Journal of Research in Foreign Language Teaching
Focus and Scope The Journal of Research in Foreign Language Teaching (JRFLT) publishes research related to the teaching and learning of foreign languages, specifically English, Arabic, and Japanese. The scope of the journal includes, but is not limited to: • Foreign language pedagogy • Teaching and learning methods or strategies • Second Language Acquisition • Linguistics in the process of teaching and learning • The use of literary works in teaching and learning foreign languages • Identities in the fields of foreign language teaching and learning • Technology in foreign language teaching and learning • Classroom Action research • Research and Development (R & D) • Learning Model • Curriculum • Teaching-learning Evaluation • Assessment • Pedagogical practices in language learning classrooms • Language learning skills and competences • Language learners and learner identity • Language learning in informal settings incl. study abroad • Methodological questions in language learning and teaching research • Multilingualism and multiculturalism • Language teacher education and language teacher identities • Teaching English to Young Learners
Articles
37 Documents
<![CDATA[The use of Make a Match in teaching reading comprehension: Investigating the students’ achievement and attitude. ]]>
<![CDATA[Wiwik Mardiana]]>
<![CDATA[ Journal of Research in Foreign Language Teaching (JRFLT) Vol. 1 No. 1 (2018) ]]>
Publisher : <![CDATA[Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu) ]]>
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DOI: 10.26594/jrflt.v1i1.1138
<![CDATA[Make a Match method employed by Curran (1994) has some advantages in teaching especially reading comprehension in English. Thus, the purposes of this study are examining the effectiveness of make a match in teaching reading comprehension that is measured from the students’ achievement and the students’ attitude which is compared to the achievement. This study used mixed method of convergent parallel design combining quantitative (Quasi experimental) and qualitative. The data was gained from test (pre-test and post-test), interview and observation. The result of this research showed that “Make a Match” method was effective to teach reading comprehension especially in reading report text. Based on the post-test result of the reading comprehension achievement of the students who are taught using “Make a Match” method (experimental group) is significantly higher than those who are taught without using “Make a Match” method (control group). The achievement was affected by the students’ attitude that they were motivated by showing their enthusiasm and participation when “Make a Match” method was applied]]>
<![CDATA[Improving Students’ Reading Comprehension by Activating Their Schema (An Action Research on VIII Grade of SMP Madinatul Ulum Tembelang Jombang) ]]>
<![CDATA[Iin Baroroh Maarif]]>;
<![CDATA[Nurul Afidah]]>
<![CDATA[ Journal of Research in Foreign Language Teaching (JRFLT) Vol. 1 No. 1 (2018) ]]>
Publisher : <![CDATA[Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu) ]]>
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DOI: 10.26594/jrflt.v1i1.1139
<![CDATA[This research aims to know the improvement of students' understanding on English text through the implementation of activating schema strategy. Activating schema strategy is one of teaching strategy that focuses on how students are able to understand and comprehend English text easily by connecting their prior knowledge. This research is Classroom Action Research. The object of the research is the 8th grade students at SMP Madinatul Ulum Tembelang Jombang. Number of students consists of 38 people. The data collecting were obtained from teacher observation, field note and student questionnaire. The results of this research indicate the average score of students in English subject prior to the implementation of activating schema strategy of 59.50 (in preliminary study), while the average score after the implementation of the strategy increased up to 71.42 in cycle 2. This indicates an increasing in student learning outcomes after the implementation of this strategy. Furthermore, most students are more motivated and enjoy in teaching learning process]]>
<![CDATA[Teacher’s Corrective Feedback in Students’ Narrative Writing: A Case of an EFL Teacher in MAN Tambak Beras Jombang ]]>
<![CDATA[Baiq Ayu Ida Khalida]]>;
<![CDATA[Adi Yusuf]]>
<![CDATA[ Journal of Research in Foreign Language Teaching (JRFLT) Vol. 1 No. 1 (2018) ]]>
Publisher : <![CDATA[Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu) ]]>
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DOI: 10.26594/jrflt.v1i1.1147
