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
Articles
10 Documents
Search results for
, issue
"Vol 6, No 1 (2021): January"
:
10 Documents
clear
<![CDATA[Autonomous Learning during COVID-19 Pandemic: Students’ Objectives and Preferences ]]>
<![CDATA[Ariebowo, Teguh]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 6, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18196/ftl.v6i1.10079
<![CDATA[Students’ voices remain one of the essential sources to evaluate and develop learning materials in which students as the center. This study attempts to evaluate the current English teaching and learning process in a school of aerospace technology. The researcher felt the urge to evaluate it since the teaching and learning process suddenly turned the direction into online learning due to the COVID-19 pandemic globally. Specifically, this study explored the students’ objectives and preferences in learning English during the current situation. Initially, the researcher asked students in one of his classes randomly to be interviewed as the study's preliminary data. A questionnaire was developed from the interview to survey all students of his classes, with 166 students in total. Besides interviews and questionnaires, the data were also collected from the documentation owned by the academic affairs. From the data, it was found that students were basically aware of their learning objectives that corresponded positively to the curriculum developer's objectives. Their preferences in online learning showed how autonomous they were as English learners. However, some findings from the documentation indicated criticism to the teachers that revealed another learner autonomy level.]]>
<![CDATA[Classroom management: Applying appropriate strategies to enhance effective teaching ]]>
<![CDATA[Purwanti, Eko]]>;
<![CDATA[Vania, Gitta]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 6, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18196/ftl.v6i1.10638
<![CDATA[The teaching and learning process should be conducted effectively so that students can obtain the learning objectives. In so doing, teachers should have the ability to deliver the teaching materials effectively by conducting good classroom management. In this case, as prospective teachers, pre-service teachers should manage the classroom well to maintain teaching effectively. However, handling classroom management is not easy, and therefore pre-service teachers should apply appropriate strategies in managing the classroom. This research aims to investigate the strategies that pre-service teachers use to overcome the problems in managing the classroom during their teaching practices in a private senior high school. A qualitative research approach was employed to answer the research questions, in which in-depth interviews were administered to collect the data. Besides, four pre-service teachers at an Islamic university in Yogyakarta volunteered as the participants in this study. This study’s results showed that the participants applied several strategies to respond to the problems emerging during their teaching practice. The strategies which these pre-service teachers applied to overcome the problems comprised 1) improving self-confidence, 2) preparing lessons carefully, 3) anticipating unpredictable situations, 4) responding to unpredictable questions wisely, and 5) handling with the students’ heterogeneity. Having various ways of handling classroom management, these pre-service teachers could deliver the lesson effectively. Therefore, this study is beneficial for those who are having teaching practice to keep the classroom run successfully.]]>
<![CDATA[The English Use of Indonesian Students in Australia: Expectations, Perceptions, and Strategies ]]>
<![CDATA[Zulferdi, Lazuar Azmi]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 6, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18196/ftl.v6i1.10476
<![CDATA[This paper explores the use of English in Australia based on the perspectives of Indonesian students. Studies on perception, expectations, and strategies on social experience have been carried out. However, most of these studies have not established models that consider the relationship among the three elements of expectations, perceptions, and strategies of Indonesian students in the host country, particularly in Australia. This paper attempts to capture the holistic picture of English varieties in the Australian higher education context to draw upon the three elements. Demographic questionnaire surveys and semi-structured interviews were employed to obtain data from fifteen Indonesian students studying in three universities in Melbourne, Australia. This paper's findings suggested that Indonesian students' expectations, perceptions, and strategies varied due to limited awareness regarding English varieties, culture gaps between Australia and Indonesia, and the prominent role of individual self-reflection. It is hoped that this paper may shed light on people’s understanding of the challenges, experiences, and the general wellbeing of international students who choose to study in Australia for their tertiary education.]]>
<![CDATA[Word Recognition and Reading Skills to Improve Reading Comprehension ]]>
<![CDATA[Chamba, Mayra Yadira]]>;
<![CDATA[Ramirez-Avila, Maria Rossana]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 6, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18196/ftl.v6i1.10174
