cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Sri Rejeki Murtiningsih
Contact Email
jackie.murt@umy.ac.id
Phone
(0274) 387656
Journal Mail Official
pbi@umy.ac.id
Editorial Address
English Education Department, Faculty of Language Education, Universitas Muhammadiyah Yogyakarta. Jl. Lingkar Selatan, Kasihan, Bantul, Yogyakarta 55183
Location
Kab. bantul,
Daerah istimewa yogyakarta
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 194 Documents
 8   9   10   11   12 
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.
The Challenges of International EFL Students to Learn English in a Non-English Speaking Country Oktari Firda Hibatullah
Journal of Foreign Language Teaching and Learning Vol 4, No 2 (2019): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.4240

Abstract

In the recent era, a wider global community has used English for any purpose; one of the most important is academic purposes. In terms of academic purposes, learning English now becomes a must for any students all around the world, specifically EFL students. Focusing on the learning English issue, this research took a rare case about the  EFL students do a study abroad program in a non-English speaking country, especially in the context of English learning problems and strategies. Under a qualitative case study, the researcher addressed two main methods to two international EFL students at a private Islamic university in Yogyakarta, Indonesia. By using reflective essays and interviews as the methods, the data concluded that most of the problems found had similarities to the EFL students’ problems when they study in their home country. Along with the problems, the researcher also discovered strategies done by both of the participants to resolve the problems.
EFL Speaking Fluency through Authentic Oral Production Jairo Israel Lopez; Andres Paredes Becerra; Maria Rossana Ramirez-Avila
Journal of Foreign Language Teaching and Learning Vol 6, No 1 (2021): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v6i1.10175

Abstract

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.
Collaborative Writing in an EFL Context Sri Rejeki Murtiningsih
Journal of Foreign Language Teaching and Learning Vol 1, No 1 (2016): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.118

Abstract

Working collaboratively has been widely promoted in education. In the area of English language teaching and learning, working collaboratively can frequently be seen in speaking activities, in which students were assigned to practice speaking with their peers. Unfortunately, working collaboratively in writing is not as popular as in speaking. This study aims to explore the collabora- tive writing in an EFL context. As a part of a bigger study, the data were collected through out a semester and integrated with weekly meetings, which aimed to reach several objectives through a variety of activities, including group painting, individual writing, and collaborative writing. A total of 64 freshmen that were divided into two groups participated in the study. In the collaborative writing activity, students were instructed to do group painting and write a story written in groups based on their paintings. Each member of the group took turns to write the story, which cohesiveness and coherence should be given attention. Students were given freedom to choose their own topics for painting and writing to encourage them express their ideas. The data were gathered through class observation and students’ reflection that was submitted at the end of the semester as a part of class assessment. The observation revealed that students faced some challenges when performing the tasks. Time management, student interdependence, and types of writing were among the issues emerging in collaborative writing activities. From students’ reflection, it was found that while most students stated they enjoyed the activities, one student expressed that the collaboration did not work as well as she had expected.
Classroom Activities in Content and Language Integrated Learning Evi Puspitasari
Journal of Foreign Language Teaching and Learning Vol 1, No 2 (2016): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.129

Abstract

AbstractContent and Language Integrated Learning is an approach used to teach subjects which focus on learning a new language and content. This approach is usually implemented to teach content through a target language. In an English training program in Indonesia, this approach is applied by using English as a medium of instruction to teach concepts and theory-based subjects. Since the students should accomplish the target language and concepts of pedagogy, they need activities to assist them in the dual-focused process. This research is going to scrutinize what activities are implemented in the program to achieve the learning goal. By interviewing four sophomore students who enrolled two content subjects in semester three, the data were gained. Four classroom activities used were revealed. Those were quiz, group presentation, group teaching and classroom discussion. Students’ responses toward each activity were good. However, some notes regarding teachers’ decision and roles were addressed. It proved a teacher is a factor that brings the CLIL activities into success or failure. Keywords: Content and Language Integrated Learning, CLIL, classroom activities, students’ responses
Book Review Podcasting in the Implementation of Extensive Reading: Exploring the Students’ Benefits Atta Rilysia Azis; Evi Puspitasari
Journal of Foreign Language Teaching and Learning Vol 4, No 1 (2019): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.4136

Abstract

Book review podcasting is one of the alternatives follow up activities in extensive reading. This type of activity is a result of integrating book review, a common post-reading assignment, and podcasting, a digital recording in a share-comment internet platform. This research aims to discuss the benefits that the students get from the activity in the implementation of extensive reading. This research belongs to qualitative research and took place in one English language education department of a university in Indonesia. The researchers collected the data by interviewing four first-year students who joined a reading-writing class where the lecturer implemented extensive reading. To gain answers from different perspectives, the researchers involved two participants with high reading interest and two others with low interest in that activity. Those four participants who were all female were chosen based on the recommendation from the lecturer. The result pointed out that book review podcasting could enhance students’ reading interest, improve language skills, get a recommendation of good books from friends, and get parents’ support to cultivate reading habits. The conclusion drawn from the finding is that creating a book review podcast as the follow-up activity after the extensive reading has a positive impact on the students.
Communicative Language Teaching in the Moroccan Classroom: Perception, Practices, and Difficulties Azz-Eddine Diouani
Journal of Foreign Language Teaching and Learning Vol 5, No 2 (2020): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.5251

