2024-03-28T14:08:35Z
http://journal.wima.ac.id/index.php/Magister_Scientiae/oai
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/5283
2024-02-05T07:52:26Z
BW:RSCH
oai:ojs.jurnal.wima.ac.id:article/1587
2018-01-16T11:02:53Z
KOMUNIKATIF: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/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/1602
2018-01-18T12:27:25Z
KOMUNIKATIF: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/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/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/4534
2023-08-13T15:27:32Z
BW:RSCH
oai:ojs.jurnal.wima.ac.id:article/1618
2018-03-15T10:50:54Z
JWM: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/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/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/2443
2020-04-01T09:47:56Z
Magister_Scientiae:ART
FORESIGHT EDUCATION: REDEFINING LEADERSHIP FOR A BETTER FUTURE INDONESIA
Nugroho, Gregorius Kukuh
Problems in education are no longer simple. The challenges in the education are increasing, complex, demanding, detailed, and need to be addressed properly. Communication and technology practically change our social life. The educational system has shift from traditional learning to experiential and virtual learning (for example: online learning, google/classroom, tedex.com). It is useless to always complain about the increase funding, as an excuse to make better educational organization. Recent academic report showed, in Indonesian educational systems, there are stagnation and many resistants to transform (Prasetyawan, 2017). This is the right time to improve and to seize the opportunities to move forward. It is a time to redefine the educational system in Indonesia. It is about time to bring: real empowerment, innovations, long-term and sustainable problem solving, which in turn will create a better world. This article proposes ‘foresight’ as a method to bring a better education.
Widya Mandala Surabaya Catholic University
2020-03-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2443
10.33508/mgs.v1i47.2443
Magister Scientiae; No 47 (2020); 24-36
2622-7959
0852-078X
10.33508/mgs.v1i47
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2443/2103
Copyright (c) 2020 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/2454
2020-04-01T09:47:56Z
Magister_Scientiae:ART
THE IMPLEMENTATION OF SINGING TO IMPROVE COUNTING ABILITY FOR YOUNG LEARNERS
Simanjuntak, Anita Roslina
The purpose of this study is to describe the process and learning outcomes through singing methods that can improve children's counting skills. The subjects of this action research were 13 children. This research method is an action research that refers to the Kemmis Mc Taggart action research model which consists of the stages of planning, action, and observation, and reflection. This research consisted of 2 cycles, where each cycle consisted of 8 meetings. Data analysis techniques used in this study are quantitative and qualitative data analysis techniques. Quantitative data analysis with descriptive statistics that compares the results obtained from the pre cycle, the first cycle, to the second cycle. Qualitative data analysis by analyzing data from the results of field notes, interview notes, and documentation notes with the stages of data reduction, data display, and conclusions. The results of this study indicate an increase in the ability to counting through singing in which the average value in the pre cycle of 2.76 increased in the first cycle to be 3.38, and in the second cycle to be 5.07.
Widya Mandala Surabaya Catholic University
2020-03-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2454
10.33508/mgs.v1i47.2454
Magister Scientiae; No 47 (2020); 82-87
2622-7959
0852-078X
10.33508/mgs.v1i47
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2454/2115
Copyright (c) 2020 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/2806
2020-12-21T12:57:54Z
Magister_Scientiae:ART
DEVELOPMENT OF STUDENTS’ WORKSHEETS BASED ON GUIDED INQUIRY MODELS TO TRAIN SCIENCE PROCESS SKILLS AND CRITICAL THINKING SKILLS IN PROJECTILE MOTION
Salim, Suzan Nathania
Koswojo, Jane
In facing AEC (ASEAN Economic Community) which has impacted education, the young generation of a nation must have higher-order thinking skills. One of the ways to achieve that purpose is through practicing science process and critical thinking skills since they start education early. To exercise those skills in our students, we need to develop supporting learning materials. In this study, we develop learning materials on the topics of projectile motion based on Guided Inquiry Model through developmental research within ADDIE. The learning materials are validated by two validators before tested to 19 students of X MIPA 2 at St. Hendrikus Senior High School. The results of the validation process indicate that the developed lesson plan is, the developed student’s worksheet, and evaluation/assessment plan are very valid with score of 3.76, 3.67, and 3.61 (out of 4) , respectively. The field test indicates that the lesson plan is implemented quite well. According to the pre- and posttest results, students’ critical thinking skills improve, which is indicated by average N-gain score of 0.39. Descriptively it also can be observed that the students’ science process skills develop throughout the
implementation process. Besides, according to the questioner answers, students give positive responses to the learning materials and their implementation. In conclusion, the evaluation shows that the students achieve good critical thinking and science process skills. The developed learning materials support learning activities which
involve practicing in critical thinking skills and science process skills.
