It is undeniable that motivation plays a very important role in the learning process of students. However, some learners still face difficulties in learning English language due to some factors such as differences on its cultural aspects that contributes to the lack of intercultural competence on EFL learners. The aim of the research is to investigate the socio cultural and educational factors that influence the learner’s motivation on English as a Foreign Language (EFL) learning among post-graduate students of English Department of Syiah Kuala University, Aceh, Indonesia. The method of the study is descriptive qualitative where researchers collected the data through library research and distribution of questionnaires to twenty students. The results showed that socio cultural and educational background impact on learners’ motivation in EFL learning. Students who are in collectivistic culture (60%) carried traditional thinking in facing new culture during the EFL learning process while the rest of the students who are in the part of individualistic culture (40%) tend to react positively in facing new culture. Furthermore, educational background also has impacted the learners’ motivation. Students’ prior knowledge contribute to (70%) their learning achievement

For English teaching practice, productive talks that spur students’ comprehension, creativity, and problem-solving ability are vital. This research aimed at finding out the spoken discourse based on six phases of microstructure in English classrooms. The data were obtained recordings and observations of two English teachers, chosen through purposive sampling, from Islamic senior high schools in Aceh. The data were concerned with the lexical density or the ratio of content to grammatical or function words within a clause. They were analyzed through thematic analysis which consists of five steps: data familiarization, code generation, theme search, themes revision, and theme definition. It was found that the total lexical density obtained by the first teacher in Class A was 63.66% and in class, B was 66.52%, while the second teacher in Class A was 71. 74% and in Class B was 68.12%. The second teacher 2 in Class A had a higher lexical density than the first teacher even though both of them are considered to produce a high lexical density of around 60-70%. The formality of spoken discourse of the two teachers shows that the first teacher produced 172.5 while the second teacher produced 184. It means that the second teacher's spoken discourse was more formal than the first teacher’s discourse. To analyze the utterances of teachers and to find the density of language used in the classrooms during the teaching and learning process is important because they implicitly inform whether the language used is understandable for the students or not.

In daily life, individuals occasionally use language to connect with other individuals, and they have their specific manner to pick the language variety which can affirm their character. This language can be in the form of verbal and nonverbal language. This research aimed at finding out the types of verbal and non-verbal taboo, along with the mythical and factual reasons underlying their usage. The method used was qualitatively based. The data collection was done through several interviews with the participants who are the native speakers of Acehnese in Nagan Raya. Later on, the data were recorded using an android device and in the analysis, the three-step analysis was employed. The process was data reduction, data display, and data verification. Then the results show that, first, nine swearing taboo words are occasionally used by the people there. The reason for using these words is generally to express anger and disappointment. Second, concerning the non-verbal taboo, there were 10 data obtained concerning non-verbal taboo, and the reason behind using these nonverbal taboo is to threat the youth to get them obedient so that they can carry out the day safely.

This study aims to figure out pre-service English teachers’ perception towards online testing system. In this study, the writers employed questionnaire to collect the data, and it was distributed to a total of 82 English Department students in Banda Aceh and Langsa City, Aceh. The questionnaire was developed based on a relevant previous study’s questionnaire, and in this study, the questionnaire itself was conducted in Google form consisted of 13 questions that asked about the university students’ perception about online test. Then all obtained data were analyzed by using percentage formula. The findings indicate that63% or 55 respondents have positive perception toward online assessment. On the other hand, the negative perception goes to the other 37% or 27 respondents.

Error analysis is considered as a significant part in second and foreign language teaching. It helps teachers in understanding the better approaches for instructing by giving the input on the errors produced by students because students can learn from their errors. This study aimed at analyzing the errors produced by students in using do/does, have/has, and had. The methodology employed in this study was qualitative design. The population in this study was 149 students from all study programs. During the data collection, random sampling was utilized and there were 19 female students and 19 male students involved as the sample of this study. The instrument of this study was the instrument of this research adapted from Harald (2011). Later, the data were analyzed using Taxonomic Analysis. The result of the test showed that from the 38 students as the sample, 12 students were in high level of error, 8 students were in the level of fair, and 18 students were considered in the low level of error. These errors are assumed due to the interference of students’ first language structure to English.  DOI: 10.26905/enjourme.v7i1.6684

This qualitative research was to describe the language development of children who indicated speech delay and to find out what factors make these children delay in speech. The data were got from a depth-observation of three children indicating speech delay; 4 and 6 years old children of the first writer’s, and a 3 year- old-child of the writer’s friend’s. The observation was done since the children were indicating speech delay until November 2019. Besides, an open-ended interview was also administered with the mother of the youngest subject. The data were analyzed by using the normal pattern of children’s speech development by Blum and Baron (1997) and main possible factors of speech delay as presented by Shetty (2012). This research found that the subjects experienced speech delay at the ages of 1 year. However, the development of speaking started to increase at the age of 3. Some factors that caused the condition to the subjects were maturation delay, developmental expressive aphasia, bilingualism, and social deprivation.

Writing is considered as one of the most complicated skill in English that leads students to do some errors in conducting particular paragraph. This research was conducted to analyze students’ error in writing recount paragraph. A Theory on Surface Strategy Taxonomy (SST) which is proposed by Dulay, Burt, and Krashen (1982) was used to analyze the students’ work. There were 4 types of errors had been classified according to the theory, namely: omission, addition, malformation, and disordering. A qualitative design was administered in conducting this research. Meanwhile, as the data, a 200-to-250-word recount paragraph had written by each of 30 female students of the tenth grade of a Senior High School in Aceh. The findings showed that the most errors made by the students was in the form of disordering for 29,4%; errors in omission for 27,5%; errors in  addition for 21,8%; and errors in malformation for 21,3%. As the conclusion, although errors in writing recount paragraph was something possible to be made by EFL students, to decrease them, the teachers or instructors should facilitate and  expedite EFL classroom with more appropriate and various ways of recount text material learning process.