Research Questions ………………………………………………………. 5 The of the Study ……………………………………………........... 5 Purpose of the Study ………………………………………………........... 6 Significance of the Study …………………………………………………. 6 Organization of the Study …………………………………………………. 7 CHAPTER II: LITERATURE REVIEW Literature Review ……………………………………………………….…. 8 previous Studies …………………………………………………………… 11 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
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
3.1 Procedure Each participant should answer the questionnaire individually. The questionnaire will show the students opinions about the motivation they get, such as teacher motivation and institutions as well. The Importance of Motivation, assessment about Learning English Their answers, and many other topics that related to the motivation. Their answers of course could help the researcher to discover and make out the weakness points in the motivation process and how to handle them. 3.2 Population of the Study This study will apply a questionnaire on the English secondary school students in Libyan in Al-Khoms city. The number of the participants will be 25% of the students number of the class, there are 8 classes in each school in different grades, the grades are from first grade till fourth grade, each class contains around 20 students mixed males and females. 3.3 Techniques of collecting data This research will make use of one method of collecting data which is a questionnaire. It is expected that throughout this questionnaire the writer can assess whether the students in highly motivated or not. As well as to get the needed data for this study. By the questionnaire, the participants will give their opinion about the motivation they get and whether they are satisfied or they need more motivation.
Integrative # item _ _ _ _ _ _ + + + + + + 1 I can carry on without motivation.. 2 This semester, I think I am good at learning English 3 I expect to do as well as or better than other students in learning English 4 When the English lesson ends, I often wish it could continue 5 In English lessons this semester, we are learning things that will be useful in the future 6 I am sure that one day I will be able to speak English 7 When the teacher motivates me, I feel good and I try to do my best in learning the language 8 In English lessons, classmates or things that might distract me I avoid to pay any attention to, because I want to pay attention to the teacher or to my work. 9 I am so confident of myself when the teacher asks me a difficult question 10 I feel I am making progress in English this semester 11 I feel good when I have to speak English in class in front of my classmates 12 wish we had more practice on English lessons at school this semester 13 Teachers are the most motivating factor Instrumental
_ _ _ _ _ _ + + + + + + # يمكنني مواصلة دراستي بدون أي أعتقد أن موستواي جيد في الفصل حسب اعتقادي مستواي مثل او أفضل من باقي الطلاب في تعلم اللغة الانجليزية 3 أـمني ان لو الحصة تستمر عندما يضرب جرس معانا في اعتقادي ما نتعلمه في هدا لن يكون مفيدا لنا في انا من انه يوما ما ساتمكن من تعلم اللغة الانجليزية اشعر بارتياح و اجتهد لبدل الافضل لتعلم اللغة الانجليزية عندما يقوم الاستاد بتحفيزي 7 أتفادي زمالائي او اي شيء يمكن ان يلهيني عن الانتباه للمعلم و واجباتي 8 اكون واثقا من نفسي كثيرا عندما يسالني الاستاد شؤال انني اتقدم الي الامام في تعلم اللغة الانجليزية هدا أشعر جيد عندما ؟أتكلم اللغة الانجليزية امام باقي