Widya Mandala Surabaya Catholic University
2020-10-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2806
10.33508/mgs.v2i48.2806
Magister Scientiae; No 48 (2020); 153-161
2622-7959
0852-078X
10.33508/mgs.v2i48
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2806/2487
Copyright (c) 2020 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/3096
2021-04-08T11:39:01Z
Magister_Scientiae:ART
THE INFLUENCE OF GROUP INVESTIGATION ON THE ABILITY OF CRITICAL THINKING AND SCIENTIFIC WRITING
Purbiyati, Yuliana Sri
This study describes the effect of implementing group investigation method on students' critical thinking and the completion of assignments in setting background abilities. This research method is descriptive by applying the group investigation learning method to the Indonesian Language course with eight steps, namely the focus of
learning, selecting topics, planning in groups, implementation, analysis and synthesis, presentation of results in front of the class, evaluation, and assessment. As for the research subjects, there were 70 students being in the second semester of the 2019-2020 academic year in the Accounting Study Program at Darma Cendika Chatolic University, Surabaya. The conclusion of this study was that there was a significant effect on the implementation of the group investigation learning method on the critical thinking ability of 85.5% and on the completion of the task of compiling the background by 48.64%.
Widya Mandala Surabaya Catholic University
2021-03-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3096
10.33508/mgs.v49i1.3096
Magister Scientiae; Vol 49, No 1 (2021); 30-44
2622-7959
0852-078X
10.33508/mgs.v49i1
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3096/2600
Copyright (c) 2021 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/1561
2018-03-19T10:09:45Z
Magister_Scientiae:ART
YOUNG LEARNERS’ ACHIEVEMENT TOWARDS THE USE OF TEAM-GAMES-TOURNAMENT (TGT) TECHNIQUE AND FLASHCARDS TEACHING TECHNIQUE IN LEARNING GRAMMAR
Yovita, Diania
Teams-Games-Tournament, being one of cooperative learning method, is carefully structured sequence of teaching-learning activities, a blend of three educational techniques-small groups, instructional games, and tournaments. Therefore, this present study aims to investigate the young learners’ achievement towards the student-centered approach through Team Games Tournament (TGT) technique and teacher-centered approach through flashcard teaching technique in learning grammar. A quasi experimental was employed in this study. The writer used two classes as the experimental and control groups. The writer also developed a research instrument which contains fifteen items. After the meetings of the treatment, the writer administered a post test to both classes. Having collected the data, the writer analyzed the mean scores of post-test using independent sample t-test. From the statistical data, the study reveals that there is a significant difference on the students’ grammar achievement between those taught using TGT technique and that taught using Flashcard teaching technique.
Widya Mandala Surabaya Catholic University
2017-03-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1561
10.33508/mgs.v0i41.1561
Magister Scientiae; No 41 (2017); 20-30
2622-7959
0852-078X
10.33508/mgs.v0i41
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1561/1447
Copyright (c) 2017 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/4846
2023-10-31T07:50:56Z
Magister_Scientiae:ART
CULTURAL INTERFERENCE FROM INDONESIAN-TO-ENGLISH TRANSLATION
Majaputri, Marini Wijayanti
Culture; Education
cultural interference; source language; target language
This paper investigates the implementation of cultural interference from Indonesian-to English translation to students of sixth semester in English Department of a university in Surabaya. Study Case was employed by cultural context which was rendered from Indonesian as source language to English as the target language. There were most significant things how the university students as participants produced translation products. They were ideology of translation, translation methods, and techniques of translation. The ideology of translation, the translation methods, and the techniques of translation which were chosen by the participants influenced readers’ readability and acceptability. The findings indicate that (1) each participants implemented different ideology of translation, translation methods, and translation techniques; (2) translation products were influenced by participants’ knowledge; (3) most participants kept the original words of SL and 1 participant translated the original one; (4) most participants compared their translation to their colleges then chose the best one and the other kept to translate based on their own interpretation without involving their colleagues; (5) most participants determined the purpose of translation and target reader but only 1 participant did not; (6) any participants answered irrelevant, most did not have much knowledge about Western culture whose English as a mother tongue, and the other only had general knowledge about it; (7) to make target readers understand most participants made the simple translation by keeping the meaning as natural as possible, some of them adopted the target culture, and the rest ones gave irrelevant questions; (8) most participants kept the original words of SL and the others translated them to TL; (9) The difficulties were found in rendering cultural aspect from Indonesian-English were most participants could not find relevant words in TL and the rest were grammar and idiom; (10) when translating cultural context but the participants did not understand well the culture of TL, most participant would browse and asking people who know well about it and the rest kept the cultural word then gave explanation.
