2024-03-28T15:38:27Z
http://journal.wima.ac.id/index.php/BW/oai
oai:ojs.jurnal.wima.ac.id:article/3194
2021-05-21T13:15:05Z
JIMA:ART
oai:ojs.jurnal.wima.ac.id:article/3945
2023-01-29T13:18:02Z
teknik:ART
oai:ojs.jurnal.wima.ac.id:article/5189
2024-01-09T10:53:57Z
zigma:ART
oai:ojs.jurnal.wima.ac.id:article/764
2018-09-04T13:09:00Z
JWM:ART
oai:ojs.jurnal.wima.ac.id:article/1923
2019-01-30T12:07:51Z
VOCATIO:ART
oai:ojs.jurnal.wima.ac.id:article/950
2019-02-21T10:32:50Z
JMP:Art
oai:ojs.jurnal.wima.ac.id:article/976
2019-02-21T10:32:51Z
JMP:Art
oai:ojs.jurnal.wima.ac.id:article/1967
2019-03-24T20:37:13Z
Magister_Scientiae:ART
oai:ojs.jurnal.wima.ac.id:article/2593
2020-08-03T10:19:35Z
RIMA:ART
oai:ojs.jurnal.wima.ac.id:article/2755
2020-11-04T10:13:54Z
JTPG:ART
oai:ojs.jurnal.wima.ac.id:article/2518
2021-02-18T13:49:52Z
teknik:ART
oai:ojs.jurnal.wima.ac.id:article/3163
2021-04-28T09:59:38Z
JIMA:ART
oai:ojs.jurnal.wima.ac.id:article/3193
2021-05-21T13:15:05Z
JIMA:ART
oai:ojs.jurnal.wima.ac.id:article/4074
2023-06-05T06:21:05Z
NERS:ART
oai:ojs.jurnal.wima.ac.id:article/1881
2019-01-13T07:59:04Z
JWMJ:ART
oai:ojs.jurnal.wima.ac.id:article/1924
2019-01-30T12:07:51Z
VOCATIO:ART
oai:ojs.jurnal.wima.ac.id:article/827
2019-02-21T10:32:51Z
JMP:Art
oai:ojs.jurnal.wima.ac.id:article/977
2019-02-21T10:32:51Z
JMP:Art
oai:ojs.jurnal.wima.ac.id:article/2155
2019-10-08T07:55:36Z
JTPG:ART
oai:ojs.jurnal.wima.ac.id:article/2289
2020-10-23T05:14:23Z
peka:ART
oai:ojs.jurnal.wima.ac.id:article/2807
2020-11-11T08:45:53Z
Magister_Scientiae:ART
oai:ojs.jurnal.wima.ac.id:article/2812
2021-02-20T18:17:13Z
JTPG:ART
oai:ojs.jurnal.wima.ac.id:article/3164
2021-04-28T09:59:38Z
JIMA:ART
oai:ojs.jurnal.wima.ac.id:article/3324
2021-08-16T15:20:45Z
KOMUNIKATIF:ack
oai:ojs.jurnal.wima.ac.id:article/4862
2023-08-01T04:28:05Z
NERS:ART
oai:ojs.jurnal.wima.ac.id:article/4837
2024-02-23T05:49:17Z
teknik:ART
oai:ojs.jurnal.wima.ac.id:article/1885
2019-01-13T07:59:05Z
JWMJ:ART
oai:ojs.jurnal.wima.ac.id:article/1925
2019-01-30T12:07:51Z
VOCATIO:ART
oai:ojs.jurnal.wima.ac.id:article/952
2019-02-21T10:32:51Z
JMP:Art
oai:ojs.jurnal.wima.ac.id:article/830
2019-02-21T10:33:04Z
JMP:Art
oai:ojs.jurnal.wima.ac.id:article/2347
2020-02-05T14:25:05Z
JFST:ART
oai:ojs.jurnal.wima.ac.id:article/2290
2020-10-23T05:14:23Z
peka:ART
oai:ojs.jurnal.wima.ac.id:article/2801
2020-11-16T16:35:26Z
Magister_Scientiae:ART
oai:ojs.jurnal.wima.ac.id:article/3160
2021-04-28T09:59:37Z
JIMA:ART
oai:ojs.jurnal.wima.ac.id:article/3124
2021-04-28T10:01:31Z
JUMMA:ART
oai:ojs.jurnal.wima.ac.id:article/1889
2022-04-10T13:22:30Z
JTPG:ART
oai:ojs.jurnal.wima.ac.id:article/4002
2023-08-03T05:43:44Z
ARETE:ART
oai:ojs.jurnal.wima.ac.id:article/4757
2024-02-23T05:53:36Z
teknik:ART
oai:ojs.jurnal.wima.ac.id:article/1922
2019-01-30T11:39:05Z
VOCATIO:COV
oai:ojs.jurnal.wima.ac.id:article/1926
2019-01-30T12:07:51Z
VOCATIO:ART
oai:ojs.jurnal.wima.ac.id:article/974
2019-02-21T10:32:51Z
JMP:Art
oai:ojs.jurnal.wima.ac.id:article/972
2019-02-21T10:33:04Z
JMP:Art
oai:ojs.jurnal.wima.ac.id:article/2440
2020-03-30T14:09:34Z
Magister_Scientiae:ART
oai:ojs.jurnal.wima.ac.id:article/2293
2020-10-23T05:14:23Z
peka:ART
oai:ojs.jurnal.wima.ac.id:article/1916
2020-11-30T21:00:14Z
teknik:ART
oai:ojs.jurnal.wima.ac.id:article/3161
2021-04-28T09:59:38Z
JIMA:ART
oai:ojs.jurnal.wima.ac.id:article/3192
2021-05-21T13:15:05Z
JIMA:ART
oai:ojs.jurnal.wima.ac.id:article/4333
2022-11-29T23:56:24Z
JWMJ:ART
oai:ojs.jurnal.wima.ac.id:article/1928
2019-01-30T12:07:50Z
VOCATIO:ART
oai:ojs.jurnal.wima.ac.id:article/1927
2019-01-30T12:07:51Z
VOCATIO:ART
oai:ojs.jurnal.wima.ac.id:article/975
2019-02-21T10:32:51Z
JMP:Art
oai:ojs.jurnal.wima.ac.id:article/973
2019-02-21T10:33:05Z
JMP:Art
oai:ojs.jurnal.wima.ac.id:article/2580
2020-07-11T07:00:38Z
JAKO:ART
oai:ojs.jurnal.wima.ac.id:article/2295
2020-10-23T05:14:23Z
peka:ART
oai:ojs.jurnal.wima.ac.id:article/2161
2020-11-30T21:00:15Z
teknik:ART
oai:ojs.jurnal.wima.ac.id:article/3162
2021-04-28T09:59:38Z
JIMA:ART
oai:ojs.jurnal.wima.ac.id:article/3426
2022-01-02T10:09:04Z
BW:RSCH
Cooperative Learning: A Foundation for Project Work
Chau, Meng Huat
Jacobs, George M
Cooperation; cooperative learning; project work; Anthropocene; responsibility
This article has one theme and two parts. The theme is that we humans can do more and do it more enjoyably when we cooperate. The first part of the article explains eight principles from cooperative learning, a methodology that facilitates students learning in groups of two-four members, along with the learning they do with teachers and by studying on their own. The second part describes four cooperative learning techniques, as a way to bring to life the eight principles from the first part, and also to provide readers of the article with ready-made ideas for using cooperative learning in their own teaching. This article suggests that shorter cooperative learning activities can prepare students for doing projects, and that students can do shorter cooperative learning activities as part of the work they do on projects.
