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All Journal JEES (Journal of English Educators Society) Journal of Foreign Language Teaching and Learning Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra JCES (Journal of Character Education Society) Prosiding Seminar Nasional Program Pengabdian Masyarakat
Arifah Mardiningrum
Universitas Muhammadiyah Yogyakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Medicine & Pharmacology Social Sciences

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External Factors Affecting EFL Self-Concepts of Students in Two Drama Clubs Arifah Mardiningrum
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 4, No 1 (2020): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (261.706 KB) | DOI: 10.26858/eralingua.v4i1.11402

Abstract

The study focused on the external factors inside the drama clubs affecting the EFL self-concept. The current study used a Comparative Case Study (CCS) design to compare the EFL self-concepts in two drama clubs through six participants. The study was a qualitative study, and the data were collected through interviews. The interviews were transcribed, coded, and analyzed by presenting the finding per drama club and then comparing between the two.  The external factors affecting the EFL self-concept in Drama Club 1 were comparison to peers’ English skills, people perceived as more competent in English, feedbacks from senior members and lecturer(s), play rehearsals, and on-stage performances. Meanwhile, the external factors in Drama Club 2 were preparation, feedback from peers and/or seniors, play-script, on-stage performances, feedback from a lecturer, and audiences’ identity. Comparatively, the factors found hold some similarities in that significant others, their feedbacks, and the activities prior to and during the play had certain roles in affecting the participants’ self-concepts. Meanwhile, the two clubs differ in the number of specific activities and the attitude that resulted from the presence and absence of a teacher figure
The Implementation of Role-PlayBased Activities: What EFL Students Learned Arifah Mardiningrum
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.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. 
PELATIHAN READING TOEIC UNTUK SISWA SMK KOPERASI YOGYAKARTA Andi Wirantaka; Arifah Mardiningrum
Prosiding Seminar Nasional Program Pengabdian Masyarakat 2020: 5. Kreatifitas Pendidikan dan Pembelajaran di Sekolah dan Perguruan Tinggi
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (694.765 KB) | DOI: 10.18196/ppm.35.109

Abstract

Kemampuan membaca bahasa Inggris merupakan salah satu kemampuan yang penting dimiliki oleh siswa kejuruan sebagai bekal dalam menyongsong dunia kerja di era modern ini. Kemampuan membaca TOEIC sebagai jenis kemampuan membaca secara khusus sangat penting dimiliki siswa kejuruan untuk masuk di dunia kerja. Tujuan program pengabdian kepada masyarakat ini ditujukan untuk memberikan pengetahuan dan keterampilan membaca TOEIC bagi siswa SMK Koperasi Yogyakarta. Metode yang dilakukan adalah dengan melakukan treatment berupa pelatihan membaca teks TOEIC dengan berbagai strategi membaca yang meliputi delapan kali pertemuan untuk setiap kelas. Dalam pelaksanaannya, kendala pandemi COVID-19 mengharuskan program ini di sesuaikan dengan tetap berfokus kepada pengembangan kemampuan reading TOEIC siswa. Adapun program penyesuaian yang dilakukan adalah dengan pengembangan materi TOEIC yang berupa pengembangan teks membaca sebagai bahan ajar dan buku pengajaran TOEIC. Dalam memperoleh data, metode yang digunakan adalah wawancara. Berdasarkan hasil wawancara dengan guru bahasa Inggris di SMK Koperasi, pelaksanaan PKM ini memberikan banyak manfaat kepada siswa dan guru bahasa Inggris terutama dengan pelatihan reading TOEIC di tiga kelas berbeda dan dengan tersedianya materi ajar berupa teks membaca dan modul pengajaran TOEIC. Dengan demikian, guru bahasa Inggris SMK Koperasi dapat lebih mengintensifkan pengajaran reading TOEIC kepada siswa sebagai bekal keterampilan untuk masuk di dunia kerja.
Classroom Oral Presentation: Students’ Challenges and How They Cope Arifah Mardiningrum; Dea Rizky Ramadhani
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 6, No 1 (2022): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v6i1.28487

Abstract

Abstract. Classroom oral presentation is one of the techniques that has been used in any language classroom to provide an opportunity for language practice. This research investigates EFL students' challenges in classroom oral presentation and their strategies to face the challenges. The presentations covered group and individual presentations. Using a qualitative research approach and a descriptive design, authors collected data through in-dept interviews. Participants were four students of the English department of one private university in Yogyakarta, Indonesia, who had multiple experiences performing oral presentations in the classrooms that they had been attending for at least three years. The study found nervousness, group dynamics, audience, missing points, challenging content, language boundaries, and high self-expectation as the challenges the participants faced in classroom oral presentations. In addition, the study also discovered that strategies used to overcome the challenges were self-assurance, better preparation, peer discussions, directed eye contact, direct communication, backups, self-isolation, and presentation aids use. The implication is that in EFL classroom contexts, all factors surrounding the students might play a part in the way students view their experience and their success in an oral presentations. It also implied that eventually, students will have the ability to utilize the resources around them to solve their issues in an oral presentation. This gives an insight to how teachers can provide the environment that enables students to independently solve their problems. Keywords: Classroom Oral Presentation, Challenges, Strategies To Face The Challenges, CBI, CLT
Teacher talks and their importance for EFL learners Yan Nisa Intan Sistyawan; Intan Izza Purnamasari; Wafiq Azizah; Arifah Mardiningrum
JEES (Journal of English Educators Society) Vol 7 No 2 (2022): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v7i2.1652

