THE MOTIVATION OF THE LIBYAN SECONDARY

SCHOOL STUDENTS IN LEARNING ENGLISH

A Thesis

in Partial Fulfillment of the Requirementsfor Master’s Degree in Linguistics

Abdualaziz Ibrahim Lawej13020210409002

POSTGRADUATE PROGRAM

DIPONEGORO UNIVERSITY

SEMARANG

2011-2012

1

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

Nip.195105281979031001

2

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

Abdualaziz Ibrahim Lawej

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ACKNOEDGEMENT

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

Dr. Deli Nirmala, M.Hum, and Dr. Dwi Anggani 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

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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

Thank You Indeed

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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

1.0 Introduction ………………………………………………………………. 1

1.1 Background of the study …………………………………………………. 1

1.2 Research Questions ………………………………………………………. 5

6

1.3 The Scope of the Study ……………………………………………........... 5

1.4 Purpose of the Study ………………………………………………........... 6

1.5 Significance of the Study …………………………………………………. 6

1.6 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

7

4.2 Discussion ………………………………………………………….………… 72

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

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LIST OF TABLES

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

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Table 21 Perception on teacher’ speaking rapidly 59

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

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ABSTRACT

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

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Intisari

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

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CHAPTER I

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

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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

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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,

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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:

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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.

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1.4 Purpose of the study

The purposes of this study are:

1. To investigate the students’ motivation in learning English language.

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.

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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.

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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 self-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

20

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

21

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.

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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

23

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).

24

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

25

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

26

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

27

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.

28

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

29

monotone voice while teaching. Finally, limitations, implications, and suggestions

for future research are addressed.

30

CHAPTER III

RESEARCH METHOD

This research is descriptive, quantitative; In this study I focus my study on

4 English secondary schools students in Libya Al-Khoms city, preintermediate

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

31

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

32

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.

3.4 Data analysis.

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.

33

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

34

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.

Table 1: The Importance of Motivation

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.

35

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.

4.1.2 Perception on Students’ Self Assessment about Learning English

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.

36

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 -

Total 40 100%

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

37

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.

38

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

39

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.

40

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

41

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.

42

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

43

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.

44

Table 6: Student Expectation about Speaking English in Future

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%

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

45

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

46

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 -

5. True 14 35.0 %

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

47

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.

Table 8: Concentration with the Teacher Inside the Class

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%

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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.

4.1.9 Perception on Students’ Confidence in Reference

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

49

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

50

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.

51

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.

52

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.

53

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.

54

4.1.12 Perception on Students’ Wishing more Practice on English lessons

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.

55

Table 12: Practice on English Lessons at School

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

56

lessons. This may be reduced if teachers can formulate an effective way of form

of studying English in a more interactive activity.

4.1.13 Perception on Students’ Opinion on Teacher’s Motivation

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.

57

Table 13: Teachers’s Motivation

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%

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.

58

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%

59

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.

4.1.15 Perception on English for Future Career Students’

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.

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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 -

Total 40 100%

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.

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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.

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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

63

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

64

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.

65

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

66

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

67

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

68

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

69

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 4.20 tells us about how sure a student can do well in English that

results in 10 respondents answering very true, 11 participants claiming true and 5

students somewhat true. 14 of whom choose option not true. In particular, the

participants are not sure about their ability.

Ability very much relates to one’s own skill and knowledge. For students

who feel unable to do well in particular subject then it must have been many

factors surrounding the problem. Therefore, we cann’t simply conclude the matter

since there have to be more findings about it. In fact, the degree of motivation

among Arab students is under standard so that it needs further analyzing engaging

interdisciplinary studies. However, concerning to this result, there is still hope that

70

not all students who have severe inability suffer from this uncomforting as 5

students seem a little sure about their ability

4.1.21 Perception on Teacher’ Speaking Rapidly

Some people are destined to have loud voice when shouting or spelling

utterances. Others may speak rapidly as their style. This is by nature from genetics

that we cann’t complain. For some occasions, this style of speaking may not be

heard by hearers that in a conversation both participant of communication will

lose meaning. In reducing such a lost, each person should have common

agreement for talking slowly in every dialogue.

