Article Per Year (5 Year)
p-Index From 2020 - 2025
2.765
P-Index
This Author published in this journals
All Journal Lingua Cultura Englisia Journal Journal on English as a Foreign Language (JEFL) Journal of English Language Studies Journal of Foreign Language Teaching and Learning BERDIKARI : Jurnal Inovasi dan Penerapan Ipteks Indonesian EFL Journal LEKSIKA Indonesian Journal of English Language Teaching and Applied Linguistics Voices of English Language Education Society BERDAYA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat Prosiding Seminar Nasional Program Pengabdian Masyarakat
Sri Rejeki Murtiningsih
Universitas Muhammadiyah Yogyakarta
Agriculture, Biological Sciences & Forestry Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Medicine & Pharmacology Public Health Social Sciences

Published : 23 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 23 Documents
Search

 1   2   3 
Issues In Teaching English To Speakers Of Other Languages (Tesol): A Review Of Literature Murtiningsih, Sri Rejeki
Lingua Cultura Vol 5, No 1 (2011): Lingua Cultura Vol. 5 No. 1
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v5i1.375

Abstract

The article aims to review English language teaching to speakers of other languages and other related aspects such as the use of technology and the first language in classroom practices. As the need for English language competency develops, efforts to support students’ learning also change. In addition to the teaching techniques, the technology development has also gained attention for improving effective teaching and learning. Because English is a language that is not used in daily communication and the variety of students’ language competence, the use of first language in a foreign language classroom has also become another point to encourage the students’ foreign language acquisition.
COLLABORATIVE WRITING IN AN EFL CONTEXT Murtiningsih, Sri Rejeki
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.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 Murtiningsih, Sri Rejeki
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.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.
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.
Issues In Teaching English To Speakers Of Other Languages (Tesol): A Review Of Literature Sri Rejeki Murtiningsih
Lingua Cultura Vol. 5 No. 1 (2011): Lingua Cultura Vol. 5 No. 1
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v5i1.375

Abstract

The article aims to review English language teaching to speakers of other languages and other related aspects such as the use of technology and the first language in classroom practices. As the need for English language competency develops, efforts to support students’ learning also change. In addition to the teaching techniques, the technology development has also gained attention for improving effective teaching and learning. Because English is a language that is not used in daily communication and the variety of students’ language competence, the use of first language in a foreign language classroom has also become another point to encourage the students’ foreign language acquisition.
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.
TO TEACH: THE JOURNEY OF A TEACHER (3RD ED.) By William Ayers (New York: Teacher College Press, 2009) A Book Review Sri Rejeki Murtiningsih
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 6, No 1 (2012)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v6i1.127

Abstract

Why do we want to be teachers? It is a question that is commonly asked by a lot of peo-ple. William Ayers tries to look back on his moti-vation for being a teacher and attempts to answer the question. The challenges of being a teacher are revisited by looking at the misconceptions in teaching as well as providing the sensible argu-ments to explain the misunderstanding. To Teach: The Journey of A Teacher also challenges the teach-ers’ beliefs in viewing their students and in teach-ing practices in their classrooms. In addition, teachers are encouraged to be more proactive to embrace the policies rather than passively accept the mandated curriculum and other regulations enacted by the policy makers, administrators etc. This book presents a large number of classroom practices that are conducted in unconventional ways.
A STUDY ON CORRELATION BETWEEN SELF-EFFICACY AND ACADEMIC ACHIEVEMENT IN INDONESIAN CONTEXT Sri Rejeki Murtiningsih
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 5, No 2 (2011)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v5i2.2210

Abstract

There have been a number of research studies that point out that students’ self-efficacy has a close relationship with their academic achievement. Giving speeches in English requires a high level of self-efficacy because confidence and English skills are both needed when performing the assignment in front of an audience and examiners. This research tries to investigate the students’ self-efficacy in giving speeches in EFL classes and their performance, which is reflected in their academic achievements.The research involved 89 non-English department university students in a non- English speaking country. The speech course was given to the students in their fourth semester after they completed English courses focusing on reading and writing, speaking and listening, and extensive reading in their first, second and third semester respectively. Questionnaires are distributed to the students to find out their level of self-efficacy. Their achievements were assessed based on the rubrics provided and distributed to the students at the beginning of the course. The data were then analyzed using SPSS.The research found that self-efficacy in English speech delivery did correlate to the academic achievement.
PELATIHAN STORYTELLING UNTUK MENINGKATKAN KEPERCAYAAN DIRI SISWA SMP MUHAMMADIYAH 2 YOGYAKARTA DALAM BERBICARA BAHASA INGGRIS Sri Rejeki Murtiningsih; Puthut Ardianto
Prosiding Seminar Nasional Program Pengabdian Masyarakat 2018: 5. Penguatan Inovasi Pendidikan Bagi Pemerintah Daerah
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (306.422 KB)

Abstract

Tujuan pengabdian pada masyarakat ini adalah melakukan pelatihan storytelling untukmeningkatkan kepercayaan diri dalam berbicara Bahasa Inggris pada siswa SMP. Hal iniberdasarkan pada masalah yang sering dihadapi oleh banyak guru-guru Bahasa Inggris untukmendorong siswa untuk berani bicara dalam bahasa asing tersebut, terutama berbicara didepanbanyak orang.Dalam pengabdian ini, langkah-langkah yang dilakukan adalah melakukan serangkaian kegiatanyang berupa pelatihan storytelling kepada mahasiswa untuk memberikan pelatihan kepada siswaSMP, dan pelaksanaan pelatihan untuk meningkatkan kepercayaan diri siswa dalam Berbicarabahasa Inggris.Kesimpulan hasil pengabdian tersebut adalah terdapatnya peningkatan kepercayaan diri siswa SMPdalam berbicara dalam bahasa Inggris. Hal ini terlihat berdasarkan observasi yang dilakukan olehguru-guru bahasa Inggris di SMP Muhammadiyah 2 Yogyakarta. Selain itu, kepercayaan diri dalamberbicara, siswa juga terlihat lebih mampu dalam mengekspresikan diri dalam berakting melaluikegiatan storytelling ini.
Co-Authors Alyda Rizka Islamiyati Anisa Rahma Hidayah Anisa Wahyu Dwi Putri Delviana Rahma Dania Evi Puspitasari Faradilla Mutiara Islami Darmanto Ferry Setiawan Hasnia, Mutiara Ayu Ilsanti, Anissa Indah Puspawati Maryam Sorohiti Mochammad Imron Awalludin Munawaroh Munawaroh Puthut Ardianto Putri, Anisa Wahyu Dwi Sibakhul Milad Malik Hidayatulloh Sumantri, Agus Swastika, Rafika Nedya Zulfa, Auliya Failaih