Journal of Foreign Language Teaching and Learning
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
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<![CDATA[DEMOTIVATING FACTORS AMONG INDONESIAN EFL TEACHERS ]]>
<![CDATA[Lestari, Ika Wahyuni]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 2, No 1 (2017): January ]]>
Publisher : <![CDATA[Journal of Foreign Language Teaching and Learning ]]>
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DOI: 10.18196/ftl.2115
<![CDATA[Demotivation has been an issue in many EFL countries as revealed by many prior studies. However, limited studies were conducted to investigate it in Indonesian context, particularly in Indonesian higher education level. This qualitative study was done to investigate demotivators perceived by EFL teachers in Indonesia. To collect the data, three Non-English Department teachers were involved in a semi-structured interview. They were asked to share their perceptions and experiences on what demotivated them as teachers. The results showed nine factors causing demotivation among Indonesian college teachers. Teachers' poor physical fitness, students' negative attitudes, responses and behaviors, unfixed curriculum and school systems, poor salary, poor quality of school facilities, abundant administrative tasks, poor relationship among colleagues, inappropriate teaching materials, and lack of opportunity for professional development were reported as demotivators undergone by the teachers. The study was concluded by offering some implications to cope with demotivators.]]>
<![CDATA[ENHANCING STUDENTS' COMMUNICATIVE SKILLS THROUGH THE IMPLEMENTATION OF TASK-BASED LEARNING ]]>
<![CDATA[Rahmawati, Fitria]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 2, No 1 (2017): January ]]>
Publisher : <![CDATA[Journal of Foreign Language Teaching and Learning ]]>
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DOI: 10.18196/ftl.2116
<![CDATA[This study aims to examine the effect of task-based learning implementation to enhance students' communicative skills. A one-group pretest-post-test experimental design was conducted with 37 first-year students as the participants. Video-making was selected as the assigned task. The outcomes were two short videos on the assigned topics. The results reveal that before the treatment, the students' communication skill was moderate (mean= 13.11), while after one-semester-length implementation, their skill increased and was categorized as high (15.45). Furthermore, there was a signi?cant difference on students' communicative skill before and after the treatment (t-value > t-table = 5.585 > 2.021). It implies that the task-based learning through video-making task significantly enhanced students' communicative skills. Finally, some implications for language learning regarding the results of the study were also presented.]]>
<![CDATA[UNDERSTANDING THE EFL LECTURERS' BELIEFS ABOUT THEIR PROFESSIONAL LEARNING FROM THE LENS OF MALCOLM KNOWLES THEORY OF ANDRAGOGY ]]>
<![CDATA[Purwanti, Eko]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 2, No 1 (2017): January ]]>
Publisher : <![CDATA[Journal of Foreign Language Teaching and Learning ]]>
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DOI: 10.18196/ftl.2117
<![CDATA[The establishment of Teacher and Lecturer Law No. 14/ 2005 has an implication that all lecturers in Indonesia should maintain their professionalism in order to improve the teaching and learning process.In an attempt to be professional, lecturers are expected to carry out on-going professional learning. This study aims to seek the perceptions of English as a Foreign Language lecturers about their professionallearning in a language training centre of a private university in Indonesia. Underpinned by interpretive paradigm and naturalistic design, the study employed qualitative methods using focus group interviews by which seven EFL lecturers were included as the participants. The finding of the study reveals that professional learning activities conducted by the participants are perceived as a compulsory activity, a result of their experiences, their learning orientation, their learning passion, and their internal motivation.These findings, in fact, corroborate the principles of adult learning theory of Malcolm Knowles called Andragogy which is based on the learning principles such as self-concept, readiness to learn, orientation to learning, adult learner experience, and motivation to learn.]]>
<![CDATA[INVESTIGATING LANGUAGE TEACHERS' SOJOURN EXPERIENCES: PERSPECTIVES ON CULTURE ]]>
<![CDATA[Arfiandhani, Puput]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 2, No 1 (2017): January ]]>
Publisher : <![CDATA[Journal of Foreign Language Teaching and Learning ]]>
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DOI: 10.18196/ftl.2118
<![CDATA[The more-connectedness of the world has raised a need to have a successful communication across cultural background. As a consequence, intercultural communicative competence (ICC) plays a more pivotal role. One of the means to proliferate ICC is through living abroad, or can be called as doing a sojourn. This qualitative study aims to explore language teachers' sojourn experiences during their two-semester assisting language classes in U.S. universities. Specifically, this study focuses on how their sojourn experiences may affect their perspectives toward their own culture and culture other than their own. There are 19 English language teachers of 12 different nationalities who voluntarily participated in the present study. In analyzing the data, Byram's model of ICC (1997) was utilized to make sense of their experiences. The data was analyzed using NVivo11 application. The finding showed that three out of five aspects in Byram's model of ICC (1997), including intercultural attitudes(savoir être), knowledge (savoirs), and critical cultural awareness (savoirs' engager) emerged in the data. Two aspects, skills of interpreting and relating (savoir comprendre) and skills of discovery and interaction (savoir apprendre/faire) did not emerge in the data.]]>
<![CDATA[MOODY TEACHERS RUIN MY MOTIVATION: AN EFL STUDENT'S VOICE ON EFFECTIVE EFL TEACHERS ]]>
<![CDATA[Murtiningsih, Sri Rejeki]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 2, No 1 (2017): January ]]>
Publisher : <![CDATA[Journal of Foreign Language Teaching and Learning ]]>
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DOI: 10.18196/ftl.2114