Universitas Katolik Widya Mandala Surabaya
2021-11-30
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/3426
10.33508/bw.v9i2.3426
Beyond Words; Vol 9, No 2 (2021): November; 123-132
2338-6339
2460-6308
10.33508/bw.v9i2
eng
http://journal.wima.ac.id/index.php/BW/article/view/3426/2854
Copyright (c) 2021 Meng Huat Chau, George M Jacobs
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/3071
2022-08-31T04:09:49Z
BW:RSCH
Developing a Semi-Direct Speaking Test for Fourth Graders Using Video Conferencing
Wiwaharini, Yuditha Putri
Budiyono, Bartholomeus
COVID-19 testing era; Semi-direct speaking test; Speaking test; Test development; Video Conferencing.
This study aimed to develop alternative English-speaking testing to be used during the COVID-19 pandemic. A semi-direct speaking test for 4 graders was the final product of this study. Cambridge curriculum with the ESL framework (0837) was used to formulate the test. It was designed using steps suggested by (Bachman and Palmer,1996). It also has been reviewed by an expert and a trial group. It asked each test-taker to tell a story using provided picture series, connectors, and past verbs within 5 minutes. A minute was given for them to study the picture series; the rest was to do the test. It was delivered by using video conferencing called Zoom. The result showed that the test developed was a valid, reliable, practical, and authentic measurement. Its reliability was proved by test-retest and interrater results. Its validity, practicality, and authenticity were proved by providing an expert judgement collected through questionnaires.
Universitas Katolik Widya Mandala Surabaya
2022-05-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/3071
10.33508/bw.v10i1.3071
Beyond Words; Vol 10, No 1 (2022): May; 36-48
2338-6339
2460-6308
10.33508/bw.v10i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/3071/3021
Copyright (c) 2022 Yuditha Putri Wiwaharini
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/3737
2023-03-09T07:47:44Z
BW:RSCH
A Study on the Ideal Amount of Extensive Reading for High Schools in Japan
Chang, Tekka
Dineros, Christine
extensive reading, motivation, second language reading
Abstract When introducing extensive reading, I always had a difficult time in getting everyone to be contented. Starting with the Oxford Bookworms, I prepared over 500 books in the school library in both fiction and non-fiction books. Vocabulary level tests were also conducted to make sure that the books were at the I+1 level, and the author talked to each student to see which genre they may like. While this is a difficult task, I tried to find the ideal amount of weekly reading for science course students in a senior high school in Japan. A quantitative questionnaire was created using the price sensitivity meter method to measure the learners’ ideal weekly reading amount. Results showed that the ideal amount of weekly extensive reading was 1200 words per week at the 500-word level. When asked directly about the amount of ideal reading according to their level, 44% of the students said that reading 2000 words per week was “little or no problem”.
Universitas Katolik Widya Mandala Surabaya
Christine, Dineros, Rissho Junior and Senior High School
2022-11-30
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/3737
10.33508/bw.v10i2.3737
Beyond Words; Vol 10, No 2 (2022): November; 116-127
2338-6339
2460-6308
10.33508/bw.v10i2
eng
http://journal.wima.ac.id/index.php/BW/article/view/3737/3133
http://journal.wima.ac.id/index.php/BW/article/downloadSuppFile/3737/481
Copyright (c) 2022 Tekka Chang
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/799
2022-02-20T20:24:52Z
BW:PPTV
Integrating Technology in Indonesian EFL Classrooms: Why Not?
Gai Mali, Yustinus Calvin
The Minister of Education and Culture Republic of Indonesia, through its substantial policies, has gradually encouraged teachers in Indonesia to integrate the use of technology into their teaching practices. Responding to the policies, this paper aims to introduce Hot Potatoes, Blog, and Edmodo, as some alternative educational technology that the teachers can utilize to support their teaching practices, particularly in their English as a Foreign Language (EFL) classrooms. The paper addresses
technological potentials of the technology for teaching and learning, such as for accessing information about the language, providing exposure to English, publishing learner work, interacting with other learners, managing, and organizing learning. The paper also explains possible challenges in utilizing
the technology specifically in EFL teaching contexts. The discussions are supported with my reflective experience in utilizing the technology, related research findings, and literature. This paper provides insights into alternative educational technology that the teachers can use. Additionally, the
paper can encourage the teachers to begin utilizing the technology to support their teaching practices and help students achieve learning objectives in their EFL classrooms.
Universitas Katolik Widya Mandala Surabaya
2016-06-09
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/799
10.33508/bw.v4i1.799
Beyond Words; Vol 4, No 1 (2016); 17-26
2338-6339
2460-6308
10.33508/bw.v4i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/799/783
oai:ojs.jurnal.wima.ac.id:article/4331
2024-02-05T07:48:04Z
BW:RSCH
English Derivational morphology: Challenges and Teaching Considerations for non-native speakers
Vargas-Vega, Brenda
Mora-Pablo, Irasema
English as a Foreign Language, derivational morphology, suffixes, teaching.
This paper has a twofold purpose: to raise awareness on the complexity of the acquisition of English derivational morphology, and to suggest ways to approach its teaching in the language classroom. Understanding morphology is important because of its impact on other areas of language; however, some authors posit that its explicit instruction is limited in schools. Based on a thorough but comprehensible description of English morphology, we present eight aspects that may be challenging for English Language Learners followed by pedagogical strategies to address them. This way, we hope to offer linguistic insights that can aid the teaching of English as a foreign language and close the gap between linguistic research and the classroom setting.
Universitas Katolik Widya Mandala Surabaya
2023-08-06
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/4331
10.33508/bw.v11i1.4331
Beyond Words; Vol 11, No 1 (2023): May; 1-18
2338-6339
2460-6308
10.33508/bw.v11i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/4331/3397
Copyright (c) 2023 Brenda Vargas-Vega, Irasema Mora-Pablo
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/804
2022-02-20T20:24:52Z
BW:AA
About the Authors
Soedjatmiko, Wuri
Universitas Katolik Widya Mandala Surabaya
2016-06-09
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
About Author
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/804
10.33508/bw.v4i1.804
Beyond Words; Vol 4, No 1 (2016); 76
2338-6339
2460-6308
10.33508/bw.v4i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/804/788
oai:ojs.jurnal.wima.ac.id:article/1846
2018-11-30T16:30:33Z
BW:ITI
Acknowledgements
Soedjatmiko, Wuri
Acknowledgements
Universitas Katolik Widya Mandala Surabaya
2018-11-30
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Editorial
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/1846
10.33508/bw.v6i2.1846
Beyond Words; Vol 6, No 2 (2018); i
2338-6339
2460-6308
10.33508/bw.v6i2
eng
http://journal.wima.ac.id/index.php/BW/article/view/1846/1666
Copyright (c) 2018 BEYOND WORDS
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/1833
2019-05-22T11:31:08Z
BW:RSCH
Using Computer-Based Timeline Media to Teach English Tenses
Teopilus, Susana
Tedjasuksmana, Hendra
Lestariningsih, Diana
timeline media, English Tense, computer-based
The difference between English and Indonesian in the aspect of verb forms poses a big problem to Indonesian learners in learning the English Tenses. Indonesian learners are often unaware of the English time concept which affects verb forms. To overcome the problem, in this three-year research, Teopilus et al. have developed computer-based timeline media to teach the English Tenses. To find out the effectiveness of the developed media, 251 students from 4 (four) different senior high schools were given the instructions of the English Tense(s) using the timeline media. These subjects were given a pretest prior to the instruction and a posttest after it. The pretest scores and the posttest scores were statistically compared using the t-test formula. To obtain the users’ opinions on the developed media, a questionnaire was distributed to 7 (seven) English teachers. The results of the data analysis yield the following findings: (1) There is a significant increase from the average of the subjects’ pre-test scores to their post-test scores, and (2) The results of the users’ questionnaires also give positive responses to the developed timeline media. This implies that the computer-based timeline media developed in this research helps Indonesian learners comprehend the English Tenses better
Universitas Katolik Widya Mandala Surabaya
2019-05-22
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/1833
10.33508/bw.v7i1.1833
Beyond Words; Vol 7, No 1 (2019); 31-42
2338-6339
2460-6308
10.33508/bw.v7i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/1833/1813
Copyright (c) 2019 BEYOND WORDS
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/2151
2020-07-22T09:37:46Z
BW:RSCH
The Illocutionary Acts of Environmental Persuasion in U.S. Online Newspaper Opinion Articles
Dewi, Diana
illocutionary act types; persuasive strategies; textual analysis
Persuasion, especially in written form, has been acknowledged by scholars as difficult. Success in its attempt requires complex use of, among others, pragmatics. Persuasive texts have therefore been highly researched using the speech act theory. However, a research gap existed for a study of illocutionary acts in newspaper opinion articles. To fill the gap, the current study did a qualitative textual analysis on 10 U.S. online newspaper opinion articles that talk about climate change. The analysis was conducted to discover types of illocutionary acts and persuasive strategies the writers use to successfully persuade readers. It was then found that the writers predominantly performed assertives. The second most frequently used were directives. The most preferred subtypes under these categories were, among others, informing, urging, assuring, and demanding. These preferences further revealed the writers’ persuasive strategies. The strategies were as follows: being highly implicit, being occasionally explicit, giving more information about the issue, conveying certainty and uncertainty, arousing fear, also creating a sense of urgency. These acts and strategies, according to existing theories, could increase the texts’ persuasiveness. Hence, this study establishes that when used in persuasive texts, the previously mentioned illocutionary acts and strategies can help writers to attain persuasion.
