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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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Unleashing the Potentials: Nurturing Students’ 4Cs Skills through Project-Based Learning with ICT in EFL Classrooms Waly, Muchamad Muchibbuddin; Ashadi, Ashadi
Journal of Foreign Language Teaching and Learning Vol 9, No 2 (2024): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i2.23208

Abstract

Project-based learning (PjBL) integrated with information and communication technology (ICT) has emerged as a promising learning model to nurture students' 4Cs skills (critical thinking, communication, collaboration, and creativity) in the EFL classroom. Therefore, this study aims to explore the perceived benefits and challenges of integrating PjBL with ICT in nurturing students' 4Cs skills in EFL classrooms. The research employed a qualitative single case study design involving semi-structured interviews with four EFL teachers and focus group discussions with twelve students. Thematic analysis was conducted on the collected data to identify emerging themes and patterns. The findings revealed several perceived benefits, including improved oral and written communication abilities, enhanced individual and group collaboration, clearly defined and implemented problems and solutions, and fostered creative idea generation, selection, and presentation. However, challenges such as time management issues, technical problems, physical and psychological burdens, and lack of sufficient teacher training and scaffolding were also identified. The study suggests that integrating PjBL with ICT can nurture the 4Cs skills essential for success in the 21st century. However, effective implementation necessitates resolving the highlighted issues, which include adequate teacher training, resource allocation, and support mechanisms. The implications of the research extend beyond the EFL classroom, showing the potential of this pedagogical model to cultivate crucial 21st-century skills across diverse educational contexts.
Boosting Young EFL Learners' English Vocabulary Acquisition by Utilizing Puppet Pictures as Storytelling Media Brilianti, Amalia Eka; Sugirin, Sugirin
Journal of Foreign Language Teaching and Learning Vol 9, No 2 (2024): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i2.21622

Abstract

Students' interest becomes the most important aspect of successful teaching and learning. One way to attract students' interest in participating in the lesson is by using fun learning media like puppet pictures. This study explores how employing puppet pictures as a storytelling and sharing medium can improve students' vocabulary acquisition. The present study employed a pre-experimental approach to assess the vocabulary proficiency level achieved through puppet image storytelling media. The group, which had a pre-test and post-test, was considered a single sample for teaching using puppet visuals and storytelling medium. The research subjects consisted of first-grade students enrolled at Ariya Metta Elementary School. The evaluation instruments utilized consisted of a pre-test and post-test, designed based on phase A of the Merdeka curriculum. These instruments were employed to evaluate the enhancement or notable increase in vocabulary scores, employing puppet image narrative media. The pre-test and post-test data were calculated using a statistical analysis program. The data statistics from the descriptive analysis and matched sample statistics showed that the average score of the pre-test (57.86) increased to the post-test score (88.57). In addition, the paired sample T-test yielded a p-value of 0.000, less than the significance level of 0.05. The result indicates that the Null Hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was accepted. Ultimately, puppet storytelling media had a significant impact on enhancing pupils' vocabulary development.
The Use of ICT-Based Interactive Video to Enhance Students’ Engagement and Descriptive Writing Skills Agustini, Sri; Heriyawati, Dwi Fita; Mustofa, Mutmainah
Journal of Foreign Language Teaching and Learning Vol 9, No 2 (2024): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i2.22960

Abstract

Writing skills are crucial in education, yet many students face challenges with engagement and interest. Given the increasing use of Information and Communication Technology (ICT) in education, exploring innovative approaches to address these issues is important. This study investigated ICT-based interactive video to enhance students' engagement and descriptive writing skills. Conducted with 33 seventh-grade students from a junior high school in Malang, this qualitative study employed classroom observations and analysis of written texts. Data analysis involved categorizing observation records by themes such as student engagement and interaction with the video. Students’ descriptive texts were examined for advancements in clarity, coherence, and creativity and categorized based on these aspects. The findings indicated that after using interactive videos, students’ descriptive writing displayed advancements in the three areas examined, with many students achieving high-quality levels. These results suggest that interactive videos can be a valuable tool for boosting students’ engagement and writing skills. The study highlights the need for incorporating such media into writing instruction. It suggests that further research should explore the refinement of these tools and their application in varied educational settings.
Digital Literacy Skills and Foreign Language Anxiety of Gen Z in Malang: How Does It Correlate? Margaretta, Iga Shevy; Rohmah, Zuliati; Degeng, Putu Dian Danayanti
Journal of Foreign Language Teaching and Learning Vol 9, No 2 (2024): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i2.22553

