدنع اريثك يسفن نم اقثاو نوكا بعص لاؤش داتسلا ينلاسي 9 ملعت يف ماملا يلا مدقتا يننا دقتعأ

لصفلا اده ةيزيلجنلا ةغللا 10 ةغللا ملكتأ؟ امدنع ديج روعشب رعشأ

يئلمز يقاب ماما ةيزيلجنلا 11

ةغللا يلع رثكأ تاقيبطت انيدل هنا ينمتأ لصفلا اده ةسردملا يف ةيزيلجنلا 12 يف رفحم لماع رثكا مه نيميلعملا

ةغللا نوملكتي نيدلا صاخشلا عم لصاوتلا ةيزيلجنلا 4 اهجاتحا فوس ينل ةيزيلجنلا ةغللا سردا

ةيلبقتسملا يتنهم يف 15

ينم يلعجتس اهنل ةيزيلجنلا ةغللا سردا فقثم صخش 16

يف اهنا دقتعا يننل ةيزيلجنلا ةغللا سردا

ةفيظو يلع لوصحلا يلع لهستس ام اموي لمع

1 7

,ملعملا عم هبتنم تسل يننا كردا امدنع

نا هبتنا نا نم دبل هنا يسفن يف لوقا ةديج تاجرد يلع لوصحلا تدرا

1 8

نومدختسي ل نيملعملا هنا يداقتعا يف

رمتسي بلاطلا نم لعجتل ةفلتخم تازفحم ةيزيلجنلا ةغللا ملعت يف

1 9

اده زايتجا نم نكمتا فوس يننا دقتعا ل لصفلا 20 ءيشلا ادهو ةعرسب نوملكتي ةدتاسلا

ينطبحي 21 ينطبحي ريبكلا بلطلا ددع 2₂ أطخ بواجا ادنع اريتك داتسلا بضغي 2₃

اديعس ملعملا لعجل يتسارد يف دهتجأ 2₄

ملكتا امدنع يئلمز يلع كحضي نا نم ددرتا ةيزيلجنلا ةغللا

2 5

يتسردم يف بلاطلل زيفحت كانه نوكي داكلاب 2₆

نومدختسي ل نيملعملا نا وه ينطبحي ام ةثيدحلا ميلعتلا لئاسو 27

لمم و بعص ةيزيلجنلا ةغللا جهنم 2₈

زفحا نا يناكماب هنل مهم سيل داتسلا زيفحت يسفنب يسفن 29