INFLUENCE OF GRAMMAR TRANSLATION METHOD (GTM) ON LIBYAN STUDENTS’ ENGLISH PERFORMANCE IN COMMUNICATIVE SITUATIONS

Abstract

In the past and present, the Libyan government has offered free schooling at all levels in public education. Till the early past, more specifically till 2014, the Libyan government used to send honored students at high school levels to pursue their university studies overseas, honored students at university levels to pursue their masters' degrees overseas, and holders of masters' degrees to pursue their doctorates' degrees overseas, specifically the United States, Canada, the United Kingdom, Australia, and other countries all over the world. English was taught as a foreign language at school from the 5 th grade, but it is has been taught from 1 st grade since 2016. Although all these efforts conducted by the Libyan government, the use of Libyan students' English performance in communicative situations has been unsatisfactory. Many studies and research regarding Libyan contexts reveal that the main reason for this dissatisfaction is attributed to the method of teaching English used at Libyan schools. Thus, this study endeavored to find out the influence of this method on Libyan students' English performance when communicating in English in reality. This study follows qualitative research method, basing on secondary recourses represented in reviewing of literature and primary recourses represented in interviewing ten