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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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The English Use of Indonesian Students in Australia: Expectations, Perceptions, and Strategies Zulferdi, Lazuar Azmi
Journal of Foreign Language Teaching and Learning Vol 6, No 1 (2021): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v6i1.10476

Abstract

This paper explores the use of English in Australia based on the perspectives of Indonesian students. Studies on perception, expectations, and strategies on social experience have been carried out. However, most of these studies have not established models that consider the relationship among the three elements of expectations, perceptions, and strategies of Indonesian students in the host country, particularly in Australia. This paper attempts to capture the holistic picture of English varieties in the Australian higher education context to draw upon the three elements. Demographic questionnaire surveys and semi-structured interviews were employed to obtain data from fifteen Indonesian students studying in three universities in Melbourne, Australia. This paper's findings suggested that Indonesian students' expectations, perceptions, and strategies varied due to limited awareness regarding English varieties, culture gaps between Australia and Indonesia, and the prominent role of individual self-reflection. It is hoped that this paper may shed light on people’s understanding of the challenges, experiences, and the general wellbeing of international students who choose to study in Australia for their tertiary education.
Demotivating factors of learning second foreign language: The case of Chinese language learners in Ghana Nkrumah, Bright
Journal of Foreign Language Teaching and Learning Vol 6, No 2 (2021): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v6i2.10815

Abstract

Demotivation is a negative counterpart of motivation that affects student learning process and outcome. The present study attempted to determine the demotivating factors in learning a second language in Ghana using the Chinese language as a case study. A structured survey questionnaire data were collected from two hundred students learning Chinese at the University of Ghana to achieve the stated objective. The study identified the significant demotivation factors affecting students learning a second language: Teacher competence and teaching style, learning materials, crowded classroom, high competition in acquiring scholarship to China, less chance to get Chinese Ambassador Scholarship Award, and lack of self-confidence and experience of failure. Teachers should use more appropriate textbooks to improve their teaching skills. Also, students should be motivated to learn and participate in classroom activities to form lasting reminiscences.
Word Recognition and Reading Skills to Improve Reading Comprehension Chamba, Mayra Yadira; Ramirez-Avila, Maria Rossana
Journal of Foreign Language Teaching and Learning Vol 6, No 1 (2021): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v6i1.10174

Abstract

This research aimed at showing the influence of word recognition, and using skimming and scanning skills to improve reading comprehension. Participants were a group of 15 students whose ages ranged from 14 to 16. They had problems in reading comprehension and vocabulary.  This action research was conducted at a private language institute. The instruments to collect data were pre- and post-surveys, pre- post-tests, learning logs, skimming and scanning forms, and an interview. They provided quantitative and qualitative information. Results showed that there was a statistically significant improvement in parts of speech knowledge from the pre- to the post-test. The result was an average improvement of 28.2% in student performance. Cohen’s d was calculated with a result of 1.09 which means there is impact in learning. There was also a steady improvement in skimming and scanning which was exemplified by the ability to correctly complete a form after reading texts. Lastly, students’ perspectives were positive to this innovation. Therefore, it is advisable to apply the same innovation with other learners in order to compare results of improvement of reading comprehension and overall proficiency.
A Qualitative Research on Self-Regulation Practices of ELT Students in Reading Class Pradana, Harsya Danang; Tena, Ouda Eda
Journal of Foreign Language Teaching and Learning Vol 6, No 2 (2021): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v6i2.11625

Abstract

This paper investigates the self-regulation practices in reading classes among students from a private university in Yogyakarta. In an era where students and their thinking process are the centers of the teaching and learning process, each student’s metacognition skills need to adjust the teaching methods used inside and outside the classroom. To that end, students must be aware of their metacognitive skills and self-regulating behaviors. The research method used in this paper was the quantitative method. The researchers used the interview and focused group discussion (FGD) method on gaining information regarding students' awareness of their metacognitive skills and self-regulation habits. The participants were students from a pre-determined private university in Yogyakarta, where the reading classes are known to be student-centered. The results showed that while the students could create strategies and reflect upon said strategies, they still lacked a critical component of self-regulation, namely the preparation phase. This discovery means that the students need to be aware of the importance of preparing to meet specific goals and self-motivation.
EFL Speaking Fluency through Authentic Oral Production Lopez, Jairo Israel; Becerra, Andres Paredes; Ramirez-Avila, Maria Rossana
Journal of Foreign Language Teaching and Learning Vol 6, No 1 (2021): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v6i1.10175

Abstract

This article describes the development of speaking fluency through authentic oral production in a six-week action research study of a public high school in Guayaquil, Ecuador. The methodology included a pre-test and a post-test that measured quantitative aspects of student’s spoken fluency (speed, pauses, repetitions, and corrections), a survey with closed-ended questions that collected learners’ perspectives towards their own speaking fluency, and an interview that addressed students’ opinions towards the elements of this action research. Twenty-four students’ audio recordings were analyzed and the results indicated that there was a significant increase of students’ speaking fluency. Results also showed that student’s perspectives on the innovation were positive since it raised awareness of their mistakes, helped them feel more confident, and let them practice the target language with autonomy outside the school boundaries. However, some considered that time and the lack of equipment and technological skills were issues that made the activity look less pleasant. This paper affirms that authentic oral production, facilitated by vlogging, helps students develop speaking fluency. Other EFL teachers and professionals in this field who would like to improve the fluency of their students in their oral production may consider reading this paper.
Implementing Stylistics in IELTS Writing Preparation Focusing on Noun Phrases Andriani, Erina; Noviani, Stella; Bram, Barli
Journal of Foreign Language Teaching and Learning Vol 6, No 2 (2021): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v6i2.11824

