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Sri Rejeki Murtiningsih
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jackie.murt@umy.ac.id
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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
 1   2   3   4   5 
EVALUATING THE CLT-NESS OF BAHASA INGGRIS UNTUK SMA/ MA/SMK/MAK KELAS X SEMESTER 1 COURSEBOOK FOR SECONDARY SCHOOL STUDENTS IN INDONESIA Arfiandhani, Puput
Journal of Foreign Language Teaching and Learning Vol 1, No 1 (2016): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.113

Abstract

Materials and methodology play a significant role in a language classroom. These two elements need to be in line with each other to help achieve the shared learning goals. One of the method- ologies that have been widely employed, but still not well-permeated among teachers in Indonesia is Communicative Language Teaching (CLT). However, not many studies on seeing the relationship between methodology and materials have been conducted. To bridge this gap, this study aims to evaluate the CLT-ness of the national course book Bahasa Inggris untuk SMA/MA/SMK/MAK Kelas X Semester 1. To conduct the evaluation, a checklist adapted from Grant?s and Cunningsworth?s was employed as an evaluation tool. The research findings indicate that while the coursebook made a clear attempt to uphold CLT, as observed from its learning goals for each chapter and the coursebook introduction, several aspects of the coursebook, such as the tasks and activities, needed to be improved.
UNDERSTANDING THE EFL LECTURERS' BELIEFS ABOUT THEIR PROFESSIONAL LEARNING FROM THE LENS OF MALCOLM KNOWLES THEORY OF ANDRAGOGY Purwanti, Eko
Journal of Foreign Language Teaching and Learning Vol 2, No 1 (2017): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.2117

Abstract

The establishment of Teacher and Lecturer Law No. 14/ 2005 has an implication that all lecturers in Indonesia should maintain their professionalism in order to improve the teaching and learning process.In an attempt to be professional, lecturers are expected to carry out on-going professional learning. This study aims to seek the perceptions of English as a Foreign Language lecturers about their professionallearning in a language training centre of a private university in Indonesia. Underpinned by interpretive paradigm and naturalistic design, the study employed qualitative methods using focus group interviews by which seven EFL lecturers were included as the participants. The finding of the study reveals that professional learning activities conducted by the participants are perceived as a compulsory activity, a result of their experiences, their learning orientation, their learning passion, and their internal motivation.These findings, in fact, corroborate the principles of adult learning theory of Malcolm Knowles called Andragogy which is based on the learning principles such as self-concept, readiness to learn, orientation to learning, adult learner experience, and motivation to learn.
COLLABORATIVE WRITING IN AN EFL CONTEXT Murtiningsih, Sri Rejeki
Journal of Foreign Language Teaching and Learning Vol 1, No 1 (2016): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.118

Abstract

Working collaboratively has been widely promoted in education. In the area of English language teaching and learning, working collaboratively can frequently be seen in speaking activities, in which students were assigned to practice speaking with their peers. Unfortunately, working collaboratively in writing is not as popular as in speaking. This study aims to explore the collabora- tive writing in an EFL context. As a part of a bigger study, the data were collected through out a semester and integrated with weekly meetings, which aimed to reach several objectives through a variety of activities, including group painting, individual writing, and collaborative writing. A total of 64 freshmen that were divided into two groups participated in the study. In the collaborative writing activity, students were instructed to do group painting and write a story written in groups based on their paintings. Each member of the group took turns to write the story, which cohesiveness and coherence should be given attention. Students were given freedom to choose their own topics for painting and writing to encourage them express their ideas. The data were gathered through class observation and students? reflection that was submitted at the end of the semester as a part of class assessment. The observation revealed that students faced some challenges when performing the tasks. Time management, student interdependence, and types of writing were among the issues emerging in collaborative writing activities. From students? reflection, it was found that while most students stated they enjoyed the activities, one student expressed that the collaboration did not work as well as she had expected.
PARAGRAPH WRITING OF ACADEMIC TEXTS IN AN EFL CONTEXT Wirantaka, Andi
Journal of Foreign Language Teaching and Learning Vol 1, No 2 (2016): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.1212

Abstract

This study aims to figure out EFL students? procedure in developing paragraph and difficulties in paragraph writing during academic text accomplisment process. This current study was qualitative reseach which employed interview as the data collection method of the study. The participants of the study were eight students who were writing their skripsi as requirement for their undergraduate degree. The study was conducted in English Education Department of Universitas Muhammadiyah Yogyakarta. The result of the study showed that in developing paragraph of skripsi, students had insufficient efforts on brainstorming, planning and revising. They only concerned about drafting, and editing. Morever, related to the problems in paragraph writing, the students faced difficulties in English word and word choice, grammar, development of main idea, coherence and cohesiveness, effective sentence, and citation.
THE ROLE OF TEACHER AND PEER IN HELPING THE STUDENTS ORALLY PARTICIPATE IN AN EFL CLASSROOM Ardianti, Triubaida Maya
Journal of Foreign Language Teaching and Learning Vol 2, No 2 (2017): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.2222

