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How do foreign language teachers motivate students in language learning? Diana S Rahman; Wening Sahayu
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

Motivation is one of the keys to success in the language learning process. It is a crucial factor for students in learning a foreign language, and the teachers’ ways to motivate students are also essential. This study aims to investigate language teachers’ ways in motivating students in learning foreign languages. The participants in this study are eight foreign language teachers including English, Arabic, and French teachers. Data were collected through open-ended questionnaires with the teachers. The results of this study showed that most of the foreign language teachers motivated the students in learning a foreign language by sentences (verbal) and this method encouraged students’ instrumental motivation. Next, referring to the time of motivation, four teachers motivated the students at the beginning of each learning process, meanwhile three teachers gave motivations at the beginning and at the end of each learning process. Finally, referring to the types of motivation, only two teachers (i.e. French teachers) could identify motivation types of learners, which are in the form of internal, external, intrinsic, and extrinsic motivation. Meanwhile, other teachers (i.e. English and Arabic teachers), did not mention specifically the names of the motivation types that they knew. To conclude, most of the teachers of this study did not motivate their students maximally in the classrooms. Consequently, this study offers some methods to motivate learners in learning foreign languages, those are the Verbal Method (VM1) and the Visual Method (VM2), and they are further discussed in the paper.

What is maaf for in the Indonesian language? A study of its use in written sources Siti Sumarti; Wening Sahayu; Sulis Triyono
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Apologizing, commonly, contains the word ‘sorry’ for the English language and other languages, has the meaning of ‘feeling regret or penitence’. In the Indonesian language, ‘sorry’ is similar to the word ‘maaf’. The study focuses on the use of ‘maaf’ in the Indonesian language. Its primary aim is to find out the functions of ‘maaf’ in the Indonesian language. The subject of this study is written data which is from three Indonesian novels. Meanwhile, the object is the functions of the use of the word ‘maaf’. Reading attentively method was used in collecting data specifically in noting technique. The technique used for data analysis is pragmatic (identity) method. The researchers used the framework by Kimura (1994) combined with Pratiwi and Hilaliyah (2018) in analyzing the functions of ‘maaf’ in the Indonesian language. Based on the analysis, it was found that the function of ‘maaf’ in the Indonesian language are for regret (63 occurrences) as the most used in the novels, followed by attention-getter (five occurrences), closing (four occurrences), request (three occurrences), and mocking or teasing (two occurrences ) as the least used function. Generally, the characters in the novel were displayed to produce apologies in different ways, depending on power (i.e. employee to employer), relationships (i.e. a nephew to his aunt, between friends), age (i.e. same age, young to old, and vice-versa) and situation (i.e. approaching strangers). These different ways bear various functions of ‘maaf’ in their conversations. The article further elaborates on the results and provides recommendations for future research in related studies.

What is maaf for in the Indonesian language? A study of its use in written sources Siti Sumarti; Wening Sahayu; Sulis Triyono
Studies in English Language and Education Vol 7, No 2 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i2.16637

Apologizing, commonly, contains the word ‘sorry’ for the English language and other languages, has the meaning of ‘feeling regret or penitence’. In the Indonesian language, ‘sorry’ is similar to the word ‘maaf’. The study focuses on the use of ‘maaf’ in the Indonesian language. Its primary aim is to find out the functions of ‘maaf’ in the Indonesian language. The subject of this study is written data which is from three Indonesian novels. Meanwhile, the object is the functions of the use of the word ‘maaf’. Reading attentively method was used in collecting data specifically in noting technique. The technique used for data analysis is pragmatic (identity) method. The researchers used the framework by Kimura (1994) combined with Pratiwi and Hilaliyah (2018) in analyzing the functions of ‘maaf’ in the Indonesian language. Based on the analysis, it was found that the function of ‘maaf’ in the Indonesian language are for regret (63 occurrences) as the most used in the novels, followed by attention-getter (five occurrences), closing (four occurrences), request (three occurrences), and mocking or teasing (two occurrences ) as the least used function. Generally, the characters in the novel were displayed to produce apologies in different ways, depending on power (i.e. employee to employer), relationships (i.e. a nephew to his aunt, between friends), age (i.e. same age, young to old, and vice-versa) and situation (i.e. approaching strangers). These different ways bear various functions of ‘maaf’ in their conversations. The article further elaborates on the results and provides recommendations for future research in related studies.

How do foreign language teachers motivate students in language learning? Diana S Rahman; Wening Sahayu
Studies in English Language and Education Vol 7, No 1 (2020)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v7i1.15586

Motivation is one of the keys to success in the language learning process. It is a crucial factor for students in learning a foreign language, and the teachers’ ways to motivate students are also essential. This study aims to investigate language teachers’ ways in motivating students in learning foreign languages. The participants in this study are eight foreign language teachers including English, Arabic, and French teachers. Data were collected through open-ended questionnaires with the teachers. The results of this study showed that most of the foreign language teachers motivated the students in learning a foreign language by sentences (verbal) and this method encouraged students’ instrumental motivation. Next, referring to the time of motivation, four teachers motivated the students at the beginning of each learning process, meanwhile three teachers gave motivations at the beginning and at the end of each learning process. Finally, referring to the types of motivation, only two teachers (i.e. French teachers) could identify motivation types of learners, which are in the form of internal, external, intrinsic, and extrinsic motivation. Meanwhile, other teachers (i.e. English and Arabic teachers), did not mention specifically the names of the motivation types that they knew. To conclude, most of the teachers of this study did not motivate their students maximally in the classrooms. Consequently, this study offers some methods to motivate learners in learning foreign languages, those are the Verbal Method (VM1) and the Visual Method (VM2), and they are further discussed in the paper.

Ecolinguistics analysis of environmental content in English and German language textbooks Sahayu, Wening; Triyono, Sulis; Fath, Sahnaz Natasya
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.41652

Extensive research has been conducted on environmental integration within textbooks linguistically, visually, or statistically. However, comparative analysis involving examining multiple language textbooks has been relatively underutilized in the existing body of research. This study seeks to address this gap by employing a comparative approach to evaluate environmental discourse in two foreign language textbooks, Bahasa Inggris (English) and Kontakte Deutsch 3 (German). Using Eco-Critical Discourse Analysis (ECDA), this research uncovered the ecological integration and ideological underpinnings present in each textbook. The analysis indicates that Bahasa Inggris contains 87% eco-beneficial discourse, with 8% eco-ambivalent and 6% eco-destructive content, suggesting a solid emphasis on positive environmental messaging. In contrast, Kontakte Deutsch 3 exhibits 95% eco-beneficial discourse, no eco-ambivalent content, and only 5% eco-destructive discourse, reflecting a clearer commitment to positive ecological messaging. Further, Kontakte Deutsch 3 emphasizes ecological sensitivity (97%) more than Bahasa Inggris (73%). However, Bahasa Inggris offers more content on ecological knowledge (15%) and skills (13%) compared to Kontakte Deutsch 3 (1.5% each). Both types minimally address ecological distribution, Bahasa Inggris, including original representation (0.6%), and Kontakte Deutsch 3 neglect it. Overall, Kontakte Deutsch 3 presents a more pronounced focus on positive environmental content and emotional awareness, while Bahasa Inggris provides broader ecological knowledge and practical skills.

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