Motivation in language mastery is a crucial aspect that supports learner success especially in non-formal education. This study explores the motivation of English language learners in non-formal education as well as their perceived difficulties. Employing a qualitative approach with in-depth-interviews in the data collection, the study involved eight learners from a language course institution in Yogyakarta. The transcribed data were analyzed, interpreted, and categorised based on types of motivation and difficulties. The results show that most of the English learners possess instrumental motivation in learning foreign languages, but some tend to have integrative motivation. The instrumental motivation is mainly linked to efforts to pass the exam or tests with good grades. Their integrative motivation is related to recognizing the culture of the target language speech community and desire to communicate with the target community. Despite their motivation, they faced some difficulties related to language skills, especially reading and listening. In addition, they perceived vocabulary as hindrance in all the four skills. Further research to overcome the difficulties is recommended to maximize the learning achievement.
This paper discusses the relationship between the language and power in the presidential speech text, which is projected through linguistic features, especially modalities. The data was obtained from a speech delivered by President Joko Widodo during the plenary session of the Indonesian People's Consultative Assembly (MPR RI) for the inauguration of the elected president for the 2019-2024 period and the delivery of the president's vision for Indonesia better. Analysis of this paper from linguistic modalities uses a three-dimensional model of Fairclough's critical discourse (CDA) analysis to answer its research questions. The results show that Jokowi used several linguistic modal verbs in projecting his strength. Based on the modality's context, it can be understood that the president conveyed his strategic desire to be himself when he tried to connect with the audience and build his image, audience, and relationship. The President produces a discourse that embodies assumptions about his leadership and audience's social relationship and affirms his legal authority as president and his power. Through the language used, Jokowi creates, maintains, and explains power he holds in these forums.
The disruption era that raises along with the industrial revolution 4.0 called digitalization has brought many effects for its changing. The era of disruption becomes an era of innovations in various fields, including education. One of the impacts of the era of disruption is the readiness of English teachers in teaching. This study aims to investigate the understanding of English teachers in the era of disruption, the obstacles, and challenges of English teachers and how the teachers utilize the era of disruption in English learning. This study used a qualitative study through semi-structured interviews and classroom observation by engaging ten English teachers as subjects of research. The results show that some English teachers are not realizing that currently, the world is in the era of disruption; they even do not understand what the era of disruption is. However, they do not realize that they use the technology innovation affected by the era of disruption. English teachers face the internal and external obstacles: (1) the lack of motivation in conducting learning innovation by always updating the technology that is relevant to the times so as not to lose to the technological abilities of students; (2) some teachers have a limited understanding of how to integrate technology into teaching; and (3) limitations of available technological facilities. Meanwhile the challenge faced by the teachers is about controlling the internet content accessed by the students. English teachers utilize the era of disruption by integrating the use of technology in English learning.
Motivation in language mastery is a crucial aspect that supports learner success especially in non-formal education. This study explores the motivation of English language learners in non-formal education as well as their perceived difficulties. Employing a qualitative approach with in-depth-interviews in the data collection, the study involved eight learners from a language course institution in Yogyakarta. The transcribed data were analyzed, interpreted, and categorised based on types of motivation and difficulties. The results show that most of the English learners possess instrumental motivation in learning foreign languages, but some tend to have integrative motivation. The instrumental motivation is mainly linked to efforts to pass the exam or tests with good grades. Their integrative motivation is related to recognizing the culture of the target language speech community and desire to communicate with the target community. Despite their motivation, they faced some difficulties related to language skills, especially reading and listening. In addition, they perceived vocabulary as hindrance in all the four skills. Further research to overcome the difficulties is recommended to maximize the learning achievement.
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