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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 3, No 1 (2018): January" : 9 Documents clear
CULTURAL INFLUENCES ON STUDENTS’ PERCEPTIONS OF WRITTEN FEEDBACK IN L2 WRITING Fithriani, Rahmah
Journal of Foreign Language Teaching and Learning Vol 3, No 1 (2018): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3124

Abstract

One of significant topics to discuss in studies about feedback in L2 writing is the influence of students? culturally constructed view of the feedback process. Research has shown that the cultures of hierarchical relationship and face-saving strategy have significant influence on students? perceptions of feedback process in L2 writing, particularly in Asian societies. Aiming to investigate whether these findings resonate in Indonesian EFL context, this study collected data through writing drafts, reflective journals, question­naires and interviews with seven students who took an after-class writing course. Findings suggested that students valued teacher feedback more than peer feedback, however they were not concerned about practicing face-saving strategies to maintain group harmony and cohesion.
CRITICAL INCIDENTS FROM STUDENTS-TEACHERS’ ACTION RESEARCH TEACHING JOURNALS IN PRE-SERVICE TEACHER EDUCATION PROGRAM Permatasari, Ardiyani Widya
Journal of Foreign Language Teaching and Learning Vol 3, No 1 (2018): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3126

Abstract

This paper presents a study about critical incidents in Action Research Teaching Journal (ARTJS) in Microteaching which comprised in five sections: topic, planning, action, observation and reflection. ARTJS was made before and after doing each mini teaching. Twelve ARTJSs were collected from four student-teachers who had taken Microteaching course. A descriptive data analysis was used to identify types of critical incidents found in ARTJSs by using NVIVO software tool. A critical incident has been defined as, ?unanticipated events that occur during a lesson and trigger insights about some aspect of teaching and learning? (Farrel, 2005, pp.114-115), that lead them to be reflective teachers in ELT. The analysis began with coding the sections of the teaching journals which reflected types of critical incidents, then classified similar types of critical incidents into categories. The last step in the analysis was to interpret the categorized data. The analysis of the data shows that there were seven prominent themes that emerged from this study: course delivery problems, students? participation, time management, technical problems, language proficiency problems and course preparation. The paper ends with some recommendation for improvement of Microteaching course.Keywords: action research, Microteaching, critical incidents.
TEACHERS’ USE OF CODE SWITCHING IN EFL CLASSROOM AND ITS FUNCTIONS Puspawati, Indah
Journal of Foreign Language Teaching and Learning Vol 3, No 1 (2018): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3128

Abstract

The debate about the use of L1 (first language) in EFL (English as a Foreign Language) classes has been around since the teaching as a foreign language itself. The arguments that support the use of L1 use in EFL classes claimed that L1 can be a great tool for students for L2 (English) acquisition and learning. This claims lead to the EFL teachers? use of code switching (CS) in the classroom. This research aims at investigating the teachers? belief about code switching and its function in EFL classroom. Three experienced teachers of English Language Education Department in a private university participated in this study. The study used observation and interview as the data collection methods. The observation was done through video recording on class sessions, and the interview will be done to confirm teachers? use of CS based on the recording. The result reveals that the teachers have made informed decision on their teaching practice, especially on the use of CS as a teaching method to facilitate students? learning. The teachers mostly used inter-sentential switching in CS. The reasons for using CS in the classroom were to help students learn, to facilitate students with low level of L2 proficiency and to teach efficiently. The functions of teachers? CS were to construct and transmit knowledge, to manage the class, and to build interpersonal relation with the students. This study indicated that teachers in this research were aware of the use of CS in teaching and learning L2 to facilitate learning.
THE CHALLENGES AND POSITIVE EFFECTS IN IMPLEMENTING STRATEGIES IN TEACHING TENSES Sorohiti, Maryam; Ahna, Mila Farrihatul
Journal of Foreign Language Teaching and Learning Vol 3, No 1 (2018): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3127

Abstract

AbstractIn addition to the benefits and problems of implementing strategies in teaching tenses, the implementation has brought challenges and effects to English teachers . This research aimed to explore the challenges faced by the teachers and the positive effects they enjoyed in implementing strategies in teaching tenses. This qualitative research was conducted at The Language Center of Universitas Muhammadiyah Yogyakarta. Interviews were administered to four female English teachers to explore their experiences in implementing strategies in teaching tenses. The finding revealed that technical problems, unsuccessful responses, managing time to prepare the strategies and selecting the appropriate materials were the challenges the teachers faced in implementing the strategies. Meanwhile, the increased students? motivation, improved students? attitude and understanding towards tenses, teachers? self-accomplishment as well as student?s awareness of the importance of tenses  were claimed as the positive effects from implementing the strategies in teaching tenses.            Keywords: tenses, teaching strategies, teaching challenges, positive effects 
WRITING ANXIETY IN AN AFGHAN EFL SETTING: VOICES FROM FIVE AFGHAN STUDENTS Miri, Mir Abdullah; Joia, Jamhor
Journal of Foreign Language Teaching and Learning Vol 3, No 1 (2018): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3125