Widya Mandala Surabaya Catholic University
2023-10-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/4846
10.33508/mgs.v51i1.4846
Magister Scientiae; Vol 51, No 2 (2023); 164-173
2622-7959
0852-078X
10.33508/mgs.v51i2
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/4846/3447
Copyright (c) 2023 Marini Wijayanti Majaputri
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/3401
2022-01-01T16:39:30Z
Magister_Scientiae:ART
THE EFFECT OF YOUTUBE ON SPEAKING ABILITY OF SENIOR HIGH STUDENTS
Abidin, Zainal
Ngadiman, Agustinus
classroom research
YouTube, Speaking Skill, EFL Students
YouTube is a rich source for teaching speaking in EFL contexts. You Tube also enables students to learn language of the world. The present study aimed to know whether secondary students in Indonesia who frequently watched You Tube in English speak better that than those who seldom. This was an ex-post-facto study. A questionnaire and speaking test were designed to students speaking ability. T-test and ANOVA were used to measure the different effects of You Tube. The present study revealed that the speaking ability of the subjects who watched You Tube exceeded the speaking ability of those who seldom watched You Tube. Based on the T-test analysis, YouTube gave good effect on students’ speaking ability, however based on the ANOVA analysis, You Tube gave the highest effect on the vocabulary aspect of their speaking ability.Keywords: YouTube, Speaking Skills, EFL Students
Widya Mandala Surabaya Catholic University
Zainal Abidin, Agustinus Ngadiman
Widya Mandala Catholic University Surabaya
2022-01-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3401
10.33508/mgs.v49i2.3401
Magister Scientiae; Vol 49, No 2 (2021); 146-155
2622-7959
0852-078X
10.33508/mgs.v49i2
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3401/2857
Copyright (c) 2021 Zainal Abidin
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/3309
2022-01-01T16:33:08Z
Magister_Scientiae:ART
A COMPARATIVE STUDY BETWEEN INDONESIAN UNDERGRADUSTE AND GRADUATE STUDENTS’ PERCEIVED ANXIETY AND SELF-EFFICACY IN CRITICAL WRITING
Wardani, Fidelia Ratih Widya
Mbato, Concilianus Laos
Education
writing anxiety; writing self-efficacy; EFL student
This study aimed to investigate students’ perception on their writing anxiety and how they employed their writing self-efficacy as well as the relationship between writing anxiety and writing efficacy. This research was conducted toward 29 students from undergraduate and graduate EFL students in Yogyakarta who were taking critical writing course. This study used mixed-method research employing a close-ended questionnaire and interview to gather the data. The writing anxiety questionnaire statements were adopted from Cheng (2004), while the writing efficacy statements were adopted from Eby (2018). The data results were analysed using SPSS version 25 then described statistically, whilst the interview data were analysed using thematic analysis. The results showed that both undergraduate and graduate students have a high self-efficacy and anxiety in writing. A correlation test was conducted and described in the discussion section to see the relationship between writing anxiety and writing efficacy indicates that all aspects of writing anxiety had a negative correlation but not significant with writing ability and behavior. However, not all aspects of writing anxiety such as somatic anxiety, avoidance behaviour, and cognitive anxiety had a negative correlation with writing ideas, writing conventions and self-regulation in writing. The interview result showed that the students who had good self-efficacy in writing felt anxiety as a means to explore themselves and foster a positive mindset to continue progressing in writing. The implication of this research is to expand knowledge related to writing practice in EFL context and educational psychology.
Widya Mandala Surabaya Catholic University
2022-01-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3309
10.33508/mgs.v49i2.3309
Magister Scientiae; Vol 49, No 2 (2021); 90-103
2622-7959
0852-078X
10.33508/mgs.v49i2
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3309/2862
Copyright (c) 2021 Magister Scientiae
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/1720
2019-03-16T10:05:40Z
Magister_Scientiae:ART
RESEARCH ON ENGLISH ACROSS CURRICULUM: AN OVERVIEW OF WHAT WE INVESTIGATE AND HOW
Ngadiman, Agustinus
This paper is an overview of empirical studies on language across curriculum. The emphasis of the review is on the ‘what’ and ‘how. The
‘what’ deals with the research areas and purposes. The ‘how’ deals with the approach and technique, setting and participants to set out the research. The purpose of the discussion that follows is to help us see what has been studied and how it has been researched. These discussions should help content and language specialists identify the range of factors related to English across the curriculum. The purpose of this paper is two-folds: to present important research model in English across curriculum and to suggest how insights from theory and research can be introduced in the classroom.
