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All Journal MATAI: International Journal of Language Education
Inggrit Tanasale
English Education Postgraduate Study Program, Pattimura University, Indonesia
Education Languange, Linguistic, Communication & Media

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Exploring Vocabulary Learning Strategies Employed by PSDKU Aru Students Maria Jomima Ngosiem; Hendrik Maruanaya; Inggrit Tanasale
MATAI: International Journal of Language Education Vol 5 No 2 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v5i2.24289

Abstract

This research aims to recognize common vocabulary learning strategies (VLS) and find out the factors that affect the selection and effectiveness of vocabulary learning strategies among sixth-semester English students at PSDKU Aru. The methodology that the researcher used is a mixed method with the questionnaire and interview as the instruments. The questionnaire, used only to identify the VLSs that students commonly use, was adapted from Schmitt's VLS taxonomy (1997). The interview questions are open-ended and focus on VLSs, the factors that influence VLSs, and the difficulties in learning VLSs. The results of this research explained that the most common VLSs that students used were using a dictionary, asking classmates for the meaning, working and practicing with peers/in groups, using English language media (songs, movies, etc.), creating a vocabulary notebook, listening to music with word lists, remembering words through projects, and writing the words on paper and sticking them on the walls of their houses. Most of these commonly used strategies are consolidation strategies, which aim to memorize and become familiar with the words. Furthermore, the results also showed that there are two important factors that influence their choice of strategies for learning vocabulary. These factors are motivation and belief. These factors not only help in the choice of strategies that are good for them but can also affect the consistency of learning. Besides that, using one VLS may encourage students to utilize other VLSs. As a result, these findings provide lecturers and students with information regarding alternate strategies for teaching and learning language in class.
Exploring Factors Influencing Senior High School Students’ Motivation and Demotivation in EFL Learning Beby Sinta Talaohu; Hendrik Jacob Maruanaya; Inggrit Tanasale
MATAI: International Journal of Language Education Vol 6 No 2 (2026): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v6i2.27605

Abstract

This study investigates the key factors that influence senior high school students’ motivation and demotivation in learning English as a Foreign Language (EFL). Recognizing that both motivational drivers and barriers significantly impact student engagement and achievement, the research employs a mixed-method approach to provide a comprehensive understanding of these dynamics. Quantitative data were collected through a Likert-scale questionnaire administered to 111 grade XI students at SMA N 22 Maluku Tengah, while qualitative insights were gathered through semi-structured interviews with a purposive sample of ten students. The findings reveal that intrinsic motivation—such as personal interest, cultural curiosity, and future career aspirations—is the most dominant factor influencing EFL learning. This is closely followed by extrinsic motivators like grades, praise, and social support. However, instructional demotivation, including lack of feedback and monotonous teaching methods, along with peer-related anxiety and negative past learning experiences, emerged as significant demotivating factors. The results highlight a convergence between intrinsic and extrinsic motivational elements, as well as the dual role of feedback and peer influence. The study concludes that effective EFL teaching requires a balanced focus on cognitive, emotional, and social dimensions of learning. Teachers are encouraged to apply consistent, student-centered teaching strategies, foster supportive classroom environments, and deliver constructive feedback. The findings also suggest that long-term emotional associations with English learning—both positive and negative—must be addressed to sustain student motivation. This research contributes to the growing body of literature on learner motivation in EFL contexts and offers practical implications for curriculum development and teacher training.
Co-Authors Beby Sinta Talaohu Hendrik Jacob Maruanaya Hendrik Maruanaya Maria Jomima Ngosiem