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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 194 Documents
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EFL Students' Challenges in Learning Speaking Skills: A Case Study in Mechanical Engineering Department Aisha Ganesh Ratnasari
Journal of Foreign Language Teaching and Learning Vol 5, No 1 (2020): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.5145

Abstract

Nowadays, speaking mastery is important due to the position of English as a universal language (Nazara, 2011). This research used a case study as the research design, which aimed to answer the research questions such as challenges faced by the students in learning speaking skills and strategies implemented by the students to overcome the challenges. There were three participants in this research, namely two Mechanical Engineering Department, Olaf and Elsa, and one English teacher in the Mechanical Engineering Department, Anna. The data obtained were through interviews and students’ speaking grades through classroom presentations. The result showed four challenges, such as lack of vocabulary, nervousness, unsupportive environment, and lack of grammar knowledge. Besides, there were five strategies, such as codeswitching, seeing the audiences as the statues, using google translate machines, making a personal approach to the English teacher, and encouraging self.
Closing Diphthongs among Javanese Learners of English Rudha Widagsa
Journal of Foreign Language Teaching and Learning Vol 2, No 2 (2017): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.2219

Abstract

The current study investigated the experiences and linguistic self-concept of six EFL teachers from Indonesia in a Study Abroad (SA) program. The participants were six EFL teachers who were in their first year of an SA program in the United States of America. All of them were enrolled as students in postgraduate programs in different universities in the U.S. when the data were collected. The data collection was conducted through semi-structured interviews through videocalls. The study found that the participants encountered linguistics experiences related to certain linguistic features and culture. In addition to those experiences, certain forms of linguistic selfconceptwere also found. Participants’ linguistic self-concept showed that they perceived that theywere not proficient enough in English, their English was very formal, they were proficient oncertain area, and their struggle was not a unique experience. It can be concluded that as learnersin an SA program, EFL teachers experienced what were normally experienced by learners in an SAprogram in general.
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. 
Exploring the Use of Edmodo in an EFL Classroom Putri Alfa Sobri Gabrina; Fitria Rahmawati
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.4241

Abstract

The use of a Learning Management System (LMS) in education, including in English as Foreign Language classrooms, is widely deliberated ever since the appearance of Web 2.0 technology. Its use as a virtual classroom works as an alternative approach of teaching that allows teachers and students to perform various tasks and functions. For students, it eases them to both learn and practice the target language. This paper aims to report insights on how EFL students perceived the use of LMS, especially Edmodo. The researchers gathered data by interviewing four EFL students of a private Islamic university in Yogyakarta. The results clarify their impression towards Edmodo depicted in two main aspects; the features and activities when utilizing Edmodo. The participants reported a positive belief in the integration of Edmodo in language learning. The research also found that students' backpacks, quizzes, assignments, posts, and comments were useful features that assist them. Besides, the participants explained how they integrated Edmodo in the EFL classroom, including undertaking quizzes, submitting the assignment, practicing writing, speaking, reading, and listening. This study suggested that Edmodo is a valuable tool for learning languages.
Autonomous Learning during COVID-19 Pandemic: Students’ Objectives and Preferences Teguh Ariebowo
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.v6i1.10079

Abstract

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.
The Implementation of Role-PlayBased Activities: What EFL Students Learned Arifah Mardiningrum
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.1210

Abstract

Role-play pedagogy has been implemented in higher education in various fields with varied procedures. Its ability to foster language learning and certain soft-skills has been investigated in myriad of studies. The current study investigated five EFL students’ experiences and their perception of those experiences to seek for deeper understanding of their learning. The study took place in an English Department in a university in Yogyakarta, Indonesia. The data for this qualitative research were taken by in-depth interviews through online video calls. The finding is categorized into four themes. The first theme, rehearsal aspect, talks about the students’ experience that seems to have a connection to their perception of the simulated play and a real-life situation. The second theme is related to students’ preparedness and their action of assessing themselves. The third finding talks about students’ experience in improvising in the role-play and how it makes them feel. Lastly, decision making becomes one of the theme emerging in the data. Two conclusions can be drawn from these finding, namely, that role-play can be a place for self-recognition, and that its preparation can be the key to shape the students’ experience and perception. 
Students’ Experiences of Using Vlog to Learn English Ananda Taqwa; Vernanda Nopita Sandi
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.4134