Table 21: Perception on Teacher’ Speaking Rapidly

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. 21 shows that 10 respondents witness an event that teachers speak

rapidly during teaching in class. That goes for very true. 11 of whom said true and

71

5 respondents vote for somewhat true. In addition, 14 students prefer not true for

their answers.

Speaking rapidly seems to be a problem for students in trying to catch up

with teachers’ utterance. This should be taken into account since many might have

no idea of what a speaker is trying to convey. Consequently, it will result in

unexpected boredom whole day. This problem could be curbed by lessening the

intensity of speed when giving a speech.

4.1.22 Perception on High Number of Students

It is difficult for anyone to handle a class with high number of students,

especially for secondary school. That would make unfair competition among

them. Competition produces anxiety, which can interfere with learning. It is better

to reduce students' tendencies to compare themselves to one another. Some

researcher report that students are more attentive, display better comprehension,

produce more work, and are more favorable to the teaching method when they

work cooperatively in groups rather than compete as individuals. Working in a

group with small members will help reduce anxiety. That way, students will have

a chance to focus on the material.

Table 22: Perception on High Number of Students

No Answers Frequency Percentage

72

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 4.22 wraps up the result that 10 respondents goes for very true. 11 of

whom said true and 5 respondents vote for somewhat true. In addition, 14 students

prefer not true for their answers. At this point, low motivation generates from a

large number of students involved in class.

It should be noted that we need to adjust the capacity of a class to produce

a conducive situation for student in order that the process of teaching can function

effectively. Low motivation meets the reason why this matter is what it is as a

consequence of high number of students.

4.1.23 Perception on Angry Teachers

73

Anger would not do any good for anybody instead it will produce bad

mood among fellows. The state of being angry is a strong emotion or a feeling

that is oriented toward some real or supposed grievance. A person who gets angry

before an audience or many people in his sight may not be mentally prepared for a

challenge since the world is not always what he wanted to. There is not a lonely

road that one can walk on freely without any hindrances. This can not happen to a

teacher when performing his teaching in front of his disciples.

Table 23: Perception on Angry Teachers

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%

74

Table 4.23 summarizes the result that 10 respondents goes for very true.

11 of whom vote for true and 5 respondents said somewhat true. In addition, 14

students prefer not true for their answers. At this point, angry teacher makes

students feel uneasy about the situation.

Angry teacher can no longer happen in class for the smoothness of

teaching process. Some students might deem these teachers attitude as anger

although it may not be completely true. However, other students perceive

otherwise. Apart from being true or false over these perceptions, the important

thing is that teachers should not demonstrate such a bad behavior when teaching.

4.1.24 Perception on Working Hard in English Lessons

The notion of working hard must be appreciated by all of us especially

when it is said by young people of the nation. A successful county begins with the

spirit of working hard believed and implemented by its people to achieve

prosperity and pride in the upcoming brighter days waiting ahead. Many countries

around the world have gained their independence and success story through

undergoing times of suffer and hard work. These characters should be possessed

by young students who must continue their forefathers’ struggle to guide the

country sovereignty. For that, they must from now study hard as a symbol of hard

work and suffer.

75

Table 24: Perception on Working Hard in English Lessons

No Answers Frequency Percentage

1. Not at all 8 20.0%

2. Not true 3 7.5%

3. Not really 15 37.5%

4. Somewhat true - -

5. True 14 35.0 %

6. Very True - -

Total 40 100%

Table 4.24 summarizes the result that 15 respondents goes for not really. 8

of whom vote for not at all and only 3 respondents said not true. In addition, 14

students prefer true for their answers. At this point, students are yet to have hard

work in English lessons.

We cann’t force too much on the students to have them do hardworking in

every material of English lessons. This may lead to boredom and tiresome.

However, some students appear to show a little hard work to make their teacher

happy. They must have appreciation by the teachers. Yet, teachers should give

them a remark to make others stimulated to do the same.

