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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 Indonesian Journal of English Language Teaching and Applied Linguistics
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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PENGENALAN KOSA KATA BAHASA INGGRIS MELALUI PICTURE STORY BOOKS Sri Rejeki Murtiningsih
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 (829.502 KB) | DOI: 10.18196/ppm.35.341

Abstract

Program pengabdian kepada masyarakat ini dilakukan dengan sekolah mitra Program Studi Pendidikan Bahasa Inggris, yaitu SD Muhammadiyah Insan Kreatif Kembaran. Permasalahan yang terjadi di SD ini adalah kurangnya perhatian siswa terhadap pelajaran Bahasa Inggris. Selain itu, penggunaan hanya buku teks untuk memperkenalkan kosakata bahasa Inggris. Kegiatan ini bertujuan untuk membantu guru dalam mengajar dengan menggunakan picture story books untuk memperkenalkan kosakata bahasa Inggris dengan menarik perhatian siswa. Buku bergambar memuat kata-kata sederhana yang cocok untuk tingkat penguasaan siswa SD sehingga akan membuat para siswa tertarik dan lebih bisa mengingat kata-kata baru. Pelaksanaan kegiatan mengajar dengan menggunakan picture-story books dilakukan secara tatap muka langsung sebanyak dua (2) kali. Kegiatan mengajar tersebut melibatkan lima (5) mahasiswa sebagai fasilitator di kelas. Namun, sisa kegiatan mengajar yaitu dua (2) pertemuan tidak bisa dilakukan lebih lanjut karena pandemi, sehingga kegiatan pengabdian dilakukan dengan cara lain, yaitu membuat video pembelajaran tentang membacakan buku cerita berbahasa Inggris kepada anak-anak. Hasil dari pelaksanaan kegiatan mengajar tersebut adalah siswa terlihat sangat terlibat dalam kegiatan pembelajaran. Siswa juga bisa menyebutkan banyak kosakata yang terdapat dalam picture story books. Implikasi dari kegiatan pengabdian itu adalah picture story books lebih sering digunakan dalam mengajar bahasa Inggris.
Code-switching in EFL classrooms: factors influencing teachers to use code-switching and its types used in the classrooms Sri Rejeki Murtiningsih; Munawaroh Munawaroh; Sibakhul Milad Malik Hidayatulloh
Journal on English as a Foreign Language Vol 12, No 2 (2022): Issued in September 2022
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i2.3941

Abstract

Among myriad prior studies on code-switching, little has been done on the factors influencing teachers to use code-switching and their classroom practices. The current research was aimed at investigating the motives of EFL teachers applying code-switching and the sorts of code-switching used by the EFL teachers in the classroom. This study used a qualitative case study as a research design by conducting in-depth interviews and observations as a data collection process. The obtained data were analyzed through coding, i.e., finding the similarities of the data and theming. The research participants were two EFL teachers at a private university in Yogyakarta Indonesia who have code-switching experience when teaching. The research found five reasons teachers used code-switching in EFL teaching and learning: discussing specific topics, making teaching and learning more practical, managing the classroom, building social relationship, and encouraging students' active participation. In addition, the observation found three code-switching types used by EFL teachers in their classrooms. The study implies that while code-switching offers some benefits, teachers should use code-switching at a minimum rate to keep students with maximum exposure to the English language.
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.
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.
Elementary School Students’ Vocabulary Enhancement through YouTube Video-Based Learning Maryam Sorohiti; Anisa Rahma Hidayah; Sri Rejeki Murtiningsih
Journal of English Language Studies Vol 9, No 1 (2024): Available Online in March 2024
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v9i1.23166

