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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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LITERATURE-BASED LEARNING TO BUILD STUDENTS’ VOCABULARY Puspitasari, Evi
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.115

Abstract

Literature-based Approach (LbA) is popularly used in reading. In implementing the approach, teachers use literary works to be read by students. The literary works that the students read to get the language input are commonly authentic which means that by reading the texts, students can identify a model of language and several aspects of language such as expression, vocabulary, grammar, and culture and how to use them in a real context. Realizing the importance of input, a teacher in a university in Indonesia implemented this approach in a reading class for freshmen. This research which belongs to descriptive qualitative research put attention on investigating what the students perceived toward the implementation of the LbA to assist them in vocabulary building. The data were collected by interviewing five students who were chosen because it was their first time reading an English language novel and they were the top six students in terms of vocabulary scores. To interview the participants who are presented using pseudonym, a semi guided interview guide- line was used as an instrument. The research results show that students were anxious joining this class at the beginning. However, after some meetings and reading several pages, they started to enjoy reading the novel because the novel was interesting and entertaining. In addition, the topic was closely related to their daily life. After getting new words, one of participants wrote them on paper and stuck it on her room wall. Four other students wrote the words on a notebook as a vocabulary journal. Besides by doing those things to help them recall the words, the students also used them in retelling quizzes for writing and in daily conversation with mates for speaking.
CLASSROOM ACTIVITIES IN CONTENT AND LANGUAGE INTEGRATED LEARNING Puspitasari, Evi
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.129

Abstract

AbstractContent and Language Integrated Learning is an approach used to teach subjects which focus on learning a new language and content. This approach is usually implemented to teach content through a target language. In an English training program in Indonesia, this approach is applied by using English as a medium of instruction to teach concepts and theory-based subjects. Since the students should accomplish the target language and concepts of pedagogy, they need activities to assist them in the dual-focused process. This research is going to scrutinize what activities are implemented in the program to achieve the learning goal. By interviewing four sophomore students who enrolled two content subjects in semester three, the data were gained. Four classroom activities used were revealed. Those were quiz, group presentation, group teaching and classroom discussion. Students? responses toward each activity were good. However, some notes regarding teachers? decision and roles were addressed. It proved a teacher is a factor that brings the CLIL activities into success or failure. Keywords: Content and Language Integrated Learning, CLIL, classroom activities, students? responses
THE DEVELOPMENT OF THE SURVEY OF TECHNOLOGY USE, TEACHING, AND TECHNOLOGY-RELATED LEARNING EXPERIENCES AMONG PRE-SERVICE ENGLISH LANGUAGE TEACHERS IN INDONESIA Ciptaningrum, Dyah Setyowati
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.2220

Abstract

This study aims to design a survey instrument that can be used to collect information on the relationships between the ICT-related learning experiences of the English language pre-service teachers in Yogyakarta, Indonesia, and their technological pedagogical content knowledge (TPACK).Qualitative and quantitative research methods were used to analyse the degree of the reliability and validity of the instrument. The result suggests that this instrument meets the general requirements to be used in a larger scale of work in investigating the role of pre-service teachers?experiences in learning to use ICT in their pedagogical practice in influencing the development oftheir TPACK.
CULTURAL INFLUENCES ON STUDENTS’ PERCEPTIONS OF WRITTEN FEEDBACK IN L2 WRITING Fithriani, Rahmah
Journal of Foreign Language Teaching and Learning Vol 3, No 1 (2018): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3124

Abstract

One of significant topics to discuss in studies about feedback in L2 writing is the influence of students? culturally constructed view of the feedback process. Research has shown that the cultures of hierarchical relationship and face-saving strategy have significant influence on students? perceptions of feedback process in L2 writing, particularly in Asian societies. Aiming to investigate whether these findings resonate in Indonesian EFL context, this study collected data through writing drafts, reflective journals, question­naires and interviews with seven students who took an after-class writing course. Findings suggested that students valued teacher feedback more than peer feedback, however they were not concerned about practicing face-saving strategies to maintain group harmony and cohesion.
CRITICAL INCIDENTS FROM STUDENTS-TEACHERS’ ACTION RESEARCH TEACHING JOURNALS IN PRE-SERVICE TEACHER EDUCATION PROGRAM Permatasari, Ardiyani Widya
Journal of Foreign Language Teaching and Learning Vol 3, No 1 (2018): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3126

Abstract

This paper presents a study about critical incidents in Action Research Teaching Journal (ARTJS) in Microteaching which comprised in five sections: topic, planning, action, observation and reflection. ARTJS was made before and after doing each mini teaching. Twelve ARTJSs were collected from four student-teachers who had taken Microteaching course. A descriptive data analysis was used to identify types of critical incidents found in ARTJSs by using NVIVO software tool. A critical incident has been defined as, ?unanticipated events that occur during a lesson and trigger insights about some aspect of teaching and learning? (Farrel, 2005, pp.114-115), that lead them to be reflective teachers in ELT. The analysis began with coding the sections of the teaching journals which reflected types of critical incidents, then classified similar types of critical incidents into categories. The last step in the analysis was to interpret the categorized data. The analysis of the data shows that there were seven prominent themes that emerged from this study: course delivery problems, students? participation, time management, technical problems, language proficiency problems and course preparation. The paper ends with some recommendation for improvement of Microteaching course.Keywords: action research, Microteaching, critical incidents.
TEACHERS’ USE OF CODE SWITCHING IN EFL CLASSROOM AND ITS FUNCTIONS Puspawati, Indah
Journal of Foreign Language Teaching and Learning Vol 3, No 1 (2018): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3128