Widya Mandala Surabaya Catholic University
2018-08-03
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1720
10.33508/mgs.v2i42.1720
Magister Scientiae; No 42 (2017); 89-108
2622-7959
0852-078X
10.33508/mgs.v2i42
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1720/1583
Copyright (c) 2018 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/3200
2022-03-30T18:25:41Z
Magister_Scientiae:ART
LEARNERS’ PERCEPTIONS TOWARDS PROJECT-BASED LEARNING IMPLEMENTATION IN CALT COURSE IN THE COVID-19 PANDEMIC SITUATION
Atuna, Angela Veronica Vinchi
Pramono, Y.G. Harto
Project-based learning; CALT course; Learners’ perceptions
Project-Based Learning (PjBL) is the teaching method that is commonly used by lecturers who taught the CALT course, yet given the situation of the COVID-19 pandemic caused the change from offline to online class. Thus, this study tried to find out the learners’ perceptions toward the change situation during the PjBL implementation in CALT course by distributing questionnaires to learners who had joined the CALT course and describe their opinion in this study. This study was described as a Ex Post Facto study since the data were taken in the previous semester of the PjBL implementation in the situation of COVID-19. The result of the questionnaire distributed had shown the positive result from the learners’ perspective that can be seen through tables presented in this study. The learners admitted that they had improved their learning skills in finishing their projects.
Widya Mandala Surabaya Catholic University
Widya Mandala Surabaya Catholic University
2022-03-30
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3200
10.33508/mgs.v50i1.3200
Magister Scientiae; Vol 50, No 1 (2022); 38-49
2622-7959
0852-078X
10.33508/mgs.v50i1
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3200/2902
Copyright (c) 2022 Magister Scientiae
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/1725
2019-03-16T10:05:43Z
Magister_Scientiae:ART
INTERCULTURAL EXPOSURE THROUGH ENGLISH FOR FOREIGN LANGUAGE COURSEBOOK A Closer Look at English in Mind Students Book 3
Kailola, Tirsana W.
As English serves as Lingua Franca in many parts of the world, cultural teaching and developing intercultural awareness have become important issues in EFL teaching. Therefore, cultural presentation and learning in English course book is one important issue to be investigated. This present study analyzes the presentation of culture and types of cultural exposure in a course book entitled English in Mind Students Book 3. The content analysis is based on the theory of Adaskou, et all (1990); Cortazzi & Jin (1999) and Xiao’s (2010), all of which posit that culture learning/teaching and the themes to accomplish this are important for contemporary ELT culture acquisition. The study finds that course book portrays culture mainly in the form of visual illustration. Subsequently, the source culture, the target culture and the international culture are found in unbalanced proportion where the target culture references are more dominant than the source culture and the international culture. There was a strong sense of a hierarchical representation of the inner circle world in which the British and the US cultures served as the supreme source. Investigating the result of cultural domain, small “c’ culture is highlighted over big ”C” culture. However, sixteen themes under big ”C” and small “c” are focused on the target culture. Cultural value and life style are the most frequent themes which appear in the course book.
Widya Mandala Surabaya Catholic University
2017-10-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1725
10.33508/mgs.v2i42.1725
Magister Scientiae; No 42 (2017); 176-194
2622-7959
0852-078X
10.33508/mgs.v2i42
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1725/1589
Copyright (c) 2018 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/3898
2022-10-26T01:41:28Z
Magister_Scientiae:ART
LANGUAGE LEARNING STRATEGIES USED BY LEARNERS IN LEARNING SPEAKING
Malini, Nawa
language learning strategies, high achievers, low achievers
Language learning strategies guide language learners to become active learners that can provide their own needs and choose their preference in learning the language. Therefore, this study was done to study the language learning strategies used by high and low achieving students in learning speaking as well as how they apply their strategies. There were 20 participants taking part in this study. They were classified into high and low achievers based on the students speaking score of their speaking performances. SILL questionnaire proposed by Oxford (1990) was adapted in this study to better fit the purpose of this study. The validity and reliability of the questionnaire was also done to measure what it was intended to measure. Besides questionnaire, a semi-structured interview was also used as the instrument to complement the quantitative data. Based on the data gathered through questionnaire, the study revealed that metacognitive strategy as the most frequently used strategy by high and low achieving students. Additionally, the data gathered through interviews also showed that each group of achievers applied all language learning strategies as proposed by Oxford (1990); memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, affective strategy, and social strategy. However, high achiever learners were reported using a higher number (13 strategies) of language learning strategies than low achiever learners (11 strategies). The study confirms that learners who have a higher level of English competence will almost certainly apply wider strategies in their language learning.
Widya Mandala Surabaya Catholic University
2022-10-26
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3898
10.33508/mgs.v50i2.3898
Magister Scientiae; Vol 50, No 2 (2022); 97-104
2622-7959
0852-078X
10.33508/mgs.v50i2
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3898/3058
Copyright (c) 2022 Nawa Malini
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/1969
2019-05-22T08:00:53Z
Magister_Scientiae:ART
DEVELOPING AN ENGLISH SUPPLEMENTARY COURSEBOOK FOR TENTH GRADERS OF TOURISM STUDENTS
Kusumawardani, Tery
Ngadiman, Agustinus
According to the 2013 Curriculum, English learning materials for both
senior high school and vocational high school are equalized. However, it is suggested that the English learning materials for vocational students should be more specific than those for senior high school students because they need to learn specific areas of English in accordance with their major. Finding proper English textbooks for vocational students focusing on their major is not an easy task. In addition, most vocational school teachers also do not have any sufficient time to design the English materials for the vocational students. Therefore, it is recommended to develop the English materials which meet the students’ needs and demands, particularly
intended for Tourism Program. In line with those problems, the researcher used ADDIE method which stands for analysis, design, development, implementation, and evaluation as a research design as suggested by Aldobie (2015). Two validators were involved to validate the textbook and they responded positively towards the materials. Furthermore, after using the textbook, three students and a teacher of tourism program were interviewed. They later agreed that the textbook was suitable and was considered to be fun in the learning process.
