ASSESSMNET OF STUDENTS' PERCEPTION OF EXTRINSIC MOTIVATIONAL TECHNIQUES: TEACHERS USE IN READING LESSON IN CASE OF HANDODE SECONDARY SCHOOL

Abstract: This study was mainly focused on examining extrinsic motivational techniques the teachers used to motivate grade 10 students in reading lesson at Handode secondary school. It examines the extrinsic motivational strategies employed by teachers, evaluates how the students perceive teachers’ motivational techniques and assess how intrinsically driven students reacted to those strategies. A descriptive research strategy that uses both qualitative and quantitative methods was used in this study. 100 students and five EFL teachers who were randomly chosen as a sample were the sources of the data. Classroom observations, questionnaires, and structured interview questions for teachers and students were used to gather the necessary data for the study. Interview data were anaized qualitatively; observation and questionnaire data were analyzed mathematically to explain quantitative findings. The data was then evaluated and rationally interpreted. The research's findings showed that besides the teachers successfully managed their classrooms, in addition to fostering a positive learning environment, teachers didn’t give their pupils regular opportunities to succeed in developing their reading abilities. In addition, all of them, with the exception of one teacher, did not offer students many chances to succeed in reading comprehension lessons, even though they often encouraged students to feel confident in their reading abilities. Additionally, the majority of teachers did not encourage students to take risks as a necessary component of learning to read. They were unable to increase kids' natural interest in the reading process, and the majority of them were unable to show students parts of reading they found enjoyable. Students who were intrinsically driven were therefore negatively impacted by teachers' dominant external motivational approaches. This research has led the teachers to suggest that in order to work with students who are intrinsically driven, they should demand what the students actually need, both directly and indirectly