Part III

2.1.1.      lack of motivation

Oxford and Nyikos (1989) found that motivation proved to have the most powerful influence on the use of learning strategies. Highly motivated students tended to use more strategies from formal rule-related practice strategies, functional practice strategies, general study strategies, and conversational strategies. Kamarul Sukri et. al. (2009) in their study proved that language learners with higher motivation level possess a richer repertoire of strategies and employ strategies more frequently than less motivated language learners. Motivation is one of the most important factors in language learning and is the key determinant of frequency and type of strategy. So, motivation affects how hard learners are willing to work on a language activity, and how much they will persevere when they are challenged. The motivation and learning strategies have a major role in language learning process in which they can influence the outcome of language learning. Therefore, it is important in language learning instruction to develop learners’ motivation to use learning strategies, and in return, the use of learning strategies can influence learners’ motivation for language learning activities (Kamarul Sukri et. al. (2009). In receiving, processing new information and performing the tasks in language classroom, students perform motivation and use different language learning strategies. Motivation and Language learning strategies are good indicators of how learners approach tasks or problems encountered during the process of language learning.

2.1.2.      English language curriculum

A language program cannot be successful until or unless its curriculum is properly developed with clear cut aims and objectives. It is one of the most crucial issues of any ELT program. By realizing its importance, it is quite satisfactory to know that the Higher Committee of Education is trying to reform the educational policy of the Kingdom to meet the challenges of education including the teaching of English language (Alshumaimeri, 2003). Thus, it is understood that different bodies have emphasized to impart knowledge of English language by designing a suitable curriculum with clear cut aims and objectives. According to Platt J. & Platt H. (1992) NA is 'the process of determining the needs for which a learner or group of learners requires a language and arranging the needs according to priorities'. It is the ‘the cornerstone of ESP course design, materials development, and program implementation and assessment’ (Jackson, 2005).

2.1.3.      Teaching materials

Inadequate resources and materials also bring complexity in English language teaching. Resources and materials here refer to a wide range of objects that can be used for teaching such as models, cards, computers, sound labs, and so on. They play important role during teaching-learning process, for they represent elements in the real world, meant to help students understand and explain reality. In other words, they are helpful to change something complex to be simple. For example, when the teacher want to teach about animals, it will be rather difficult to have the students understand what is like only by words, so it needs sources and materials. Thus, if the teachers provide little resources and materials, it will make English become much more complicated to the learners.

2.2.Challanges

2.2.1.  teachers should be able to increase students' motivation, influences students’ motivation towards their learning in second or foreign language contexts. In terms of English language, the motivation issue has been discussed by scholars in second/foreign language contexts. In second language contexts, for example, Gardner (1985) defined motivation as the combination of (1) effort, (2) desire to achieve the goal of language learning, and (3) favourable attitude towards language learning. Further-more, it is also distinguished between integrative and instrumental orientations in motivation.

2.2.2 Teacher also should be able to adjust the curiculum, so what the teachers want to teach can be achieved. Teacher should be able to deliver curriculum materials based on an axisting well, so that the materials can be easiely understood by students.

2.2.3 Teacher should be able to find good and interesting materials, so that can make the student interest and also can build students motivation when they learn english.

 To be continue..