Widya Mandala Surabaya Catholic University
2018-03-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1969
10.33508/mgs.v1i43.1969
Magister Scientiae; No 43 (2018); 100-116
2622-7959
0852-078X
10.33508/mgs.v1i43
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1969/1799
Copyright (c) 2019 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/4180
2022-10-26T01:41:28Z
Magister_Scientiae:ART
STUDENTS’ ATTITUDES TOWARDS QUIZLET IN ENGLISH VOCABULARY LEARNING
Novitasari, Erlia
Prijambodo, V Luluk
English vocabulary, Quizlet, students’ attitudes
This research reports a study on students’ attitudes towards an online learning platform, Quizlet, in English vocabulary learning. Three research questions were raised, namely: 1) How are the students’ attitudes towards Quizlet in English vocabulary learning? 2) What influence do the students’ attitudes have on their English vocabulary learning using Quizlet? 3) How does Quizlet facilitate the students’ English vocabulary learning? This qualitative study used a questionnaire and an interview to investigate students’ attitudes towards Quizlet in their English vocabulary learning. Twenty students were involved in the questionnaire and six students in the interview. Three major findings are concerned with the students’ attitudes toward Quizlet; the influence of the students’ attitudes towards their English vocabulary learning using Quizlet; and how Quizlet facilitates their English vocabulary learning. Findings indicate that 1) students’ attitudes were all positive, deriving from their opinions, thoughts, feelings, and experiences towards Quizlet; 2) the positive attitudes gave encouragement to their English vocabulary learning; and 3) Quizlet facilitated the students’ English vocabulary learning through its features, namely; Card, Study, Game, and Test modes. Based on these findings, some suggestions are offered. First, for the students to pay more attention to the learning platform they use to learn, such as Quizlet. Second, for the teacher, lecturer, and Study Program Department to pay more attention to the students’ positive attitudes towards a particular learning platform and to utilize more Quizlet for learning. Third, future researchers should investigate how far Quizlet facilitates English vocabulary learning via pretest and posttest.
Widya Mandala Surabaya Catholic University
2022-10-26
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/4180
10.33508/mgs.v50i2.4180
Magister Scientiae; Vol 50, No 2 (2022); 150-167
2622-7959
0852-078X
10.33508/mgs.v50i2
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/4180/3063
Copyright (c) 2022 Erlia Novitasari, V Luluk Prijambodo
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/1975
2019-05-22T07:58:06Z
Magister_Scientiae:ART
HEAT AND MONSTER BINGO: AN INSTRUCTIONAL BOARD GAME TO LEARN TEMPERATURE AND HEAT
Fandira, Emilia
Wijaya, Anthony
Noviani, Elisabeth Prathidhina Founda
Physics is a subject that plays an important role in our daily life. It is a
basic for the development of advanced technology. Even though it is an important subject, some high school students are not interested in learning physics. The low motivation to learn physics are caused by several reasons such as difficult material, boring classes, dislike for the teachers, and so on. Low motivation in learning physics cause negative attitude while learning physics and thus students cannot get optimal learning achievements. In this study, we developed a board game called “Heat and Monster Bingo” to make students to be interested in learning physics. The instructional game “Heat and Monster Bingo” covers topics of temperature and heat. We developed the board games in Indonesian and English so that students can learn physics in bilingual way. The broad game has gone through expert appraisal and has been tested to a group of students consisting of 27 high school students. The data were gathered through questionnaire filled by the students. According to the questionnaire data, 88.47% of the students agree that the physics learning medium in the form of board games is interesting and able to help them in studying temperature and heat.
Widya Mandala Surabaya Catholic University
2018-10-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1975
10.33508/mgs.v2i44.1975
Magister Scientiae; No 44 (2018); 214-223
2622-7959
0852-078X
10.33508/mgs.v2i44
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1975/1789
Copyright (c) 2019 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/1980
2019-05-22T07:58:06Z
Magister_Scientiae:ART
FIGHTING FOR A BETTER ACHIEVEMENT OF ENGLISH: WHAT SHOULD INDONESIAN EFL STUDENTS DO?
