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
 13   14   15   16   17 
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.
Improving Students’ Engagement Using Collaborative Canva Storyboard Deonisia Tyas Yuniawati; Joko Priyana
Journal of Foreign Language Teaching and Learning Vol 9, No 1 (2024): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i1.19836

Abstract

Implementing the Collaborative Canva Storyboard will equip the students with integrated skills. However, some people have not recognized Collaborative Canva Storyboard as a way to improve students’ engagement in classroom activities. This study explores a lecturer's experiences and challenges in using Collaborative Canva Storyboard and identifies how Collaborative Canva Storyboard would be implemented to enhance university students' engagement and integrate 4Cs skills. Under the design of action research, the study was conducted in four stages: reconnaissance, planning, action and observation, and reflection. The study involved 45 undergraduate students in an Accounting Education Department taking English classes in their first semester. Based on the results of students' interviews and students' work, the use of Collaborative Canva Storyboard can be a means to improve students’ engagement. In addition, the study found that Collaborative Canva Storyboards were beneficial for building up students’ communication, collaboration, creativity, and critical thinking skills.  
The Use of Augmented Reality-Based Learning Media: Arloopa for English Descriptive Text in Secondary School Abu Na'im Rohman; Mutmainnah Mustofa; Dwi Fita Heriyawati
Journal of Foreign Language Teaching and Learning Vol 9, No 1 (2024): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i1.18789

Abstract

This study aims to understand the English learning process using Arloopa as a digital medium. This study uses a descriptive qualitative design. To answer the problem of the study, the researcher observed the learning and teaching process in an Islamic secondary school in Malang. Two classes were observed by immersion in the classroom to get data. To verify the data obtained, the researcher checked the learning module document. The researcher revealed that using Arloopa as a digital learning media requires additional skill technology for the teacher if the students need to be equipped with a mobile phone, which Arloopa is only working with a mobile phone. The teacher should connect the mobile phone’s display to the LCD projector so that the students can view an object displayed by Arloopa. It would be different if each student in the class utilized an Android phone.
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.
Communicative Language Teaching in Aviation Vocational College Context: The Effect of Students’ Learning Perception and Attitude on Their EFL Learning Performance
Journal of Foreign Language Teaching and Learning Vol 9, No 1 (2024): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i1.20789

Abstract

This study examines the effect of learning perception and attitude on students' learning performance while implementing communicative language teaching (CLT) in a vocational college. The quantitative study used a survey research method with a cross-sectional design. 270 students participated in the study selected using a voluntarily random sampling technique. These research respondents were among those who had completed intermediate English classes with the amplification of the CLT method. Data were collected using a questionnaire with a four-point Likert's scaling method from very disagree (1) to very agree (4) (α = 0.843). The obtained data were analyzed using ANOVA with the assistance of IBM SPSS 25. Results showed a significant effect of learning perception (β = .890; F = 1018.849; p = 0.000) and attitude on students’ learning performance (β = .850; F = 698.468; p = 0.000). Among the two, learning attitude had been the more influential factor in students' learning performance during the implementation of CLT. This study suggested that CLT could be a catalyst for learning perception and attitude to elevate students' learning performance in the context of EFL teaching in vocational college.
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.
Task-Based Activities to Improve Oral Communication Skills in Adult Learners
Journal of Foreign Language Teaching and Learning Vol 9, No 1 (2024): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i1.19381

Abstract

In-service teachers in an online course had problems interacting in English. They experienced negative feelings when they had to perform orally. Thus, this action research study with qualitative and quantitative data analysis aimed to apply task-based activities to improve spoken interaction. The sample was twenty-five in-service teachers. Their level of English was A2 according to the Common European Framework of Reference. Their ages ranged between thirty and fifty. The participants were teachers from different public schools on the Coast of Ecuador. Pre and post-tests were applied to compare participants' performance from the beginning and after the intervention. Findings disclosed that the mean raised from 17.72 to 19.12, and p0.000 is interpreted as the results are statistically significant and task-based activities improve students’ speaking performance. In-service teachers showed that as their confidence increased in their oral performance, their frustration and anxiety were reduced. Lastly, participants commented that they replicated some task-based activities in their classes. The implications of this study involve other English teachers, EFL researchers, and students who want to apply the same strategy in their teaching and learning process. 
‘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.
Evaluating Task Variety in an EFL Module: “Easy English for Package B (SMP)” from PKBM Bandung
Journal of Foreign Language Teaching and Learning Vol 9, No 1 (2024): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i1.20910

Abstract

English Textbook is a widely used source for teaching English in Indonesia, but studies showed that many textbook tasks are unsuitable for students’ needs. Therefore, the objective of this study was to find out the task types presented in the EFL Textbook, Easy English for Package B (Junior High School level), used by an Institution, focused on Module 1, Getting Acquaintance. The research design was a content analysis under a descriptive qualitative study. The data were collected from the EFL Module 1, and 1 teacher was recruited as a participant. The study used the task types rubric by Nunan (1999; 2004). Besides the content analysis, an interview was conducted to identify tasks found in the textbook and the teacher's perspective regarding the module. The finding showed that the module does not meet the standards of a good textbook, predominantly because it centered around linguistic tasks, comprising 97.66% of all tasks; another type of task is creative tasks, constituting only 2.32%. In other words, the module lacks diversity in task types, as there are no cognitive, interpersonal, or affective tasks. In the interview, the teacher shows a negative attitude towards the tasks in module 1, which is that the tasks ignore many other important aspects of learning. To improve, textbook makers should include various tasks from Nunan’s framework that apply to real life. Teachers should use these materials creatively, and schools should offer textbooks that provide comprehensive language tasks.

Page 15 of 20 | Total Record : 194

 13   14   15   16   17 

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