Universitas Katolik Widya Mandala Surabaya
2019-11-25
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/2151
10.33508/bw.v7i2.2151
Beyond Words; Vol 7, No 2 (2019); 101-121
2338-6339
2460-6308
10.33508/bw.v7i2
eng
http://journal.wima.ac.id/index.php/BW/article/view/2151/2010
http://journal.wima.ac.id/index.php/BW/article/downloadSuppFile/2151/56
Copyright (c) 2019 Beyond Words
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/1835
2019-11-25T16:18:26Z
BW:RSCH
Teaching English for Specific Purposes: Content Language Acquisition vs General Language Acquisition
Sulindra, Eric
Content Language Integrated Learning (CLIL); the General Language; English for Specific Purposes
An approach to English for Specific Purposes (ESP) teaching and learning, Content Language Integrated Learning (CLIL) has been subjects for studies. The approach has worked well and has brought the learners forward from the previous stage. The language learning outcomes in CLIL are usually made contextual, functional and communicative. In this study, the students regarded CLIL as relevant and to deliver the English language teaching in the context of their field. On the other hand, the General Language has provided support up to the extent of explaining the language grammatical points (using the terms such as complex, compound, subject, predicate, objects). Then, authentic learning materials are regarded as being relevant to their interest and the subject matter. The CLIL approach are recommended to be applied under constant observation and evaluation since the ESP world is various and multi-context. This approach is supposed to be adjusted with the local environment, students’ interest, according to the standard ESP need analysis to arrange the lesson plan. Further research on how CLIL is able to influence the students’ language mastery in a specific field is subject to be systematically conducted.
Universitas Katolik Widya Mandala Surabaya
Widya Mandala Secretarial Academy Surabaya
Faculty of Food Technology, Widya Mandala Catholic University Surabaya
2019-11-25
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/1835
10.33508/bw.v7i2.1835
Beyond Words; Vol 7, No 2 (2019); 122-136
2338-6339
2460-6308
10.33508/bw.v7i2
eng
http://journal.wima.ac.id/index.php/BW/article/view/1835/2015
http://journal.wima.ac.id/index.php/BW/article/downloadSuppFile/1835/44
Copyright (c) 2019 BEYOND WORDS
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/2145
2020-05-11T13:35:28Z
BW:RSCH
Teaching Assistants in International Schools: Perceptions and Perspectives
Lehman, Clayton
teaching assistant; support teacher; international school; SEN
This research study occurred because of the many observations made by the researcher while working in international schools in East and Southeast Asia. Although multiple studies have investigated teaching assistants in public schools, there is little research dedicated to the study of teaching assistants in international schools. The purpose of this research study was to look at classroom practices, student language acquisition, professional development, and teaching assistant wellbeing in international schools through the lenses of locally-hired teaching assistants and to discover what they consider to be barriers in their positions as a teaching assistant. Further, comparisons were made between teaching assistants in English-only and multi-lingual schools and between teaching assistants in schools that are for-profit and non-profit. Data acquisition for this mixed-methods study occurred through a thirteen question survey that was completed by 135 teaching assistants working in international schools in East and Southeast Asia. The main findings of this research study were that many teaching assistants in international schools desire relevant professional development, fairer working environment, more equitable salary conditions, and more professional and career opportunities.
Universitas Katolik Widya Mandala Surabaya
2020-03-06
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/2145
10.33508/bw.v8i1.2145
Beyond Words; Vol 8, No 1 (2020): May; 47-59
2338-6339
2460-6308
10.33508/bw.v8i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/2145/2077
Copyright (c) 2020 Beyond Words
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/2545
2020-11-17T09:06:28Z
BW:RSCH
Information and Communication Technology to Help Students Create Their Own Books the Dialogic Way
Ivone, Francisca Maria
Jacobs, George M
Santosa, Made Hery
writing, creating books, ICT, interaction, collaboration, communication, creativity, feedback, multiliteracies, visual literacy
The use of Information and Communication Technology (ICT) in language learning allows students to be more engaged and innovative. The present article explores the potential use of technology in the planning, drafting, reviewing, and publishing stages of students’ own book creation. First, the use of digital tools to create books in an interactive and engaging process and format is discussed. Then, the varieties of multimedia books created using ICT are explored. Next, the use of technology for sharing ideas, communicating opinions, collaborating, and reviewing others’ books is explained. The article also describes some collaborative methods students may employ in creating books. Finally, it discusses learners’ development of technology and media literacy in the creation of their own books.
Universitas Katolik Widya Mandala Surabaya
2020-11-17
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/2545
10.33508/bw.v8i2.2545
Beyond Words; Vol 8, No 2 (2020): November; 78-91
2338-6339
2460-6308
10.33508/bw.v8i2
eng
http://journal.wima.ac.id/index.php/BW/article/view/2545/2451
Copyright (c) 2020 Beyond Words
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/3042
2021-05-31T06:25:17Z
BW:RSCH
Two Approaches for Promoting Student Centered Language Learning: Cooperative Learning and Positive Psychology
Jacobs, George
Chau, Meng Huat
cooperative learning, positive psychology, positive education, extensive reading, language learning
This article links two approaches to promoting less competitive, more positive, and more student centered learning environments for language learners: cooperative learning and positive psychology. The article begins by explaining each of these two approaches. First, the article provides background, including research support, for cooperative learning and explains eight cooperative learning principles: maximum peer interactions, equal opportunities to participate, individual accountability, positive interdependence, group autonomy, heterogeneous grouping, teaching collaborative skills, and cooperation as a value. Second, the article supplies similar background, including research support, for positive psychology, including seven principles: relationships with others, responsibility, gratitude, positivity, strengths, kindness, and meaning. The article’s next section explores links between cooperative learning and positive psychology in language education and explains that the use of positive psychology in education frequently uses the name positive education. Then, the article presents an extensive reading activity and explains how the design of the activity draws on the eight cooperative learning principles and the seven positive psychology principles. Finally, the article explains how both cooperative learning and positive psychology support student centered language learning, and presents a student centered intensive reading activity that draws on the same eight cooperative learning principles and seven positive psychology principles.
