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All Journal Englisia Journal Journal of Foreign Language Teaching and Learning BERDIKARI : Jurnal Inovasi dan Penerapan Ipteks Indonesian EFL Journal Indonesian Journal of English Language Teaching and Applied Linguistics VELES Voices of English Language Education Society
Sri Rejeki Murtiningsih
Universitas Muhammadiyah Yogyakarta
Computer Science & IT Education Languange, Linguistic, Communication & Media

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L1 AND L2 READING ATTITUDES AND THEIR CONTRIBUTION TOWARD READING HABIT Sri Rejeki Murtiningsih
Indonesian EFL Journal Vol 6, No 1 (2020)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v6i1.2635

Abstract

The aims of the study are threefold. The first is to investigate the reading attitudes toward first language (L1) and second language (L2) in an English as a foreign language (EFL) context. The second aim is to find out the correlation between both variables. The last objective of the study is to find out the contribution of L2 reading attitude toward reading achievement. This study involved two sets of questionnaires adapted from Yamashita (2004) and Mikami (2016) and 177 freshmen, sophomore and junior English language education department students. The data revealed that means of reading attitude toward L1 and L2 are not significantly different with 2.60 and 2.65 respectively, and that reading attitude in L1 is strongly correlated with reading attitude in L2 (r = 0.637). An interesting finding of the present study pointed out that although students have positive attitude in L2, it does not automatically motivate them to spend their time reading. External factors such as teachers and specific reading programs both in L1 and L2 seem to play bigger roles in shaping students’ reading attitudes. Pedagogical implications are also discussedKeywords: Reading attitude in L1; reading attitude in L2; reading habit; external factors.
Collaborative Writing in an EFL Context Sri Rejeki Murtiningsih
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.118

Abstract

Working collaboratively has been widely promoted in education. In the area of English language teaching and learning, working collaboratively can frequently be seen in speaking activities, in which students were assigned to practice speaking with their peers. Unfortunately, working collaboratively in writing is not as popular as in speaking. This study aims to explore the collabora- tive writing in an EFL context. As a part of a bigger study, the data were collected through out a semester and integrated with weekly meetings, which aimed to reach several objectives through a variety of activities, including group painting, individual writing, and collaborative writing. A total of 64 freshmen that were divided into two groups participated in the study. In the collaborative writing activity, students were instructed to do group painting and write a story written in groups based on their paintings. Each member of the group took turns to write the story, which cohesiveness and coherence should be given attention. Students were given freedom to choose their own topics for painting and writing to encourage them express their ideas. The data were gathered through class observation and students’ reflection that was submitted at the end of the semester as a part of class assessment. The observation revealed that students faced some challenges when performing the tasks. Time management, student interdependence, and types of writing were among the issues emerging in collaborative writing activities. From students’ reflection, it was found that while most students stated they enjoyed the activities, one student expressed that the collaboration did not work as well as she had expected.
Moody Teachers Ruin My Motivation: An EFL Student's Voice on Effective EFL Teachers Sri Rejeki Murtiningsih
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.2114

Abstract

This focus of this study is to explore an English as a Foreign Language (EFL) student's perspectives on the characteristics of effective teachers that helped her develop her linguistic competence. This case study was conducted in an English education department in a private university in Indonesia. The data were obtained through two conversations with Aliyah, a third year EFL student. The analysis considered her learning experiences, reflection on her own learning, linguistic development, and factors influencing her linguistic development – all of which related to English. The findings show that reflecting from her past learning experiences, pedagogical and content knowledge are considered important characteristics of effective teachers. Most importantly, EFL teachers' personal traits, e.g. moody or knowledgeable were deemed to be a strong characteristic of effective EFL teachers as it influenced students' personal growths, such as motivation, attitude toward the course, and personal feelings. Implications of the study were also discussed.
A Closer Look on English Language Education Department Students' Contention of Using Mind Mapping Techniques Sri Rejeki Murtiningsih; Delviana Rahma Dania; Sibakhul Milad Malik Hidayatulloh
VELES Voices of English Language Education Society Vol 6, No 2 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i2.6231

Abstract

Teachers and students have widely used mind-mapping techniques to enhance teaching and learning experiences in education. This study intended to explore the benefits and challenges of applying mind-mapping techniques based on students' perceptions. The current study used a qualitative approach. In-depth interviews were employed to collect the data. The study involved four students in their junior year of an English Language Education Department of a private university who had frequently used mind mapping. All participants in the study viewed that mind mapping positively contributed to their English learning. The contributions included saving time, assisting them in learning and understanding materials, and recalling materials more easily. In addition, the participants also claimed that mind mapping enhanced their creativity in learning, helped them brainstorm ideas, improved language skills, increased their interests, and motivated students to learn. Apart from the benefits, all participants considered mind-mapping techniques challenging due to their complexity, especially when they were new to mind-mapping. In addition, they also believed that applying mind-mapping techniques consumed much time. The study concluded that mind mapping positively contributed to students' learning experiences, especially in organizing the information they gained when learning.
Using English Songs to Teach Vocabulary in an Elementary School Sri Rejeki Murtiningsih; Anisa Wahyu Dwi Putri; Indah Puspawati
Berdikari: Jurnal Inovasi dan Penerapan Ipteks Vol 11, No 1 (2023): February
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/berdikari.v11i1.16441