<![CDATA[This study analysed the teachers’ feedback on students’ writing Narrative text. The purposes of the study were to identify types of error corrective feedback used by the teacher in correcting students’ narrative text and to find the teacher’s reasons for using the types of corfrective feedback. This study applied descriptive qualitative approach. More specifically this study used document analysis and interview to collect the data. The documents analysed in this study was teacher's corrective feedback on students' works. It is found that there were three types of Corrective Feedback used by the teacher based on the theory proposed by Ellis (2008) ‘A Typology of Written Corrective Feedback’. They were Direct Corrective Feedback, Indirect Corrective Feedback, and Focused Corrective Feedback. Besides, the teacher gave additional comment at the end of students’ text. Interestingly, this study also identified that the teacher left the students’ errors (Uncorrected Errors) as they were without any feedback. The reason for using Direct Corective Feedback was she wanted to help students understand their errors easily because they would not correct their errors without teacher’s guidance. She conducted Indirect Corrective Feedback because of a limited time to do the correction. Next, Focused Corrective Feedback was conducted to meet learning objectives and students would get the highest score if they were able to write good title, the generic structure, and the proper language features. Then, additional comment was done to build good relationship with the students. Finally, Uncorrected errors was conducted since the teacher did not have enough time to correct all errors and most of the students’ errors were typical.]]>
<![CDATA[Peer Editing on Learner’s Writing Skill in a Second-Grade Classroom ]]>
<![CDATA[Nailul Fauziyah]]>
<![CDATA[ Journal of Research in Foreign Language Teaching (JRFLT) Vol. 1 No. 1 (2018) ]]>
Publisher : <![CDATA[Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu) ]]>
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DOI: 10.26594/jrflt.v1i1.1152
<![CDATA[This research attempted at knowing the implementation of peer-editing technique in learners’ English writing skill and their perceptions to peer-editing for teaching and learning writing. The method used in this research is qualitative study. The subjects of this research were 22 learners of the second semester of English Department of University of Pesantren Tinggi Darul Ulum (Unipdu) Jombang of 2015/2016 academic year. The instrument for collecting data was students’ descriptive texts and questionnaire. The data were analyzed by descriptive analysis. The results of the research showed that, in general, peer-editing technique made the learners’ progress on their writing achievement and good perceptions for teaching and learning writing skill of English. This implied that the implementation of peer-editing is significantly improving learners’ writing skill]]>
<![CDATA[Designing IELTS Writing Material for Learners with Low Level of English Proficiency Based on Needs Analysis ]]>
<![CDATA[Ahmad Farid]]>;
<![CDATA[Muhammad Saifuddin]]>
<![CDATA[ Journal of Research in Foreign Language Teaching (JRFLT) Vol. 1 No. 1 (2018) ]]>
Publisher : <![CDATA[Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu) ]]>
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DOI: 10.26594/jrflt.v1i1.1153
<![CDATA[Designing IELTS Writing for learners with low level of English Proficiency needs a good needs analysis. It was because the teaching material should meet learners’ needs and consider their weaknesses. This reasearch was intended to design IELTS Writing teaching material for lecturers whose English proficiency was still low. Needs analysis was conducted to identify respondents’ common errors and weaknesses. Respondents took writing test which consisted of two tasks; task 1 and task 2. From the data analysis, it was found that there were 10 most common errors in task 1 and 8 most common errors in task 2. Summarizing the most common errors in task 1 and task 2, they were considered based on the most respondents’ errors and essay structure was the main common error respondents did. Furthermore, the design of IELTS Writing teaching material considered the findings as the basis of material design.]]>
<![CDATA[Analisis Kesalahan Penggunaan Joshi???Wa Dan ???Ga Dalam Kalimat Bahasa Jepang ]]>
<![CDATA[Mohammad Faizal Fuad Aziz]]>
<![CDATA[ Journal of Research in Foreign Language Teaching (JRFLT) Vol. 1 No. 1 (2018) ]]>
Publisher : <![CDATA[Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu) ]]>
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DOI: 10.26594/jrflt.v1i1.1154
<![CDATA[This study aims to analyze the mistake of joshi ??? wa and ??? ga. This research is a qualitative research. The method used in this research is descriptive analysis. Sources of data in this study is a second semester student Unipdu academic year 2017-2018. Data in this research is a matter that has been done by research subject. Technique of collecting data using test. The result of the research shows that there is one kind of mistake made by the students, that is the form of the kondoo error (alternating form) or the alternate form which has two variations of error form, that is exchange between the use of joshi ??? with joshi ??? their respective functions. In one function there are some problems that have the same function, namely the form of error swapped from joshi ??? because students still do not understand the meaning of the sentence.]]>
<![CDATA[Problems in Learning “Telaah Teks Inggris IQT”: An Investigation of Foreign Language Acquisition ]]>
<![CDATA[Sri Nurhayati]]>
<![CDATA[ Journal of Research in Foreign Language Teaching (JRFLT) Vol. 1 No. 1 (2018) ]]>
Publisher : <![CDATA[Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu) ]]>
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DOI: 10.26594/jrflt.v1i1.1155
