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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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Challenges in Teaching English Faced by English Teachers at MTsN Taliwang, Indonesia Aisyah Mumary Songbatumis
Journal of Foreign Language Teaching and Learning Vol 2, No 2 (2017): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.2223

Abstract

Teaching English as a foreign language is a challenging task, particularly when it is done in places where English serves a very limited purpose. This study attempted to investigate the challenges in teaching English as well as the solutions taken by the English teachers at MTsN Taliwang. The study captured the English teachers’ point of view in facing English teaching challenges in the classroom and the solutions they implemented to solve them through interview. A number of challenges emerged, partly coming from students, partly from teachers, and partly from the school’s facility, namely, students’ lack of vocabulary mastery, students’ low concentration, students’ low motivation, students’ lack of discipline, students’ boredom, speaking problem, shortage of teachers’ training, teachers’ language proficiency issue, limited mastery of teaching methods, teachers’ unfamiliarity to high-tech, teachers’ lack of professional development, inadequate resources and facilities, and time constraint. The solutions to overcome these challenges were also suggested in this study. Reforming attitude, applying various teaching methods and techniques, improving resources and facilities, matching students’ level and learning situation, using and providing dictionary, making use of available resources and facilities, providing motivational feedback, looking for appropriate methods or materials, and teachers’ self-reflection might be quite helpful in coping the English teaching challenges in classroom situation.Keywords: teaching, English language, challenges, solutions
The Challenges and Positive Effects in Implementing Strategies in Teaching Tenses Maryam Sorohiti; Mila Farrihatul Ahna
Journal of Foreign Language Teaching and Learning Vol 3, No 1 (2018): January
Publisher : Universitas Muhammadiyah Yogyakarta

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 
EFL Students’ Voices: The Role of YouTube in Developing English Competences Inda Nofrika
Journal of Foreign Language Teaching and Learning Vol 4, No 1 (2019): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.4138

Abstract

YouTube is one of the most visited video-sharing platforms in the world. On YouTube, students can watch many kinds of videos. This research explored the types of videos often watched by English as A Foreign Language (EFL) students in a private university in Yogyakarta.Additionally, the aspects of students’ English competence got improvement by watching YouTube videos. The researcher employed a descriptive qualitative research design in this study. Four seniors of an English Language Education Department (ELED) in one private Islamic university in Yogyakarta participated in this study. The findings of the study indicated that there were three categories of YouTube videos often watched by students, such as art and humanities, vlogs, and social sciences. Art and humanities videos consist of a music video or lyric video, film, talks, sitcom, and talk show. Vlogs include food vlog, review video, beauty vlog, haul vlog, and DIY videos. Social sciences contain simulation and educational videos.To summarize, the students watch YouTube based on their interests. The result also revealed the aspects of English improved through watching YouTube videos. They are speaking skills, listening skills, pronunciation, vocabulary, and grammar.
The English Use of Indonesian Students in Australia: Expectations, Perceptions, and Strategies Lazuar Azmi Zulferdi
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.
Error Analysis in Composition Written by Nursing Department Students of Universitas Muhammadiyah Yogyakarta Noor Qomaria Agustina
Journal of Foreign Language Teaching and Learning Vol 1, No 1 (2016): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.116

Abstract

There is more freedom nowadays for workers to move across border. One of the promising oppor- tunities is to become an overseas nurse. However, to become an overseas nurse, one needs a certain level of language skills; thus, it is important to embed English, as the world’s lingua franca, in the nursing science course. When the students of the Nursing Department master the English, they will be able to engage in a communication with others within the international scope. It is very important to prepare them with standard, error-free English to prepare them entering the global market. This research tries to figure out the students’ language proficiency by viewing their gram- matical errors especially in the S-V agreement. The data were taken from the composition written by Nursing Department students, which were then analyzed using the concordance program, namely SCP 4.05. Using the seven pronouns (I, we, you, they, he, she, it) as the key words, the sentence contexts were examined. Then, the sentences that contain errors were taken and categorized. From this research, there are 5 kinds of students’ problems reflected in the errors. They are: 1) sentence without verb, 2) errors in the use of be and stem, 3) inflectional –s for the third singular person, 4) modals, and 5) auxiliary verb.
Paragraph Writing of Academic Texts in an EFL Context Andi Wirantaka
Journal of Foreign Language Teaching and Learning Vol 1, No 2 (2016): July
Publisher : Universitas Muhammadiyah Yogyakarta

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.
An Investigation of Afghan Undergraduate English Major Students’ Academic Writing Difficulties Abdullah Noori
Journal of Foreign Language Teaching and Learning Vol 5, No 2 (2020): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.5249

Abstract

Academic Writing is a core subject that undergraduate students take during their four years of study. However, many students find the subject challenging. Several studies have been conducted to explore the difficulties students face, yet in Afghanistan, little to no research is available. Hence, this project is a small attempt to address this gap. This research aims to look into the difficulties of undergraduate English major students face in Academic Writing. The writing difficulties were investigated in terms of content, structure, and language. A quantitative descriptive method was employed for this study, and a questionnaire was given to 121 undergraduate degree students from the English Department at Kabul University. The research data were analyzed using SPSS. The research findings revealed that the students faced several challenges in Academic Writing in terms of language, structure, and content. Finally, some recommendations to overcome the difficulties and suggestions for future research are provided.
Communication Strategies in English Conversations Puthut Ardianto
Journal of Foreign Language Teaching and Learning Vol 1, No 1 (2016): January
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.112

Abstract

This research aims to reveal communication strategies used by students of the English Education Department of a university in Indonesia in English conversations and to find out the moments when the strategies were used. This research employed an interlanguage analysis. There were four par- ticipants who were asked to converse under a certain picture and was audio-recorded, transcribed, coded, and analysed. The findings show that the participants employed thirteen strategies when they were having English conversations.
Understanding the EFL Lecturers' Beliefs about Their Professional Learning from the Lens of Malcolm Knowles Theory of Andragogy Eko Purwanti
Journal of Foreign Language Teaching and Learning Vol 2, No 1 (2017): January
Publisher : Universitas Muhammadiyah Yogyakarta

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.
Motivating Students in L2 Reading through Dialogue Journal: An Investigation on Students’ Perception Paradita, Lanoke Intan
Journal of Foreign Language Teaching and Learning Vol 3, No 2 (2018): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.3233

Abstract

Reading is one of the sources of input that plays a crucial role in foreign language learning, yet low reading motivation remains a challenge. While the premise to motivate reading is by reading itself, EFL students would require more attention. This study is to investigate students’ perspective on their practice of writing dialogue journal, which is intended as a tool for a teacher to develop students’ motivation in reading. Five interviews with freshman were analyzed to find out what aspects they perceived to be facilitated by the written commentary in the dialogue journal. The analysis revealed that both students’ cognitive and affective aspects were mostly reinforced, thus supporting the development of reading motivation.

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