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
 12   13   14   15   16 
Learners’ Perceptions of Language Remote Teaching during the COVID-19 Pandemic Omar Colombo; Tamara Boscia
Journal of Foreign Language Teaching and Learning Vol 7, No 2 (2022): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v7i2.14550

Abstract

This paper investigated the learners’ perception and satisfaction of a distance learning course conducted by the French and Italian lecturers as foreign languages in a Malaysian university, during the first wave of the COVID-19 pandemic, from April to July 2020. The study aims to improve online and blended learning and teaching since distance learning is still being implemented because of the pandemic. A distance course perception and satisfaction survey were administered to collect the data. Descriptive statistics of the learners’ scores (based on a five-point Likert scale) highlighted that students appreciated the course structure/design and the learner-teacher and learner-learner interactions, while the general level of satisfaction for the online course as a whole remained moderate. It also underlined the negative influence of emergency remote teaching (ERT) on the learners’ psychology, affecting students’ perceptions and task value. The French and Italian lecturers acknowledged the results of this paper and made the necessary changes to enhance the quality of distance teaching, especially by improving the interpersonal online interactions and encouraging students to become independent learners.
Bottom-Up Strategy in Teaching Listening for Academic Purposes for EFL in Pesantren-Based University Aries Fachriza; Naajihah Mafruudloh; Dinar Dipta; Diska Fatima Virgiyanti; Eka Indah Nuraini; Eta Lica Hanan Nadifa
Journal of Foreign Language Teaching and Learning Vol 7, No 2 (2022): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v7i2.14668

Abstract

Receiving information begins with listening. EFL learners at universities should master listening for academic purposes with appropriate strategies. This article examined the strength of the bottom-up strategy in teaching listening for the academic purpose of the third-semester female students in the Department of English Language Education, the University of Darussalam Gontor, which is a pesantren -based university. This research utilized a quasi-experimental with one group pretest-posttest design. The participants involved 14 who were regarded in English language teaching.  They were tested by pre-and post-treatment listening for academic purposes. The data were analyzed by paired sample t-test. The results showed a significant inequality between the mean score of the pre-test and post-test. The mean score of the post-test of learners was improved than theirs in the pre-test. Thus, the female learners in this research achieved well in promoting teaching listening for academic purposes after being treated using a bottom-up strategy.
Promoting Students’ Reviewing Skills in Foreign Language Writing through Genre-Based Activities in Linguistic Classes Tam Nguyen
Journal of Foreign Language Teaching and Learning Vol 7, No 2 (2022): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v7i2.15231

Abstract

Recently, genre studies contribute not only to linguistic areas but also to the areas of language education. In language teaching and learning, developing learners’ awareness of various genres, especially those prevail in their future job contexts, is essential in the sense that learners could be better prepared to successfully produce texts of the same genres when required. In this study, genre-based activities (GBAs) were introduced to 40 third-year EFL students in two linguistic classes. The data collection was conducted via class interaction, assignment analysis and informal talks. The data analysis revealed that, despite some limitations in the intervention, GBAs had such positive effects on students’ development of reviewing skills in English writing as: students could link their text evaluation and revision to the contextual features, they tried to read extensively about the features of different genres, and accordingly, they could enhance their genre awareness, resulting in their better evaluation and revision of texts. However, it was found that unfamiliar genres might hinder the effects of GBAs. Texts elicited from students and multimodal texts were more appropriate inputs for novice genre analysts.
Foreign Language Learning via Online Modular Instruction and Related Variables: A Sequential Explanatory Study Jeremie Monter Maleon; Robert Carl Jermanie Garcia; Blossom Buenaventura Gasper
Journal of Foreign Language Teaching and Learning Vol 7, No 2 (2022): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v7i2.15050