Universitas Katolik Widya Mandala Surabaya
2021-05-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/3042
10.33508/bw.v9i1.3042
Beyond Words; Vol 9, No 1 (2021): May; 1-15
2338-6339
2460-6308
10.33508/bw.v9i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/3042/2678
Copyright (c) 2021 George Jacobs
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/3215
2021-05-31T09:52:46Z
BW:ITI
ACKNOWLEDGEMENTS
Soedjatmiko, Wuri
Universitas Katolik Widya Mandala Surabaya
2021-05-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Editorial
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/3215
10.33508/bw.v9i1.3215
Beyond Words; Vol 9, No 1 (2021): May; i
2338-6339
2460-6308
10.33508/bw.v9i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/3215/2684
Copyright (c) 2021 Wuri Soedjatmiko
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/3630
2021-12-31T06:39:57Z
BW:ITI
ACKNOWLEDGEMENTS
Soedjatmiko, Wuri
ACKNOWLEDGEMENTS
Universitas Katolik Widya Mandala Surabaya
2021-12-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Editorial
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/3630
10.33508/bw.v9i2.3630
Beyond Words; Vol 9, No 2 (2021): November; i
2338-6339
2460-6308
10.33508/bw.v9i2
eng
http://journal.wima.ac.id/index.php/BW/article/view/3630/2855
Copyright (c) 2021 Wuri Soedjatmiko
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/3126
2022-08-31T04:09:49Z
BW:RSCH
Translation Process of Core Values, Vision, and Mission into The Prescribed Curriculum
Tondoprasetyo, Antonius Cahyono
vision, mission, core values, translation, actor network theory, prescribed curriculum
The case study is intended to describe how Core Values, Vision, and Mission of English Education Department in Widya Mandala Catholic University’s Graduate School (Magister Pendidikan Bahasa Inggris or “MPBI”) are translated into the syllabi (prescribed curriculum) using the Value Sharing Model as the framework and Actor Network Theory (ANT) to explain the process within this framework. The research questions are: first, do the course syllabi reflect the Vision, Mission and Core Values of MPBI? And second, how the vision, mission and core values are translated into the prescribed curriculum (syllabi)? This study was conducted by analyzing the syllabi using document analysis parameters and triangulated by conducting interviews to some lecturers and students in MPBI-19. The results are: first, the syllabi were reflecting the core values, vision and mission statements. Second, there are four ways to deliver values. Third, syllabus should be seen as a part of a curriculum not as a separated unit of course. Fourth, all courses are crystallized in Teaching Practice course (in practical term) and Thesis Writing (in theoretical form). The suggestions were: first, using a generalized format of syllabus to help lecturers state their values explicitly. Second, there are opportunities to research further the same topic in the scope of enacted curriculum. And third, lecturers should maintain their internalization processes.
Universitas Katolik Widya Mandala Surabaya
Anita Lie, Widya Mandala Catholic University
2022-05-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/3126
10.33508/bw.v10i1.3126
Beyond Words; Vol 10, No 1 (2022): May; 49-69
2338-6339
2460-6308
10.33508/bw.v10i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/3126/3022
http://journal.wima.ac.id/index.php/BW/article/downloadSuppFile/3126/263
Copyright (c) 2022 Antonius Cahyono Tondoprasetyo
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/5283
2024-02-05T07:52:26Z
BW:RSCH
oai:ojs.jurnal.wima.ac.id:article/4232
2023-01-10T03:41:02Z
BW:BR
A Book Review “Becoming Community-Engaged Educators: Engaging Students Within and Beyond the Classroom Walls”
Tamah, Siti
book review; community-engaged educators
The book under review is a compilation of reflective writings from seven great educators. This book is really worth reading since each educator has included some reflection questions to complement the life narrative they joyfully share. It not only tells stories, but it also prompts my own contemplation. My own reflection has brought about a three-sentence plea: “When teachers teach and students learn, it is just a classroom. When teachers teach and both teachers and students learn, the classroom becomes alive. Yet, when teachers teach and communities are engaged, the classroom is truly revived”. Anita Lie focuses on poverty lessening while Joel Jablon tells how he becomes a ‘radically open’ person. Yoshi Grote highlights the quality of being an admiring teacher. The necessity for religion tolerance is highlighted in Lisa Liss’ story. Linda Ruas shares her love to a wider community of untrained volunteer teachers while Kip Cates provides a gentle reminder for environmental education. George Jacobs introduces quite a current issue on how he implements intersectionality as a life understanding method. If you are seeking for models of life to investigate professional ways to engage communities in order to renew the life you live, this book is not to be missed.
Universitas Katolik Widya Mandala Surabaya
2022-11-30
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/4232
10.33508/bw.v10i2.4232
Beyond Words; Vol 10, No 2 (2022): November; 145-148
2338-6339
2460-6308
10.33508/bw.v10i2
eng
http://journal.wima.ac.id/index.php/BW/article/view/4232/3136
Copyright (c) 2022 Siti Tamah
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/800
2022-02-20T20:24:52Z
BW:RSCH
Associative Cognitive CREED for Successful Grammar Learning
Susanto, Andrias Tri
This research article reports a qualitative study which was conducted to investigate ways successful EFL learners learned English grammar. The subjects of this research were eight successful EFL learners from six different countries in Asia: China, Indonesia, Japan, South Korea, Thailand, and Vietnam. The data was collected by interviewing each subject in person individually at an agreed time and place. The result showed that all the grammar learning processes described by the subjects were closely linked to the framework of Associative Cognitive CREED. There were also some contributing factors that could be integrally combined salient to the overall grammar learning process. However, interestingly, each subject emphasized different aspects of learning.
Universitas Katolik Widya Mandala Surabaya
2016-06-09
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/800
10.33508/bw.v4i1.800
Beyond Words; Vol 4, No 1 (2016); 27-38
2338-6339
2460-6308
10.33508/bw.v4i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/800/784
oai:ojs.jurnal.wima.ac.id:article/4190
2024-02-05T07:48:04Z
BW:RSCH
The Effect of Project-Based Learning on Reading Comprehension Achievement of Junior High School Students
Ariani, Nita
Project-Based Learning; teaching reading descriptive text
This research investigates the effectiveness of project-based learning in enhancing students' understanding abilities in the context of English language learning. Many students face challenges in achieving high levels of proficiency in comprehending written texts. To address this issue, the study explores the impact of project-based learning, which involves authentic tasks, on improving students' overall comprehension skills. Utilizing a quasi-experimental design, the study was conducted with eighth-grade students at a junior high school in Surabaya, East Java. The experimental group received instruction in Collaborative Strategic Reading (CSR), while the control group engaged in Project-Based Learning (PBL). The objective of this investigation was to assess the efficacy of project-based learning in fostering students' comprehension skills through rigorous statistical analysis. The findings reveal a positive influence of project-based learning on students' understanding levels. These results suggest that project-based learning is a recommended approach for teaching language skills, enabling students to enhance their comprehension abilities through engagement in authentic project tasks.