76

4.1.25 Perception on Students’ Fear to be Laughed at

Fear of making mistakes should be removed from every student’s heart to

avoid staying still and doing nothing while actually there is no reason to feel that

way. Indeed, being laughable hurts the feelings of each learner. For some people,

they do not have any problem with ridicule. Even it could strengthen his struggle

to move forward. This can be seen from sanguine who is confidently optimistic

and cheerful. Conversely, it will be a big problem to other inferior personality.

Table 25: Perception on Students’ Fear to be Laughed at

No Answers Frequency Percentage

1. Not at all - -

2. Not true 14 35.0%

3. Not really - -

4. Somewhat true 10 25.0%

5. True 11 27.5%

6. Very True 5 12.5%

Total 40 100%

Table 4.25 prevails the result that 11 respondents choose option true. 10 of

whom vote for somewhat true and only 5 respondents said very. The last, 14

77

students prefer to say not true for their answers. At this point, students are

apparently to have a problem with mentality.

To build strong mentality takes a lot of practices and training in countless

occasions. Practice makes perfect. This expression should be written on one’s

mind as a motivating word in order to stay firmed with what to do despite any

weakening comments from others. Of course, this would need hard work to

change it but slowly it is going to be better. As a precaution, the teacher needs to

boost students to try to speak in front of class and warn others not to ridicule.

4.1.26 Perception on the Importance of Studying English

Motivation is a complex matter said by many researchers dealing with it so

many years. When talking of motivation, one can not forget about psychology and

related disciplines corresponding to human behavior. It is common that even in a

big enterprise, the management needs to hire some well known motivators to help

increase its employee productivity in terms of selling and marketing. Student’s

motivation is of the same case. It is not easy to motivate them. There should be

continuous effort in encouraging them.

78

Table 26: Perception on the Importance of Studying English

No Answers Frequency Percentage

1. Not at all - -

2. Not true 14 35.0%

3. Not really - -

4. Somewhat true 10 25.0%

5. True 16 40.0%

6. Very True - -

Total 40 100%

Table 4.26 shows the result that 16 respondents choose option true. 10 of

whom vote for somewhat true and only 14 respondents said not true. In short, they

have general opinion that motivation in their school is low.

Based on the fact, motivation seems to be a major problem among students

as they do not get appropriate motivational encouragement from their teachers.

Apparently, 14 students argues that they are experiencing motivation being

introduced to them.

4.1.27 Perception on Students’ Modern Technological Aids

79

Visual aids are very helpful in giving new nuances in learning foreign

language. Communicative language teaching has adopted the use of such visual

media in making the lessons more interesting. Besides, internet media can be

utilized to support the materials used. Now it is open to get valuable English

material via internet such as reading, listening and grammar.

Table 27: Perception on Students’ Modern Technological Aids

No Answers Frequency Percentage

1. Not at all - -

2. Not true 14 35.0%

3. Not really - -

4. Somewhat true 15 37.5%

5. True 11 27.5%

6. Very True - -

Total 40 100%

Table 4.27 presents the result that 11 respondents choose option true. 15 of

whom vote for somewhat true and only 14 respondents said not true. The use of

technological aids has been so familiar among the students. This may be caused

80

by some restrictions of internet media in Lybia. As we know that Lybia is very

strict with gadget circulation in anticipation of infiltration by foreign intelligence.

4.1.28 Perception on English students’ textbook

Lately textbook is conventional medium for teaching English compared to

more sophisticated ones such as DVD and internet. To be creative, we can rip vcd

file format into compatible file extension played on computers. Moreover, mp3

player and I-Pod can play converted file from English TOEFL VCD. By doing so,

it is a little more economical to learn English.

