Abstract:
The purpose of this study was to investigate factors that affect students’ motivation in reading English texts. Three secondary schools in Sendafa Beke Administrative town were selected purposively. To achieve the overall objective of this study, descriptive survey research design was employed. To collect data, three data gathering instruments were employed, i.e., questionnaire, classroom observation and interview.Three grade ten English language teachers and 96 students participated in the study. Simple random sampling technique was used to select the sample students and purposive sampling technique was used to select the teachers from the total population of three secondary schools of Sendafa Beke Administrative town.Both qualitative and quantitative data analysis methods were employed to analyze the data. Thus, the data that was collected through questionnaire were analyzed quantitatively in terms of frequency and percentage. Also, the data that were obtained from interviews and classroom observations were organized, coded, and described qualitatively in a narrative analysis form.The result of the research showed that, students are not motivated in reading classes for quite a lot of reasons relating to their teachers, the students themselves, and the reading materials. To mention some of the reasonsteachers monotonous or repetitive teaching reading strategy, poor reading experience among both teachers and student, lack of students’ interest and confidence towards reading, and non-contextual and too difficult reading texts that make students feel disengaged and do other activities in reading class are worthy of mentioning. Finally, based on the findings of the research study some important recommendations were forwarded. For example, Teachers should continually provide positive feedback for students reading practice so that students feel confident and interested. Teachers can also use varied strategies while teaching reading, and help their students set goals for their reading. Goals increase students’ intrinsic motivation for reading because students have something to personallyachieve. Finally, reading texts should be contextual and ought to be connected to the students’ real- life situation. Texts that are relevant and that connect to their own lives increase students’ motivation to read.