Universitas Katolik Widya Mandala Surabaya
2023-08-06
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/4190
10.33508/bw.v11i1.4190
Beyond Words; Vol 11, No 1 (2023): May; 36-45
2338-6339
2460-6308
10.33508/bw.v11i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/4190/3399
Copyright (c) 2023 Nita Ariani
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/805
2022-02-20T20:24:52Z
BW:AA
Acknowledgement
Soedjatmiko, Wuri
Universitas Katolik Widya Mandala Surabaya
2016-06-09
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
About Author
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/805
10.33508/bw.v4i1.805
Beyond Words; Vol 4, No 1 (2016); 77
2338-6339
2460-6308
10.33508/bw.v4i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/805/789
oai:ojs.jurnal.wima.ac.id:article/1804
2018-12-21T09:21:47Z
BW:RSCH
Syllabus Design for Computer Extracurricular Based on Internet of Things
Agata, Dias
Besari, Adnan Rachmad Anom
Wibowo, Iwan Kurnianto
Putri, Berliana Cahyaniati Purnomo
Curriculum, Syllabus, Junior High School, Internet of Things, Revised Bloom Taxonomy.
Abstract
This study presents the process of designing a syllabus for computer extracurricular based on Internet of Things to be implemented in junior high schools in Indonesia. The process of designing the syllabus is based on the regulations of Indonesia Ministry of Education and Culture and adapted to Revised Bloom Taxonomy. There are six competency standards which is formulated in accordance to the junior high school curriculum and develop into six basic competencies for syllabus design. Six basic competencies are adapted to Internet of Things-based learning materials, then elaborated in indicators of competency achievement from Revised Bloom Taxonomy. The results show that all indicators mentioned in the syllabus are in accordance with the competency standards of junior high school students. In terms of the Knowledge dimension, the factual, conceptual, procedural and metacognitive points of knowledge have been fulfilled with the emergence of cognitive domain verb in each indicator of achievement of competence in the syllabus that has been designed. Various learning activities in the syllabus are comprehensively made so that students can perform practical work in accordance with the learning materials. Learning facilities in each section cover practicum teaching modules, power points, videos, practicum tool modules, and LCD projectors. The assessments for students include written tests, practicum and making products. Each assessment is adjusted to the basic competency and learning materials that have been formulated.
Universitas Katolik Widya Mandala Surabaya
2018-11-30
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/1804
10.33508/bw.v6i2.1804
Beyond Words; Vol 6, No 2 (2018); 88-101
2338-6339
2460-6308
10.33508/bw.v6i2
eng
http://journal.wima.ac.id/index.php/BW/article/view/1804/1667
Copyright (c) 2018 BEYOND WORDS
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/1848
2019-05-22T11:31:09Z
BW:RSCH
The Interlanguage Pragmatics of Greetings
Shleykina, Galina
interlanguage, cross-cultural pragmatics, speech acts, greetings
The present study centers on interlanguage and cross-cultural pragmatics. It investigates semantic formulas in the speech act of greeting performed by Russian EFL learners. In particular, it compares the non-native speakers’ (NNS) and native speakers’ (NS) production of semantic formulas in terms of number, frequency, and content. A Free Discourse Completion Test (FDCT) containing 16 situational prompts elicited greetings by the English NNSs and NSs. The results show that the NNSs significantly deviate from the NSs in terms of number, frequency, and content of greetings strategies, namely, greetings proper, phatic questions and phrases, address terms, and situational greetings. The differences result from negative pragmalinguistic and sociopragmatic transfer, lack of appropriate linguistic means, or not fully developed pragmatic competence. Important pedagogical implications regarding pragmatic instruction are discussed. The results contribute to a better understanding of how EFL learners greet and respond to greetings. They also shed light on the discussion of L2 learners’ pragmatic competence and appropriateness.
Universitas Katolik Widya Mandala Surabaya
2019-05-22
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/1848
10.33508/bw.v7i1.1848
Beyond Words; Vol 7, No 1 (2019); 43-60
2338-6339
2460-6308
10.33508/bw.v7i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/1848/1814
Copyright (c) 2019 BEYOND WORDS
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/1950
2019-12-08T19:21:55Z
BW:RSCH
English Proficiency of Secondary School Teachers in Indonesia
Lie, Anita
Tamah, Siti Mina
Trianawaty, Trianawaty
Triwidayati, Katarina Retno
Jemadi, Fransiskus
English proficiency; teachers; Indonesia; professional development
Responding to the growing need to foster communicative abilities in English, schools in Indonesia are driven to make their students proficient in English. However, the majority of English teachers themselves are still not prepared to use English as a means of communication; improving their English proficiency has thus become a matter of concern. As the first phase of a larger-scale study, this present study focuses on teachers’ English proficiency. Data for this study were collected from 149 secondary school teachers of English from five regions (Palembang, Yogyakarta-Sleman, Surabaya, Ruteng, and Maluku). They were asked to self-assess their English proficiencies based on the ACTFL (American Council on the Teaching of Foreign Languages) guidelines as well as to do an English Proficiency assessment. Fifty-two of these participants were teachers who were completing an in-service professional education program in Surabaya. The teachers assessed their proficiencies in interpersonal communication, presentational speaking, presentational writing, interpretive listening, and interpretive reading. The English Proficiency assessment includes syllabus-oriented items, General English items, and an essay. The study also conducted in-depth interviews of selected teachers. This study found that there is a gap between the teachers’ perception of their communicative abilities in English and their actual English proficiency.
Universitas Katolik Widya Mandala Surabaya
Katarina Retno Triwidiyati M.Pd., Universitas Katolik Musi Charitas Palembang
Fransiskus Jemadi
2019-11-25
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/1950
10.33508/bw.v7i2.1950
Beyond Words; Vol 7, No 2 (2019); 86-100
2338-6339
2460-6308
10.33508/bw.v7i2
eng
http://journal.wima.ac.id/index.php/BW/article/view/1950/2026
Copyright (c) 2019 Beyond Words
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/2170
2020-07-22T09:48:29Z
BW:RSCH
Designing Game-based Learning To Foster The Cross Cultural Cognition
Limantoro, Singgih Widodo
Datu, Yerly Arnold
boredom; BCC; game-based learning; effectiveness; joy
Boredom would be the biggest challenge in realizing a successful learning - effective and joyful learning. Boredom could happen in any learning when the students learn what they do not need or and they do not enjoy the conventional way of learning. In this case study, the writer would design game-based learning to foster the cross cultural cognition in Business Cross Cultural materials. By designing and playing games for learning BCC materials, the writer tried to create the effective and joyful learning. In this research, the writer would use fives phases of the research in designing the game-based learning. Moreover, the writer would investigate their joy and effectiveness of learning by using two different groups of totally 40 participants of Business English students that learn BCC - the experiment group that would use the game-based learning and the controlling group that had learnt without it. And the research results are there was insignificant difference in cognitive learning but the game-based learning could enhance the joy and motivation of learning.
Universitas Katolik Widya Mandala Surabaya
Singgih Widodo Limantoro, Yerly Arnold Datu, Business English Study Program
Politeknik Ubaya, Surabaya Indonesia.
2019-11-25
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/2170
10.33508/bw.v7i2.2170
Beyond Words; Vol 7, No 2 (2019); 137-150
2338-6339
2460-6308
10.33508/bw.v7i2
eng
http://journal.wima.ac.id/index.php/BW/article/view/2170/2016
Copyright (c) 2019 Beyond Words
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/2092
2020-05-11T13:35:28Z
BW:RSCH
Higher Order Thinking Questions in Teaching Reading in a Private Primary School
Mintre, Rosalinda
Lie, Anita
critical thinking; higher order thinking skills; reading
In order to meet up the needs of acquiring the 21st century skills, students need to be equipped with critical thinking skills. In English language learning, one way to foster students’ critical thinking is through Higher Order Thinking (HOT) questions in reading. This study unveils the implementation of HOT questions in Grade 5 reading classes in a private primary school in Surabaya. The study in particular was aimed to find out (1) the structure of the teacher’s questions, (2) the types of the teacher’s questions, and (3) the students’ responses. This study used the New Bloom’s taxonomy as the underlying instrument for classifying the types of questions and the students’ responses. Four class observations, four teacher’s interviews and two students’ focus group discussions were conducted in this study. The recorded data were transcribed and analyzed to get the results. The results of the data analysis indicate that 65.15% of the total of 66 questions used by the teacher in the classroom were HOT questions. Among all types of HOT questions, the New Bloom’s analyze questions were used the most with 37.88% of the total questions. HOT questions were mostly addressed during the whilst-instructional activities. Interestingly, the HOT questions were answered in different forms: oral answers, dramatizations and presentations. Related to this finding, the teacher was quite satisfied with the students’ responses since they reached the same thinking level, although sometimes it is necessary for the teacher to simplify his questions in order to get students’ responses.