Table 4.28: Perception on English Students’ Textbook

No Answers Frequency Percentage

1. Not at all - -

2. Not true 14 35.0%

3. Not really - -

4. Somewhat true 10 25.0%

5. True 16 40.0 %

6. Very True - -

Total 40 100%

81

Table 4.28 sums up the result that 16 respondents choose option true. 10 of

whom vote for somewhat true and only 14 respondents said not true. The use of

textbook looks old fashioned to some students although it is still relevant to read

and work on it.

Seeing this phenomenon, teachers should notify themselves that using only

textbook will bore the students. They had better start browsing internet to find

online study to practice with. This is not to say that textbook is no longer needed

but merely to broaden students horizon by using contemporary media

4.1.29 Perception on Teacher motivation

Teacher motivation should not be underestimated because it will guide

students with their learning. Tearcher’s role is important in any way. Without

them, it is almost impossible to disseminate knowledge to the learners though

students can study by themselves in autodidactic way.

82

Table 4.29: Perception on Teacher Motivations Towards Students

No Answers Frequency Percentage

1. Not at all - -

2. Not true 14 35.0%

3. Not really - -

4. Somewhat true 15 37.5%

5. True 11 27.5 %

6. Very True - -

Total 40 100%

Table 4.29 sums up the result that 11 respondents choose option true. 15 of

whom vote for somewhat true and only 14 respondents said not true. Students feel

that they can motivate themselves without intervention from their teacher.

From the findings, it can be concluded that motivation is an important role

in learning English language, and the learner should be highly motivated. If the

learner did not get a good motivation it might affect his/her learning process

negatively, teachers and institutions should pay more attention on the

interrogative motivation.

83

4.2 Discussion

By analyzing the obtained data, the researcher comes to find out that

students have low motivation in learning English language; their motivations are

low enough to neglect the language after they pass the exams. The reason behind

these low motivations is that they have not been motivated to learn English

language as international language. They have not been in direct contact with

native speakers, simply they learn English not because the language itself but

because of financial issues. In order to have students well motivated in learning

English language they must study the language as international language but not

learning it in the traditional way.

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CHAPTER V

5. Conclusion

Based on the research, the writer has come to a conclusion that the data

show the following criteria:

1. In contrast of instrumental motivation, students have a problem in the

integrative motivation and they are not well motivated. As a result the

majority of them consider motivations do not play an important role in

learning a second language.

2. Students suffer from lack of confidence and they are not sure about their

ability in speaking English language.

3. Most of students pay much attention on exams and the final result

(instrumentally) more than about the knowledge and the language itself

(interactively).

4. Motivation is still a major problem among the learners of English in

Libyan secondary school in that they reveals some answers indicating low

motivation in relation to the importance of English, technological aids,

laps, inferiority, boredom etc.

85

5.1 Suggestion

The analysis gives sufficient input for the writer to further come up with

necessary suggestion that might be useful in adding recommendation for the

school to consider as follows;

1. Teachers and institutions should pay much attention on integrative motivation,

and do their best to motivate students interactively.

2. The teachers should explore more on their way of delivery to better teach with

learners in a more amusing and interesting manner. By doing so, it is hoped

that students will make active participants in learning English and stimulate

them to learn by doing because passivity only dampens students' motivation

and curiosity.

3. Use more visual aids and digital media to help motivate students since this

type of approach may get them familiar to technology thus avoiding boredom

in such a small class

4. Combine both textbook and technological aids and tell them the importance of

English for further knowledge and self achievement in the future.

5. Institutions and teachers should explain and show students what is an

international English language?

Families play a big role in supporting their children in learning; they should provide them

all with a comfortable environment to learn the language in the most proper way.

86

REFERENCES:

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Dale, H. Schunk, Paul R. Pintrich, Judith L. Meece. (2008). Motivation in education: theory, research, and applications (3rd ed). Upper Saddle River, N.J. Pearson Education, cop.

Dörnyei, Z. 1994. Motivation and motivating in the foreign language classroom. The Modern Language Journal 78/3, Autumn 1994, 273-284 (2001a).

Dornyei, Z. 1994a. Motivation and Motivating in the Foreign Language Classroom. Modern Language Journal, 78, 273-284.

