Article Per Year (5 Year)
p-Index From 2020 - 2025
1.116
P-Index
This Author published in this journals
All Journal TEFLIN Journal: A publication on the teaching and learning of English CaLLs : Journal of Culture, Arts, Literature, and Linguistics Jurnal Review Pendidikan dan Pengajaran (JRPP) 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 Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 11 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search
Journal : Prosiding Seminar Nasional Sastra, Bahasa, dan Seni (Sesanti)

 1 
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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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

Show Abstract | Download Original | Original Source | Check in Google Scholar

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.
Co-Authors A. K. Amarullah Amedea Cathriona Maharia Amelia, Firda Annisa Annisa Bibit Suhatmady Delfiana, Priska Dyah Sunggingwaty Effendi Limbong I Gusti Ngurah Darmawan I, Weningtyas P. Iskandar Abdul Samad Istanti Hermagustiana Meta Keumala Nanda Marlina Samad Nita Maya Valiantien Rukmiyanti, Prilliani Setya Ariani Sumarni Susilo Susilo Weningtyas Parama Iswari