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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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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.
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.
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.
Exploring the Relationship between Sociocultural Identity and Lexical Richness: Insight from High School Students’ Writing Syafri, Mohamad; Akhiryani, Atna; Mardiah, Anna; Andini, Melly
Journal of Foreign Language Teaching and Learning Vol. 10 No. 1 (2025): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v10i1.24966

Abstract

Background: Many variables, including culture and social conditions, bind language. The study of cultural aspects and language learning still has many gaps, such as exploring writing skills. Writing is considered a productive language skill that correlates with how students express and understand their circumstances and environments. Objective: Therefore, this research explores sociocultural identity with Lexical Richness in text writing. Methods: This research was conducted using a quantitative method. The research design is correlational analysis. The research participants were 86 eleventh grade students selected by purposive random sampling. The results showed that the significance value was 0.575, so it was concluded that there was no significant relationship between sociocultural identity and lexical richness in writing. Findings: In addition, the research also found a high gap among students in expressing ideas with diverse words, where the range between the most and least varied text was 47% and the average 56.9%. It is hypothesized that the students' basic ability to use English will be a crucial indicator that influences competence before other external factors, such as their cultural background interference. In addition, this research can serve as a basis for future studies, especially considering that external factors in learning can play a role depending on prerequisite conditions. Conclusion: For teachers and educators, this research could give insight into a more applicable way to develop vocabulary and writing.
Reimagining Blended Learning Post-COVID-19: Insights from EFL Students’ Narratives Febrianto, Aziza Restu; Talenta, Pratama Irwin
Journal of Foreign Language Teaching and Learning Vol. 10 No. 1 (2025): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v10i1.25234

Abstract

Background: During and after the COVID-19 pandemic, many academics and researchers in English Language Teaching (ELT) have studied a variety of issues faced in various types of online teaching and learning, including examining the efficacy of the Blended Learning (BL) approach as a result of the emergency remote and fully online learning or e-learning in response to the learning-from-home policy. Nevertheless, the researchers discovered that only a few studies employed a narrative inquiry method to explore students' perspectives, stories, and voices relating to their ways of learning during and after the pandemic. Objective: This study helped the researchers better understand the challenges students faced and the adjustments they made, providing unique insights that other methods might miss. Methods: This study addresses that gap by examining the stories and views of nine EFL students from three Indonesian universities who experienced various learning modes during and after the pandemic, including face-to-face, fully online, and blended classes. The students were requested to share their experiences and viewpoints about the BL approach through open-ended questionnaires and semi-structured interviews. The methods and tools from the narrative analysis were then employed to analyze the gathered stories and responses. Findings: The findings indicate that while most students supported BL using appropriate online tools, their understanding of the approach varied, emphasizing the need for specific conditions for its successful implementation.   Conclusion: This study contributes to the understanding of the approach variations of BL.
Language Teachers' Strategies for Enhancing Vocabulary Mastery: A Retrospective Study Using Blooket Fahmi, Sahal; Purnawan, Ari
Journal of Foreign Language Teaching and Learning Vol. 10 No. 1 (2025): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v10i1.25455

Abstract

Background: Foreign language instruction in Indonesia remains teacher-centered with minimal technology use. Digital tools like Blooket now offer educators opportunities to boost student engagement and vocabulary acquisition through gamification. Objective: This study examines the impact of language teachers in improving students' vocabulary mastery through Blooket. Methods: A retrospective qualitative approach was employed, focusing on 15 language teachers at SMA Negeri 1 Imogiri. The research highlights the effectiveness of gamification strategies in vocabulary instruction. The researcher employed a case study methodology, utilizing qualitative research techniques and questionnaire design for this study. In this study, 15 participants, who were language teachers with a minimum of five years of teaching experience in English and German at SMA Negeri 1 Imogiri, were specifically asked questions about vocabulary instruction. Findings: Findings indicate that a combination of gamified learning and varied teaching methods significantly enhances students' vocabulary acquisition. Students will acquire new words more successfully if the teacher integrates interactive and contextualized learning experiences, such as game-based learning, real-world applications, and multimodal instruction. Conclusion: This study contributes to the existing literature by emphasizing the role of teachers in integrating gamification to foster vocabulary mastery.
Challenges and Support Strategies for Grade 11 Afrikaans First Additional Language Learners Schlebusch, Gawie; Hinckemann, Alicia
Journal of Foreign Language Teaching and Learning Vol. 10 No. 1 (2025): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v10i1.25477