Dornyei, Z. 1994b. Understanding L2 Motivation: On with the Challenge. The Modern Language Journal 78 (5), 515–23.

Dornyei, z. 1996. Moving Language Learning Motivation to a Larger Platform for Theory and Practice. In R. L. Oxford(Ed), Language Learning Motivation: Pathways to the New Century pp.71-80. Honolulu: University of Hawaii Press.

Dornyei & Otto, I. 1998. Motivation in Action: A Process Model of L2 Motivation. Working Papers in Applied Linguistics (Thames Valley University, London), 4, 43-69.

Dornyei, Z. 2001. Teaching and Researching Motivation. Harlow, England: Longman.

Dornyei, Z. 2001. Motivational Strategies in the Language Classroom. Cambridge: CUP.

Dornyei, Z. & Schmidt, R. (Eds.). 2001. Motivation and Second Language Acquisition. University of Hawaii: Second Language Teaching and Curriculum Centre

Eccles, J. S., & Wigfield, A. 2002. Motivational beliefs, values, and goals. Annual Review of Psychology, 53 (1), 109–132.

Efklides, A. Kuhl, J. Sorrentino, R.M. 2001. Trends and prospects in motivation research. Kluwer Academic Publishers.

Elliot, A. J., & Thrash, T. M. 2001. Achievement goals and the hierarchical model of achievement motivation. Educational Psychology Review, 13(2), 139–156.

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Gardner, R. C. 1985. Social Psychology and Second Language Learning: The role of attitudes and motivation. London, UK: Edward Arnold.

Gardner, R. C. 1985b. The Attitude/Motivation Test Battery: Technical Report. London,ON: University of Western Ontario 2nd International Conference on New Trends in Education and Their Implications.

Fu, G. & Lee, S. 1980. An Analysis of the Relationship between Language Attitudes and English Attainment of Secondary students in Hong Kong. Language Learning 30: 289-316.

Kanfer, R. 1998. Motivation. In Nocholson, N (Ed). Encyclopedic Dictionary of Organizational Behavior. Oxford: Blackwell Publishers Ltd.

Keblawi, F. 2005. Demotivation among Arab Learners of English as a Foreign Language. The Reading Matrix, Inc. United States. Retrieved November 13. 2005 from: www. Reading matrix.com/ online conference proceedings 2005.

Keller, J. M. 1983. Motivational Design of Instruction. In C . M. Reigeluth (ED.), Instructional-Design Theories and Models: An Over View of Their Current Status (pp.383-434). Mahwah, NJ: Lawrence Erlbaum Associates

Lepper, M. R., & Hodell, M 1989. Intrinsic Motivation in the Classroom. In R. A. Ames & C. Ames (Eds.), Research on Motivation in Education. San Diego, CA: Academic Press.

Motivational strategies in the language classroom. UK: Cambridge University Press. 2001b. Teaching and researching motivation. Harlow: Pearson Education limited

Oxford, R. L. & Shearin, J. 1994. Language learning motivation: Expanding the theoretical framework. The modern language journal, 78, 12-28.

Vallerand, R. J. 1997. Towards a hierarchical model of intrinsic and extrinsic motivation. Advances in Experimental Social Psychology, 29, 271-360.

27-29 April, 2011 Antalya-Turkey, www.iconte.org

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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

89

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

8In 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

90

Instrumental

14Studying 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

16Studying English can be important for me because it will make more knowledgeable person

17Studying English can be important for me because I think it will someday be useful in getting a good job

18When 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

26Studying English can be important for me because it will make more knowledgeable person

27 In general motivations in my school are low

28 The teacher doesn't usually use the modern technological aids and this demotivates me.

29 The English textbook is difficult and boring

30Teacher motivation is not important in learning English language, because I can motivate myself

