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All Journal TEFLIN Journal: A publication on the teaching and learning of English CaLLs : Journal of Culture, Arts, Literature, and Linguistics Indonesian TESOL Journal Bubungan Tinggi: Jurnal Pengabdian Masyarakat Ethical Lingua: Journal of Language Teaching and Literature Borneo Educational Journal (Borju) E3L : Journal of English Laguange Teaching, Linguistics and Literature Prosiding Seminar Nasional Sastra, Bahasa, dan Seni (Sesanti)
Noor Rachmawaty
Universitas Mulawarman
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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DOES RETELLING TECHNIQUE IMPROVE SPEAKING FLUENCY? Noor Rachmawaty; Istanti Hermagustiana
TEFLIN Journal: A publication on the teaching and learning of English Vol 21, No 1 (2010)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (71.974 KB)

Abstract

Abstract: This paper is based on a study on speaking fluency performed by six low level students using retelling technique. The aim of the study is to find out the effect of retelling on the students’ speaking fluency and to know the strategies used by those students while retelling a story. The data were the speaking transcripts which were analyzed to see the progress after six-time treatment was given. The result reveals that the speaking fluency of the students increased in some areas as shown by the improvement on their vocabulary and comprehensibility.
STUDENTS’ LANGUAGE LEARNING STYLE PREFERENCES AT ENGLISH LITERATURE STUDY PROGRAM Setya Ariani; Nita Maya Valiantien; Noor Rachmawaty
CaLLs: Journal of Culture, Arts, Literature, and Linguistics Vol 7, No 1 (2021): CaLLs, Juni 2021
Publisher : Fakultas Ilmu Budaya, Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/calls.v7i1.5160

Abstract

Learning style is one of the factors contributing to students’ success on second or foreign language learning. This present research attempted to identify various learning styles used in learning English by administering Perceptual Learning Style Preference Questionnaire ( PLSPQ ) for 121 EFL students at English literature study program. The result of descriptive analysis showed that the overall students’ preferred learning style was found to be auditory (M= 37.5, SD = 4.48). Based on gender differences, a majority of male students were auditory students ( M = 38.6, SD = 4.27)  and most of the female students were observed to have tendency to be in the category of kinaesthetic students (M = 3.69, SD = .49). The individual learning style became the least frequent style used by the students ( M = 35.2, SD = 7.53). The findings contribute to the improvement of teaching practice quality. Educators are recommended to employ various teaching styles and design variety of activities that enable students to activate their own learning styles more effectively.Keywords: learning style, Second Language Acquisition (SLA), Perceptual Learning Style Preference Questionnaire ( PLSPQ )
Gender Differences in Language Learning Strategies Sumarni Sumarni; Noor Rachmawaty
Ethical Lingua: Journal of Language Teaching and Literature Vol. 6 No. 1 (2019)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (684.056 KB) | DOI: 10.30605/ethicallingua.v6i1.1169

Abstract

This study investigates the application of language learning strategies by different gender of university students. To do so, memory, cognitive, compensation, metacognitive, affective, and social language learning strategies were investigated. To collect data, the Strategy Inventory for Language Learning (SILL; Oxford, 1990) was administered to male and female student. They, then, were analyzed using descriptive statistics. The findings of the study indicated that students used a wider range of learning strategies and different from those often preferred by their gender. Both female and male often use social strategies while the lowest frequency strategy use both them were different. The results of this study can be useful for language teachers instead of raising their awareness on reducing the gap between the students' language learning strategies and their teaching technique preferences.
The Influence of socio cultural and educational background on EFL learners' motivation Meta Keumala; Nanda Marlina Samad; Iskandar Abdul Samad; Noor Rachmawaty
Indonesian TESOL Journal Vol 1, No 1 (2019): Indonesian TESOL Journal (March)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (788.468 KB) | DOI: 10.24256/itj.v1i1.556

Abstract

Abstract:    It is undeniable that motivation plays a very important role in the learning process of students. However, some learners still face difficulties in learning English language due to some factors such as differences on its cultural aspects that contributes to the lack of intercultural competence on EFL learners. The aim of the research is to investigate the socio cultural and educational factors that influence the learner’s motivation on English as a Foreign Language (EFL) learning among post-graduate students of English Department of Syiah Kuala University, Aceh, Indonesia. The method of the study is descriptive qualitative where researchers collected the data through library research and distribution of questionnaires to twenty students. The results showed that socio cultural and educational background impact on learners’ motivation in EFL learning. Students who are in collectivistic culture (60%) carried traditional thinking in facing new culture during the EFL learning process while the rest of the students who are in the part of individualistic culture (40%) tend to react positively in facing new culture. Furthermore, educational background also has impacted the learners’ motivation. Students’ prior knowledge contribute to (70%) their learning achievement.
Developing EFL Teachers’ Skills in Creating Digital Photo Story Videos as Learning Media Weningtyas Parama Iswari; Noor Rachmawaty; Effendi Limbong
Bubungan Tinggi: Jurnal Pengabdian Masyarakat Vol 5, No 3 (2023)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/btjpm.v5i3.7948

