cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Sri Rejeki Murtiningsih
Contact Email
jackie.murt@umy.ac.id
Phone
(0274) 387656
Journal Mail Official
pbi@umy.ac.id
Editorial Address
English Education Department, Faculty of Language Education, Universitas Muhammadiyah Yogyakarta. Jl. Lingkar Selatan, Kasihan, Bantul, Yogyakarta 55183
Location
Kab. bantul,
Daerah istimewa yogyakarta
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 141 Documents
 1   2   3   4   5 
COMMUNICATION STRATEGIES IN ENGLISH CONVERSATIONS Ardianto, Puthut
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.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.
DEMOTIVATING FACTORS AMONG INDONESIAN EFL TEACHERS Lestari, Ika Wahyuni
Journal of Foreign Language Teaching and Learning Vol 2, No 1 (2017): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.2115

Abstract

Demotivation has been an issue in many EFL countries as revealed by many prior studies. However, limited studies were conducted to investigate it in Indonesian context, particularly in Indonesian higher education level. This qualitative study was done to investigate demotivators perceived by EFL teachers in Indonesia. To collect the data, three Non-English Department teachers were involved in a semi-structured interview. They were asked to share their perceptions and experiences on what demotivated them as teachers. The results showed nine factors causing demotivation among Indonesian college teachers. Teachers' poor physical fitness, students' negative attitudes, responses and behaviors, unfixed curriculum and school systems, poor salary, poor quality of school facilities, abundant administrative tasks, poor relationship among colleagues, inappropriate teaching materials, and lack of opportunity for professional development were reported as demotivators undergone by the teachers. The study was concluded by offering some implications to cope with demotivators.
ERROR ANALYSIS IN COMPOSITION WRITTEN BY NURSING DEPARTMENT STUDENTS OF UNIVERSITAS MUHAMMADIYAH YOGYAKARTA Agustina, Noor Qomaria
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.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.
THE IMPLEMENTATION OF ROLE-PLAYBASED ACTIVITIES: WHAT EFL STUDENTS LEARNED Mardiningrum, Arifah
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.1210

Abstract

Role-play pedagogy has been implemented in higher education in various fields with varied procedures. Its ability to foster language learning and certain soft-skills has been investigated in myriad of studies. The current study investigated five EFL students? experiences and their perception of those experiences to seek for deeper understanding of their learning. The study took place in an English Department in a university in Yogyakarta, Indonesia. The data for this qualitative research were taken by in-depth interviews through online video calls. The finding is categorized into four themes. The first theme, rehearsal aspect, talks about the students? experience that seems to have a connection to their perception of the simulated play and a real-life situation. The second theme is related to students? preparedness and their action of assessing themselves. The third finding talks about students? experience in improvising in the role-play and how it makes them feel. Lastly, decision making becomes one of the theme emerging in the data. Two conclusions can be drawn from these finding, namely, that role-play can be a place for self-recognition, and that its preparation can be the key to shape the students? experience and perception. 
CHALLENGES IN TEACHING ENGLISH FACED BY ENGLISH TEACHERS AT MTSN TALIWANG, INDONESIA Songbatumis, Aisyah Mumary
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.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
E-LEARNING IMPLEMENTATION: ITS OPPORTUNITIES AND DRAWBACKS PERCEIVED BY EFL STUDENTS Rahmawati, Fitria
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.111

Abstract

Technology provides numerous assistances for education, particularly for language learning. By the presence of technology, students get exposures to Internet which enables them to interact and communicate with native speakers, the experience of which may not be available for in-class activi- ties in general. In other words, students are given chances to be exposed to a more interesting and interactive learning instruction. The implementation of e-learning, thus, becomes one alternative to teaching techniques which empowers students to be more active language users. This study high- lights the integration of e-learning into language teaching and learning. It aims to investigate students? perceptions on what opportunities and drawbacks e-learning brings to their language learning. This study involved a private university which offered some courses implementing e- learning. During the courses, the students were required to participate in e-learning inside and outside the classroom. The activities included commenting on a thread, analysing a specific topic or case, submitting assignments, responding to other students? comment or work, taking polls, doing quizzes, and accomplishing a project. The findings from interviewing the six participants revealed some issues related to how they perceived the opportunities that e-learning provided and also the drawbacks that e-learning created.
ENHANCING STUDENTS' COMMUNICATIVE SKILLS THROUGH THE IMPLEMENTATION OF TASK-BASED LEARNING Rahmawati, Fitria
Journal of Foreign Language Teaching and Learning Vol 2, No 1 (2017): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.2116