<![CDATA[This study is trying to convey, describe and look for the solution on the students of Ilmu Al-Qur’an and Tafsir problems on the “Telaah Teks Inggris IQT” class. This study was conducted in STAIN Pamekasan with respondents from students of Ilmual_Qur’an and Tafsir. This study is a descriptive qualitative research. The data is taken through observation, interview and documentation. The result of this research show that the students’ background knowledge, either their knowledge on Islamic education or English, influence the process of interpreting the English text. These differences also influence their motivation in learning English. Another factor affecting the students’ competence is the hoterogenousity of the students’ characteristics which often lead to problems. After identifying all problems faced by the students of Ilmu Al-Qur’an and Tafsir, the lecturer can formulate the best technique in teaching English especially for Telaah Teks Inggris class where English is their second/ foreign language.]]>
<![CDATA[The Effectiveness of KWL and SQ3R Techniques in Teaching Reading Comprehension ]]>
<![CDATA[Adib - Ahmad]]>
<![CDATA[ Journal of Research in Foreign Language Teaching (JRFLT) Vol. 1 No. 02 (2018): Oktober ]]>
Publisher : <![CDATA[Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu) ]]>
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DOI: 10.26594/jrflt.v1i02.1507
<![CDATA[Reading is considered as an important aspect for students because of its valuable benefit in developing knowledge. There are approaches of reading such as top-down, bottom up, and interactive approach. Some studies was conducted in applying interactive strategy such as SQ3R technique and KWL technique. For the purpose of teaching narrative, descriptive and news item text, the researcher try to observe and analyze the effectivenes of SQ3R and KWL techniques. The study was conducted at SMA Darussalam Blokagung Banyuwangi. This research used quasi experimental method. The researcher did a treatment by applying KWL technique to the experimental class and SQ3R technique to the control class. The data obtained were calculated by using a t-test for independent sample through SPSS 20 for windows to test the hyphothesis. After applying the statistical computation, the result shows that the probability was ,564 or 5,6 % > 5% and the t value was 0,57 > 0,5. it can be concluded that the difference effect between the two technique is not significant. However, the improvement of the mean obtained by the experimental and control group from pretest and posttest show that there is variance between the students’ starting skill and the students’ achievement after getting the treatments. Thus, the interactive approach by using KWL and SQ3R technique is effective to improve students’ reading skill.]]>
<![CDATA[DESIGNING AN ANIMATION VIDEO FOR TEACHING DIRECT INDIRECT SPEECH AT X GRADE ]]>
<![CDATA[Trikaloka Handayani Putri]]>;
<![CDATA[Hurriyatur Rosideh]]>
<![CDATA[ Journal of Research in Foreign Language Teaching (JRFLT) Vol. 2 No. 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu) ]]>
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DOI: 10.26594/jrflt.v2i2.2680
<![CDATA[Grammar is one of the skills that are difficult for students. Thus, to over come its problem the teacher needs to build fun teaching way to make students enjoy in learning grammar. One of the ways to make learning fun is attractive media. The purpose of this study was to design animation videos as learning media for X grade. In this study, the researcher used Design-Based Research according to Akker et, al theory (2013). While, there are three stages are included: need analysis, designing phase, and assessment phase. The instruments of the research were interviews and questioner. The data from the interview was student's needs, and the data from the questionnaires were expert's evaluation and teacher's assessment. The result of the preliminary research showed that the students needed attractive media for learning grammar especially in reported speech. The product of this study was an animation video for teaching reported speech entitled designing an animation video for teaching direct indirect speech at x grade. The animation video was also completed with some exercises. The final product looked like the following: animation video was an attractive medium for teaching reported speech. The teacher can use the video as a learning medium.]]>
<![CDATA[MODIFYING ZIP-ZAP GAME TO LEFORI (LEFT OR RIGHT) GAME FOR TEACHING WRITING IN DESCRIPTIVE TEXT ]]>
<![CDATA[Dwi Fitrya Ningsih]]>;
<![CDATA[Adi Yusuf]]>
<![CDATA[ Journal of Research in Foreign Language Teaching (JRFLT) Vol. 2 No. 2 (2021) ]]>
Publisher : <![CDATA[Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu) ]]>
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DOI: 10.26594/jrflt.v2i2.2681
<![CDATA[In learning writing a descriptive text, the students should be able to imagine the object then describe it into a sentence. However, they often face difficulties during writing process. They frequently do not know what they are going to write or how to start writing it. In this case, the teacher needs a supporting learning media to make the teaching learning process done more effectively. This research was proposed to modify a game as a medium for the teacher to teach a descriptive text. LEFORI game was a modified game from a Zip-zap game. This game was used by the teacher to help the students in learning writing descriptive text. The game was modified based on the students’ need. The design of this research was Design Based Research as proposed by Akker, et al. (2013). To collect the data, this research used an interview and questionnaire. In addition, the assessment of the game was done by giving questionnaire to get judgment from the teacher. The result showed that LEFORI game was very good and appropriate for overcoming students’ problem in learning writing of descriptive text.]]>
