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Journal of Research in Foreign Language Teaching
Published by Universitas Pesantren Tinggi Darul ulum
ISSN : 25974920     EISSN : 25974939     DOI : https://doi.org/10.26594/jrflt
Core Subject : Health, Science, Education,
Decision Sciences, Operations Research & Management Education Health Professions Languange, Linguistic, Communication & Media Other
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
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 7 Documents
 1 
Search results for , issue "Vol. 1 No. 1 (2018)" : 7 Documents clear
The use of Make a Match in teaching reading comprehension: Investigating the students’ achievement and attitude. Wiwik Mardiana
Journal of Research in Foreign Language Teaching (JRFLT) Vol. 1 No. 1 (2018)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jrflt.v1i1.1138

Abstract

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
Improving Students’ Reading Comprehension by Activating Their Schema (An Action Research on VIII Grade of SMP Madinatul Ulum Tembelang Jombang) Iin Baroroh Maarif; Nurul Afidah
Journal of Research in Foreign Language Teaching (JRFLT) Vol. 1 No. 1 (2018)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jrflt.v1i1.1139

Abstract

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
Teacher’s Corrective Feedback in Students’ Narrative Writing: A Case of an EFL Teacher in MAN Tambak Beras Jombang Baiq Ayu Ida Khalida; Adi Yusuf
Journal of Research in Foreign Language Teaching (JRFLT) Vol. 1 No. 1 (2018)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jrflt.v1i1.1147

Abstract

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.
Peer Editing on Learner’s Writing Skill in a Second-Grade Classroom Nailul Fauziyah
Journal of Research in Foreign Language Teaching (JRFLT) Vol. 1 No. 1 (2018)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jrflt.v1i1.1152

Abstract

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
Designing IELTS Writing Material for Learners with Low Level of English Proficiency Based on Needs Analysis Ahmad Farid; Muhammad Saifuddin
Journal of Research in Foreign Language Teaching (JRFLT) Vol. 1 No. 1 (2018)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jrflt.v1i1.1153

Abstract

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.
Analisis Kesalahan Penggunaan Joshi???Wa Dan ???Ga Dalam Kalimat Bahasa Jepang Mohammad Faizal Fuad Aziz
Journal of Research in Foreign Language Teaching (JRFLT) Vol. 1 No. 1 (2018)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jrflt.v1i1.1154

Abstract

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.
Problems in Learning “Telaah Teks Inggris IQT”: An Investigation of Foreign Language Acquisition Sri Nurhayati
Journal of Research in Foreign Language Teaching (JRFLT) Vol. 1 No. 1 (2018)
Publisher : Universitas Pesantren Tinggi Darul Ulum Jombang (Unipdu)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jrflt.v1i1.1155

Abstract

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.

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