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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 5 Documents
 1 
Search results for , issue "Vol 8, No 2 (2023): July" : 5 Documents clear
A Narrative Inquiry of Live Video Streaming: Voices of EFL Teachers to Reflect on Their Online Learning Fachri Ali; Khusnul Alimah
Journal of Foreign Language Teaching and Learning Vol 8, No 2 (2023): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v8i2.18237

Abstract

Despite being widely investigated by previous studies in online learning, live video streaming (LVS) as a strategy for teaching English as a foreign language receives scanty attention. The present narrative inquiry aims to showcase an empirical insight into how live video streaming on Facebook is organized in online learning to fill this void. Two EFL teachers of a senior secondary school in Central Java, Indonesia, volunteered to participate in this study. Data were garnered through interviews and classroom observation. The data were analyzed using thematic analysis. The study’s findings demonstrated that teaching through LVS on Facebook assisted EFL teachers in managing their online learning. The LVS-mediated learning process portrayed teaching, social, and cognitive presence during online learning. This result indicates that the learning platform provides promising prospects for teachers to optimize online English-speaking courses. The study also explored several challenges the EFL teachers encounter when managing LVS in their online classes with material and media preparation, time allocation, and internet connection. This study concludes with some pedagogical implications for how a teacher as a curriculum designer engages students in learning English and empowers them in online learning.
Teaching English Using Flashcards to Improve Elementary School Students’ Vocabulary Farrah Aufa Khasani Putri; Maryam Sorohiti; Teguh Ariebowo
Journal of Foreign Language Teaching and Learning Vol 8, No 2 (2023): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v8i2.21350

Abstract

Acquiring new English words is a challenge for students because they commonly need to learn to use the words in their daily lives, which are dominated by their first language for communication. Flashcards are instrumental in facilitating their vocabulary learning. This research examined flashcards' use in teaching and learning English language vocabulary. This research used a quantitative approach with an experimental design. The data was collected by asking students to do a vocabulary test before and after the treatment. The object of this research was fourth-grade students in a private primary school in Yogyakarta, Indonesia. The results indicated that the student's English vocabulary level on the pre-test was at the intermediate level, which showed a mean score of 52.20. Meanwhile, on the post-test, the student's English vocabulary level was at an advanced level, showing a mean score of 77.60. In addition, the Wilcoxon test showed that the p-value of asymp.sig.2tailed was 001. It means that the students’ English vocabulary significantly improved after being taught using flashcards. It indicates that the hypothesis that flashcards have significantly improved students' vocabulary was accepted.
Learners’ Language Learning Style Preferences, Class Level, Gender, and Using Mobile Apps for EFL Learning Among Tunisian University Students
Journal of Foreign Language Teaching and Learning Vol 8, No 2 (2023): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v8i2.18133

Abstract

Currently, the utilization of mobile devices and more specifically mobile language applications is a current ongoing tendency. In line with this trend, this study investigated the linkage between language learning style preferences, class level, and gender on the one hand and the use of mobile applications for EFL learning among university students in Tunisia on the other hand. The considered variables were gauged using a Likert-scale response format questionnaire. The subjects were 180 Tunisian university students at the Higher Institute of Management of Gabes aged 19 to 28. Two data analysis procedures were used: namely, the Spearman Rho correlation giving insight into the correlations among the study variables, and the alpha internal consistency coefficient informing about the reliability of its instrument. Based on the study findings, students’ language learning style preferences proved to have a direct bearing on the use of mobile applications for EFL learning. Concerning the link between class level and mobile applications for EFL learning use, no meaningful relationships were registered between these two variables. As regards the correlation between gender and the use of mobile applications for EFL learning, no significant difference was detected between male students and their female counterparts. Through the achieved results, it is recommended that the interrelationship between students' differences and the use of mobile applications for EFL learning is a field of research that merits further scientific exploration to shed more light on the existing literature regarding the use of mobile applications for EFL learning.
Facilitating Social Presence in the Synchronous and Asynchronous English Language Class in Yogyakarta, Indonesia
Journal of Foreign Language Teaching and Learning Vol 8, No 2 (2023): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v8i2.18647

Abstract

Researchers have been interested in the topic of social presence in the areas of communication, online learning, and media. Due to the research's limitations in Indonesia, more research should be done on social presence in online learning in higher education. In contrast to earlier studies, the current study attempted to represent the students’ perspective regarding the occurrence of social presence in the synchronous and asynchronous classroom settings and the strategies used by teachers in synchronous and asynchronous English language instruction at an English Education Department of a private university in Indonesia. The study used a mix-method design using a survey of 89 students concerned with the occurrence of social presence and semi-structured interviews to twelve lecturers related to strategies to create a social presence. The Community of Inquiry Framework developed by Arbaugh et al. (2008) was used. The findings revealed that regarding social presence, most components (seven components) were categorized as high, while the two components were moderate, indicating the occurrence of the social presence elements in the learning process. Lecturers’ strategies to enhance the social presence include affective, cohesive, interactive, informative, imperative, and creative strategies.
‘I feel like I am more respected here in Thailand’: Indonesian EFL Teachers' Experiences and Challenges in Thai Elementary Schools
Journal of Foreign Language Teaching and Learning Vol 8, No 2 (2023): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v8i2.20873

Abstract

With the growth of teacher mobility, where teachers from diverse cultural backgrounds attempt to broaden their teaching experiences, the resulting global community has given rise to new and challenging educational environments. In Thailand, numerous English programs welcome teachers from different countries, accordingly contributing to the nuances of foreign English teachers' experiences. This study aims to delve into the experiences and challenges faced by Indonesian EFL teachers working in Thailand. In the context of the globalized educational system, the inclusion of Indonesian teachers in this study is essential. Their distinct cultural experiences and challenges not only enhance multicultural understanding but also contribute significantly to the existing literature on teaching English in foreign settings. Utilizing a qualitative research approach, this study conducted multiple semi-structured interviews with two Indonesian EFL teachers employed in both a public elementary school and a private elementary school in Thailand. The findings reveal that teaching English in Thailand has provided them with valuable insights and has been a transformative experience, enhanced their professional growth. The findings also provide comprehensive insights into the unique challenges faced by these teachers, particularly regarding language barriers, cultural adaptation, and professional relationships. This study not only illuminates the challenges encountered by teachers but also underscores the considerable potential for personal and professional growth within the ever-evolving landscape of teaching English oversea.

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