THE ROLE OF MOTIVATION IN LEARNING SPEAKING SKILL: THE CASE OF HAYA DIMA SECONDARY SCHOOL GRADE 11 AND 12 IN FOCUS

<strong>ABSTRACT: </strong>The study was conducted to find out the roles of Motivation in learning speaking skill in Haya Dima Secondary School in EFL classes. In addition, the study focused on identifying on the possible motivational strategies employed in learning and teaching of speaking skills as well as analyzes motivational strategies teachers used to teach speaking skill in EFL classes. Haya Dima secondary School was the setting of the study that located in Oromia Region Guji Zone. The researcher used case study research design with mixed method research approach; thus both qualitative and quantitative research approaches were employed to examine the existence of phenomena under study. In such a design the researcher tries to access the attitude, belief, opinion, practice, characteristics and behavior of the subject of the study. The Teachers were selected purposively because to get accurate data from the respected respondents while students were selected by using Quota and Simple Random sampling techniques. The main reason to use these techniques was that they are helpful to get accurate data since all the students have the similar characteristics except their gender and have equal chance to be selected as a sample. The data were collected using semi-structured interview, classroom observation and questionnaire. Thus, both quantitative and qualitative data analysis methods were employed to analyze the data. In congruence with previous researchers’ findings that the students who motivated highly participated better in speaking activities while those who are not motivated participate less because of the psychological and affection factors, this study also revealed that the motivational factors highly contributed to the students’ willingness in learning speaking skill in EFL classes. Furthermore, the findings revealed that motivation has significant roles in learning capacity of speaking skill. However, factors like lack of adequate motivation of the students, lack of courage to speak, lack of teachers’ commitment and failures to use dif erent motivational, lack of teaching strategies in order to make speaking classroom convenient and effective, and inconvenient classroom conditions contributed to the students demotivation in learning speaking skill. Therefore, based on the above findings appropriate recommendations were