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English Education Department, Faculty of Language Education, Universitas Muhammadiyah Yogyakarta. Jl. Lingkar Selatan, Kasihan, Bantul, Yogyakarta 55183
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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 9 Documents
 1 
Search results for , issue "Vol 1, No 2 (2016): July" : 9 Documents clear
THE IMPLEMENTATION OF ROLE-PLAYBASED ACTIVITIES: WHAT EFL STUDENTS LEARNED Mardiningrum, Arifah
Journal of Foreign Language Teaching and Learning Vol 1, No 2 (2016): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.1210

Abstract

Role-play pedagogy has been implemented in higher education in various fields with varied procedures. Its ability to foster language learning and certain soft-skills has been investigated in myriad of studies. The current study investigated five EFL students? experiences and their perception of those experiences to seek for deeper understanding of their learning. The study took place in an English Department in a university in Yogyakarta, Indonesia. The data for this qualitative research were taken by in-depth interviews through online video calls. The finding is categorized into four themes. The first theme, rehearsal aspect, talks about the students? experience that seems to have a connection to their perception of the simulated play and a real-life situation. The second theme is related to students? preparedness and their action of assessing themselves. The third finding talks about students? experience in improvising in the role-play and how it makes them feel. Lastly, decision making becomes one of the theme emerging in the data. Two conclusions can be drawn from these finding, namely, that role-play can be a place for self-recognition, and that its preparation can be the key to shape the students? experience and perception. 
“I COULDN’T PLAY IN IT, BUT I LOVED IT.”: TEACHERS’ VIEWS ON PARTICIPATING IN ENGLISH DRAMA PERFORMANCES Ardianto, Puthut
Journal of Foreign Language Teaching and Learning Vol 1, No 2 (2016): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.1211

Abstract

 This study is an attempt to explore the teachers? views on their participation in the English Drama Performance (EDP). Employing a qualitative approach, this study was conducted by selecting three English teachers from three different levels of education, who have been taking part in the EDP for a minimum of two performances. Data were collected through a one-on-one interview with each participant. The finding revealed that the teachers, at first were doubtful in participating in the EDP, however, after many rehearsals, they found enjoyment. In addition to their feelings, the teachers expressed their likes and dislikes in participating the EDP too. They also mentioned about the effect of their participation in the EDP towards their English skills. It turned out that by participating in the EDP, the teachers can express the English language function, enhance their pronunciation skill, practice communication skill, ease reading, and improve vocabulary. In addition to the effect on their English skills, their participation in the EDP contributes to the way they teach English to their students.            Keywords: drama in education, English drama performance, teachers? view
PARAGRAPH WRITING OF ACADEMIC TEXTS IN AN EFL CONTEXT Wirantaka, Andi
Journal of Foreign Language Teaching and Learning Vol 1, No 2 (2016): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.1212

Abstract

This study aims to figure out EFL students? procedure in developing paragraph and difficulties in paragraph writing during academic text accomplisment process. This current study was qualitative reseach which employed interview as the data collection method of the study. The participants of the study were eight students who were writing their skripsi as requirement for their undergraduate degree. The study was conducted in English Education Department of Universitas Muhammadiyah Yogyakarta. The result of the study showed that in developing paragraph of skripsi, students had insufficient efforts on brainstorming, planning and revising. They only concerned about drafting, and editing. Morever, related to the problems in paragraph writing, the students faced difficulties in English word and word choice, grammar, development of main idea, coherence and cohesiveness, effective sentence, and citation.
COGNITIVE AND METACOGNITIVE READING STRATEGY USE AND READING COMPREHENSION PERFORMANCE OF INDONESIAN EFL PRE-SERVICE TEACHERS Sari, Mariska Intan
Journal of Foreign Language Teaching and Learning Vol 1, No 2 (2016): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.1213

Abstract

AbstractThe study aims at identifying the nature of cognitive and metacognitive reading strategies employed by Indonesian EFL pre-service teachers and the relationship on their reading comprehension, revealing whether the highly, moderately, and less successful EFL pre-service teachers differ in terms of reading strategies they employ in comprehending English texts and analyzing whether the differences in the use of these reading strategies relate to their performances in a reading comprehension test. The study employs a quantitative research method using reading test and cognitive and metacognitive reading strategy questionnaire. The results of the study show that there is no significant relationship between the cognitive and metacognitive reading strategies employed by Indonesian EFL pre-service teacher and their performance in a reading comprehension test. The results also show that there is no difference in the use of cognitive and metacognitive reading strategies between the less, moderately, and highly successful readers.            Keywords: cognitive strategies, metacognitive strategies, reading comprehensio
CLASSROOM ACTIVITIES IN CONTENT AND LANGUAGE INTEGRATED LEARNING Puspitasari, Evi
Journal of Foreign Language Teaching and Learning Vol 1, No 2 (2016): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.129