Abstract

Along with the increase in the use of digital materials, teachers need to possess skills in creating these materials. Digital photo story videos are among the alternatives to digital materials that are easy to create. However, some teachers still had limited technological skills. A workshop was conducted online for three months from August to November 2020. This workshop trained some participants in creating digital photo story videos as learning media. The participants consisted of twelve secondary school teachers of English from different districts in East Kalimantan.  Data were gathered from discussions, reflections and outcomes of the workshop. The results revealed some indicators of teachers’ development, not only in teachers’ technological skills but also in some other domains. The participants gained new knowledge regarding simple technology for creating videos, and their understanding of the TPACK framework was also detected. They were able to operate the software applications introduced, and created the digital story videos successfully, despite a few technical problems.  In addition, they showed their initiative to explore new applications to upgrade their videos, and intention to learn more about video editing. Effectively, their attitude towards the workshop and their videos was positive, and socially, they confirmed that their networking expanded as they met and worked together with colleagues from different districts. This study has added the existing evidence that teachers should enhance their technological skills to keep up with the rapidly changing world. Future researchers are advised to see the after-workshop effects of such a workshop on its participants’ teaching practice and professional development.
Examining the Relationship Among Basic Psychological Needs Satisfaction, Self-Efficacy, and English Achievement of Vocational High School Students in Emergency Remote Teaching Annisa Annisa; I Gusti Ngurah Darmawan; Dyah Sunggingwaty; Noor Rachmawaty
Borneo Educational Journal (Borju) Vol. 5 No. 1 (2023): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v5i1.1497

Abstract

In the context of Emergency Remote Teaching (ERT), this study is conducted to investigate how learning from home impacts Vocational High School students and how their success in English is linked to their well-being, particularly their satisfaction with fundamental psychological needs. To ensure the robustness of the study, questionnaires assessing Basic Psychological Needs Satisfaction, Self-efficacy, and socio-economic factors underwent validation through AMOS software. Notable differences in achievement across eight majors were examined using a one-way ANOVA. The connections among socio-economic factors (such as gender, parental background, and gadget availability), Basic Psychological Needs Satisfaction, Self-efficacy, and students' achievement were delved into through Structural Equation Modeling (SEM). The findings reveal that all student factors, with the exception of Self-efficacy, exerted a significant impact on achievement. It is noteworthy that Self-efficacy exhibited a negative impact, while the presence of gadget availability had the most pronounced positive effect. Interconnections among all these factors were also observed. In summary, the study highlights the influence of various factors, such as socio-economic background and psychological well-being, on the English achievement of Vocational High School students during ERT in Balikpapan, East Kalimantan, Indonesia. The encouragement of students to focus on their well-being, consideration of their family background, and ensuring access to gadgets are deemed critical for achieving better English scores. Future studies can delve deeper using qualitative data and different analysis methods. The inclusion of perspectives from teachers, principals, or parents, coupled with the utilization of standardized English tests, could provide a more comprehensive understanding.
PROJECT-BASED DRAMA LEARNING IN REDUCING STUDENTS’ SPEAKING ANXIETY A. K. Amarullah; Noor Rachmawaty
Prosiding Seminar Nasional Bahasa, Sastra, dan Seni (Sesanti) Prosiding Seminar Nasional Bahasa, Sastra, dan Seni (Sesanti) 2019
Publisher : Fakultas Ilmu Budaya, Universitas Mulawarman

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Abstract

Project-based Drama Learning (PBDL) is a learning model designed for both language learning and language teaching. In this case, PBDL gives a positive contribution to students’ language engagement and development. It provides a natural context for learning English. They learn not only the language that existed in the drama or the novel they read, but also the spontaneous language they use when they are doing their project. Referring to the significant contribution of PBDL and the urgency in helping pre- service English teachers at the English Department, Mulawarman University to perform well in their speaking, therefore the researcher intends to replicate the implementation of PBDL conducted by the previous researchers in the researchers’ English Drama course. The participants of this study were 27 students who enrolled in the researchers’ English Drama Course. This study was experimental. Speaking anxiety questionnaire was used by the researcher to find out students’ speaking anxiety level before and after the PBDL was implemented. Paired samples t-test was conducted to compare the level of speaking anxiety of students before and after PBDL was implemented. There was no significant difference found in students’ speaking anxiety levels before and after the treatment. Further investigation using different design and instruments needs to be carried out in order to reveal the insignificant effect of PBDL in reducing students’ speaking anxiety.
LEARNING STRATEGIES AND ANXIETY ON GRAMMAR ACHIEVEMENT Noor Rachmawaty; Setya Ariani
Prosiding Seminar Nasional Bahasa, Sastra, dan Seni (Sesanti) Prosiding Seminar Nasional Bahasa, Sastra, dan Seni (Sesanti) 2019
Publisher : Fakultas Ilmu Budaya, Universitas Mulawarman