<![CDATA[This focus of this study is to explore an English as a Foreign Language (EFL) student's perspectives on the characteristics of effective teachers that helped her develop her linguistic competence. This case study was conducted in an English education department in a private university in Indonesia. The data were obtained through two conversations with Aliyah, a third year EFL student. The analysis considered her learning experiences, reflection on her own learning, linguistic development, and factors influencing her linguistic development ? all of which related to English. The findings show that reflecting from her past learning experiences, pedagogical and content knowledge are considered important characteristics of effective teachers. Most importantly, EFL teachers' personal traits, e.g. moody or knowledgeable were deemed to be a strong characteristic of effective EFL teachers as it influenced students' personal growths, such as motivation, attitude toward the course, and personal feelings. Implications of the study were also discussed.]]>
<![CDATA[Enhancing Students' Communicative Skills through the Implementation of Task-Based Learning ]]>
<![CDATA[Fitria Rahmawati]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 2, No 1 (2017): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.2116
<![CDATA[This study aims to examine the effect of task-based learning implementation to enhance students' communicative skills. A one-group pretest-post-test experimental design was conducted with 37 first-year students as the participants. Video-making was selected as the assigned task. The outcomes were two short videos on the assigned topics. The results reveal that before the treatment, the students' communication skill was moderate (mean= 13.11), while after one-semester-length implementation, their skill increased and was categorized as high (15.45). Furthermore, there was a signicant difference on students' communicative skill before and after the treatment (t-value t-table = 5.585 2.021). It implies that the task-based learning through video-making task significantly enhanced students' communicative skills. Finally, some implications for language learning regarding the results of the study were also presented.]]>
<![CDATA[Understanding the EFL Lecturers' Beliefs about Their Professional Learning from the Lens of Malcolm Knowles Theory of Andragogy ]]>
<![CDATA[Eko Purwanti]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 2, No 1 (2017): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.2117
<![CDATA[The establishment of Teacher and Lecturer Law No. 14/ 2005 has an implication that all lecturers in Indonesia should maintain their professionalism in order to improve the teaching and learning process.In an attempt to be professional, lecturers are expected to carry out on-going professional learning. This study aims to seek the perceptions of English as a Foreign Language lecturers about their professionallearning in a language training centre of a private university in Indonesia. Underpinned by interpretive paradigm and naturalistic design, the study employed qualitative methods using focus group interviews by which seven EFL lecturers were included as the participants. The finding of the study reveals that professional learning activities conducted by the participants are perceived as a compulsory activity, a result of their experiences, their learning orientation, their learning passion, and their internal motivation.These findings, in fact, corroborate the principles of adult learning theory of Malcolm Knowles called Andragogy which is based on the learning principles such as self-concept, readiness to learn, orientation to learning, adult learner experience, and motivation to learn.]]>
<![CDATA[Moody Teachers Ruin My Motivation: An EFL Student's Voice on Effective EFL Teachers ]]>
<![CDATA[Sri Rejeki Murtiningsih]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 2, No 1 (2017): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
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DOI: 10.18196/ftl.2114
<![CDATA[This focus of this study is to explore an English as a Foreign Language (EFL) student's perspectives on the characteristics of effective teachers that helped her develop her linguistic competence. This case study was conducted in an English education department in a private university in Indonesia. The data were obtained through two conversations with Aliyah, a third year EFL student. The analysis considered her learning experiences, reflection on her own learning, linguistic development, and factors influencing her linguistic development – all of which related to English. The findings show that reflecting from her past learning experiences, pedagogical and content knowledge are considered important characteristics of effective teachers. Most importantly, EFL teachers' personal traits, e.g. moody or knowledgeable were deemed to be a strong characteristic of effective EFL teachers as it influenced students' personal growths, such as motivation, attitude toward the course, and personal feelings. Implications of the study were also discussed.]]>
<![CDATA[Demotivating Factors among Indonesian EFL Teachers ]]>
<![CDATA[Ika Wahyuni Lestari]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 2, No 1 (2017): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
Show Abstract
|
Download Original
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Original Source
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DOI: 10.18196/ftl.2115
<![CDATA[Demotivation has been an issue in many EFL countries as revealed by many prior studies. However, limited studies were conducted to investigate it in Indonesian context, particularly in Indonesian higher education level. This qualitative study was done to investigate demotivators perceived by EFL teachers in Indonesia. To collect the data, three Non-English Department teachers were involved in a semi-structured interview. They were asked to share their perceptions and experiences on what demotivated them as teachers. The results showed nine factors causing demotivation among Indonesian college teachers. Teachers' poor physical fitness, students' negative attitudes, responses and behaviors, unfixed curriculum and school systems, poor salary, poor quality of school facilities, abundant administrative tasks, poor relationship among colleagues, inappropriate teaching materials, and lack of opportunity for professional development were reported as demotivators undergone by the teachers. The study was concluded by offering some implications to cope with demotivators.]]>