Abstract

The purpose of the study is to discover the role of teacher and peer in helping the students orally participate in an EFL classroom. I applied a three-month qualitative case study on 24 first-year university students. I employed observation, open-ended questionnaire, and in-depth interview to collect data. Further, I applied inductive analysis to decode the data. The results of the study revealed that first, the teacher played an important role to help the students orally participate in both class and group discussions through the inquiries provided during the class discussion, and feedbacks given after the group discussions. Second, results of the study indicated that peers also significantly contributed to motivating the lower-achieving students to improve their oral participation,particularly in group discussions. In this circumstance, the data revealed that the students showed learning enthusiasm which helped creating a positive learning athmosphere in which this positive learning athmosphere can be perceived when they motivated one another through feedbacksgiven to solve their difficulties finding appropriate English terms and pronounciation, arranging their sentence structure, and developing their ideas. In addition, the students motivated one another through fun activities such as talking about movie quotes, and words of encouragement. In short, both teacher and peer helped encouraging the students to orally participate in both class and group discussions.
ORAL ASSESSMENTS AT ENGLISH EDUCATION DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA Sorohiti, Maryam
Journal of Foreign Language Teaching and Learning Vol 1, No 1 (2016): January
Publisher : Journal of Foreign Language Teaching and Learning

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.
INVESTIGATING LANGUAGE TEACHERS' SOJOURN EXPERIENCES: PERSPECTIVES ON CULTURE Arfiandhani, Puput
Journal of Foreign Language Teaching and Learning Vol 2, No 1 (2017): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.2118

Abstract

The more-connectedness of the world has raised a need to have a successful communication across cultural background. As a consequence, intercultural communicative competence (ICC) plays a more pivotal role. One of the means to proliferate ICC is through living abroad, or can be called as doing a sojourn. This qualitative study aims to explore language teachers' sojourn experiences during their two-semester assisting language classes in U.S. universities. Specifically, this study focuses on how their sojourn experiences may affect their perspectives toward their own culture and culture other than their own. There are 19 English language teachers of 12 different nationalities who voluntarily participated in the present study. In analyzing the data, Byram's model of ICC (1997) was utilized to make sense of their experiences. The data was analyzed using NVivo11 application. The finding showed that three out of five aspects in Byram's model of ICC (1997), including intercultural attitudes(savoir être), knowledge (savoirs), and critical cultural awareness (savoirs' engager) emerged in the data. Two aspects, skills of interpreting and relating (savoir comprendre) and skills of discovery and interaction (savoir apprendre/faire) did not emerge in the data.
CLOSING DIPHTHONGS AMONG JAVANESE LEARNERS OF ENGLISH Widagsa, Rudha
Journal of Foreign Language Teaching and Learning Vol 2, No 2 (2017): July
Publisher : Journal of Foreign Language Teaching and Learning

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.
COGNITIVE AND METACOGNITIVE READING STRATEGY USE AND READING COMPREHENSION PERFORMANCE OF INDONESIAN EFL PRE-SERVICE TEACHERS Sari, Mariska Intan
Journal of Foreign Language Teaching and Learning Vol 1, No 2 (2016): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.1213

Abstract

AbstractThe study aims at identifying the nature of cognitive and metacognitive reading strategies employed by Indonesian EFL pre-service teachers and the relationship on their reading comprehension, revealing whether the highly, moderately, and less successful EFL pre-service teachers differ in terms of reading strategies they employ in comprehending English texts and analyzing whether the differences in the use of these reading strategies relate to their performances in a reading comprehension test. The study employs a quantitative research method using reading test and cognitive and metacognitive reading strategy questionnaire. The results of the study show that there is no significant relationship between the cognitive and metacognitive reading strategies employed by Indonesian EFL pre-service teacher and their performance in a reading comprehension test. The results also show that there is no difference in the use of cognitive and metacognitive reading strategies between the less, moderately, and highly successful readers.            Keywords: cognitive strategies, metacognitive strategies, reading comprehensio
MOODY TEACHERS RUIN MY MOTIVATION: AN EFL STUDENT'S VOICE ON EFFECTIVE EFL TEACHERS Murtiningsih, Sri Rejeki
Journal of Foreign Language Teaching and Learning Vol 2, No 1 (2017): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.2114

Abstract

This focus of this study is to explore an English as a Foreign Language (EFL) student's perspectives on the characteristics of effective teachers that helped her develop her linguistic competence. This case study was conducted in an English education department in a private university in Indonesia. The data were obtained through two conversations with Aliyah, a third year EFL student. The analysis considered her learning experiences, reflection on her own learning, linguistic development, and factors influencing her linguistic development ? all of which related to English. The findings show that reflecting from her past learning experiences, pedagogical and content knowledge are considered important characteristics of effective teachers. Most importantly, EFL teachers' personal traits, e.g. moody or knowledgeable were deemed to be a strong characteristic of effective EFL teachers as it influenced students' personal growths, such as motivation, attitude toward the course, and personal feelings. Implications of the study were also discussed.

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