Abstract

Digital technology now plays an important part in everyday life, requiring digital literacy skills. It also has significant effects on supporting educational needs, including foreign language learning. Some studies have revealed that learners with a high level of DLS will feel less anxious about joining the foreign language learning process. By implementing the quantitative approach, this study investigated the Digital Literacy Skills (DLS) and Foreign Language Anxiety (FLA) level of Gen Z in Malang as well as the correlation between DLS and FLA. Generation Z was chosen because they are known as digital natives. There were two questionnaires disseminated and were filled out by 100 Gen Z learners in Malang. DLS and FLA level of Gen Z in Malang were determined by finding the mean score while Pearson Correlation test was applied to determine the correlation between DLS and FLA. The results of this study suggested that Gen Z had a high level of DLS and moderate level of FLA Besides, there is weak correlation between DLS and FLA (Sig.2-tailed=0.004, Pearson Correlation=-0.486). Gen Z proved that they had a high DLS yet still experienced the FLA. Gen Z required direct assistance from educators rather than doing independent foreign language learning by employing their high DLS. Thus, combining face-to-face foreign language learning with digital technologies could assist Gen Z in reducing their FLA.
Inner Circle Ideology Domination in a National Commercial EFL Textbook: A Case of Indonesian Islamic-affiliated Schools Farah, Rafika Rabba; Jarum, Jarum; Sukarma, Sukarma; Nurrofi, Rifan
Journal of Foreign Language Teaching and Learning Vol 9, No 2 (2024): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i2.20663

Abstract

This study employs an analysis of visual images in English textbooks used in Islamic-affiliated schools through the lens of Kachru’s three-circle model of English, which categorizes English-speaking countries into Inner, Outer, and Expanding circles. This study aims to explore how these images reflect and reinforce linguistic and cultural ideologies associated with each circle. A qualitative content analysis was implemented, focusing on the visual images within English textbooks, which were categorized based on the representation of cultural elements. Data analysis was implemented using a coding scheme and Critical Discourse Analysis framework, examining the power relations and ideological influences represented by the visual content of the textbook. Results show that inner circle culture was dominantly represented (67.9%) in the textbook of its visual use. Western-looking people, outfits, movies, and food represent the images used in the textbook. The finding suggests that textbooks used in English teaching at Islamic affiliated schools, or madrasas, must be carefully designed and selected to adjust students’ needs and school context, as teaching a foreign language can carry others’ ideologies and power.
Reading Comprehension and Test-Taking Strategies of Different Achievement Levels Irawan, Lalu Ari; Ahmad, Ramli
Journal of Foreign Language Teaching and Learning Vol 9, No 2 (2024): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i2.22663

Abstract

The complexity of the reading process, which poses significant challenges for EFL and ESL learners, underpins this research into effective strategies for both reading comprehension and answering English reading texts.  This qualitative phenomenological research aimed to explore the strategies that students use during reading activities and while taking reading comprehension tests. The study involved four fourth-semester students, differentiated by gender and achievement levels: a high-achieving female, a low-achieving female, a high-achieving male, and a low-achieving male. The research identified that students employed a variety of strategies, with 11 metacognitive strategies being used out of a possible 23, including determining word meaning, making connections, inferring, and summarizing. Additionally, four out of the five FIVES reading strategies were utilized: inference, vocabulary, summarization, and experience. High-achieving students employed more strategies, leading to better comprehension and higher test scores. For test-taking, strategies such as careful time management, revisiting difficult questions, and employing process-of-elimination techniques were noted. The effectiveness of both reading and test-taking strategies, along with factors like topic familiarity and the ability to make inferences, were crucial in determining reading success. These findings underscore the importance of targeted interventions that focus on teaching effective strategies, enhancing topic familiarity, and supporting students in developing robust test-taking strategies, particularly for low-achieving students.
Inner Circle Ideology Domination in a National Commercial EFL Textbook: A Case of Indonesian Islamic-affiliated Schools Farah, Rafika Rabba; Jarum, Jarum; Sukarma, Sukarma; Nurrofi, Rifan
Journal of Foreign Language Teaching and Learning Vol. 9 No. 2 (2024): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i2.20663

