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All Journal Journal of English Language Teaching and Linguistics Surakarta English and Literature Journal
Fidelis Elleny Averina
Sanata Dharma University
Humanities Education Languange, Linguistic, Communication & Media

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High School Students’ Motivation and Help-Seeking Strategies in English Language Learning Fidelis Elleny Averina; Paulus Kuswandono
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 7(1), April 2022
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v7i1.719

Abstract

Motivation and help-seeking as self-regulated learning strategies are essential for the students to increase academic persistence, cope with academic challenges, and take an active role in their learning process. To date, self-regulated learning strategy and motivation in learning have been extensively studied. However, little attention and effort have been made to investigate the correlation between a motivation variable and help-seeking strategy at the Indonesian high school level. To fill the gap in the previous research, this study aimed to investigate high school students’ motivation in learning English and the extent to which it correlated with their help-seeking strategy. To reach the aforementioned aim, a correlational-method design was applied in this research. The researchers gathered the data using two types of data collection techniques, namely a close-ended questionnaire and semi-structured interview to provide triangulation. Ninety-eight students of a private senior high school in Cirebon, Indonesia were involved in this study. The findings revealed that those high school students tended to be instrumentally motivated in learning English. Furthermore, they were also reported to have positive attitudes and good initiatives to engage in help-seeking strategies whenever it was necessary. From the statistical calculation utilizing SPSS version 25, it was found that motivation and help-seeking strategy had a strong positive correlation (r=.645), which inferred that as the students had a high level of motivation; they were more inclined to engage in help-seeking strategies.
A Pragmatic Analysis of Flouting Maxims in Classroom Verbal Interaction as Seen in Freedom Writers Movie Fidelis Elleny Averina
Surakarta English and Literature Journal Vol 6 No 1 (2023): Volume 6 Number 1 February 2023
Publisher : Faculty of Language and Literature, University of Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (631.736 KB) | DOI: 10.52429/selju.v6i1.38

Abstract

Successful classroom verbal interactions will occur when both the teacher and the students intend to be cooperative conversational agents contributing to the conversation's aims. In Pragmatics, this underlying principle is called Grice’s conversational maxims. However, in the classroom, both sides often intentionally flout these conversational maxims. Thus, this research aimed to conduct a pragmatic analysis to investigate the types of Grice’s conversational maxims violated by the main character of Freedom Writers movie along with the categories of teacher’s verbal interactions found in that movie under Flanders Interaction Analysis Categories System (FIACS). Using the document analysis method, the researcher used the movie transcript as the primary document to be analyzed. The findings showed that the four maxims were violated intentionally for several reasons, including warning the students of the consequences of their actions, encouraging them, avoiding certain topics of discussion, and emphasizing important messages without blatantly stating them to the whole class, and avoiding hurting the students’ feelings. Meanwhile, under Flanders Interaction Analysis Categories (FIAC), direct and indirect talks could be found in the movie. The result of this study can provide educators and pre-service teachers a glimpse of the importance of promoting appropriate classroom verbal interactions by analyzing the quality of classroom verbal interaction in terms of Grice’s Conversational Maxims and Flanders’ Interaction Analysis.
Co-Authors Paulus Kuswandono