Abstract

Background: The article explores the challenges and support strategies for Grade 11 Afrikaans First Additional Language (FAL) learners. The Curriculum and Assessment Policy Statement (CAPS) outlines a detailed framework for teaching all subjects in South Africa's basic education system. According to CAPS, learners in the Further Education and Training (FET) phase must study at least two official languages from the South African constitution. One of these must be the learner’s home language (HL), while another official language can be taught as a first additional language. CAPS also mandates that from Grade 1, learners begin learning a second language, referred to as FAL. Objective: This qualitative study aims to identify the challenges learners face in the Afrikaans FAL classroom, focusing on language skills and examination papers. It also seeks to explore specific areas of difficulty and offer insights to inform teaching practices and support in the classroom. Methods: A qualitative phenomenological approach was employed, with data collected through individual and focus group interviews. Semi-structured interviews were conducted with Grade 11 Afrikaans FAL teachers and learners, using purposeful sampling for participant selection. Findings: The findings revealed that learners faced significant challenges in mastering Afrikaans, especially in reading, writing, and speaking. These difficulties were influenced by negative transfer from their home language, limited vocabulary, and lack of exposure to Afrikaans. Conclusion: Negative attitudes towards the language further reduced motivation and engagement, while the support provided did not adequately address learners’ needs, highlighting gaps in both classroom support and resources from the Department of Basic Education (DBE).
Cultivating Digital Learning Culture: Perspectives of Pre-Service English Teachers at a Private Islamic University in Yogyakarta Suryanto, Suryanto; Panuntun, Tyas
Journal of Foreign Language Teaching and Learning Vol. 10 No. 1 (2025): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v10i1.25752

Abstract

Background: The transformation of education in the 21st century demands the development of a digital learning culture that goes beyond merely providing access to technology. It also requires the integration of academic ethics, collaborative practices, and digital literacy into the teaching and learning process. In response to these demands, this study is needed to explore the practices and challenges of fostering a contextual and sustainable digital learning culture among prospective English teachers. Objective: This paper investigates the practices and challenges in the development of a digital learning culture among pre-service English teachers at a private Islamic university in Yogyakarta. Methods: Utilizing a descriptive qualitative design, the research captures the perceptions and experiences of six participants from the 2021 cohort, selected through purposive sampling. Data were gathered via online interviews conducted in Indonesian to ensure clarity and comfort, followed by rigorous analysis involving transcription, member checking, and systematic coding (open, analytical, axial, and selective). Findings: Findings reveal six key practices for fostering a digital learning culture: adherence to academic ethics, staying updated with digital tools, promoting digital literacy, employing student-centered learning, participating in training programs, and fostering collaboration. Three significant challenges were identified: managing digital learning activities, fears of digitization replacing teachers, and negative perceptions of digital learning’s value. Conclusion: The study concludes that addressing these challenges through targeted training, ethical practices, and institutional support is essential for effectively implementing a digital learning culture in English education.
Pleasure Reading, Better Understanding: A Young EFL Learner’s Journey in Digital Extensive Reading Putri, Zalva Fajhira Shabrina; Damayanti, Ika Lestari
Journal of Foreign Language Teaching and Learning Vol. 10 No. 2 (2025): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v10i2.25269

Abstract

Background: The struggle of a young English as a foreign language (EFL) learner in the midst of advanced technology to find pleasure and develop good comprehension in reading English materials necessitates the need to employ effective approaches in their reading experience. Objective: This study investigated the implementation of digital extensive reading (DER) with a young EFL learner in Indonesia, exploring which established principles of extensive reading (ER) by Day and Bamford (1998) could be utilized in a digital context to foster reading for pleasure and comprehension. Methods: This study employed a qualitative case study research design involving a seven-year-old young EFL learner in Indonesia. The data were obtained through multiple sources, including a learner diary, audio-recorded observations of ten DER sessions, and an interview with the learner’s father. The data were analyzed using thematic analysis, referencing Day and Bamford’s (1998) top ten principles of ER. Findings: The findings revealed that eight ER principles could be effectively implemented in the young EFL learner’s DER experience, showcasing the learner’s positive attitudes towards reading and enhanced reading comprehension. Conclusion: Considering the result, the study recommends future studies to dig deeper into the effectiveness of DER across diverse learners by taking into account factors such as different ages, language proficiencies, learning styles, and technology access.
The Use of Augmented Reality-Based Learning Media: Arloopa for English Descriptive Text in Secondary School Rohman, Abu Na'im; Mustofa, Mutmainnah; Heriyawati, Dwi Fita
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.

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