Suwartono, Tono
This paper is presented through the lens of two-folded perspectives: the
author as a teacher and the author as a learner of English. As a teacher of English, the author will put forward some professional viewpoints in
relation with the difficulties that Indonesian students face when learning English and with what they should do in coping with the problems. As a learner, the author will share his own experiences and success stories as a good learner of English in the past. As the title of the paper implies, overall, this paper mainly discusses the major constraints that hinder Indonesian students’ EFL learning progress and offers feasible approaches to the challenges to meeting the expectation: a significant success in EFL learning in Indonesia.
Widya Mandala Surabaya Catholic University
2018-10-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1980
10.33508/mgs.v2i44.1980
Magister Scientiae; No 44 (2018); 287-304
2622-7959
0852-078X
10.33508/mgs.v2i44
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1980/1794
Copyright (c) 2019 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/4522
2023-10-30T23:40:56Z
Magister_Scientiae:ART
“I GOT STUCK NOT ONLY IN THE FIRST ESSAY”: A NARRATIVE INQUIRY ON STUDENTS’ WRITING DIFFICULTIES
Purba, Rachel Gisela
Teopilus, Susana
writing, writing aspects, writing difficulties, expository essays, narrative inquiry
Writing, one of the language skills, seems to be the most difficult skill for students to master. There are five aspects used to evaluate students’ writing abilities: content, organization, vocabulary, language use, and mechanics. This current narrative inquiry research aims to find out students’ difficulties in writing expository essays, the factors that cause them to have difficulties, and the strategies they use to overcome them. The data of this research were taken from the students taking Writing Expository and Argumentative Essays course in the English Department of Widya Mandala Surabaya Catholic University. The data of this study were collected from interviews, observations, and documents. Three participants with middle-achievement levels were interviewed in three interview sessions, and observations in the writing class were conducted two times. Besides, two essays of each participant were analyzed.The findings show that in relation to the five writing aspects, the major difficulty that the participants had was in the content aspect. Then, the common factor that caused all of the participants to have difficulties was a lack of reading habit. Besides, the common strategy that all participants used to overcome their difficulties was to search on Google.
Widya Mandala Surabaya Catholic University
2023-03-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/4522
10.33508/mgs.v51i1.4522
Magister Scientiae; Vol 51, No 1 (2023); 13-20
2622-7959
0852-078X
10.33508/mgs.v51i1
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/4522/3255
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/downloadSuppFile/4522/575
Copyright (c) 2023 Rachel Gisela Purba, Susana Teopilus, Susana Teopilus
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/2043
2019-06-11T09:24:22Z
Magister_Scientiae:ART
THE INFLUENCE OF ACHIEVEMENT MOTIVATION AND ACADEMIC SELF-EFFICACY ON SPEAKING PROFICIENCY
Astuti, Yuni
This quantitative study employs a correlational design that is to find out the relationship among achievement motivation, academic selfefficacy and the students’ speaking performance. Two questionnaires with four likert-scale were used to measure the students’ level in this study. Based on the result of the data analysis about the relationship among the variables, some points could be concluded. First, there was a significant average positive correlation between achievement motivation level and the students’ speaking performance level (r = .688, sig. = .00). Second, the correlation between academic self-efficacy level and the students’ speaking performance level was a significant moderate positive correlation (r =.
691, sig. = .00). Third, the relationship between achievement motivation combined with academic self-efficacy and the students’ speaking performance was statistically a significant high positive correlation since The result was significant (r= 0.737, sig. = .00). It was concluded that the teachers should be closer to the students in order to build more academic self-efficacy beliefs of the students. Teachers are expected to encourage the students to be more open and share their difficulties in learning especially in the speaking class. Thus, by having close communication between teachers and the students, it is expected that the students’ problems during the learning process can be solved. The students’ achievement motivation and the students’ academic self-efficacy are expected to be higher and stronger in completing the course with high achievement.
Widya Mandala Surabaya Catholic University
2019-06-11
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2043
10.33508/mgs.v1i45.2043
Magister Scientiae; No 45 (2019); 57-85
2622-7959
0852-078X
10.33508/mgs.v1i45
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2043/1849
Copyright (c) 2019 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/4613
2023-10-31T07:48:39Z
Magister_Scientiae:ART
TRANSMITTING REFLECTIVE TEACHING PRACTICE INTO INDONESIAN EFL EDUCATORS’ PROFESSIONAL JOURNEYS
Wijaya, Kristian Florensio
English Language Teaching
Reflective teaching practice; professional journeys; library study
It is principal to understand that EFL educators’ professional journeys are affected by varied internal and external factors such as school policies, particular curriculums, and educational cultures. From this stance, reflective teaching practice can act as one of the promising solutions to transfigure EFL educators into more well-rounded and thoughtful learning facilitators, which in turn is helpful to improve their entire teaching qualities. The researcher initiated this current small-scale qualitative library study to exhaustively investigate the influential impacts of transmitting reflective teaching practice into Indonesian EFL educators’ professional journeys. To fully attain this main study objective, the researcher employed a thematic analysis in reviewing the specifically-obtained research results derived from 25 reflective teaching studies. Based on the thematic analysis, it was deduced that through the constant internalization of reflective teaching practice, EFL educators can gradually transform into more professional language learning facilitators who are capable of promoting better-facilitated English learning enterprises.
