The motivation will drive the EFL learners to be successful in reading. This study examined the Indonesian EFL learners' motivation in reading activity based on Deci and Ryans' theory of motivation including intrinsic and extrinsic. This study employed mixed-method design. The data obtained by distributing questionnaire and arranging the group interviewed. The subject of the study involved 42 freshmen students of English department, the faculty of humanities at Jember University in the academic year 2015-2016. The results found that both intrinsic and extrinsic motivations have significant contribution in motivating the learners to read the English text. The intrinsic motivation played the important role in students' reading activities. Besides, the extrinsic motivation found the teacher's role as the learners' motivator in reading the English text through their method implemented in the reading class.

In the last of few years, the use of social media has become the main topic in teaching and learning, but by the rapid development of technology, there must be a shift of students' interest in employment the media. Thus, this research aimed to reveal; (1) Do the use of social media improve the EFL students' writing skill; and (2) What factors affect the EFL students' writing achievement. This research employed experimental design. The respondent of the current research were two classes of third semester EFL students at the University of Jember. In collecting data, the researchers used writing test, interview, and observation. The data were analyzed using SPSS 18.0. The researchers found that; 1) The use of social media did not significantly improve the students' writing skill, and 2) There were some specific factors that hindered the students; achievement in writing descriptive text.

This study is aimed at investigating the writing anxiety levels of foreign language learners and factors affecting the foreign language writing anxiety levels on the learners based on the gender variable. It applies close-ended questionnaires as instruments to collect the data, adopted from Cheng (2004) about Second Language Writing Anxiety Inventory (SLWAI), and Causes of Writing Anxiety Inventory (CWAI) questionnaire adopted from Younas (2014). The results of the study show that Indonesian English learners suffered a mediocre level of English writing anxiety, especially cognitive anxiety as preference. In relation to gender, female students tend to have significantly higher anxiety level than male in terms of writing English compositions. The study reports that both male and female learners suffered from anxiety due to lack of linguistic competence.

This study aims to obtain an in-depth understanding of error corrections in speaking from learners' perspectives due to the fact that error corrections are often provided without considering the learners' point of view. Although the results of the research discussing effectiveness of error corrections in speaking remain unclear, especially in an English as Foreign Language (EFL) setting, they naturally exist particularly in the process of learning and teaching EFL. To examine the EFL learners' perceptions on corrections in speaking, nine EFL students were interviewed the effect of applying snowball sampling technique. The study meets the characteristics of qualitative research. The focus of the study is spoken error corrections, which naturally exist in an instructed Foreign Language learning situation and the researcher is the key instrument in that the researcher asks questions and interacts with the research subjects. The results of the interviews, which are audio recorded and transcribed, are analyzed to develop a descriptive model that encompasses all cases of the phenomena. The findings reveal that mispronunciation, grammatical errors, and lexical errors are important to be taken into account.

The obstacle in accessing words that have been stored in memory is called the Tip of the Tongue phenomenon (ToT). This study aimed to measure the effectiveness of semantic priming techniques and sub lexicon codes in facilitating the process of accessing the lexicon when the subjects are in ToT state. This research is a qualitative descriptive study where the researcher conducted an experiment with a psycholinguistic analysis approach. The data are in the form of target words, prime words, and the success rate of the subject in recalling words. The data were obtained from the experiments, interviews, and observations involving 8 students at the tertiary level with an age range of 18-22 years. The results showed that the effectiveness rate of semantic priming in the process of accessing the lexicon is 67,6%, onset 8,9%, first syllable 23,5%. In addition, there were also factors that influenced the subjects' success in recalling words, such as age, character and intelligence, subject selective processes, inhibiting words, health and word acquisition processes. To conclude, priming associative semantics was quite effective in helping the subject recall words when the subject in the Tip of the Tongue State.