Abstract

Despite the limited number of students, several teaching and learning activities have been conducted online and face-to-face during the pandemic. Accordingly, it becomes a challenge for elementary school teachers in their English teaching practice as students are more focused on mastering vocabulary. Therefore, teachers should create a pleasant and joyful classroom to ensure students learn English effectively. According to that background, English teaching community service programs should benefit elementary schools. This program was to help create a fun classroom and make the learning process more effective by using songs as the vocabulary teaching method. Muhammadiyah Senggotan Elementary School was involved since it claimed English as its concerned subject to attract prospective students. Therefore, there was a great challenge to provide a variety of teaching methods while doing online and face-to-face learning. This program was conducted by teaching third-grade students during the pandemic using face-to-face meetings. Four stages were applied in this program: need analysis, planning, monitoring, and evaluation. The pre-test and post-test results showed a significant difference in students' vocabulary level mastery before and after applying songs in the English teaching and learning process. Hence, this program's sustainability is maintained by increasing the variety of teaching methods through different activities.
EFL Pre-service Teachers’ Satisfaction of Online English Learning and Their Academic Achievements Sri Rejeki Murtiningsih; Alyda Rizka Islamiyati; Sibakhul Milad Malik Hidayatulloh
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1548

Abstract

The transformation of face-to-face classrooms into online classes during the Pandemic Covid 19 has impacted ELT activities. One of which is the students' satisfaction with the new format of learning. The aim of this study was to investigate the relationship between English Foreign Learning (EFL) Pre-service Teachers’ satisfaction with online English learning and their academic performance. A quantitative study with a correlational design was adopted to investigate the issue. A convenience sample strategy was used to recruit 132 EFL pre-service teachers from a private university in Yogyakarta. An online survey was administered to garner the data as well as students’ GPAs were used as another criteria. The Kendall's Tau correlation value (-value) of this study was 0.023, with a significance value of 0.704 (0.704>0.05). It suggests that the alternative hypothesis has been ruled out. Consequently, the research revealed that there was a statistically insignificant correlation between the level of satisfaction of EFL Pre-service Teachers' experience with online English learning and their academic performance. Even so, teachers and institutions are expected to still maintain the quality of online learning for their students.
Giving or not giving? Experienced EFL university teachers’ beliefs and rationales of written feedback Sri Rejeki Murtiningsih; Agus Sumantri; Sibakhul Milad Malik Hidayatulloh
Englisia: Journal of Language, Education, and Humanities Vol 11, No 1 (2023)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i1.19318

Abstract

This current research aims to investigate the beliefs and rationales of EFL university teachers about giving or not giving written feedback to their students. The researchers employed a descriptive qualitative approach in the execution of this study. Three experienced EFL university teachers agreed to participate in in-depth interviews to gain the data. This research revealed five distinct beliefs regarding providing written feedback. They hold beliefs about giving feedback based on the importance of giving feedback, the role of giving feedback to other types of feedback, the length of feedback, students' competence-based in giving feedback, and the importance of giving balanced feedback. As for their rationales for giving and not-giving feedback, several findings were documented. They provided written feedback because it gave some crucial information by showing students' identifiable learning records and enhancing their academic output. Also, it holds relevance to the teachers’ teaching profession. On the other hand, their rationale for not-giving written feedback could be noticed as written feedback, to some extent, demotivated students and took much more time to provide feedback. In the end, teachers' pedagogical implications are also presented by recalling the findings of this current research.
Students' Psychological State Degree and Their Speaking Ability: To What Extent is the Link? Sri Rejeki Murtiningsih; Faradilla Mutiara Islami Darmanto; Sibakhul Milad Malik Hidayatulloh
VELES Voices of English Language Education Society Vol 7, No 2 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i2.14815

Abstract

Effective communication among students is often hindered by various obstacles, including reticence, self-doubt, inadequacy, apathy, fear of making mistakes, and apprehension. These challenges are notably evident in their speaking skills. This study aimed to explore the psychological conditions of students from the English Language Education Department (ELED) and relate these conditions to their speaking abilities. A quantitative approach was adopted, using an explanatory correlation design. Data was gathered from 117 third-year students at a private university using a survey and a written assessment. Results showed students' mental well-being was categorized as poor with a mean score of M=45.03. Contrastingly, their speaking proficiency was rated excellent, with a mean score of M=64.24 on the Pearson scale. Correlation analysis was applied to determine the relationship between the two variables. The results yielded a p-value of 0.001, below the 0.05 threshold, thus accepting the alternative hypothesis (H1). A significant relationship between the students' psychological states and speaking abilities was established.
Co-Authors Agus Sumantri Alyda Rizka Islamiyati Anisa Wahyu Dwi Putri Delviana Rahma Dania Faradilla Mutiara Islami Darmanto Indah Puspawati Sibakhul Milad Malik Hidayatulloh Sibakhul Milad Malik Hidayatulloh Sibakhul Milad Malik Hidayatulloh