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Sri Rejeki Murtiningsih
Contact Email
jackie.murt@umy.ac.id
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(0274) 387656
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pbi@umy.ac.id
Editorial Address
English Education Department, Faculty of Language Education, Universitas Muhammadiyah Yogyakarta. Jl. Lingkar Selatan, Kasihan, Bantul, Yogyakarta 55183
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Kab. bantul,
Daerah istimewa yogyakarta
INDONESIA
Journal of Foreign Language Teaching and Learning
Published by Universitas Muhammadiyah Yogyakarta
ISSN : 25277650     EISSN : 25802070     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
The journal focus and scope of JFLTL is to publish research articles within the field of an advanced understanding of strategies in learning English, strategies in teaching English. The scope research based paper on the interactions about: teaching skills communication learning strategies writing strategies
Arjuna Subject : Umum - Umum
Articles 14 Documents
 1   2 
Search results for , issue "Vol 1, No 1 (2016): January" : 14 Documents clear
Communication Strategies in English Conversations Puthut Ardianto
Journal of Foreign Language Teaching and Learning Vol 1, No 1 (2016): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.112

Abstract

This research aims to reveal communication strategies used by students of the English Education Department of a university in Indonesia in English conversations and to find out the moments when the strategies were used. This research employed an interlanguage analysis. There were four par- ticipants who were asked to converse under a certain picture and was audio-recorded, transcribed, coded, and analysed. The findings show that the participants employed thirteen strategies when they were having English conversations.
Collaborative Writing in an EFL Context Sri Rejeki Murtiningsih
Journal of Foreign Language Teaching and Learning Vol 1, No 1 (2016): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.118

Abstract

Working collaboratively has been widely promoted in education. In the area of English language teaching and learning, working collaboratively can frequently be seen in speaking activities, in which students were assigned to practice speaking with their peers. Unfortunately, working collaboratively in writing is not as popular as in speaking. This study aims to explore the collabora- tive writing in an EFL context. As a part of a bigger study, the data were collected through out a semester and integrated with weekly meetings, which aimed to reach several objectives through a variety of activities, including group painting, individual writing, and collaborative writing. A total of 64 freshmen that were divided into two groups participated in the study. In the collaborative writing activity, students were instructed to do group painting and write a story written in groups based on their paintings. Each member of the group took turns to write the story, which cohesiveness and coherence should be given attention. Students were given freedom to choose their own topics for painting and writing to encourage them express their ideas. The data were gathered through class observation and students’ reflection that was submitted at the end of the semester as a part of class assessment. The observation revealed that students faced some challenges when performing the tasks. Time management, student interdependence, and types of writing were among the issues emerging in collaborative writing activities. From students’ reflection, it was found that while most students stated they enjoyed the activities, one student expressed that the collaboration did not work as well as she had expected.
Evaluating The CLT-Ness Of Bahasa Inggris Untuk SMA/ MA/SMK/MAK Kelas X Semester 1 Coursebook For Secondary School Students In Indonesia Puput Arfiandhani
Journal of Foreign Language Teaching and Learning Vol 1, No 1 (2016): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.113

Abstract

Materials and methodology play a significant role in a language classroom. These two elements need to be in line with each other to help achieve the shared learning goals. One of the method- ologies that have been widely employed, but still not well-permeated among teachers in Indonesia is Communicative Language Teaching (CLT). However, not many studies on seeing the relationship between methodology and materials have been conducted. To bridge this gap, this study aims to evaluate the CLT-ness of the national course book Bahasa Inggris untuk SMA/MA/SMK/MAK Kelas X Semester 1. To conduct the evaluation, a checklist adapted from Grant’s and Cunningsworth’s was employed as an evaluation tool. The research findings indicate that while the coursebook made a clear attempt to uphold CLT, as observed from its learning goals for each chapter and the coursebook introduction, several aspects of the coursebook, such as the tasks and activities, needed to be improved.
Oral Assessments at English Education Department of Universitas Muhammadiyah Yogyakarta Maryam Sorohiti
Journal of Foreign Language Teaching and Learning Vol 1, No 1 (2016): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.114

Abstract

Various types of oral assessments such as interviews, presentations and group discussions have commonly been applied at English Education Department of Universitas Muhammadiyah Yogyakarta (EED UMY) to measure students’ speaking ability. This research aims to identify both advantages and disadvantages found in the oral assessments applied at EED UMY based on students’ perspec- tives. The data were collected using in-depth interviews to six EED UMY students who had taken speaking classes for two semesters. They were interviewed to explore their perception on the advan- tages and disadvantages of the oral assessments they had taken. The findings of this research show that the participants perceived that the oral assessments motivated the students to speak, provided direct feedback, improved students’ speaking ability, developed students’ communication skills, increased students’ self-confidence, and enabled students to share ideas. On the other hand, in addition to insufficient time allocation, the participants also revealed that increased nervousness frequently occurred during oral assessments.

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