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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 2 (2018): July" : 9 Documents clear
THE CHARACTERISTICS OF ANXIOUS STUDENTS IN SPEAKING CLASS Wardani, Widia Kusuma
Journal of Foreign Language Teaching and Learning Vol 3, No 2 (2018): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3230

Abstract

This research investigates the characteristics of anxious students in speaking class. This was conducted in a private university in Yogyakarta. Two instruments were used in this study, which were structured observation and standardized open-ended interview. Two classes were observed. From the observation, six students were chosen to become the participants. There were twenty characteristics found in this study which finally divided into observable symptoms and non-observable symptoms. The symptoms which included in observable symptoms were trembling, avoiding eye contact, squirming, playing with hair or clothing, nervously touching object, stuttering or stammering, getting sweaty, rubbing the palms, staggering voice, reading from the script while giving presentation, speaking too fast, speaking too slow, remaining silent, using filler, having pale face, and having poor stance. While the non-observable symptoms were getting confused, getting cold, feeling nervous, and heart beating quickly. 
A UNIVERSITY EFL TEACHER’S STRATEGIES IN SOLVING THE TEACHING PRONUNCIATION PROBLEMS Grandyna, Bella Mulia
Journal of Foreign Language Teaching and Learning Vol 3, No 2 (2018): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3232

Abstract

This study aimed to deal with a university English as a Foreign Language (EFL) teacher?s experience in teaching pronunciation, particularly on the problems faced by teacher and the strategies used in solving the problems in teaching pronunciation. To achieve the objectives, two interviews was done to Lily, an English teacher who had been given responsibility to teach pronunciation in a private university of Yogyakarta. The collected data was obtained from narrative inquiry design in qualitative method. The findings of the study discovered that familiarize the different sounds, lack of time and problems from students? side were all the problems faced by Lily. Moreover, increasing teaching quality, introducing pronunciation rules, and using various teaching techniques and classroom activities became the strategies to solve teaching pronunciation problems.
MOTIVATING STUDENTS IN L2 READING THROUGH DIALOGUE JOURNAL: AN INVESTIGATION ON STUDENTS’ PERCEPTION Paradita, Lanoke Intan
Journal of Foreign Language Teaching and Learning Vol 3, No 2 (2018): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3233

Abstract

Reading is one of the sources of input that plays a crucial role in foreign language learning, yet low reading motivation remains a challenge. While the premise to motivate reading is by reading itself, EFL students would require more attention. This study is to investigate students? perspective on their practice of writing dialogue journal, which is intended as a tool for a teacher to develop students? motivation in reading. Five interviews with freshman were analyzed to find out what aspects they perceived to be facilitated by the written commentary in the dialogue journal. The analysis revealed that both students? cognitive and affective aspects were mostly reinforced, thus supporting the development of reading motivation.
STUDENTS’ REACTION AND PREFERENCES TO TEACHERS’ FEEDBACK ON WEEKLY JOURNAL ACTIVITY AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA Prastya, Rio Laksamana
Journal of Foreign Language Teaching and Learning Vol 3, No 2 (2018): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3229

Abstract

The objective of this research was to reveal students? reaction and preferences to teachers? feedback on weekly journal activity. This study was qualitative research that the data were compiled from six students batch of 2015 at English Education Department of Universitas Muhammadiyah Yogyakarta through in-depth interviews. The results showed that, with regard to the reactions of the students were satisfied with teachers? feedback, showed enjoyment in learning, felt curious in learning, and got demotivated in learning.The result also showed that the students preferred written feedback to oral feedback as they were easier to identify their errors, and oral feedback became second choice to comment their work. The students also believed that language and behavior of the teachers became the strongest effect creating the reaction of the students. On giving feedback, the teacher sometimes delivered it by using casual language that made the students easy to understand the feedback. Apparently, the language used by the teacher on delivering the feedback sometimes the teacher used funny words, so it could make the students enthusiasm to learn.
THE EFFECTIVENESS OF SONGS FOR TEACHING SPEAKING Wijaya, Titis Wisnu
Journal of Foreign Language Teaching and Learning Vol 3, No 2 (2018): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3231