Abstract

The debate about the use of L1 (first language) in EFL (English as a Foreign Language) classes has been around since the teaching as a foreign language itself. The arguments that support the use of L1 use in EFL classes claimed that L1 can be a great tool for students for L2 (English) acquisition and learning. This claims lead to the EFL teachers? use of code switching (CS) in the classroom. This research aims at investigating the teachers? belief about code switching and its function in EFL classroom. Three experienced teachers of English Language Education Department in a private university participated in this study. The study used observation and interview as the data collection methods. The observation was done through video recording on class sessions, and the interview will be done to confirm teachers? use of CS based on the recording. The result reveals that the teachers have made informed decision on their teaching practice, especially on the use of CS as a teaching method to facilitate students? learning. The teachers mostly used inter-sentential switching in CS. The reasons for using CS in the classroom were to help students learn, to facilitate students with low level of L2 proficiency and to teach efficiently. The functions of teachers? CS were to construct and transmit knowledge, to manage the class, and to build interpersonal relation with the students. This study indicated that teachers in this research were aware of the use of CS in teaching and learning L2 to facilitate learning.
THE CHALLENGES AND POSITIVE EFFECTS IN IMPLEMENTING STRATEGIES IN TEACHING TENSES Sorohiti, Maryam; Ahna, Mila Farrihatul
Journal of Foreign Language Teaching and Learning Vol 3, No 1 (2018): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3127

Abstract

AbstractIn addition to the benefits and problems of implementing strategies in teaching tenses, the implementation has brought challenges and effects to English teachers . This research aimed to explore the challenges faced by the teachers and the positive effects they enjoyed in implementing strategies in teaching tenses. This qualitative research was conducted at The Language Center of Universitas Muhammadiyah Yogyakarta. Interviews were administered to four female English teachers to explore their experiences in implementing strategies in teaching tenses. The finding revealed that technical problems, unsuccessful responses, managing time to prepare the strategies and selecting the appropriate materials were the challenges the teachers faced in implementing the strategies. Meanwhile, the increased students? motivation, improved students? attitude and understanding towards tenses, teachers? self-accomplishment as well as student?s awareness of the importance of tenses  were claimed as the positive effects from implementing the strategies in teaching tenses.            Keywords: tenses, teaching strategies, teaching challenges, positive effects 
WRITING ANXIETY IN AN AFGHAN EFL SETTING: VOICES FROM FIVE AFGHAN STUDENTS Miri, Mir Abdullah; Joia, Jamhor
Journal of Foreign Language Teaching and Learning Vol 3, No 1 (2018): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3125

Abstract

Language writing anxiety is a phenomenon that majority of EFL students, particularly Afghan English language learners, experience. To address this issue, this qualitative study explored the reported experiences of five Afghan undergraduate English majors, studying at an Afghan university, with writing anxiety. After collecting data through semi-structured interviews, the data was transcribed verbatim, and four major themes were constructed. The results revealed that anxiety has both positive and negative effects on students. The findings also showed that participants? little exposure to writing activities was the major reason behind their writing anxiety. The participants reported that receiving feedback from teachers, doing extensive reading, developing their vocabulary knowledge and practicing writing were the major strategies they had used to overcome writing anxiety. 
THE CHARACTERISTICS OF ANXIOUS STUDENTS IN SPEAKING CLASS Wardani, Widia Kusuma
Journal of Foreign Language Teaching and Learning Vol 3, No 2 (2018): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3230

Abstract

This research investigates the characteristics of anxious students in speaking class. This was conducted in a private university in Yogyakarta. Two instruments were used in this study, which were structured observation and standardized open-ended interview. Two classes were observed. From the observation, six students were chosen to become the participants. There were twenty characteristics found in this study which finally divided into observable symptoms and non-observable symptoms. The symptoms which included in observable symptoms were trembling, avoiding eye contact, squirming, playing with hair or clothing, nervously touching object, stuttering or stammering, getting sweaty, rubbing the palms, staggering voice, reading from the script while giving presentation, speaking too fast, speaking too slow, remaining silent, using filler, having pale face, and having poor stance. While the non-observable symptoms were getting confused, getting cold, feeling nervous, and heart beating quickly. 
A UNIVERSITY EFL TEACHER’S STRATEGIES IN SOLVING THE TEACHING PRONUNCIATION PROBLEMS Grandyna, Bella Mulia
Journal of Foreign Language Teaching and Learning Vol 3, No 2 (2018): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3232

Abstract

This study aimed to deal with a university English as a Foreign Language (EFL) teacher?s experience in teaching pronunciation, particularly on the problems faced by teacher and the strategies used in solving the problems in teaching pronunciation. To achieve the objectives, two interviews was done to Lily, an English teacher who had been given responsibility to teach pronunciation in a private university of Yogyakarta. The collected data was obtained from narrative inquiry design in qualitative method. The findings of the study discovered that familiarize the different sounds, lack of time and problems from students? side were all the problems faced by Lily. Moreover, increasing teaching quality, introducing pronunciation rules, and using various teaching techniques and classroom activities became the strategies to solve teaching pronunciation problems.

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