Abstract

In the IELTS writing preparation class, the teacher can facilitate the students by integrating the stylistic approach in building writing students’ style. Not only achieving the primary goals in English proficiency by focusing on the writing style, but students can also comfortably share their ideas in their style. The paper examined the stylistics integrated material in IELTS writing through noun phrase construction. This study employed a qualitative method and a descriptive design. The data were collected using structured observation sheets as the instrument and were analyzed stylistically. Writing materials and the writing results of 12 students at an English course were collected. Results showed that stylistics was used in phrase complexity and ambiguity as a part of writing strategies. It was supported by the three dominant types of noun phrases produced by the students in their writing: determiner + head, determiner + pre-modifier + head, and pre-modifier + head, as the evidence of the implementation of integrated material in IELTS writing. For the noun phrase uses, the students could vary the noun phrases in their complexity, function, and type in their tests, though the variations in each of those aspects were still low. Implications of the results are stylistics could be implemented in language learning-teaching activities in general. It could encourage students to develop their writing style for self-expression and more explicit writing products.
English Education Master Students' Perceptions on Their Agency as Future EFL Teachers Kristian Florensio Wijaya
Journal of Foreign Language Teaching and Learning Vol 6, No 2 (2021): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v6i2.11994

Abstract

This study investigated English Education Master Students’ perceptions of their agency as future EFL teachers. The underlying concern for conducting this study is a shortage of future EFL teachers’ professional development literature exploring the significance of promoting agency in varied second language classroom contexts. The narrative inquiry approach was employed to obtain more overarching depictions about the apparent stories told by the research participants to fulfil this central research objectivity. Ten open-ended written narrative inquiries were harnessed to shed more enlightenment for future EFL teachers’ professional development with the support of robust agency establishment. This set of narrative inquiry questions heed more profound attention to dig out graduate EFL students’ perceptions of their agency as prospective second language educators. The obtained findings overtly revealed that future EFL teachers could elevate their agency and promote holistic second language learning enterprises while their school institutions imparted continuous mutual supports. Eventually, the findings will shed more enlightenment for ELT experts, practitioners, and policymakers to design more unrestricted educational regulations. They supportively substantiate future EFL teachers' agency growth, particularly in Indonesia's EFL learning contexts, emphasizing the text-based learning achievements.
Characteristics of Effective English Teacher for Millenials Andi Wirantaka; Putri Anggia Wahyudianawati
Journal of Foreign Language Teaching and Learning Vol 6, No 2 (2021): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v6i2.11549

Abstract

The millennial era is an era of digital technology in which people are close to technology and have instant access to information. This study investigated students' perception of the characteristics of an effective English language teacher in the millennial era. This study used a qualitative approach and used a descriptive qualitative design and took place at a private university in Yogyakarta. The participants were four students of the English Language Education Department (ELED) batch 2016. In collecting the data, the researcher interviewed the participant. The findings showed that in socio-affective skills, an effective English language teacher in the millennial era should enhance students' motivation to learn, create a good classroom atmosphere, have good relationships with the students and other teachers, and understand students' character. In pedagogical knowledge, an effective English language teacher should give feedback, have a valuable ability to explain the lesson, ensure students' understanding of the lesson. They also should have a lesson plan, utilize and apply technology, allow students to write a reflection, and control class activities. In knowledge subject matter, an effective English language teacher should be knowledgeable and master English well. Lastly, an effective English language teacher should have personality traits such as intelligent, caring, friendly, disciplined, creative, kind, patient, humorous, responsible, open-minded, and professional. The findings implied that to teach students in the millennial era effectively, teachers should possess and maintain the characteristics of an effective English language teacher.
The Effect of Summarizing Narrative Texts to Improve Reading Comprehension Maria Rossana Ramirez-Avila; Jahaira Paola Barreiro
Journal of Foreign Language Teaching and Learning Vol 6, No 2 (2021): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v6i2.11707

Abstract

This study demonstrates the effect of summaries of narrative texts to improve reading comprehension. This study consisted of sixty elementary school students who had evident reading comprehension deficiencies, especially in narrative texts. This study is a pre-experimental study with a mixed design. Qualitative and quantitative instruments were applied to meet the purpose of this study. The instruments included pretest and post-test, rubric, learning log, survey, a checklist to measure the students’ development and progress, and their perspectives towards this innovation. Results indicated an improvement in students’ reading comprehension. Post-test means increased from 5.96 in the pretest to 9.10. The checklist also proved that students included the required elements in their summaries. Students indicated in the learning logs that they would extend this strategy to other subjects, and they had to reread and identify the most crucial information to summarize.  The study has implications for teachers and learners since it can bring positive considerations about the importance of using summaries to improve reading comprehension.
Demotivating factors of learning second foreign language: The case of Chinese language learners in Ghana Bright Nkrumah
Journal of Foreign Language Teaching and Learning Vol 6, No 2 (2021): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v6i2.10815

Abstract

Demotivation is a negative counterpart of motivation that affects student learning process and outcome. The present study attempted to determine the demotivating factors in learning a second language in Ghana using the Chinese language as a case study. A structured survey questionnaire data were collected from two hundred students learning Chinese at the University of Ghana to achieve the stated objective. The study identified the significant demotivation factors affecting students learning a second language: Teacher competence and teaching style, learning materials, crowded classroom, high competition in acquiring scholarship to China, less chance to get Chinese Ambassador Scholarship Award, and lack of self-confidence and experience of failure. Teachers should use more appropriate textbooks to improve their teaching skills. Also, students should be motivated to learn and participate in classroom activities to form lasting reminiscences.

Page 7 of 20 | Total Record : 194

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