Abstract

This study describes the relationship between the respondents’ foreign language learning proficiency and the following variables: Respondent- related Factors, Teacher Factors, School Factors, and Home Factors. A survey questionnaire based on the Theory of Performance (ToP) by Elger (2007) was used to gather data about the factors. Meanwhile, the grades in a foreign language class of 25 college students were collected for the correlation. The quantitative data were processed through the SPSS software using the Pearson Product- Moment Correlation Coefficient formula, while the NVivo software was run to process the qualitative responses that served as a follow-up to the correlation results. Findings revealed that none of the four factors significantly correlated with the respondents’ FL grades, but one item under School Factors was found to have a moderate positive correlation with the FL grades. Furthermore, the respondents’ attitudes towards online learning, fathers’ educational background, and teacher factors resulted in a weak positive correlation. The themes from the qualitative data also supported the correlation findings.
Ghanaian Chinese Language Learners’ Perception of Chinese Characters Bright Nkrumah; Raymond Asamoah
Journal of Foreign Language Teaching and Learning Vol 7, No 2 (2022): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v7i2.14077

Abstract

This paper investigated students’ perception of learning Chinese characters at the University of Ghana. The Chinese writing system is an exclusive indispensable script that forms part of the Chinese culture. However, the complexity, forms, strokes, pronunciation, radicals, and orthography structure of the characters makes it difficult for Ghanaian students to learn the Chinese language. A qualitative and quantitative design was used for the study. Of 338 students, 183 participated in the study from the first to the fourth year. Purposive sampling was used to select the students to respond to the questionnaire and share their opinions about the Chinese characters in interviews. The findings showed that (a) reading and writing of the Chinese characters were perceived to be more difficult than speaking. (b) the Chinese character radicals, forms, remembering of strokes, orders, numbers, and the orthography structure of the Chinese characters were a hurdle for Chinese language learners. Suggestions were made to urge students to cultivate the habit of consistently practicing the characters through collective participation and learning. The language learners need to do away with excuses, fear, and make-believe obstructions and spend more time in the learning process to enhance their skills in the Chinese writing system.
Indonesian EFL Teachers’ Perceptions on Flipped Classroom Approach in Modern Classroom Contexts Kristian Florensio Wijaya
Journal of Foreign Language Teaching and Learning Vol 8, No 1 (2023): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v8i1.16453

Abstract

One of the notable shifts EFL educationalists have to incorporate to promote more holistic language learning outcomes is the learner-oriented approach. With this background issue in mind, flipped classroom approach is rewarding to be integrated with nowadays classroom contexts since second language learners are more capable of becoming more proactive, responsible, and well-organized learning community members. This case study was conducted to generate richer and more robust research results out of the specific research phenomenon. The main purpose of this case study is to reveal the importance of integrating flipped classroom approach in modern classroom contexts to Indonesian EFL educators. To fulfill this study objective, two experienced Indonesian EFL teachers were invited to share their experiences in utilizing flipped classroom approach by filling out five open-ended written narrative inquiry questions through the WhatsApp application. Regarding the obtained research results, there were two major specific themes namely: (1) The effectiveness of flipped classroom approach depends on learners’ learning eagerness and (2). Flipped classroom approach progressively promotes more fruitful learning outcomes. Based on these two themes, it can be fairly inferred that the constant internalization of flipped classroom approach can promote a significant degree of benefits for EFL learners’ target language learning proficiency, motivation, and independence.
Afghan English Major Students’ Attitudes Toward Native-Like Proficiency in the English Language Hazrat Usman Mashwani; Abdullah Noori
Journal of Foreign Language Teaching and Learning Vol 8, No 1 (2023): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v8i1.16680