Abstract

There has been a change in the process of learning from a conventional way into the technologically-based way these days. From this change, it is necessary to find out the significance of utilizing technology in learning English from students’ perspectives. This study aims to investigate the EFL students’ experiences of using vlogs, as one of the technology products to learn English. In conducting this research, the researchers adopted exploratory study as the approach and employed the hermeneutic phenomenology as the research design. These designs have relations to description and interpretation of the meaning of EFL students’ experience. One student participated in this study. The researchers employed the student’s reflection as part of the assignment after making vlogs as well as a one-on-one in-depth interview to obtain the data. At this point, two research questions are underlying this study, namely: (1) How are the students’ experiences in learning English using vlogs?; (2) What does the student learn from it? From the data analysis, the researchers found several findings in this study. For the first research question, there are three findings found, namely, losing words to say, conveying English language expression, expressing his identity, looking for additional information in English. For the second research question, there are four findings revealed. Those were detailed guideline making, better editing, confidence gaining, and vocabulary improvement.
Speaking Skill in Correlation with English Speaking Learning Habit and Self Confidence of Vocational High School Students Iful Rahmawati Mega; Dody Sugiarto
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.5253

Abstract

The purpose of conducting this study is based on problem identification asking whether there are correlations among English speaking learning habits and self-confidence toward English speaking skills in promoting local tourism and culture of Bangka Belitung. The first-grade students of SMKN 3 Pangkalpinang in the academic year of 2018/2019 majoring in Tourism Travel Business Agent became the population in this study, and it took 50 students as the sample using a purposive random sampling technique. This correlational study used questionnaires and oral tests in collecting the data. The oral test was used to obtain English speaking skill data, while the questionnaires were used to obtain English speaking learning habits and students’ self-confidence data. The data were then analyzed using Simple and Multiple Correlation and Regression. The results of this study revealed that (1) there was a relationship between English speaking learning habit and English speaking skill, (2) there was a correlation between students’ self-confidence and English speaking skill, and (3) English speaking learning habit, confidence, and English speaking skill was simultaneously and positively correlated. In short, this study leads to a recommendation to the teachers and students to be aware of having good English speaking learning habits and high self-confidence to enhance English speaking skills.
Oral Assessments at English Education Department of Universitas Muhammadiyah Yogyakarta Maryam Sorohiti
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.114

Abstract

Various types of oral assessments such as interviews, presentations and group discussions have commonly been applied at English Education Department of Universitas Muhammadiyah Yogyakarta (EED UMY) to measure students’ speaking ability. This research aims to identify both advantages and disadvantages found in the oral assessments applied at EED UMY based on students’ perspec- tives. The data were collected using in-depth interviews to six EED UMY students who had taken speaking classes for two semesters. They were interviewed to explore their perception on the advan- tages and disadvantages of the oral assessments they had taken. The findings of this research show that the participants perceived that the oral assessments motivated the students to speak, provided direct feedback, improved students’ speaking ability, developed students’ communication skills, increased students’ self-confidence, and enabled students to share ideas. On the other hand, in addition to insufficient time allocation, the participants also revealed that increased nervousness frequently occurred during oral assessments.
Demotivating Factors among Indonesian EFL Teachers Ika Wahyuni Lestari
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.2115

Abstract

Demotivation has been an issue in many EFL countries as revealed by many prior studies. However, limited studies were conducted to investigate it in Indonesian context, particularly in Indonesian higher education level. This qualitative study was done to investigate demotivators perceived by EFL teachers in Indonesia. To collect the data, three Non-English Department teachers were involved in a semi-structured interview. They were asked to share their perceptions and experiences on what demotivated them as teachers. The results showed nine factors causing demotivation among Indonesian college teachers. Teachers' poor physical fitness, students' negative attitudes, responses and behaviors, unfixed curriculum and school systems, poor salary, poor quality of school facilities, abundant administrative tasks, poor relationship among colleagues, inappropriate teaching materials, and lack of opportunity for professional development were reported as demotivators undergone by the teachers. The study was concluded by offering some implications to cope with demotivators.

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