Widya Mandala Surabaya Catholic University
2023-10-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/4613
10.33508/mgs.v51i2.4613
Magister Scientiae; Vol 51, No 2 (2023); 96-105
2622-7959
0852-078X
10.33508/mgs.v51i2
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/4613/3438
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/downloadSuppFile/4613/597
Copyright (c) 2023 kristian florensio wijaya
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/2226
2019-10-31T14:16:01Z
Magister_Scientiae:ART
DEVELOPING ESP SYLLABUS AND TEACHING MATERIALS FOR PORT BUSINESS EMPLOYEES
Issabella, Rizqiliyah
This study is aimed to cater the needs of professionals of sea port business to enhance their English speaking proficiency. Due to their limited time to study, the design of the syllabus must focus on the materials they usually use in their daily operation. The syllabus and the materials were designed using ADDIE model which stands for Analyzing, Designing, Developing, Implementing and Evaluating. In the Analyzing stage, ten topics were needed in practicing their English. The program was designed for one term covering fifteen meetings for ninety minutes each. The syllabus and materials had been reviewed by the expert of the port business. The order of the materials presented was based on the scope, from the small to the broad ones. One material was tried out to a specific group of learners resembling the target group, and the learners showed positive remark on both of the materials and the delivery.
Widya Mandala Surabaya Catholic University
2019-10-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2226
10.33508/mgs.v2i46.2226
Magister Scientiae; No 46 (2019); 183-200
2622-7959
0852-078X
10.33508/mgs.v2i46
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2226/1987
Copyright (c) 2019 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/2807
2020-11-11T08:45:53Z
Magister_Scientiae:ART
oai:ojs.jurnal.wima.ac.id:article/5032
2023-12-06T02:40:18Z
Magister_Scientiae:ART
UNLEASHING ENGLISH FLUENCY: HARNESSING TIKTOK'S POWER FOR SPEAKING SKILLS
Romsi, Abdur
Widodo, J. Priyanto
Basri, Hasan
Sabat, Yuliyanto
Sipulyono, Sipulyono
English fluency; Language learning; Speaking skills; Technology-enhanced learning; TikTok
English fluency is essential for effective communication in today's globalized world. Traditional language learning methods are primarily classroom-based, but technological advances and the ubiquity of social media platforms have opened up new avenues for language acquisition. This study aimed to explore TikTok outstanding potential, a popular platform (social media) lately, as a tool to improve English skills. The study applies a qualitative research design and uses a phenomenological lens to explore the EFL Teacher and learner experience and evaluate TikTok’s effectiveness to improve the fluency in English speaking skills. Moreover, results from an interview with an EFL teacher and focus group interviews with students highlight TikTok's positive impact on integrating authentic content in language learning. Additionally, the EFL teacher has found TikTok helpful in providing content relevant to the national curriculum. Besides, students report that their English vocabulary, pronunciation, and motivation to practice their English speaking have improved, and they were so happy with TikTok. However, barriers identified include limited internet and mobile phone access for some students. Overall, TikTok is an effective tool for improving English skills, allowing learners to expose themselves to great content and materials across the globe. These findings contribute to the field of language teaching, providing insights for educators and learners looking for innovative ways to improve English proficiency by leveraging technology development.
Widya Mandala Surabaya Catholic University
2023-10-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/5032
10.33508/mgs.v51i2.5032
Magister Scientiae; Vol 51, No 2 (2023); 152-163
2622-7959
0852-078X
10.33508/mgs.v51i2
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/5032/3446
Copyright (c) 2023 Abdur Romsi, J. Priyanto Widodo, Hasan Basri, Yuliyanto Sabat, Sipulyono .
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/2231
2019-10-31T14:16:01Z
Magister_Scientiae:ART
PREPARING STUDENTS’ READING ABILITY FOR IR 4.0: UNDERSTANDING THEIR MOST PROBLEMATIC READING COMPREHENSION SKILLS AND THE SOLUTIONS
Mbangur, Manfredus Muliamarfan
Taloko, Johanes Leonardi
Vincentia SHS, -
The Industrial Revolution 4.0 (IR 4.0) signifying manufacturing digitalization has become a major concern around the globe. Not only does it deal with industrialists or engineers, but it also deals with teachers, and education policy makers. This new revolution requires educational institutions to prepare their students to be able to adapt themselves in this new era. English, serving as a global lingua franca, still plays an important role for all students in different majors that need to be mastered. One of the English language skills, reading, must be given sufficient attention by English teachers for their students to be able to read and comprehend English texts in their job fields in the future. This study attempts to reveal the reading comprehension mastery of the Business Administration students in a private university. It examines three series of English proficiency test (EPT) exercises and a final EPT they took as the requirements to complete their study in the university. Among the thirteen micro skills in this kind of test, the students’ most problematic skills are: answering transition questions correctly (25% correctly answered), determining the tone, purpose, or course (37%), and using context to determine meaning of difficult words (42%). Possible causes and recommendations to minimize those problems are also comprehensively presented.
