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Despite the existence of studies on the motivation of learning, little scholarly work reports the motives of pharmacy students learning English. Further, a majority of those previous studies have been conducted using exclusively quantitative methods. To fill these empirical and methodological gaps, the current research used a qualitative descriptive case study method to explore the Indonesian pharmacy students' motivation for learning English. This study utilised in-depth interviews to gather information from participants. The thematic analysis of the semi-structured interviews presented that the students’ motivation for learning English were for academic purposes, cultural purposes, professional purposes, global interactions, and pleasure. The findings revealed that the orientations of learning English reported by the interviewees covered both integrative and instrumental motivation categories. Additionally, the results in this study contribute to our understanding of Indonesian pharmacy students’ motivation for learning English that can be practically used as references by students, lecturers, and curriculum designers.

Despite the existence of many studies on English skills in the classroom context, little scholarly work reports English skill problems for engineering students. To fill this gap, this current study explores English skill problems of engineering students for evaluating their needs. This study was conducted at a national institute of technology in India. The data were collected through administering questionnaires. The study indicates that the engineering students feel the most difficulty in making presentations individually (speaking). They also have difficulty in listening, especially in understanding lectures. Further, the obstacle in writing reveals that the engineering students more frequently encountered difficulty in transferring information from visual to verbal and using correct punctuation during the writing activity. It is surprising in reading skill that the students do not encounter a big problem in reading. Moreover, they state that reading is very important to success in their courses of study. The findings suggest that although reading is keeping to be taught extensively, the lecturer should foster students more in listening, speaking, and writing skills in the teaching learning process.

Although many scholars have conducted studies on the motivation of learning, little scholarly work reports the motives of lecturers learning English; the participants of previous studies are predominantly students. Further, a majority of those previous studies have been conducted using exclusively quantitative methods. To address these empirical and methodological gaps, the current research employed a qualitative descriptive case study method to examine the Indonesian lecturer motivation for learning English. This study utilised in-depth interviews to gather information from participants. The thematic analysis of the semi-structured interviews presented that the lecturers’ motivation for learning English were engaging in international scientific meetings, teaching, writing a research article, reading literature, and preparing a doctoral program. The findings revealed that instrumental motivation dominated Indonesian lecturers to improve their English. The implication of this study is that any language learners adopt or adapt the motivations from the participants of this study and succeed in learning English.

Learning languages independently can be more accessible in today’s online environment. Polyglots, who are speakers of more than three languages, take advantage of this online learning environment to learn even more languages in Indonesia. Using transcendental phenomenology, the researchers interviewed these adult learners on their lived experience with online platforms for learning languages not traditionally spoken or used in daily life in Indonesia. Researchers found that the polyglots reported learning many foreign languages through interactive resources, receptive resources, social media, and authentic resources. Importantly, they held positive attitudes towards online learning platforms and their experiences left them with feelings of helpfulness, enjoyability, even bravery. In many cases, these polyglots often used freely available online resources to learn their foreign languages successfully. Implications include the idea that their language learner experience coupled with online opportunities can lead to successful language learning experiences.

Polyglots are extraordinary people in terms of language ability. Therefore, it is interesting to academically explore their motivations for learning several languages. This research is novel compared to previous studies because scant extant research exists of polyglots’ motivation for learning several languages. To this end, researchers collected data from semi structured interviews obtained from five informants. The method that we used was a descriptive case study. Findings showed that the polyglots’ motivation for learning multiple foreign languages were (a) pleasure, (b) social intercourse, (c) professional purposes, and (d) academic purposes. Mostly, the previous research revealed that motivation for people learning foreign languages were for social interaction, professional reasons, and academic purposes. Meanwhile, the motivation of polyglots for learning many languages besides those three motivations was for pleasure. This is the key point behind their commitment to sustainable multiple language learning.

