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Sri Rejeki Murtiningsih
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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 8 Documents
 1 
Search results for , issue "Vol 2, No 2 (2017): July" : 8 Documents clear
CHALLENGES IN TEACHING ENGLISH FACED BY ENGLISH TEACHERS AT MTSN TALIWANG, INDONESIA Songbatumis, Aisyah Mumary
Journal of Foreign Language Teaching and Learning Vol 2, No 2 (2017): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.2223

Abstract

Teaching English as a foreign language is a challenging task, particularly when it is done in places where English serves a very limited purpose. This study attempted to investigate the challenges in teaching English as well as the solutions taken by the English teachers at MTsN Taliwang. The study captured the English teachers? point of view in facing English teaching challenges in the classroom and the solutions they implemented to solve them through interview. A number of challenges emerged, partly coming from students, partly from teachers, and partly from the school?s facility, namely, students? lack of vocabulary mastery, students? low concentration, students? low motivation, students? lack of discipline, students? boredom, speaking problem, shortage of teachers? training, teachers? language proficiency issue, limited mastery of teaching methods, teachers? unfamiliarity to high-tech, teachers? lack of professional development, inadequate resources and facilities, and time constraint. The solutions to overcome these challenges were also suggested in this study. Reforming attitude, applying various teaching methods and techniques, improving resources and facilities, matching students? level and learning situation, using and providing dictionary, making use of available resources and facilities, providing motivational feedback, looking for appropriate methods or materials, and teachers? self-reflection might be quite helpful in coping the English teaching challenges in classroom situation.Keywords: teaching, English language, challenges, solutions
EFL TEACHERS’ LINGUISTIC SELF-CONCEPT IN A STUDY ABROAD (SA) PROGRAM Mardiningrum, Arifah
Journal of Foreign Language Teaching and Learning Vol 2, No 2 (2017): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.2221

Abstract

The current study investigated the experiences and linguistic self-concept of six EFL teachers from Indonesia in a Study Abroad (SA) program. The participants were six EFL teachers who were in their first year of an SA program in the United States of America. All of them were enrolled asstudents in postgraduate programs in different universities in the U.S. when the data were collected. The data collection was conducted through semi-structured interviews through videocalls. The study found that the participants encountered linguistics experiences related to certainlinguistic features and culture. In addition to those experiences, certain forms of linguistic selfconcept were also found. Participants? linguistic self-concept showed that they perceived that they were not proficient enough in English, their English was very formal, they were proficient on certain area, and their struggle was not a unique experience. It can be concluded that as learners in an SA program, EFL teachers experienced what were normally experienced by learners in an SA program in general.
THE ROLE OF TEACHER AND PEER IN HELPING THE STUDENTS ORALLY PARTICIPATE IN AN EFL CLASSROOM Ardianti, Triubaida Maya
Journal of Foreign Language Teaching and Learning Vol 2, No 2 (2017): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.2222

Abstract

The purpose of the study is to discover the role of teacher and peer in helping the students orally participate in an EFL classroom. I applied a three-month qualitative case study on 24 first-year university students. I employed observation, open-ended questionnaire, and in-depth interview to collect data. Further, I applied inductive analysis to decode the data. The results of the study revealed that first, the teacher played an important role to help the students orally participate in both class and group discussions through the inquiries provided during the class discussion, and feedbacks given after the group discussions. Second, results of the study indicated that peers also significantly contributed to motivating the lower-achieving students to improve their oral participation,particularly in group discussions. In this circumstance, the data revealed that the students showed learning enthusiasm which helped creating a positive learning athmosphere in which this positive learning athmosphere can be perceived when they motivated one another through feedbacksgiven to solve their difficulties finding appropriate English terms and pronounciation, arranging their sentence structure, and developing their ideas. In addition, the students motivated one another through fun activities such as talking about movie quotes, and words of encouragement. In short, both teacher and peer helped encouraging the students to orally participate in both class and group discussions.
CLOSING DIPHTHONGS AMONG JAVANESE LEARNERS OF ENGLISH Widagsa, Rudha
Journal of Foreign Language Teaching and Learning Vol 2, No 2 (2017): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.2219

