Abstract

The aim of this study was to find out the role of instrumental motivation in the English learning process of English as a Foreign Language (EFL) students. Motivation can be described as a process to influence someone or many people to do the desired work, in accordance with certain goals set in advance.  For EFL student, motivation was required to achieve success in the process of learning English. Based on the previous study, kind of motivation, called Instrumental motivation, has an important role in English learning process. The participants of the study were 10 EFL students; 5 students were from post-graduate program of English Department of Syiah Kuala University and 5 students were from undergraduate program of English Department of UIN Ar-Raniry. This qualitative study applied interview to gather data. The result of the study revealed that the participants have a strong instrumental motivation involved in their English learning process. Considering the results of this study, everyone, whether parents and teachers need to motivate their children and their EFL students by motivating them instrumentally in the process of learning and teaching English.

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

Motivation is an important factor for explaining the success or failure of any complex task. Motivation is related to gender which plays an important role in one’s life. This study focuses on finding out the correlation between gender and motivation among students in learning English as a foreign language. It looks particularly on determining how motivation in learning English as a foreign language is influenced by gender. The researchers employed qualitative research where the data were obtained by questionnaire. Ten participants of this research were chosen for this research. They are five males and five female postgraduate students of English Education Department of Syiah Kuala University. This research found that there is significant correlation between gender and motivation among EFL students in learning English in which female students tend to be more successful and motivated than the male students regarding learning English.

This study investigates the speech acts that are realized by male and female lecturers in the classroom setting. The objectives of this study is to describe the kinds of speech acts are realized by male and female lecturers in the classroom. This research is conducted by using ethnographic design and qualitative approach. The data are the utterances of the lecturers at State Islamic Institute (IAIN) of Zawiyah Cot Kala Langsa. Islamic Education Department lecturers are chosen as the source of data. The data are obtained from observation and the transcription of the recorded of 4 lecturers of 2 males and 2 females lecturers during their teaching performance in the classroom. The findings show that there are three kinds of speech acts that are realized by males and females of 4 lecturers of 2 males and 2 females during their teaching performance in the classroom setting; They are locutionary acts, illocutionary acts and perlocutionary acts. In addition, from 5 types of illocutionary acts such as representatives, directives, commissive, expressive and declaratives, both males and females lecturers only implement 4 types of them; they are representatives, directives, commissive, and expressive, while declarative does not. In addition, in terms of the types of illocutionary acts, males lecturers mostly utilize representatives ways while females mostly implement both representatives and directives ways than other types during their teaching performance.KEYWORDS: Males and Females, Lecturer, Speech Acts, Classroom Setting