<![CDATA[This research aimed at showing the influence of word recognition, and using skimming and scanning skills to improve reading comprehension. Participants were a group of 15 students whose ages ranged from 14 to 16. They had problems in reading comprehension and vocabulary. This action research was conducted at a private language institute. The instruments to collect data were pre- and post-surveys, pre- post-tests, learning logs, skimming and scanning forms, and an interview. They provided quantitative and qualitative information. Results showed that there was a statistically significant improvement in parts of speech knowledge from the pre- to the post-test. The result was an average improvement of 28.2% in student performance. Cohen’s d was calculated with a result of 1.09 which means there is impact in learning. There was also a steady improvement in skimming and scanning which was exemplified by the ability to correctly complete a form after reading texts. Lastly, students’ perspectives were positive to this innovation. Therefore, it is advisable to apply the same innovation with other learners in order to compare results of improvement of reading comprehension and overall proficiency.]]>
<![CDATA[EFL Speaking Fluency through Authentic Oral Production ]]>
<![CDATA[Lopez, Jairo Israel]]>;
<![CDATA[Becerra, Andres Paredes]]>;
<![CDATA[Ramirez-Avila, Maria Rossana]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 6, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18196/ftl.v6i1.10175
<![CDATA[This article describes the development of speaking fluency through authentic oral production in a six-week action research study of a public high school in Guayaquil, Ecuador. The methodology included a pre-test and a post-test that measured quantitative aspects of student’s spoken fluency (speed, pauses, repetitions, and corrections), a survey with closed-ended questions that collected learners’ perspectives towards their own speaking fluency, and an interview that addressed students’ opinions towards the elements of this action research. Twenty-four students’ audio recordings were analyzed and the results indicated that there was a significant increase of students’ speaking fluency. Results also showed that student’s perspectives on the innovation were positive since it raised awareness of their mistakes, helped them feel more confident, and let them practice the target language with autonomy outside the school boundaries. However, some considered that time and the lack of equipment and technological skills were issues that made the activity look less pleasant. This paper affirms that authentic oral production, facilitated by vlogging, helps students develop speaking fluency. Other EFL teachers and professionals in this field who would like to improve the fluency of their students in their oral production may consider reading this paper.]]>
<![CDATA[The English Use of Indonesian Students in Australia: Expectations, Perceptions, and Strategies ]]>
<![CDATA[Lazuar Azmi Zulferdi]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 6, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18196/ftl.v6i1.10476
<![CDATA[This paper explores the use of English in Australia based on the perspectives of Indonesian students. Studies on perception, expectations, and strategies on social experience have been carried out. However, most of these studies have not established models that consider the relationship among the three elements of expectations, perceptions, and strategies of Indonesian students in the host country, particularly in Australia. This paper attempts to capture the holistic picture of English varieties in the Australian higher education context to draw upon the three elements. Demographic questionnaire surveys and semi-structured interviews were employed to obtain data from fifteen Indonesian students studying in three universities in Melbourne, Australia. This paper's findings suggested that Indonesian students' expectations, perceptions, and strategies varied due to limited awareness regarding English varieties, culture gaps between Australia and Indonesia, and the prominent role of individual self-reflection. It is hoped that this paper may shed light on people’s understanding of the challenges, experiences, and the general wellbeing of international students who choose to study in Australia for their tertiary education.]]>
<![CDATA[EFL Speaking Fluency through Authentic Oral Production ]]>
<![CDATA[Jairo Israel Lopez]]>;
<![CDATA[Andres Paredes Becerra]]>;
<![CDATA[Maria Rossana Ramirez-Avila]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 6, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18196/ftl.v6i1.10175
<![CDATA[This article describes the development of speaking fluency through authentic oral production in a six-week action research study of a public high school in Guayaquil, Ecuador. The methodology included a pre-test and a post-test that measured quantitative aspects of student’s spoken fluency (speed, pauses, repetitions, and corrections), a survey with closed-ended questions that collected learners’ perspectives towards their own speaking fluency, and an interview that addressed students’ opinions towards the elements of this action research. Twenty-four students’ audio recordings were analyzed and the results indicated that there was a significant increase of students’ speaking fluency. Results also showed that student’s perspectives on the innovation were positive since it raised awareness of their mistakes, helped them feel more confident, and let them practice the target language with autonomy outside the school boundaries. However, some considered that time and the lack of equipment and technological skills were issues that made the activity look less pleasant. This paper affirms that authentic oral production, facilitated by vlogging, helps students develop speaking fluency. Other EFL teachers and professionals in this field who would like to improve the fluency of their students in their oral production may consider reading this paper.]]>
