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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

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Journal : Journal of Foreign Language Teaching and Learning

 1 
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.
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.
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