Abstract

The current study investigated the experiences and linguistic self-concept of six EFL teachers from Indonesia in a Study Abroad (SA) program. The participants were six EFL teachers who were in their first year of an SA program in the United States of America. All of them were enrolled as students in postgraduate programs in different universities in the U.S. when the data were collected. The data collection was conducted through semi-structured interviews through videocalls. The study found that the participants encountered linguistics experiences related to certain linguistic features and culture. In addition to those experiences, certain forms of linguistic selfconceptwere also found. Participants? linguistic self-concept showed that they perceived that theywere not proficient enough in English, their English was very formal, they were proficient oncertain area, and their struggle was not a unique experience. It can be concluded that as learnersin an SA program, EFL teachers experienced what were normally experienced by learners in an SAprogram in general.
THE DEVELOPMENT OF THE SURVEY OF TECHNOLOGY USE, TEACHING, AND TECHNOLOGY-RELATED LEARNING EXPERIENCES AMONG PRE-SERVICE ENGLISH LANGUAGE TEACHERS IN INDONESIA Ciptaningrum, Dyah Setyowati
Journal of Foreign Language Teaching and Learning Vol 2, No 2 (2017): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.2220

Abstract

This study aims to design a survey instrument that can be used to collect information on the relationships between the ICT-related learning experiences of the English language pre-service teachers in Yogyakarta, Indonesia, and their technological pedagogical content knowledge (TPACK).Qualitative and quantitative research methods were used to analyse the degree of the reliability and validity of the instrument. The result suggests that this instrument meets the general requirements to be used in a larger scale of work in investigating the role of pre-service teachers?experiences in learning to use ICT in their pedagogical practice in influencing the development oftheir TPACK.
Challenges in Teaching English Faced by English Teachers at MTsN Taliwang, Indonesia Aisyah Mumary Songbatumis
Journal of Foreign Language Teaching and Learning Vol 2, No 2 (2017): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.2223

Abstract

Teaching English as a foreign language is a challenging task, particularly when it is done in places where English serves a very limited purpose. This study attempted to investigate the challenges in teaching English as well as the solutions taken by the English teachers at MTsN Taliwang. The study captured the English teachers’ point of view in facing English teaching challenges in the classroom and the solutions they implemented to solve them through interview. A number of challenges emerged, partly coming from students, partly from teachers, and partly from the school’s facility, namely, students’ lack of vocabulary mastery, students’ low concentration, students’ low motivation, students’ lack of discipline, students’ boredom, speaking problem, shortage of teachers’ training, teachers’ language proficiency issue, limited mastery of teaching methods, teachers’ unfamiliarity to high-tech, teachers’ lack of professional development, inadequate resources and facilities, and time constraint. The solutions to overcome these challenges were also suggested in this study. Reforming attitude, applying various teaching methods and techniques, improving resources and facilities, matching students’ level and learning situation, using and providing dictionary, making use of available resources and facilities, providing motivational feedback, looking for appropriate methods or materials, and teachers’ self-reflection might be quite helpful in coping the English teaching challenges in classroom situation.Keywords: teaching, English language, challenges, solutions
Closing Diphthongs among Javanese Learners of English Rudha Widagsa
Journal of Foreign Language Teaching and Learning Vol 2, No 2 (2017): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.2219

Abstract

The current study investigated the experiences and linguistic self-concept of six EFL teachers from Indonesia in a Study Abroad (SA) program. The participants were six EFL teachers who were in their first year of an SA program in the United States of America. All of them were enrolled as students in postgraduate programs in different universities in the U.S. when the data were collected. The data collection was conducted through semi-structured interviews through videocalls. The study found that the participants encountered linguistics experiences related to certain linguistic features and culture. In addition to those experiences, certain forms of linguistic selfconceptwere also found. Participants’ linguistic self-concept showed that they perceived that theywere not proficient enough in English, their English was very formal, they were proficient oncertain area, and their struggle was not a unique experience. It can be concluded that as learnersin an SA program, EFL teachers experienced what were normally experienced by learners in an SAprogram in general.
The Development of the Survey of Technology Use, Teaching, and Technology-Related Learning Experiences among Pre-Service English Language Teachers in Indonesia Dyah Setyowati Ciptaningrum
Journal of Foreign Language Teaching and Learning Vol 2, No 2 (2017): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.2220

Abstract

This study aims to design a survey instrument that can be used to collect information on the relationships between the ICT-related learning experiences of the English language pre-service teachers in Yogyakarta, Indonesia, and their technological pedagogical content knowledge (TPACK).Qualitative and quantitative research methods were used to analyse the degree of the reliability and validity of the instrument. The result suggests that this instrument meets the general requirements to be used in a larger scale of work in investigating the role of pre-service teachers’experiences in learning to use ICT in their pedagogical practice in influencing the development oftheir TPACK.

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