Abstract

In the learning process, the teacher talk is critical because it can help the success of the learning process, especially in mastering English as a foreign language (EFL) at various levels of education. This narrative review aims to determine the form of teacher talk and its importance to EFL learners at different educational levels. This study uses secondary data from 13 journal articles, which are research results on English teacher talk from various levels of education and settings and published between 2010-2020. The articles were accessed through several databases available to the researchers. All data were synthesized based on two research questions. The results of this study were the discovery of 4 categories of teacher talk forms based on (1) speech modification to facilitate learners, (2) the teacher's role as a facilitator, (3) responses to learners, and (4) their attitude in the classroom. Teacher talk is important because it can provide correct language input to learners. This narrative review can provide new insights to EFL teachers at all levels of education regarding the forms of teacher talk that they can use and how the talks can help the learning process and outcomes. HIGHLIGHTS: Teacher talk can be disseminated in the forms of speech modification to facilitate learners, teachers’ role as a facilitator, responses to learners, and teachers’ attitude in the classroom. Teacher talk is important because it can provide correct language input to learners and help them develop and improve their ability to speak English. The forms and benefits of the teacher talk cover any level of education contexts.
PELATIHAN MENULIS TEKS NARATIF BAHASA INGGRIS MENGGUNAKAN DIGITAL STORYTELLING Arifah Mardiningrum; David Sulistiawan Aditya
JCES (Journal of Character Education Society) Vol 5, No 4 (2022): October
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jces.v5i4.10845

Abstract

Abstrak: Menulis dianggap keterampilan bahasa yang paling sulit dikuasai bagi siswa. Hal ini dikarenakan, menulis menuntut seseorang mengintegrasikan beberapa kompetensi Bahasa, dan akan menjadi lebih kompleks ketika dilakukan dalam Bahasa asing karena banyak aspek yang perlu diperhatikan yang berbeda dengan Bahasa Indonesia seperti grammar, word choice, dan aspek kognitif. Tujuan program pengabdian ini adalah memberikan pelatihan menulis teks naratif melalui Digital Storytelling. Target pelatihan adalah siswa kelas XI IPA SMA Muhammadiyah 5 Yogyakarta. Program pengabdian ini dilaksanakan melalui beberapa tahapan yaitu analisisa kebutuhan, perencanaan untuk pengembangan syllabus dan materi kegiatan, pre-test, pelatihan menulis teks naratif dengan teknologi, post-test dan evaluasi kegiatan. Hasil dari program pelatihan menunjukkan beberapa hasil yang disajikan dalam data naratif dan kuantitatif. Secara umum, observasi menggambarkan pemahaman siswa terhadap aspek teks naratif Bahasa Inggris cukup bagus dan pemahaman penggunaan adjective dan past verb mayoritas juga sudah terlihat dalam tulisan siswa. Data pre-test dan post-test melalui instruments quiz dan analisis tulisan siswa menunjukkan bahwa kemampuan menulis naratif siswa mengalami kenaikan yang cukup signifikan. Hal ini ditunjukkan dari nilai rata-rata pre-test siswa adalah 35,5% dari total soal sedangkan pada post-test nilai rata-rata siswa adalah 74.9%. Dengan demikian pelatihan ini memberikan dampak positif bagi kemampuan menulis siswa dalam Bahasa Inggris.Abstract: Writing is considered the most difficult language skill to master for students. Writing requires a person to integrate several language competencies, and will become more complex when done in a foreign language because there are many aspects that need to be considered that are different from Indonesian, such as grammar, word choice, and cognitive aspects. The purpose of this program is to provide training in writing narrative texts through Digital Storytelling. The target of the training is students of class XI IPA SMA Muhammadiyah 5 Yogyakarta. This service program is carried out through several stages i.e. need analysis, planning (development of syllabus and activity materials), pre-test, training narrative text writing through digital storytelling, post-test and evaluation. The results of the training program were depicted into narrative and quantitative data. In general, the observation delineates that students' understanding of the narrative text aspects of English is quite good and the majority of students' well understanding of the use of adjectives and past verbs can also be drawn from their writing. Pre-test and post-test data through the quiz and quantitative analysis of students' writing reported that students' narrative writing skills had a significant increase. This is shown from the average score of the pre-test of the students is 35.5% of the total questions, while in the post-test the average value of the students is 74.9%. Thus, this training has a positive impact on students' writing ability in English.
Co-Authors Aditya, David Sulistiawan Andi Wirantaka Dea Rizky Ramadhani Intan Izza Purnamasari Wafiq Azizah Yan Nisa Intan Sistyawan