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Abstract

Successful foreign or second language instruction involves individual learning differences as important variables observed among students. Out of many variables, learning strategies and anxiety are highlighted to be major concerns influencing grammar achievement. This paper sought to examine whether learning strategies and anxiety reported by EFL students influencing grammar scores. Strategy Inventory for Language Learning (SILL) and Foreign Language Classroom Anxiety Scale (FLCAS) questionnaires were administered to fifty-nine student samples. Path analysis was used to map the relationship model of the variables in this study. The statistical analysis revealed that the influence of learning strategies and anxiety on grammar score was 0.063 or 6.3%. This implied that 93.7% of students’ grammar score was influenced by other variables. The statistical analysis also showed that there was a negative correlation between learning strategies and grammar scores (r = -200, p<.05). Similarly, a negative correlation was also seen in anxiety and grammar score (r = -146, p<.05). The findings contribute to improve the quality of teaching grammar and provide recommendation for future studies in the area of teaching and learning grammar in the EFL context.
THE CORRELATION BETWEEN PRONUNCIATION ANXIETY AND MOTIVATION Amedea Cathriona Maharia; Noor Rachmawaty; Susilo Susilo
Prosiding Seminar Nasional Bahasa, Sastra, dan Seni (Sesanti) Prosiding Seminar Nasional Bahasa, Sastra, dan Seni (Sesanti) 2021
Publisher : Fakultas Ilmu Budaya, Universitas Mulawarman

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Abstract

This study reports on quantitative study, conducted among 48 English majors, examining the relationship between a language-skill-specific type of anxiety—pronunciation anxiety and motivation. Pronunciation anxiety is presented as a feeling of apprehension and worry deriving from negative self-perceptions, and beliefs. The fears related specifically to pronunciation (Baran–Lucarz, 2014). When motivation is concerned, it has been conceptualized on the basis of the L2 Motivational Self System Model (Dörnyei, 2005), as the desire to reach highest communication proficiency levels nativelike target language accent, represented by the ideal L2 self and ought-to L2 self. The result of the calculation to find the correlation between pronunciation anxiety and motivation were having correlation but not significant. The data from 2 questionnaires which were calculated by using Pearson product moment formula showed most of subcomponents of PMQ and MPA had correlation but not significant, only between pronunciation anxieties to talk outside the classroom with Criterion Measure which had correlation and they were significant. The results showed in the table that Pearson correlation between PA-cl and Criter.Meas were -777*, it meant if the pronunciation anxiety to talk to native and non-native speaker outside the Fl-classroom was high than the strength of desire to achieve target language native-like pronunciation free from L1 influenced would be low. There was correlation but not significant between the level of motivation to reach a target language, represented by the Ideal L2 Self and the Ought to L2 Self of high and low PA students. However, in the level of motivation between high and low PA students to become communicative in the Tl, represented the Ideal L2 Self and Ought to L2 self was found significantly difference.
Students’ Perception on Digital Storytelling in Speaking Class of English Department Amelia, Firda; Suhatmady, Bibit; Rachmawaty, Noor
E3L: Journal of English Teaching, Linguistic, and Literature Vol. 6 No. 1 (2023)
Publisher : English Department, Faculty of Teacher Training and Education, Mulawarman University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/e3l.v6i1.2394

Abstract

Digital storytelling has been utilized as a method to help students improve their speaking abilities. This research is conducted to explore the use of Digital Story Telling method to help teaching and learning process in English department students of Mulawarman University to develop their ability to speak English. This study used a descriptive qualitative design to analyze the data. The subjects of the study were three students of English Teaching and Learning faculty Academic year 2019. The instrument used in this study were their English speaking score as documents and interview questions. The result showed that using digital story telling made students learn through various ways of learning by using all creative skills they have which was interesting and useful. Digital storytelling affecting both of the students’ hard skill and soft skill. Students were also motivated to improve the vocabularies and pronunciation of English speaking skill they have already possessed.
Co-Authors A. K. Amarullah Amedea Cathriona Maharia Amelia, Firda Annisa Annisa Bibit Suhatmady Dyah Sunggingwaty Effendi Limbong I Gusti Ngurah Darmawan Iskandar Abdul Samad Istanti Hermagustiana Meta Keumala Nanda Marlina Samad Nita Maya Valiantien Setya Ariani Sumarni Susilo Susilo Weningtyas Parama Iswari