Abstract

The term native-like proficiency in English refers to the ability to speak the English language like a native speaker. This study was conducted to investigate Afghan English major undergraduate students’ attitudes toward native-like proficiency in the English language at two public universities in Afghanistan. The study specifically investigated the attitudes of Afghan English major undergraduate students toward the characteristics of a native speaker of the English language, native speakers’ linguistic imperialism, and native-like proficiency in the English language. A mixed research design was used for the study. The quantitative data were descriptively analyzed in terms of frequencies using SPSS and presented in tables. The qualitative data were thematically analyzed and presented. A total of 113 fourth-year (senior students)  voluntarily participated in the study. The findings revealed that perfect pronunciation, fluency, and grammatical accuracy were the defining attributes of native speakers. Similarly, students believed that only native speakers have the right to decide the rules or to standardize the English language and that only a native speaker has better English language skills. Moreover, the results revealed that Afghan English major students’ attitudes toward native-like proficiency in the English language were highly positive, and they love to speak with a native-like accent. It is hoped that the current study’s findings will help educators and will be a valuable addition to the current mass of data on the subject.
Narratives of Two Indonesian Lecturers about Challenges of Writing an Undergraduate EFL Thesis Yustinus Calvin Gai Mali
Journal of Foreign Language Teaching and Learning Vol 8, No 1 (2023): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v8i1.17551

Abstract

The literature has overwhelmingly explained challenges in writing the undergraduate thesis from students’ perspectives. Yet, there is a scarcity of research that presents the perspectives of thesis supervisors about the challenges experienced by their EFL students and, at the same time, on possible solutions to solve them. This qualitative study presented two English as a Foreign Language (EFL) lecturers’ narratives on challenges EFL students experienced when writing their undergraduate thesis and on solutions to deal with those challenges. The research data was collected through a reflective essay written by the lecturers, who then met in an online synchronous meeting to discuss what they wrote in the essay. While the data analysis communicated various things, the students’ challenges in writing their undergraduate thesis were commonly about finding a research topic, writing the literature review, and using various academic vocabulary. In light of the results, possible solutions to solve the challenges, practical recommendations for EFL thesis writing and teaching activities, and guiding questions for further research were presented. This study should benefit EFL thesis supervisors to reflect on their own experiences, find areas for improvement and enhance their thesis supervisory practices. This study also hopes to benefit EFL students who wish to learn practical strategies to progress with their undergraduate thesis.
Production of Mandarin Chinese Tones by Sri Lankan CFL Learners: An Acoustic Analysis Noel Dassanayake
Journal of Foreign Language Teaching and Learning Vol 8, No 1 (2023): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v8i1.16536

Abstract

Tonal variation in Mandarin forms a relationship with the meanings of words at a lexical level. Tones and tone sandhi are considered distinctive features of Mandarin Chinese phonetics; thus, acquiring accurate Mandarin pronunciation is challenging for speakers of other languages. The present study examined the production of Mandarin tones by Sri Lankan learners through acoustic analysis of f0 using Praat. The study participants were seven (n=7) undergraduate students at intermediate-level Chinese. Each participant recorded a sample of 20 elements, totaling 140 at three tiers: isolation, disyllabic form, and synthesis. The recorded acoustic data were analyzed using Praat 5.4.04 and SPSS Statistics 21. The results indicated that the mean f0 values of the realization of the four tones by the informants are heterogenous at all three tiers. The realization of T3 demonstrated a low accuracy, while T2 was realized with the highest accuracy at all three tiers. As revealed by the tone sandhi analysis, participants have resorted to the underlying representation of the tone sandhi than the surface realization.
Derivational Suffixes in Reading Texts of Higher Educational English Textbook Nurliana Nurliana
Journal of Foreign Language Teaching and Learning Vol 8, No 1 (2023): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v8i1.16979

Abstract

This research aims to analyze the types of derivational suffixes used in reading texts of the higher educational English textbook. This research employed qualitative research, specifically content analysis, as the research design. The data involved derivational suffixes found in 15 reading texts of the higher educational English textbook English for Islamic Studies, used by the al-Qur’an and Tafsir Sciences study program students at IAIN Palangka Raya. The data collected were analyzed systematically. This research indicated four types of derivational suffixes in the reading texts of the higher educational English textbook: nominal, adjectival, adverbial, and verbal. Nominal suffixes were the most frequently used derivational suffixes in the reading texts of the higher educational English textbook. The research findings implied that the types of derivational suffixes frequently occurring in higher educational English textbook reading texts should be emphasized more in teaching reading comprehension.

Page 14 of 20 | Total Record : 194

 12   13   14   15   16 

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