Abstract

This study aims to examine the effect of task-based learning implementation to enhance students' communicative skills. A one-group pretest-post-test experimental design was conducted with 37 first-year students as the participants. Video-making was selected as the assigned task. The outcomes were two short videos on the assigned topics. The results reveal that before the treatment, the students' communication skill was moderate (mean= 13.11), while after one-semester-length implementation, their skill increased and was categorized as high (15.45). Furthermore, there was a signi?cant difference on students' communicative skill before and after the treatment (t-value > t-table = 5.585 > 2.021). It implies that the task-based learning through video-making task significantly enhanced students' communicative skills. Finally, some implications for language learning regarding the results of the study were also presented.
WHAT TEACHING STRATEGIES MOTIVATE LEARNERS TO SPEAK? Lestari, Ika Wahyuni
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.117

Abstract

This study aims to investigate learners? perspective on teaching strategies which motivate learners to speak English. Thirty university learners were given questionnaires and one learner was inter- viewed. The 5-point Likert scale questionnaires were interpreted based on ranges of criteria. The interview was used to support or clarify the findings from the questionnaires. This study showed that five teaching strategies: problem-solving strategies, simulation, lecture, role play, and direct con- tact belonged to a strong criterion (mean: 3.00 ? 3.99). It indicated that those strategies motivated learners to speak. In addition, the other five teaching strategies: brainstorming, demonstration, games, large-group discussion, and one-to-one teaching strategies showed the mean score rang- ing from 4.00 to 5.00 which belonged to a very strong criterion indicating that these teaching strategies strongly motivated learners to practice speaking. The current study concluded that the ten teaching strategies motivated learners to speak English; therefore, the use of those teaching strat- egies in teaching speaking skills should be taken into account by teachers and course designers to help learners enhance their speaking skills.
“I COULDN’T PLAY IN IT, BUT I LOVED IT.”: TEACHERS’ VIEWS ON PARTICIPATING IN ENGLISH DRAMA PERFORMANCES Ardianto, Puthut
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.1211

Abstract

 This study is an attempt to explore the teachers? views on their participation in the English Drama Performance (EDP). Employing a qualitative approach, this study was conducted by selecting three English teachers from three different levels of education, who have been taking part in the EDP for a minimum of two performances. Data were collected through a one-on-one interview with each participant. The finding revealed that the teachers, at first were doubtful in participating in the EDP, however, after many rehearsals, they found enjoyment. In addition to their feelings, the teachers expressed their likes and dislikes in participating the EDP too. They also mentioned about the effect of their participation in the EDP towards their English skills. It turned out that by participating in the EDP, the teachers can express the English language function, enhance their pronunciation skill, practice communication skill, ease reading, and improve vocabulary. In addition to the effect on their English skills, their participation in the EDP contributes to the way they teach English to their students.            Keywords: drama in education, English drama performance, teachers? view
EFL TEACHERS’ LINGUISTIC SELF-CONCEPT IN A STUDY ABROAD (SA) PROGRAM Mardiningrum, Arifah
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.2221

Abstract

The current study investigated the experiences and linguistic self-concept of six EFL teachers from Indonesia in a Study Abroad (SA) program. The participants were six EFL teachers who were in their first year of an SA program in the United States of America. All of them were enrolled asstudents in postgraduate programs in different universities in the U.S. when the data were collected. The data collection was conducted through semi-structured interviews through videocalls. The study found that the participants encountered linguistics experiences related to certainlinguistic features and culture. In addition to those experiences, certain forms of linguistic selfconcept were also found. Participants? linguistic self-concept showed that they perceived that they were not proficient enough in English, their English was very formal, they were proficient on certain area, and their struggle was not a unique experience. It can be concluded that as learners in an SA program, EFL teachers experienced what were normally experienced by learners in an SA program in general.

Page 1 of 15 | Total Record : 141

 1   2   3   4   5 

Filter by Year

2016 2023


Reset
Filter By Issues
All Issue Vol 8, No 2 (2023): July Vol 8, No 1 (2023): January Vol 7, No 2 (2022): July Vol 7, No 1 (2022): January Vol 6, No 2 (2021): July Vol 6, No 1 (2021): January Vol 5, No 2 (2020): July Vol 5, No 1 (2020): January Vol 4, No 2 (2019): July Vol 4, No 1 (2019): January Vol 3, No 2 (2018): July Vol 3, No 1 (2018): January Vol 2, No 2 (2017): July Vol 2, No 1 (2017): January Vol 1, No 2 (2016): July Vol 1, No 1 (2016): January More Issue