Universitas Katolik Widya Mandala Surabaya
2020-03-06
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/2092
10.33508/bw.v8i1.2092
Beyond Words; Vol 8, No 1 (2020): May; 36-46
2338-6339
2460-6308
10.33508/bw.v8i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/2092/2078
Copyright (c) 2020 Beyond Words
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/2607
2020-11-17T09:06:29Z
BW:RSCH
The Effect of Online vs. Offline Flipped Instruction on EFL Learners' Writing Ability
Rahimi, Ali
Hasheminasab, Morteza
Computer Assisted Language Learning (CALL), E-learning, EFL, Flipped Instruction, Writing Ability
This study aimed at examining the effectiveness of computer-assisted flipped instruction on the writing ability of upper-intermediate Iranian EFL learners and their attitudes toward it. A mixed-method approach was used. A quantitative method employing the quasi-experimental pretest-posttest design was used. Twenty participants were selected based on convenient sampling method and were divided into an online flipped instruction group (N= 10) and an offline flipped instruction group (N= 10). A paired sample t-test and independent samples t-test was used to analyze the obtained data. The results showed that the learners who received online flipped instruction outperformed those who received offline flipped instruction, regarding their performance on the posttest. Based on the findings of this study, it was argued that the learners in the online group had a positive attitude toward this method.
Universitas Katolik Widya Mandala Surabaya
University of Kashan, Iran
VIT University, Vellore, India
2020-11-17
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/2607
10.33508/bw.v8i2.2607
Beyond Words; Vol 8, No 2 (2020): November; 111-123
2338-6339
2460-6308
10.33508/bw.v8i2
eng
http://journal.wima.ac.id/index.php/BW/article/view/2607/2453
Copyright (c) 2020 Beyond Words
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/2778
2021-05-31T06:25:17Z
BW:RSCH
The Effects of Three L2 Vocabulary Learning Methods Through Reading Activity
Kodama, Keita
Shirahata, Tomohiko
This study examines the effectiveness of the three vocabulary learning methods the authors adopted. In search of this research issue, the study used longitudinal experiments with 93 university Japanese learners of English (JLEs) for fifteen weeks. Once a week for six consecutive weeks, participants of the three experiment groups were given different treatments for learning 110 targeted English words when they were mainly reading an English textbook: (i) Group A: the Implicit Vocabulary Learning Group with Questions in English/Answers in English Task, (ii) Group B: the Explicit Vocabulary Learning Group with a Cloze Test Task, and (iii) Group C: the Explicit Vocabulary Learning Group with Multiple-choice Word Test Task. A pretest, immediate posttest, and delayed posttest were conducted. The results showed that (i) all the groups improved their performances at the immediate posttest and almost maintained their performance levels at the delayed posttest, which indicate that all the learning methods were more or less effective. However, the developmental degrees of the vocabulary increase were different: Group C showed the highest improvement among the three. From these findings, the authors claim that using a (multiple-choice) word test is fairly effective for JLEs to develop their knowledge of English words.
Universitas Katolik Widya Mandala Surabaya
2021-05-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/2778
10.33508/bw.v9i1.2778
Beyond Words; Vol 9, No 1 (2021): May; 49-67
2338-6339
2460-6308
10.33508/bw.v9i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/2778/2681
Copyright (c) 2021 Keita Kodama, Tomohiko Shirahata
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/3360
2022-01-02T10:01:34Z
BW:PPTV
Screencast-O-Matic to Support EFL Teaching and Learning Amidst the COVID-19 Pandemic
Mali, Yustinus Calvin Gai
Santosa, Made Hery
technology; SOM; EFL teaching and learning; emergency remote teaching
The COVID-19 situation causes a sudden and unexpected shift of face-to-face pedagogy to emergency remote teaching mode. In that transition, teachers often do not have enough space and time to explore various technology to support their teaching and learning practices that should be done flexibly in multiple places and times. In response, the primary purposes of this article are to introduce a technology tool called Screencast-O-Matic (SOM), its potentials, and possible practices of using SOM that EFL lecturers might adopt for their teaching and learning purposes, specifically in the current pandemic era. Some of the practices discussed in this paper are the use of SOM to: record a video lecturer on how to write a paper following an APA format, give video-based feedback to students’ work, make a digital video presentation, and be a digital mirror that helps students review their speaking performance before they do an actual video presentation. The discussions of the paper are supported by some of the authors’ actual experiences in using SOM in their classrooms, related research findings, and literature. Ideas for future research are presented.
Universitas Katolik Widya Mandala Surabaya
2021-11-30
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/3360
10.33508/bw.v9i2.3360
Beyond Words; Vol 9, No 2 (2021): November; 81-90
2338-6339
2460-6308
10.33508/bw.v9i2
eng
http://journal.wima.ac.id/index.php/BW/article/view/3360/2851
Copyright (c) 2021 Yustinus Calvin Gai Mali, Made Hery Santosa
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/3894
2022-08-31T04:09:49Z
BW:ITI
Acknowledgements
Soedjatmiko, Wuri
Acknowledgements
Acknowledgements
Universitas Katolik Widya Mandala Surabaya
2022-05-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Editorial
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/3894
10.33508/bw.v10i1.3894
Beyond Words; Vol 10, No 1 (2022): May; i
2338-6339
2460-6308
10.33508/bw.v10i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/3894/3024
Copyright (c) 2022 Wuri Soedjatmiko
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/3774
2022-08-31T04:09:50Z
BW:RSCH
Student-to-Student Cooperation in Virtual Learning without Breakout Rooms
Santosa, Made Hery
Ivone, Francisca Maria
Jacobs, George M
Flores, Jenett C.
Student Cooperation; Virtual Learning
Education has increasingly turned to virtual learning in response to greater awareness of the benefits of virtual learning, increased technology to support learning outside of educational institutions, and, sadly, the advent of the COVID-19 pandemic. At the same time, awareness has also increased of the benefits of student-student cooperation, and technology to facilitate that cooperation has multiplied. Unfortunately, not all students have access to that technology. This article shares ideas, both low-tech and high-tech, to enhance the functioning of groups in virtual learning environments.