Abstract

The primary motive for comprehending language is to create a communication. Speaking becomes a difficult thing to do for Indonesian learner when the learner wants to increase the speaking ability to the learner.  Most learners are good in theory, yet bad in practice. Whereas speaking is the purpose of learning English. In this case, innovation in speaking skill must be innovative. Teaching speaking ability is not only delivering the material but also giving something different way to make learner interested.  The research subject was the fourth-semester students in the academic year of 2013/2014. The students would be in two classes, i.e., the experimental and control group. The classes started with pre-test. The post-test fourth-semester in the last meeting after treatment. The researcher obtained the data from a speaking test and continued to analyze by inferential analysis. The research findings showed that the research had a gap in the students? speaking ability in the experimental group and the control group. From the data analysis, the scores in experimental and the control group increased.Moreover, the increase in the experimental group was better than the control group. In the experimental group has three categories, i.e., good (2 students), fair (18 students), and poor (1 student). Post-test mean (17.47) was higher than the pre-test (10.19). The control group had three different categories, i.e., fair (5 students), poor (12 students), and very poor (3 students). Post-test mean (13.85) was higher than the pre-test (10.05). The data showed that post-test mean in the experimental group (17.47) was higher than the post-test mean in the control group (13.85). Therefore, the hypothesis ?It has a high score in learning to speak using a song for students in the experimental group? was accepted.
A University EFL Teacher’s Strategies in Solving the Teaching Pronunciation Problems Bella Mulia Grandyna
Journal of Foreign Language Teaching and Learning Vol 3, No 2 (2018): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3232

Abstract

This study aimed to deal with a university English as a Foreign Language (EFL) teacher’s experience in teaching pronunciation, particularly on the problems faced by teacher and the strategies used in solving the problems in teaching pronunciation. To achieve the objectives, two interviews was done to Lily, an English teacher who had been given responsibility to teach pronunciation in a private university of Yogyakarta. The collected data was obtained from narrative inquiry design in qualitative method. The findings of the study discovered that familiarize the different sounds, lack of time and problems from students’ side were all the problems faced by Lily. Moreover, increasing teaching quality, introducing pronunciation rules, and using various teaching techniques and classroom activities became the strategies to solve teaching pronunciation problems.
Motivating Students in L2 Reading through Dialogue Journal: An Investigation on Students’ Perception Paradita, Lanoke Intan
Journal of Foreign Language Teaching and Learning Vol 3, No 2 (2018): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3233

Abstract

Reading is one of the sources of input that plays a crucial role in foreign language learning, yet low reading motivation remains a challenge. While the premise to motivate reading is by reading itself, EFL students would require more attention. This study is to investigate students’ perspective on their practice of writing dialogue journal, which is intended as a tool for a teacher to develop students’ motivation in reading. Five interviews with freshman were analyzed to find out what aspects they perceived to be facilitated by the written commentary in the dialogue journal. The analysis revealed that both students’ cognitive and affective aspects were mostly reinforced, thus supporting the development of reading motivation.
The Effectiveness of Songs for Teaching Speaking Titis Wisnu Wijaya
Journal of Foreign Language Teaching and Learning Vol 3, No 2 (2018): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3231

Abstract

The primary motive for comprehending language is to create a communication. Speaking becomes a difficult thing to do for Indonesian learner when the learner wants to increase the speaking ability to the learner.  Most learners are good in theory, yet bad in practice. Whereas speaking is the purpose of learning English. In this case, innovation in speaking skill must be innovative. Teaching speaking ability is not only delivering the material but also giving something different way to make learner interested.  The research subject was the fourth-semester students in the academic year of 2013/2014. The students would be in two classes, i.e., the experimental and control group. The classes started with pre-test. The post-test fourth-semester in the last meeting after treatment. The researcher obtained the data from a speaking test and continued to analyze by inferential analysis. The research findings showed that the research had a gap in the students’ speaking ability in the experimental group and the control group. From the data analysis, the scores in experimental and the control group increased.Moreover, the increase in the experimental group was better than the control group. In the experimental group has three categories, i.e., good (2 students), fair (18 students), and poor (1 student). Post-test mean (17.47) was higher than the pre-test (10.19). The control group had three different categories, i.e., fair (5 students), poor (12 students), and very poor (3 students). Post-test mean (13.85) was higher than the pre-test (10.05). The data showed that post-test mean in the experimental group (17.47) was higher than the post-test mean in the control group (13.85). Therefore, the hypothesis “It has a high score in learning to speak using a song for students in the experimental group” was accepted.
The Characteristics of Anxious Students in Speaking Class Widia Kusuma Wardani
Journal of Foreign Language Teaching and Learning Vol 3, No 2 (2018): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3230

Abstract

This research investigates the characteristics of anxious students in speaking class. This was conducted in a private university in Yogyakarta. Two instruments were used in this study, which were structured observation and standardized open-ended interview. Two classes were observed. From the observation, six students were chosen to become the participants. There were twenty characteristics found in this study which finally divided into observable symptoms and non-observable symptoms. The symptoms which included in observable symptoms were trembling, avoiding eye contact, squirming, playing with hair or clothing, nervously touching object, stuttering or stammering, getting sweaty, rubbing the palms, staggering voice, reading from the script while giving presentation, speaking too fast, speaking too slow, remaining silent, using filler, having pale face, and having poor stance. While the non-observable symptoms were getting confused, getting cold, feeling nervous, and heart beating quickly. 

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