Abstract

This study employs an analysis of visual images in English textbooks used in Islamic-affiliated schools through the lens of Kachru’s three-circle model of English, which categorizes English-speaking countries into Inner, Outer, and Expanding circles. This study aims to explore how these images reflect and reinforce linguistic and cultural ideologies associated with each circle. A qualitative content analysis was implemented, focusing on the visual images within English textbooks, which were categorized based on the representation of cultural elements. Data analysis was implemented using a coding scheme and Critical Discourse Analysis framework, examining the power relations and ideological influences represented by the visual content of the textbook. Results show that inner circle culture was dominantly represented (67.9%) in the textbook of its visual use. Western-looking people, outfits, movies, and food represent the images used in the textbook. The finding suggests that textbooks used in English teaching at Islamic affiliated schools, or madrasas, must be carefully designed and selected to adjust students’ needs and school context, as teaching a foreign language can carry others’ ideologies and power.
Boosting Young EFL Learners' English Vocabulary Acquisition by Utilizing Puppet Pictures as Storytelling Media Brilianti, Amalia Eka; Sugirin, Sugirin
Journal of Foreign Language Teaching and Learning Vol. 9 No. 2 (2024): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i2.21622

Abstract

Students' interest becomes the most important aspect of successful teaching and learning. One way to attract students' interest in participating in the lesson is by using fun learning media like puppet pictures. This study explores how employing puppet pictures as a storytelling and sharing medium can improve students' vocabulary acquisition. The present study employed a pre-experimental approach to assess the vocabulary proficiency level achieved through puppet image storytelling media. The group, which had a pre-test and post-test, was considered a single sample for teaching using puppet visuals and storytelling medium. The research subjects consisted of first-grade students enrolled at Ariya Metta Elementary School. The evaluation instruments utilized consisted of a pre-test and post-test, designed based on phase A of the Merdeka curriculum. These instruments were employed to evaluate the enhancement or notable increase in vocabulary scores, employing puppet image narrative media. The pre-test and post-test data were calculated using a statistical analysis program. The data statistics from the descriptive analysis and matched sample statistics showed that the average score of the pre-test (57.86) increased to the post-test score (88.57). In addition, the paired sample T-test yielded a p-value of 0.000, less than the significance level of 0.05. The result indicates that the Null Hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was accepted. Ultimately, puppet storytelling media had a significant impact on enhancing pupils' vocabulary development.
Wordwall.net: Developing the 7th Grade Students’ Reading Comprehension Mutiarani, Mutiarani; Putri, Dhaifina Az-Zahra
Journal of Foreign Language Teaching and Learning Vol. 9 No. 2 (2024): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i2.22247

Abstract

Reading comprehension is a topic vastly studied in the field of language learning. With the rapid development of digital technology, more focus on digital tools regarding reading comprehension is deemed necessary to find the best tool to aid its improvement. This study aimed to discover how the wordwall.net website affected seventh-grade students' reading comprehension in a descriptive text learning topic at SMP Al Amanah South Tangerang. The current quantitative study used a pre-experimental design. Twenty-eight students of class VII C were the sample for this investigation. The pre and post-tests serve as data-collecting tools. Using the t-test formula, the researcher examines how student test scores differ both before and after the treatment is applied. The paired sample t-test table shows the t count is 10.726, and the critical t at the significant level (p) = 0.05 is 1.703. Considering these results, the alternative hypothesis (Ha) is conceded. A significant effect of using the wordwall.net website for reading comprehension in grade 7 at SMP Al-Amanah has been found. The study shows that wordwall.net and other similar sites can be very helpful in making learning more fun and interactive, leading to better grades for students.
Digital Literacy Skills and Foreign Language Anxiety of Gen Z in Malang: How Does It Correlate? Margaretta, Iga Shevy; Rohmah, Zuliati; Degeng, Putu Dian Danayanti
Journal of Foreign Language Teaching and Learning Vol. 9 No. 2 (2024): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v9i2.22553

Abstract

Digital technology now plays an important part in everyday life, requiring digital literacy skills. It also has significant effects on supporting educational needs, including foreign language learning. Some studies have revealed that learners with a high level of DLS will feel less anxious about joining the foreign language learning process. By implementing the quantitative approach, this study investigated the Digital Literacy Skills (DLS) and Foreign Language Anxiety (FLA) level of Gen Z in Malang as well as the correlation between DLS and FLA. Generation Z was chosen because they are known as digital natives. There were two questionnaires disseminated and were filled out by 100 Gen Z learners in Malang. DLS and FLA level of Gen Z in Malang were determined by finding the mean score while Pearson Correlation test was applied to determine the correlation between DLS and FLA. The results of this study suggested that Gen Z had a high level of DLS and moderate level of FLA Besides, there is weak correlation between DLS and FLA (Sig.2-tailed=0.004, Pearson Correlation=-0.486). Gen Z proved that they had a high DLS yet still experienced the FLA. Gen Z required direct assistance from educators rather than doing independent foreign language learning by employing their high DLS. Thus, combining face-to-face foreign language learning with digital technologies could assist Gen Z in reducing their FLA.

Page 16 of 20 | Total Record : 194

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