Abstract

Research on the teaching practices of EFL teachers has revealed that teachers' beliefs are often at odds with their actual classroom practices. Accordingly, the present investigation compared teachers' perceptions and classroom practices of the Communicative Language Teaching principles (CLT) in the provincial directorate of Jerada. This exploration is an attempt to examine teachers' practices, thereby draw a line between what they think they do and what they do in the classroom. To this end, ten teachers were interviewed. Out of this number, only two teachers were observed. The data gathered via semi-structured interviews have shown that the teacher respondents were well-informed about the principles of Communicative Language Teaching (CLT). However, the data collected by the classroom observations revealed that the teachers were not teaching English communicatively. Factors such as learner's language proficiency, lack of knowledge as to how to implement the approach, unsuitable textbooks, and lack of motivation on the part of the learner, contributed enormously to the non-use of the CLT. To overcome these obstacles, the findings of the current study suggest that EFL teachers "should" motivate students, use simple fluency-oriented tasks, simplify, model, and scaffold the learning activities. They also recommend to adapt the textbooks to students' needs, research their practice, and invest more in their professional development. The Ministry of National Education is required to provide high-quality training to help teachers cope with the demands of the Communicative Approach.
Evaluating The CLT-Ness Of Bahasa Inggris Untuk SMA/ MA/SMK/MAK Kelas X Semester 1 Coursebook For Secondary School Students In Indonesia Puput Arfiandhani
Journal of Foreign Language Teaching and Learning Vol 1, No 1 (2016): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.113

Abstract

Materials and methodology play a significant role in a language classroom. These two elements need to be in line with each other to help achieve the shared learning goals. One of the method- ologies that have been widely employed, but still not well-permeated among teachers in Indonesia is Communicative Language Teaching (CLT). However, not many studies on seeing the relationship between methodology and materials have been conducted. To bridge this gap, this study aims to evaluate the CLT-ness of the national course book Bahasa Inggris untuk SMA/MA/SMK/MAK Kelas X Semester 1. To conduct the evaluation, a checklist adapted from Grant’s and Cunningsworth’s was employed as an evaluation tool. The research findings indicate that while the coursebook made a clear attempt to uphold CLT, as observed from its learning goals for each chapter and the coursebook introduction, several aspects of the coursebook, such as the tasks and activities, needed to be improved.
Moody Teachers Ruin My Motivation: An EFL Student's Voice on Effective EFL Teachers Sri Rejeki Murtiningsih
Journal of Foreign Language Teaching and Learning Vol 2, No 1 (2017): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.2114

Abstract

This focus of this study is to explore an English as a Foreign Language (EFL) student's perspectives on the characteristics of effective teachers that helped her develop her linguistic competence. This case study was conducted in an English education department in a private university in Indonesia. The data were obtained through two conversations with Aliyah, a third year EFL student. The analysis considered her learning experiences, reflection on her own learning, linguistic development, and factors influencing her linguistic development – all of which related to English. The findings show that reflecting from her past learning experiences, pedagogical and content knowledge are considered important characteristics of effective teachers. Most importantly, EFL teachers' personal traits, e.g. moody or knowledgeable were deemed to be a strong characteristic of effective EFL teachers as it influenced students' personal growths, such as motivation, attitude toward the course, and personal feelings. Implications of the study were also discussed.
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.

Page 10 of 20 | Total Record : 194

 8   9   10   11   12 

Filter by Year

2016 2025


Reset
Filter By Issues
All Issue Vol. 10 No. 2 (2025): July Vol. 10 No. 1 (2025): January Vol. 9 No. 2 (2024): July Vol 9, No 2 (2024): July Vol 9, No 1 (2024): January Vol. 9 No. 1 (2024): January Vol 8, No 2 (2023): July Vol 8, No 1 (2023): January Vol 7, No 2 (2022): July Vol 7, No 1 (2022): January Vol 6, No 2 (2021): July Vol 6, No 1 (2021): January Vol 5, No 2 (2020): July Vol 5, No 1 (2020): January Vol 4, No 2 (2019): July Vol 4, No 1 (2019): January Vol 3, No 2 (2018): July Vol 3, No 1 (2018): January Vol 2, No 2 (2017): July Vol 2, No 1 (2017): January Vol 1, No 2 (2016): July Vol 1, No 1 (2016): January More Issue