Abstract:
The main purpose of this research was to study the Teacher Strategies of Motivating Students in
EFL speaking Lesson: Grade 11 at Nejo Preparatory School in Focus. To conduct the study,
descriptive design method was used. Classroom observation, questionnaire and interview for
teachers, questionnaire for students were the tools used to collect data for the study. The sample
of the study consisted of seventy-nine grade eleven students and three English language teachers.
Students were selected using systematic probability sampling technique. Data were analyzed
using both quantitative and qualitative methods. The closed-ended data were analyzed by
counting frequency and percentage quantitatively and described qualitatively relying on the
result. In addition, Semi-structured interview was also described qualitatively. At the end, the
data was organized and presented thematically. Since a very good behavior was observed in
creating basic motivational conditions, EFL teachers should sustain the strategies used for
motivating the learners. Concerning generating learners’ initial motivation, partial (50%)
behavior was observed that implies inadequate exposure of EFL teachers. This strategy
encourages the learners to apply their efforts to learn successfully. It makes them curious since it
creates intrinsic pleasure, Similar to the second motivational strategy, partial behavior was also
observed in the third which is about maintaining and protecting learners’ motivation. Initiating
learners’ motivation solely is not an end itself. For this reason, EFL teachers need to do a good
job in sustaining the motivation of the already motivated ones. Half-done (50%) behavior was
observed in the fourth which is about encouraging positive self- evaluation. Teachers should
assist the learners to evaluate themselves in a positive way. In all instruments the highest
frequency of motivational strategies employment was ‘’ Sometimes’. Then, teachers, department
leader and school principals should solve the problem in harmony. Teachers used the
motivational strategies differently for students of the same level. Therefore, English teachers
assigned for that class should do cooperatively to consolidate their job. It is advisable that the
English teachers of Nejo Preparatory School and others should get training opportunities on
motivational strategies. Finally, the researcher recommends other researchers to conduct further
studies in different schools in related topics to make the study complete and to improve teaching
speaking skill using motivational strategies.