<![CDATA[Autonomous Learning during COVID-19 Pandemic: Students’ Objectives and Preferences ]]>
<![CDATA[Teguh Ariebowo]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 6, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18196/ftl.v6i1.10079
<![CDATA[Students’ voices remain one of the essential sources to evaluate and develop learning materials in which students as the center. This study attempts to evaluate the current English teaching and learning process in a school of aerospace technology. The researcher felt the urge to evaluate it since the teaching and learning process suddenly turned the direction into online learning due to the COVID-19 pandemic globally. Specifically, this study explored the students’ objectives and preferences in learning English during the current situation. Initially, the researcher asked students in one of his classes randomly to be interviewed as the study's preliminary data. A questionnaire was developed from the interview to survey all students of his classes, with 166 students in total. Besides interviews and questionnaires, the data were also collected from the documentation owned by the academic affairs. From the data, it was found that students were basically aware of their learning objectives that corresponded positively to the curriculum developer's objectives. Their preferences in online learning showed how autonomous they were as English learners. However, some findings from the documentation indicated criticism to the teachers that revealed another learner autonomy level.]]>
<![CDATA[Classroom management: Applying appropriate strategies to enhance effective teaching ]]>
<![CDATA[Eko Purwanti]]>;
<![CDATA[Gitta Vania]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 6, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18196/ftl.v6i1.10638
<![CDATA[The teaching and learning process should be conducted effectively so that students can obtain the learning objectives. In so doing, teachers should have the ability to deliver the teaching materials effectively by conducting good classroom management. In this case, as prospective teachers, pre-service teachers should manage the classroom well to maintain teaching effectively. However, handling classroom management is not easy, and therefore pre-service teachers should apply appropriate strategies in managing the classroom. This research aims to investigate the strategies that pre-service teachers use to overcome the problems in managing the classroom during their teaching practices in a private senior high school. A qualitative research approach was employed to answer the research questions, in which in-depth interviews were administered to collect the data. Besides, four pre-service teachers at an Islamic university in Yogyakarta volunteered as the participants in this study. This study’s results showed that the participants applied several strategies to respond to the problems emerging during their teaching practice. The strategies which these pre-service teachers applied to overcome the problems comprised 1) improving self-confidence, 2) preparing lessons carefully, 3) anticipating unpredictable situations, 4) responding to unpredictable questions wisely, and 5) handling with the students’ heterogeneity. Having various ways of handling classroom management, these pre-service teachers could deliver the lesson effectively. Therefore, this study is beneficial for those who are having teaching practice to keep the classroom run successfully.]]>
<![CDATA[Word Recognition and Reading Skills to Improve Reading Comprehension ]]>
<![CDATA[Mayra Yadira Chamba]]>;
<![CDATA[Maria Rossana Ramirez-Avila]]>
<![CDATA[ Journal of Foreign Language Teaching and Learning Vol 6, No 1 (2021): January ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Yogyakarta ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.18196/ftl.v6i1.10174
<![CDATA[This research aimed at showing the influence of word recognition, and using skimming and scanning skills to improve reading comprehension. Participants were a group of 15 students whose ages ranged from 14 to 16. They had problems in reading comprehension and vocabulary. This action research was conducted at a private language institute. The instruments to collect data were pre- and post-surveys, pre- post-tests, learning logs, skimming and scanning forms, and an interview. They provided quantitative and qualitative information. Results showed that there was a statistically significant improvement in parts of speech knowledge from the pre- to the post-test. The result was an average improvement of 28.2% in student performance. Cohen’s d was calculated with a result of 1.09 which means there is impact in learning. There was also a steady improvement in skimming and scanning which was exemplified by the ability to correctly complete a form after reading texts. Lastly, students’ perspectives were positive to this innovation. Therefore, it is advisable to apply the same innovation with other learners in order to compare results of improvement of reading comprehension and overall proficiency.]]>