Universitas Katolik Widya Mandala Surabaya
2022-05-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/3774
10.33508/bw.v10i1.3774
Beyond Words; Vol 10, No 1 (2022): May; 70-82
2338-6339
2460-6308
10.33508/bw.v10i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/3774/3023
Copyright (c) 2022 George Jacobs
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/4349
2022-12-07T10:17:15Z
BW:ITI
ACKNOWLEDGEMENTS
Soedjatmiko, Wuri
ACKNOWLEDGEMENTS
Universitas Katolik Widya Mandala Surabaya
2022-11-30
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Editorial
http://journal.wima.ac.id/index.php/BW/article/view/4349
10.33508/bw.v10i2.4349
Beyond Words; Vol 10, No 2 (2022): November; i
2338-6339
2460-6308
10.33508/bw.v10i2
en
Copyright (c) 2022 Wuri Soedjatmiko
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/801
2022-02-20T20:24:52Z
BW:RSCH
Lexical Complexity of Decision-Making Writing Tasks: Form-focused Guided Strategic Planning
Mahdavirad, Fatemeh
The present study is an attempt to investigate the effect of form-focused guided strategic planning on lexical complexity of learners’ performance in writing tasks. The twenty intermediate level participants of the study performed an unplanned and then a planned decision-making task. In the planned task condition, the participants were provided with form-focused guided strategic planning which contained detailed instructions about how to plan, by being instructed to focus on form. The guidance included an explanation of the necessary structural and lexical patterns employed to express the learners’ views while developing a comparison-and-contrast paragraph in each task. The results of the statistical analysis indicated that the participants produced a written product with a greater lexical complexity in their performance of the task in the form-focused strategic planning condition. The findings emphasize the importance of guided strategic planning as a task condition in syllabus design for task-based language teaching and the necessity of incorporating this task feature for accomplishing lexical complexity in decision-making writing tasks.
Universitas Katolik Widya Mandala Surabaya
2016-06-09
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/801
10.33508/bw.v4i1.801
Beyond Words; Vol 4, No 1 (2016); 39-46
2338-6339
2460-6308
10.33508/bw.v4i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/801/785
oai:ojs.jurnal.wima.ac.id:article/4881
2024-02-05T07:48:04Z
BW:RSCH
Two English Teachers’ Narratives of Professional Growth: Major Stories and Critical Events
Prihendriani, Vivi
EFL teachers, Indonesia, narrative inquiry; professional growth; doctoral candidates
The academic journey for advanced degree is challenging. It reflects the professional endeavours of those who take the route. This study explored life-stories of two EFL teachers who were pursuing their advanced degree (doctoral degree) for their career advancement. The guiding question for this inquiry is related to the stories and challenges and the impacts of the challenges on the participants’ professional growth. The data were collected in the form of narratives from interviews with the two participants. Supporting documents related to the participants’ experiences were also collected. The data were analysed in the framework of critical event analysis. Thus, the life-stories of the participants were identified in terms of episodes and events. The major stories of challenges were identified by looking at the emerging themes. The transformation and changes in their professional identities were identified by looking at the critical events intertwining in the narratives. The narratives of the two participants indicated that the challenges they faced have contributed to their professional transformation as teachers and researchers.
Universitas Katolik Widya Mandala Surabaya
2023-08-06
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/4881
10.33508/bw.v11i1.4881
Beyond Words; Vol 11, No 1 (2023): May; 46-60
2338-6339
2460-6308
10.33508/bw.v11i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/4881/3400
Copyright (c) 2023 Vivi Prihendriani
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/813
2022-02-20T20:24:52Z
BW:PPTV
Ten Strengths of How Teachers Do Cooperative Learning
Jacobs, George M.
Cooperative learning involves students in working together with peers to learn, to develop learn-ing skills and to enjoy the learning process. This paper examines ten areas in which the author be-lieves he and other teachers do cooperative learning well. These areas are: (1) keeping group size small, usually four or fewer; (2) encouraging students to form heterogeneous groups; (3) monitoring groups as they cooperate and encouraging groups to rely on themselves; (4) creating tasks that the groups find challenging, but not too challenging; (5) encouraging group members to do their fair share in their groups; (6) facilitating a feeling of positive interdependence among group members; (7) being willing to try new ideas in their implementation of cooperative learning; (8) learning from their ex-periences in using cooperative learning; (9) looking for opportunities to share with colleagues about their use of cooperative learning; (10) being cooperative in their lives outside the classroom
Universitas Katolik Widya Mandala Surabaya
2016-06-09
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/813
10.33508/bw.v4i1.813
Beyond Words; Vol 4, No 1 (2016); 10-16
2338-6339
2460-6308
10.33508/bw.v4i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/813/795
oai:ojs.jurnal.wima.ac.id:article/1824
2018-12-21T09:23:02Z
BW:RSCH
A Showcase of Authentic Learning Activities in an EFL Class
Santoso, Martha Nandari
Key Words: Authentic learning; English as a Foreign Language class
One of the major constraints of the teaching of English as a foreign language (EFL) is the deficient opportunities to apply the lessons students learn in the classroom in a meaningful context. Students may have a lot of knowledge about the language but may not be able to apply the knowledge in real life communication. Students who study EFL in conventional classrooms will suffer the most.
This paper discusses a practical framework for teachers of EFL who would like to alter their traditional classes, which mostly happen in the classroom, to authentic learning activities or activities that promote real-life applications of knowledge, which happen in real-world situations. I showcased in detail the implementation of the framework in one EFL course at the English Education Program of a private university in Indonesia. I also discussed the drawbacks, possible solutions as well as the pedagogical implications with some students’ excerpts of their reflections toward the activities to support the discussion.
Universitas Katolik Widya Mandala Surabaya
Faculty of Language and Arts, Universitas Kristen Satya Wacana
2018-11-30
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/1824
10.33508/bw.v6i2.1824
Beyond Words; Vol 6, No 2 (2018); 102-113
2338-6339
2460-6308
10.33508/bw.v6i2
eng
http://journal.wima.ac.id/index.php/BW/article/view/1824/1668
Copyright (c) 2018 BEYOND WORDS
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/2039
2019-05-22T11:31:07Z
BW:PPTV
A Unified Analysis of English Passive Voice and Aspects
Dwijatmoko, Benedictus B.
sentence, passive voice, progressive, perfect, D-structure
English passive voice and aspects are generated in the same process and have the same D-structure. In a passive sentence, progressive sentence, and perfect sentence, T (tense) takes a VP headed by be or have, and be or have takes a Participle Phrase (PartP), and –en or –ingtakes a VP as its complement. Be or have in the upper VP merges with T, and the verb in the lower VP merges with Part. The specifier or complement of the lower VP moves cyclicly through the specifier of Part and the specifier of the upper verb to occupy the subject position. The single theory on the production of passive, progressive, and perfect sentences observes the principle of economy of derivation and, therefore, contributes to the explanation of the relative easiness of a child in acquiring his or her mother tongue.
Universitas Katolik Widya Mandala Surabaya
2019-05-22
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/2039
10.33508/bw.v7i1.2039
Beyond Words; Vol 7, No 1 (2019); 1-13
2338-6339
2460-6308
10.33508/bw.v7i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/2039/1815
Copyright (c) 2019 Beyond Words
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/1940
2020-07-22T09:36:37Z
BW:RSCH
Teachers’ Management In Planning and Implementing for the Success of EFL Learning
Kardena, Absharini
management; planning; implementing; group; work
Group work as one of teaching techniques on the framework of communicative approach is believed to be an effective model for building students’ communicative competence. The process of applying this technique needs high skills of management of an English teacher. The English teacher has autonomy to plan and implement the group work in order to achieve an objective of EFL learning. Since the autonomy handled by the teacher, any decisions and actions taken should be considered for assuring the success of EFL learning. The teachers’ management in planning and implementing group work influenced the successful of this teaching technique. This article, which is derived and further developed based on research conducted in 2013, analyzes and discusses the way the teachers plan and implement group work for the success of EFL learning at MAN Kota Solok. The research was conducted in terms of qualitative research by involving 5 English teachers at MAN kota Solok. The research found that the teachers still needs some guidance and improvements in planning and implementing group work for students at MAN Kota Solok
Universitas Katolik Widya Mandala Surabaya
2019-11-25
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/1940
10.33508/bw.v7i2.1940
Beyond Words; Vol 7, No 2 (2019); 71-85
2338-6339
2460-6308
10.33508/bw.v7i2
eng
http://journal.wima.ac.id/index.php/BW/article/view/1940/2038
Copyright (c) 2019 Beyond Words
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/2126
2020-07-22T09:30:54Z
BW:RSCH
The Effect of Story Reading on Incidental Lexical and Grammatical Collocation Learning by Iranian EFL Learners
Naderi, Mina
Barani, Fatemeh
Incidental learning; Lexical and Grammatical collocation; Story Reading
The purpose of the present study was to investigate the effect of story reading on incidental lexical and grammatical collocation learning. Moreover, it was an attempt to scrutinize whether there was any significant difference between incidental lexical and grammatical collocation learning. To this end, 36 Iranian EFL learners attending Sadra English Institute in Yasuj participated in the study. They were selected based on the result of quick placement test (QPT) as 28 out of 36 elementary EFL learners. A total of 28 learners were assigned into one experimental group (n=15) and one control group (n=13). The result of the pre-test and post-test analysis using One-Way ANCOVA and MANCOVA revealed the fact that that there was statistically significant increase in collocation knowledge of the learners. In addition, participants performed significantly on grammatical post-test than lexical post-test after the treatment.