Penguasaan multibahasa, terutama bahasa asing, merupakan suatu keterampilan fenomenal yang dimiliki multibahasawan. Oleh sebab itu, penelitian ini bertujuan untuk mendalami pengalaman pemerolehan bahasa asing pada multibahasawan. Secara spesifik, penelitian ini mengeksplorasi motivasi, lingkungan, dan sumber belajar, karena ketiga hal ini sangat erat hubungannya dengan kesuksesan pemerolehan bahasa asing. Adapun kebaruan penelitian ini adalah informasi mendalam tentang pengalaman pemerolehan multibahasa dari para informan yang mampu berkomunikasi dengan berbagai bahasa asing, bahkan sebagian bahasa yang mereka kuasai jarang diajarkan dan digunakan di Indonesia. Desain penelitian yang digunakan adalah kualitatif dengan metode fenomenologi. Data dikumpulkan dengan cara wawancara semistruktur kepada lima orang multibahasawan. Hasil penelitian disusun berdasarkan tema-tema beserta dengan subtemanya. Temuan pada subfokus motivasi menunjukkan bahwa motivasi multibahasawan dalam pemerolehan bahasa asing adalah untuk menyalurkan kegemaran, berinteraksi sosial, tujuan religi, menunjang profesi, dan tujuan akademis. Sementara itu, lingkungan yang memfasilitasi multibahasawan yaitu belajar di pendidikan formal, belajar di pendidikan informal, belajar secara mandiri, dan berakulturasi dengan penutur asli. Kemudian, sumber belajar yang digunakan multibahasawan berupa sumber belajar teknologi digital, konvensional, dan sosial. Hasil studi ini diharapkan dapat menjadi acuan bagi pembelajar bahasa untuk mengadopsi atau mengadaptasikan cara multibahasawan memperoleh bahasa asing. ******************* ABSTRACT Mastering multiple languages, especially foreign languages, is an extraordinary skill that polyglots have. Therefore, the purpose of this research was to understand how polyglots acquire foreign languages. This research specifically investigated their language learning motivations, environments, and resources, since these three aspects are significantly relevant with successful foreign language acquisition. The novelty of this research was in-depth information about lived experience of multiple language acquisition from the informants who were able to use various foreign languages; in fact, some of the languages they mastered are less commonly taught and spoken in Indonesia. The researcher used a phenomenological study to achieve the aim of the research. Data were collected through semistructured interviews obtained from five participants. The themes and sub-themes that emerged in this study were presented based on the purpose of this research. Five salient themes relating to polyglots’ motivations were for pleasure, social intercourse, religious purposes, professional purposes, and academic purposes. Meanwhile, four themes were in line with the language learning environments; these were formal educational institutions, informal educational institutions, self-directed language learning, and acculturating with a native speaker. Moreover, with regard to language learning resources, there were three main themes found: digital technology resources, conventional resources, and social resources. The findings of this study suggest that language learners can either adopt or adapt to the way polyglots acquire foreign languages.

This report drew on a larger study which was to describe and understand the sources of senior high school students’ English language speaking anxiety at senior high schools in Jambi, Indonesia. The purpose of this paper was to report some of findings from the qualitative interview data on the sources of senior high school students’ English language speaking anxiety at one senior high school in Jambi, Indonesia. Data were collected through demographic profiles and semi-structured interview with senior high school students. The demographic data were analysed descriptively while the interview data were transcribed and analysed line by line to generate and develop codes and themes. An analysis of the interview data revealed that five major themes were related to students’ English language speaking anxiety, including (1) low speaking skill due to lack of vocabulary and grammar, (2) fear of negative responses from others, (3) low self-esteem to speak in English, (4) fear of being evaluated by teachers, and (5) cultural influences to speak English due to a more teacher-centred style. Suggestions and policy implications are also discussed.

The purpose of the quantitative study with a factorial experimental approach was to examine the significant increase and difference of students’ achievement in reading literacy and vocabulary mastery after being taught through the SQ3R with authentic texts and simplified texts at one English Study Program Public University in Jambi, Indonesia. The sample of this study was 56 six semester student teachers at one public university in Jambi. To collect the data, pre-test and post-test techniques were used. The result of paired sample t-test showed that there was a significant progress in students’ achievement of reading literacy and vocabulary mastery of both experimental groups. Moreover, the result of independent sample t-test analysis showed that there was no significant difference in students’ achievement of reading literacy and vocabulary mastery between both experimental groups as well as level of achievement. The factorial analysis showed that there was an interaction between the kind of texts and students’ level of achievement both high and low achievers. Implications of findings and suggestions are discussed

Background : The problems faced by parents in increasing achievement of students with autism was lack of parents knowledge and role of parents in facilitating process of learning at home. In this case, knowledge and the role of parents is really needed in improving their achievement in SABK Unggul Sakti Jambi. Method : This study is a quantitative research with cross sectional design that aims to determine the correlation of knowledge and role of parents toward students’ achievement at SABK Unggul Sakti Jambi. The samples used were 30 parents. Total Sampling was used in this study. There were 30 parents of students with autism as the sample. Data were collected through questionnaire and checklist sheet. Data were processed by univariate and bivariate Spearman Correlation Test. Results : The results of univariat analysis showed that 73.3% students had a moderate learning achievement, another finding revealed that 60% of student were categorized low achievement. Also, 63.3% of respondents unsatisfiend role in facilitating students to increase their achievement. Then, bivariate analysis indicated that there was a significant correlation between knowledge (p-value=0.017) and role of students (p-value=0.000) toward the learning achievement. Conclusion : It is expected to the school to continue the efforts to increase knowledge and the role of parents in increasing achievement of students with autism to do a good cooperation. Furthermore, the role of their parents extremely has impact towards learning process of students both at school and home. Keyword : Autistic Child, Achievement, Knowledge, Role

In this study, participants acquired three types of language, those are regional, national and foreign ones. The purpose of this research was to explore how Indonesian polyglots acquire several different languages. We collected data through demographic questionnaires and semi-structured interviews obtained from nine participants. Four salient themes and sub-themes that emerged in this research were (a) mastering languages through instructed learning (learning in formal educational institution and learning in informal educational institution), (b) gaining extra amounts of languages input beyond the classroom (getting more access to a national language environment and getting more access to foreign languages environment), (c) learning languages autonomously (self-directed learning through printed resources and self-directed learning through media and technology), and (d) acculturating with a new language group in society. The findings indicated that the polyglots acquired several different languages through a natural process, a learning process, and a mixture of both naturalistic as well as instructed experiences.