Article Per Year (5 Year)
p-Index From 2021 - 2026
2.064
P-Index
This Author published in this journals
All Journal IJEE (Indonesian Journal of English Education) Journal on English as a Foreign Language (JEFL) Script Journal: Journal of Linguistic and English Teaching LLT Journal: A Journal on Language and Language Teaching TLEMC (Teaching and Learning English in Multicultural Contexts) IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Borneo Educational Journal (Borju) Lingua Borneo Journal of Language and Education Educational Studies: Conference Series
Maria Teodora Ping, Maria Teodora
Universitas Mulawarman
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 19 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search
Journal : Script Journal: Journal of Linguistic and English Teaching

 1 
English Department Students’ Beliefs Towards Plurilingualism And Its Influence on English Academic Achievement and Language Learning Styles In Mulawarman University Fahmimroah, Feti; Ping, Maria Teodora; Setiawan, Iwan
Script Journal: Journal of Linguistic and English Teaching Vol 2, No 1 (2017): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (793.328 KB) | DOI: 10.24903/sj.v2i1.68

Abstract

This study aimed at investigating the correlation between students’ beliefs towards plurilingualism with their English academic achievement and language learning styles both from quantitative and qualitative perspectives. A mixed method was used in this study and the researcher took students from the sixth semester of English department. To collect the data, the researcher distributed questionnaire and conducted interview. From the regression calculation, it was revealed that students’ beliefs towards plurilingualism correlated with their English academic achievement and language learning styles. Furthermore, from the interview, students’ views towards people who have the ability in many languages and their self-confidence from the aspects of belief towards plurilingualism held an important role for students’ English academic achievement. In addition, the students’ beliefs towards plurilingualism influenced their language learning styles, especially the frequency of the students English use in campus environment, whether inside or outside the classroom.
English Department Students’ Beliefs Towards Plurilingualism And Its Influence on English Academic Achievement and Language Learning Styles In Mulawarman University Feti Fahmimroah; Maria Teodora Ping; Iwan Setiawan
Script Journal: Journal of Linguistics and English Teaching Vol. 2 No. 1 (2017): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (793.328 KB) | DOI: 10.24903/sj.v2i1.68

Abstract

This study aimed at investigating the correlation between students’ beliefs towards plurilingualism with their English academic achievement and language learning styles both from quantitative and qualitative perspectives. A mixed method was used in this study and the researcher took students from the sixth semester of English department. To collect the data, the researcher distributed questionnaire and conducted interview. From the regression calculation, it was revealed that students’ beliefs towards plurilingualism correlated with their English academic achievement and language learning styles. Furthermore, from the interview, students’ views towards people who have the ability in many languages and their self-confidence from the aspects of belief towards plurilingualism held an important role for students’ English academic achievement. In addition, the students’ beliefs towards plurilingualism influenced their language learning styles, especially the frequency of the students English use in campus environment, whether inside or outside the classroom.
Dialogic Reading to Promote the Underprivileged Pre-School Children's Expressive Language Ability Andi Asrifan; Iwan Setiawan; Maria Teodora Ping; Syamdianita Syamdianita; Nur Fadillah Nurchalis
Script Journal: Journal of Linguistics and English Teaching Vol. 7 No. 2 (2022): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v7i2.1096

Abstract

Background: Children from low socioeconomic backgrounds in Indonesia have been facing challenges in terms of their literacy and language development. One of the possible reasons is that they are not used to receiving meaningful early reading interventions such as shared reading during their pre-school attendance. This phenomenon has brought to light the urgency of having an early intervention, which can accommodate the very diverse linguistic and cultural context of Indonesia- a multilingual and multicultural country. Methodology: This study employed an explanatory sequential mixed-method research design. The first phase was conducted in a quantitative one-group pre-experiment with pre-and post-test design. The second phase of this research was carried out in a qualitative case study through classroom observation and informal interviews with the teacher and the children. Findings: The findings of MLU calculation showed that for the pre-test, the mean score was 2.35, the median was 2.20 and the standard deviation was 0.53. Meanwhile, for the post-test, the mean score was 3.72, the median was 3.18 and the standard deviation was 1.38. The qualitative phase explored two main aspects, namely the implementation of dialogic reading activity by the teacher and the teacher as well as children’s opinions regarding the dialogic reading activity. Conclusion: This current study has offered an insight that dialogic reading activity could be well implemented by the teacher in a typical Indonesian pre-school setting. The dialogic reading activity was also found to contribute significantly to the development of children’s expressive language ability. Originality: The findings of this study have indicated dialogic reading potentials in terms of promoting children’s language development and just as importantly, sparking children’s joy of reading since their early years of formal education. Therefore, it is suggested that early childhood educators and parents work hand in hand to incorporate dialogic reading activity into their daily literacy practices at schools as well as at home.
Co-Authors A.K. Amarullah Achmad Ivansyah Obos Agitha Martha Laura Aridah Aridah Aridah, Aridah Arifin, M Bahri Asih, Yuni Utami Asrifan, Andi Bibit Suhatmady Fahrisky Azima Feti Fahmimroah Feti Fahmimroah, Feti Hambali, Muhamad Hasanah, Eni Uswatun Ida Wardani Iwan Setiawan Iwan Setiawan Jojor Siahaan Kalukar, Ventje Jany Limbong, Effendi Nurchalis, Nur Fadillah Nurfitriana, Latifah Rahman , Andika Rubiyah, Rubiyah Rubiyah, Rubiyah Soe'oed, Rahmat Susilo Susilo Susilo Susilo Syamdianita Syamdianita, Syamdianita Tahir, Herlina Teguh Budiharso Thamrin, Abdul Rais Weningtyas Parama Iswari Weningtyas Parama Iswari, Weningtyas Parama Yesi Herlina Yuni Utami Asih, Yuni Utami