Universitas Katolik Widya Mandala Surabaya
2020-02-14
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/2126
10.33508/bw.v8i1.2126
Beyond Words; Vol 8, No 1 (2020): May; 10-23
2338-6339
2460-6308
10.33508/bw.v8i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/2126/2073
Copyright (c) 2020 Beyond Words
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/2510
2020-05-11T13:37:54Z
BW:ITI
ACKNOWLEDGEMENTS
Soedjatmiko, Wuri
Acknowledgements
Universitas Katolik Widya Mandala Surabaya
2020-05-11
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
Editorial
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/2510
10.33508/bw.v8i1.2510
Beyond Words; Vol 8, No 1 (2020): May; i
2338-6339
2460-6308
10.33508/bw.v8i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/2510/2196
Copyright (c) 2020 Beyond Words
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/2320
2020-11-17T09:23:20Z
BW:RSCH
Metacognitive Strategies in Teaching Reading to Primary Students
Tandean, Diana
Metacognitive strategies, reading comprehension, young learners
This study is aimed to cater to the needs of professionals in raising young learners’ awareness of their own reading comprehension, educators can implement metacognitive strategy as one of the solutions. Therefore this study aims to know the effectiveness of metacognitive strategy in teaching reading to primary students. The grand theory employed in this study is the six sequential reading strategies proposed by Brown, Palinscar and Armbruster’s (1984). The research method is pre-experimental study with three groups of third graders as the participants. The researcher designed a reading assignment for each treatment, as well as a reading test as the research instrument. The pre-test and post-test data was analyzed using paired t-test. The data shows a significant difference between pre-test and post-test scores among all three groups.
Universitas Katolik Widya Mandala Surabaya
2020-11-17
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/2320
10.33508/bw.v8i2.2320
Beyond Words; Vol 8, No 2 (2020): November; 124-139
2338-6339
2460-6308
10.33508/bw.v8i2
eng
http://journal.wima.ac.id/index.php/BW/article/view/2320/2454
Copyright (c) 2020 Beyond Words
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/3143
2021-05-31T06:25:17Z
BW:RSCH
The Preference for English in Digital Media among Indonesian Millennials
Harjanto, Ignatius
language use; identity; language preference; social media
The use of English among Indonesian millennials has been more widespread especially because of exposure to English has been so massive to secondary school in urban areas. There has been a concern that the increasing use of English might diminish their Indonesian language use and cultural identity. This study aims to investigate the roles of English on satellite TV programs and social media posts for Indonesian millennials, their language preference, and the consequences of language preference on their national identity. A concurrent embedded mixed methods design collecting quantitative and qualitative data was carried out through short essays and closed-questionnaires. Both questions of essay writing and closed-questionnaires were sent to students of private high schools in two big cities (Jakarta and Surabaya), aged 18 to 20 years old online. The questionnaire items were in multiple-choice and the short paragraph essay explained the importance of TV programs and social media posts for learning English. After being scrutinized, 989 respondents’ essay responses were analysed. The findings showed that TV programs and social media posts were claimed to have important roles of English learning resources. Although they practiced English through social media, they felt that they still kept themselves as Indonesians when using English on social media
Universitas Katolik Widya Mandala Surabaya
2021-05-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/3143
10.33508/bw.v9i1.3143
Beyond Words; Vol 9, No 1 (2021): May; 16-36
2338-6339
2460-6308
10.33508/bw.v9i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/3143/2679
Copyright (c) 2021 Ignatius Harjanto
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/2772
2021-12-31T06:39:57Z
BW:RSCH
Teaching English Vocabulary to Young Learners via Augmented Reality Learning Media
Agata, Dias
Yuniarti, Heny
Adison, Ahmelia Ayu Pratiwi
Young Learners; Vocabulary; Augmented Reality
This research aims to investigate the effect of teaching English vocabulary to young learners via Augmented Reality learning media. The subject of this research was 12 students of grade 1 elementary school. Due to strict health protocols during COVID-19 outbreak, the testing phase was done in students' respective homes accompanied by their parents using cell phones. Vocabulary illustrated in 30 three-dimensional objects and their written form were generated through cell phone’s scanning. A quiz consisted of 54 multiple choice questions was provided after the interactive learning experience. Both the vocabulary and quiz were refer to Thematic English Exploration for Grade 1 book. The results showed that learning vocabulary using AR application was able to increase the mean evaluation score by 0.77%. This application is effective in helping students improve their English language skills as approved by 76% of parents. The AR application was also approved by 59% of parents that it was easy to use. The AR application is proven to be convenience for students to learn English vocabulary interactively and feasible to be used as learning media.
Universitas Katolik Widya Mandala Surabaya
2021-11-30
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/2772
10.33508/bw.v9i2.2772
Beyond Words; Vol 9, No 2 (2021): November; 91-99
2338-6339
2460-6308
10.33508/bw.v9i2
eng
http://journal.wima.ac.id/index.php/BW/article/view/2772/2852
Copyright (c) 2021 Dias Agata
https://creativecommons.org/licenses/by-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/3429
2022-08-31T04:09:49Z
BW:RSCH
The Effect of CICADA English Youth Magazine on Secondary School Orphans' Vocabulary Mastery
Suliyono, Suliyono
English youth magazine; vocabulary mastery; teaching vocabulary; orphan; CICADA
The low English vocabulary mastery has caused Baitul Hijrah Orphanage’s orphans poor achievement of English. Regarding the issue, this research was conducted to find a breakthrough to help the orphans’ vocabulary improvement. In term of boosting their vocabulary need, the researcher explored English youth magazine as a media to be used. Thus, this study was aimed to examine and compare between the effects of using English youth magazine and English textbook on students' vocabulary mastery. This study assigned true-experimental research design to test the hypothesized relationship between variables. The sample of this study was 28 orphans at second grade of senior high school that were divided into control and experimental group by systematic sampling method. Data collection was vocabulary test scores results consisted of 100 multiple choice questions. The result showed that the English youth magazine usage as media could significantly improve vocabulary mastery; thus, students who were taught vocabulary using English youth magazine obtained higher scores than those who were taught vocabulary using English textbook. In conclusion, English youth magazine is a teaching aid that can be used to gain the students' vocabulary mastery.
Universitas Katolik Widya Mandala Surabaya
2022-05-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/BW/article/view/3429
10.33508/bw.v10i1.3429
Beyond Words; Vol 10, No 1 (2022): May; 1-14
2338-6339
2460-6308
10.33508/bw.v10i1
eng
http://journal.wima.ac.id/index.php/BW/article/view/3429/3019
Copyright (c) 2022 suliyono suliyono
https://creativecommons.org/licenses/by-sa/4.0
9cc94d3d76b5d32171df8bfd8200a0cf