Abstract

AbstractContent and Language Integrated Learning is an approach used to teach subjects which focus on learning a new language and content. This approach is usually implemented to teach content through a target language. In an English training program in Indonesia, this approach is applied by using English as a medium of instruction to teach concepts and theory-based subjects. Since the students should accomplish the target language and concepts of pedagogy, they need activities to assist them in the dual-focused process. This research is going to scrutinize what activities are implemented in the program to achieve the learning goal. By interviewing four sophomore students who enrolled two content subjects in semester three, the data were gained. Four classroom activities used were revealed. Those were quiz, group presentation, group teaching and classroom discussion. Students? responses toward each activity were good. However, some notes regarding teachers? decision and roles were addressed. It proved a teacher is a factor that brings the CLIL activities into success or failure. Keywords: Content and Language Integrated Learning, CLIL, classroom activities, students? responses
“I couldn’t play in it, but I loved it.”: Teachers’ Views on Participating in English Drama Performances Puthut Ardianto
Journal of Foreign Language Teaching and Learning Vol 1, No 2 (2016): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.1211

Abstract

 This study is an attempt to explore the teachers’ views on their participation in the English Drama Performance (EDP). Employing a qualitative approach, this study was conducted by selecting three English teachers from three different levels of education, who have been taking part in the EDP for a minimum of two performances. Data were collected through a one-on-one interview with each participant. The finding revealed that the teachers, at first were doubtful in participating in the EDP, however, after many rehearsals, they found enjoyment. In addition to their feelings, the teachers expressed their likes and dislikes in participating the EDP too. They also mentioned about the effect of their participation in the EDP towards their English skills. It turned out that by participating in the EDP, the teachers can express the English language function, enhance their pronunciation skill, practice communication skill, ease reading, and improve vocabulary. In addition to the effect on their English skills, their participation in the EDP contributes to the way they teach English to their students.           
Paragraph Writing of Academic Texts in an EFL Context Andi Wirantaka
Journal of Foreign Language Teaching and Learning Vol 1, No 2 (2016): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.1212

Abstract

This study aims to figure out EFL students’ procedure in developing paragraph and difficulties in paragraph writing during academic text accomplisment process. This current study was qualitative reseach which employed interview as the data collection method of the study. The participants of the study were eight students who were writing their skripsi as requirement for their undergraduate degree. The study was conducted in English Education Department of Universitas Muhammadiyah Yogyakarta. The result of the study showed that in developing paragraph of skripsi, students had insufficient efforts on brainstorming, planning and revising. They only concerned about drafting, and editing. Morever, related to the problems in paragraph writing, the students faced difficulties in English word and word choice, grammar, development of main idea, coherence and cohesiveness, effective sentence, and citation.
Classroom Activities in Content and Language Integrated Learning Evi Puspitasari
Journal of Foreign Language Teaching and Learning Vol 1, No 2 (2016): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.129

Abstract

AbstractContent and Language Integrated Learning is an approach used to teach subjects which focus on learning a new language and content. This approach is usually implemented to teach content through a target language. In an English training program in Indonesia, this approach is applied by using English as a medium of instruction to teach concepts and theory-based subjects. Since the students should accomplish the target language and concepts of pedagogy, they need activities to assist them in the dual-focused process. This research is going to scrutinize what activities are implemented in the program to achieve the learning goal. By interviewing four sophomore students who enrolled two content subjects in semester three, the data were gained. Four classroom activities used were revealed. Those were quiz, group presentation, group teaching and classroom discussion. Students’ responses toward each activity were good. However, some notes regarding teachers’ decision and roles were addressed. It proved a teacher is a factor that brings the CLIL activities into success or failure. Keywords: Content and Language Integrated Learning, CLIL, classroom activities, students’ responses
The Implementation of Role-PlayBased Activities: What EFL Students Learned Arifah Mardiningrum
Journal of Foreign Language Teaching and Learning Vol 1, No 2 (2016): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.1210

Abstract

Role-play pedagogy has been implemented in higher education in various fields with varied procedures. Its ability to foster language learning and certain soft-skills has been investigated in myriad of studies. The current study investigated five EFL students’ experiences and their perception of those experiences to seek for deeper understanding of their learning. The study took place in an English Department in a university in Yogyakarta, Indonesia. The data for this qualitative research were taken by in-depth interviews through online video calls. The finding is categorized into four themes. The first theme, rehearsal aspect, talks about the students’ experience that seems to have a connection to their perception of the simulated play and a real-life situation. The second theme is related to students’ preparedness and their action of assessing themselves. The third finding talks about students’ experience in improvising in the role-play and how it makes them feel. Lastly, decision making becomes one of the theme emerging in the data. Two conclusions can be drawn from these finding, namely, that role-play can be a place for self-recognition, and that its preparation can be the key to shape the students’ experience and perception. 

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