Article Per Year (5 Year)
p-Index From 2021 - 2026
0.23
P-Index
This Author published in this journals
All Journal Journal of Foreign Language Teaching and Learning Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra 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

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
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
Co-Authors Andi Wirantaka Dea Rizky Ramadhani