91

:استـــــبـــــــــــيان

:الهدف

اللغة ثاناويات لطلبة متعة اكثر االنجليزية اللغة تعلم جعل امكانية عن البحث

. عن شعورك هو ما بجدية استكشف ان ان اريد هداو لتحقيق ليبيا في االنجليزية

) . اسمك تكتب ال المصدر مجهول االستبيان الفصل هدا ليبيا في االنجليزية اللغة تعلم

. . جزيال ), شكرا االجابات يري لن أستادك مصداقية بكل االجابة الرجاء الورقة علي

:تعليمات

دلك ( ), بعد عال بسوط لكم االسئلة يقرا سوف االستاد بعناية السؤال قراءة الرجاء

شعورك مع يتناسب تراه الدي المربع علي .علم

, الشخصي شعورك اعرف ان أريد فقط سيئة اجابة او جيدة اجابة .ليسهنالك

__________________________________________________________مـــثال

“ القدم كرة لعب ”أحب

_ +

_ _ + +

_ _ _ + +

صحيح صحيح غير اطالقا صحيح غير معقول صحيح ما نوعا

جدا

92

. مربع اختر ثم االسفل في الجمل اقرا يصفشعورك واحداالن الدي

.بالتحديد

_

_

_

_

_ _+

+

+

+

+

+

#

أي بدون دراستي مواصلة يمكننيتحفيز 1

الفصل في جيد موستواي أن أعتقدالحالي 2

مثل سيكون مستواي اعتقادي حسبتعلم في الطالب باقي من أفضل او

االنجليزية اللغة3

عندما تستمر الحصة لو ان أـمنينهايتها جرسمعانا يضرب 4

الفصل هدا في نتعلمه ما اعتقادي فيالمستقبل في لنا مفيدا يكون لن 5

من ساتمكن ما يوما انه من متاكد انابطالقة االنجليزية اللغة تعلم 6

االفضل لبدل اجتهد و بارتياح اشعريقوم عندما االنجليزية اللغة لتعلم

بتحفيزي االستاد7

ان يمكن شيء اي او زماالئي أتفاديواجباتي و للمعلم االنتباه عن يلهيني 8

عندما كثيرا نفسي من واثقا اكونصعب شؤال االستاد يسالني 9

تعلم في االمام الي اتقدم انني أعتقدالفصل هدا االنجليزية اللغة 10

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اللغة ؟أتكلم عندما جيد بشعور أشعرزمالئي باقي امام االنجليزية 11

اللغة علي أكثر تطبيقات لدينا انه أتمنيالفصل هدا المدرسة في االنجليزية 12

في محفر عامل اكثر هم المعليميناالنجليزية اللغة تعليم 13

ستسهل النها االنجليزية اللغة ادرسالدين االشخاص مع التواصل علي

االنجليزية اللغة يتكلمون14

سوف الني االنجليزية اللغة ادرسالمستقبلية مهنتي في احتاجها 15

ستجعلي النها االنجليزية اللغة ادرسشخصمثقف مني 16

اعتقد النني االنجليزية اللغة ادرسعلي ستسهل ما يوما في انها

عمل وظيفة علي الحصول17

, المعلم مع منتبه لست انني ادرك عندماان انتبه ان من البد انه نفسي في اقول

جيدة درجات علي الحصول اردت18

ال المعلمين انه اعتقادي فيلتجعل مختلفة محفزات يستخدموناللغة تعلم في يستمر الطالب من

االنجليزية19

اجتياز من اتمكن سوف انني اعتقد الالفصل هدا 20

وهدا بسرعة يتكلمون االساتدةيحبطني الشيء 21

يحبطني الكبير الطالب عدد 22

خطأ اجاوب عندا كتيرا االستاد يغضب 23

المعلم الجعل دراستي في أجتهدسعيدا 24

زمالئي علي يضحك ان من اتردداالنجليزية اللغة اتكلم عندما 25

في للطالب تحفيز هناك يكون بالكادمدرستي 26

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ال المعلمين ان هو يحبطني ماالحديثة التعليم وسائل يستخدمون 27

ممل و صعب االنجليزية اللغة منهج 28

بامكاني النه ليسمهم االستاد تحفيزبنفسي نفسي احفز ان 29

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