Abstract

The research objectives are: (1) to investigate the students' vocabulary mastery before using YouTube Video-based learning method, (2) to find out the students' vocabulary mastery after using YouTube Video-based learning method, (3) to perceive the difference in the students' mastery before and after using YouTube Video-based learning method. This research was conducted in a private Islamic elementary school in Yogyakarta for fourth-grade students. The method used in this research is quantitative, which uses a test. A pre-test was given to measure the students’ current vocabulary abilities, with results showing M = 6.00 and SD = 0.88415. Then, a treatment was applied using YouTube video-based media to help students with their vocabulary. To measure the aftereffect, the researcher uses a post-test. The post-test showed that M = 8.68. The results of this study indicated that there is an improvement in using YouTube video-based media for vocabulary learning, and it positively impacted the student's vocabulary enhancement. The study implies that elementary school teachers should use YouTube videos when teaching vocabulary and that elementary schools support the efforts, such as good wi-fi connection, projectors, and room speakers.
Giving or not giving? Experienced EFL university teachers’ beliefs and rationales of written feedback Murtiningsih, Sri Rejeki; Sumantri, Agus; Hidayatulloh, Sibakhul Milad Malik
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.
Being an effective English teacher through internship: Voices from the involved parties Murtiningsih, Sri Rejeki; Swastika, Rafika Nedya; Puspitasari, Evi; Putri, Anisa Wahyu Dwi
Englisia: Journal of Language, Education, and Humanities Vol 11, No 2 (2024)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v11i2.20447

Abstract

The Indonesian national curriculum encourages higher education stakeholders to provide an internship program to increase students’ employability. In the field of education, an internship comes in the form of a teaching practicum where all interns or prospective teachers get hands-on experience in schools to develop the characteristics of effective teachers. To identify areas for improvement in the running program, gathering insights from those involved is necessary. The current case study details how the internship program facilitates effective teaching for prospective teachers. This research also discussed recommendations from involved parties to obtain reliable references to improve the program. The data were collected by interviewing four prospective teachers, two university supervisors, and two mentor teachers. This study used transcribing, member checking, and coding to analyze the interview results. The data revealed that the four steps in the program, i.e., deployment, observation, coaching, and teaching practices, helped the prospective teachers to build a robust construct of effective teachers, including socio-affective skills, pedagogical competence, content knowledge, and personal qualities. Additionally, the findings demonstrated the participants’ suggestions related to several technical issues of the program and recommendations to the prospective teachers regarding what they should do in joining the program. Regardless rooms of improvements that the program should follow-up, all participants agree to say that the practice teaching facilitates prospective English teachers to develop competencies of being an effective teacher.
Pelatihan Rukti Jenazah sebagai Strategi untuk Meningkatkan Kepedulian Sosial di Lingkungan Perkotaan Puspitasari, Evi; Murtiningsih, Sri Rejeki; Zulfa, Auliya Failaih; Setiawan, Ferry
BERDAYA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat Vol 7 No 2 (2025)
Publisher : LPMP Imperium

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36407/berdaya.v7i2.1628

Abstract

The social phenomenon of urban communities that are prone to individualism influences low social awareness. Rukti Jenazah as an activity that captures the manifestation of social and cultural values in society is starting to be rarely found in urban communities. Generally, they rely on third party services for corpse care rather than doing it collectively. This shows that community activities that require a sense of social awareness face real challenges in an era where human relationships are starting to grow distant. This certainly needs to be a concern for all parties. By involving 26 members of the organization as participants, the activity was carried out in three stages, namely input session, discussions, and direct practice with media that had been prepared by the community service team. The series of activities went smoothly and proved successful in increasing participants' understanding of the attitude of social awareness and how it is manifested through this activity. This was shown through the average post-test score (49.69) which was higher than the average pre-test score (44.31). The average understanding of participants increased by 5.38 points. This is the basis for Branch Manager of Muhammadiyah Notoyudan to develop and expand the Rukti Jenazah training program as a sustainable strategy in increasing social awareness and solidarity between residents, as well as a model that can be applied in other areas with similar problems.
Enhancing vocabulary mastery in senior high school students through short story reading: An experimental study Murtiningsih, Sri Rejeki; Ilsanti, Anissa; Haryadi, Didit
Englisia Journal Vol 12 No 2 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i2.26580

Abstract

This study explores the effectiveness of short stories as a teaching tool to enhance vocabulary mastery among senior high school students. The research involved 33 eleventh-grade social studies students from a public high school in Yogyakarta, Indonesia, using a one-group pretest-posttest experimental design. Over four class sessions, students engaged with short stories to improve their vocabulary. Vocabulary proficiency was assessed through tests administered before and after the intervention, with data analyzed using SPSS version 25. The pretest revealed a moderate vocabulary level, with an average score of 54.42. Post-intervention results showed significant improvement, with the average score increasing to 85.39. Statistical analysis yielded a t-value of 39.689, exceeding the critical t-value of 2.042, thus supporting the hypothesis (H1) that short story reading significantly enhances vocabulary mastery in EFL students.
Co-Authors 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 Islamiyati, Alyda Rizka 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