Abstract

Language writing anxiety is a phenomenon that majority of EFL students, particularly Afghan English language learners, experience. To address this issue, this qualitative study explored the reported experiences of five Afghan undergraduate English majors, studying at an Afghan university, with writing anxiety. After collecting data through semi-structured interviews, the data was transcribed verbatim, and four major themes were constructed. The results revealed that anxiety has both positive and negative effects on students. The findings also showed that participants? little exposure to writing activities was the major reason behind their writing anxiety. The participants reported that receiving feedback from teachers, doing extensive reading, developing their vocabulary knowledge and practicing writing were the major strategies they had used to overcome writing anxiety. 
The Challenges and Positive Effects in Implementing Strategies in Teaching Tenses Maryam Sorohiti; Mila Farrihatul Ahna
Journal of Foreign Language Teaching and Learning Vol 3, No 1 (2018): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3127

Abstract

AbstractIn addition to the benefits and problems of implementing strategies in teaching tenses, the implementation has brought challenges and effects to English teachers . This research aimed to explore the challenges faced by the teachers and the positive effects they enjoyed in implementing strategies in teaching tenses. This qualitative research was conducted at The Language Center of Universitas Muhammadiyah Yogyakarta. Interviews were administered to four female English teachers to explore their experiences in implementing strategies in teaching tenses. The finding revealed that technical problems, unsuccessful responses, managing time to prepare the strategies and selecting the appropriate materials were the challenges the teachers faced in implementing the strategies. Meanwhile, the increased students’ motivation, improved students’ attitude and understanding towards tenses, teachers’ self-accomplishment as well as student’s awareness of the importance of tenses  were claimed as the positive effects from implementing the strategies in teaching tenses.            Keywords: tenses, teaching strategies, teaching challenges, positive effects 
Cultural Influences on Students’ Perceptions of Written Feedback in L2 Writing Rahmah Fithriani
Journal of Foreign Language Teaching and Learning Vol 3, No 1 (2018): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3124

Abstract

One of significant topics to discuss in studies about feedback in L2 writing is the influence of students’ culturally constructed view of the feedback process. Research has shown that the cultures of hierarchical relationship and face-saving strategy have significant influence on students’ perceptions of feedback process in L2 writing, particularly in Asian societies. Aiming to investigate whether these findings resonate in Indonesian EFL context, this study collected data through writing drafts, reflective journals, question­naires and interviews with seven students who took an after-class writing course. Findings suggested that students valued teacher feedback more than peer feedback, however they were not concerned about practicing face-saving strategies to maintain group harmony and cohesion.
Writing Anxiety in an Afghan EFL Setting: Voices From Five Afghan Students Mir Abdullah Miri; Jamhor Joia
Journal of Foreign Language Teaching and Learning Vol 3, No 1 (2018): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3125

Abstract

Language writing anxiety is a phenomenon that majority of EFL students, particularly Afghan English language learners, experience. To address this issue, this qualitative study explored the reported experiences of five Afghan undergraduate English majors, studying at an Afghan university, with writing anxiety. After collecting data through semi-structured interviews, the data was transcribed verbatim, and four major themes were constructed. The results revealed that anxiety has both positive and negative effects on students. The findings also showed that participants’ little exposure to writing activities was the major reason behind their writing anxiety. The participants reported that receiving feedback from teachers, doing extensive reading, developing their vocabulary knowledge and practicing writing were the major strategies they had used to overcome writing anxiety. 
Critical Incidents from Students-Teachers’ Action Research Teaching Journals in Pre-Service Teacher Education Program Ardiyani Widya Permatasari
Journal of Foreign Language Teaching and Learning Vol 3, No 1 (2018): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3126

Abstract

This paper presents a study about critical incidents in Action Research Teaching Journal (ARTJS) in Microteaching which comprised in five sections: topic, planning, action, observation and reflection. ARTJS was made before and after doing each mini teaching. Twelve ARTJSs were collected from four student-teachers who had taken Microteaching course. A descriptive data analysis was used to identify types of critical incidents found in ARTJSs by using NVIVO software tool. A critical incident has been defined as, “unanticipated events that occur during a lesson and trigger insights about some aspect of teaching and learning” (Farrel, 2005, pp.114-115), that lead them to be reflective teachers in ELT. The analysis began with coding the sections of the teaching journals which reflected types of critical incidents, then classified similar types of critical incidents into categories. The last step in the analysis was to interpret the categorized data. The analysis of the data shows that there were seven prominent themes that emerged from this study: course delivery problems, students’ participation, time management, technical problems, language proficiency problems and course preparation. The paper ends with some recommendation for improvement of Microteaching course.Keywords: action research, Microteaching, critical incidents.

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