Widya Mandala Surabaya Catholic University
2019-10-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2231
10.33508/mgs.v2i46.2231
Magister Scientiae; No 46 (2019); 261-273
2622-7959
0852-078X
10.33508/mgs.v2i46
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2231/1992
Copyright (c) 2019 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/2444
2020-04-01T09:47:56Z
Magister_Scientiae:ART
THE INFLUENCE OF SMART BOARD GAMES ON THE ROUGH MOTOR DEVELOPMENT OF CHILDREN AGE 4 TO 5 YEARS
Anggraini, Kristin
The aim of this study was to develop children's gross motor development through playing. This research used quantitative research methods with quasi experimental -nonequivalent control group design. In this study, the researcher used four research instruments, namely running, jumping, hopping and throwing. The results of this study indicated positive influences of the Smart Board game on the gross motor development. This was evidenced by the significant difference between the results of the pretest and posttest on children's gross motor skills, especially in terms of running, jumping, hopping and throwing in children aged 4-5 years. When playing, the children gained experience, pleasure and knowledge and through this one form of playing that could increase children's knowledge as well as develop the gross motor aspects of children is the Smart Board game. This study showed that this Smart Board game could be used to develop children's gross motor development well, especially for running, jumping, hopping and throwing in children aged 4-5 years.
Widya Mandala Surabaya Catholic University
2020-03-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2444
10.33508/mgs.v1i47.2444
Magister Scientiae; No 47 (2020); 37-46
2622-7959
0852-078X
10.33508/mgs.v1i47
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2444/2104
Copyright (c) 2020 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/2802
2020-12-21T12:57:54Z
Magister_Scientiae:ART
STUDENTS’ PERCEPTION TOWARDS GOOGLE CLASSROOM AS E-LEARNING TOOL (A Case Study of Master of English Education of the Second Semester at STKIP PGRI Sidoarjo)
Widodo, J. Priyanto
Slamet, Joko
E-Learning is a moderately new phenomenon where currently the educators and students are grappling with the idea of its implementation and adaptation. E-learning has contributed to the learning process can be done not only in the classroom but any places and every time, especially within the COVID-19 issue. Google Classroom is one of the tools implemented among e-learning scan be applied. The purpose of this research is to identify the students’ perception of the implementation Google Classroom as a learning tool for students of Master of English Education at STKIP PGRI Sidoarjo. Descriptive quantitative method was applied in conducting the research. Questionnaire which was distributed to the 19 students was the instrument of this research. The results showed google classroom as a tool of e-learning is a useful application can be applied during e-learning within the issue of Covid-19 to the second semester students of Master of English Education (MPBI Batch 5) at STKIP PGRI Sidoarjo in regard it is a solution of e-learning in case it is useful, effective and also helps students in assisting in the e-learning.
Widya Mandala Surabaya Catholic University
2020-10-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2802
10.33508/mgs.v2i48.2802
Magister Scientiae; No 48 (2020); 99-109
2622-7959
0852-078X
10.33508/mgs.v2i48
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2802/2491
Copyright (c) 2020 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/2869
2020-12-21T12:57:54Z
Magister_Scientiae:ART
ONLINE WRITELOGUE EFFECTIVENESS IN THE STUDENTS’ MASTERY OF THE REDUCED RELATIVE CLAUSES
Tedjasuksmana, Hendra
Teopilus, Susana
In this pandemic Covid-19 situation, all teaching learning activities are done online from the elementary school up to the universities. What the writers would do is actually implementing a blended learning, but Covid19 makes it impossible so that it is done fully online. Thus, this study would find out that the full-online platform writelogue with its module can improve the students’ ability in using the reduced relative clauses. This module in which the students learn the NP pattern ‘HN (Head Noun) + reduced relative clauses’ is one of a number of NP patterns in the writers’ multi-year research. Using the accessibility of the Learning Manangement System, the writelogue, the students did the pre-test, the exercises and the post-test. Besides, they filled out the questionnaire concerning the usability of the writelogue in terms of language, exercises, tutorial video, and technical operation. The results show that the online writelogue course enhances the pre-test scores of the students in their post-test
result, and the students find the benefits of the writelogue course to their learning the reduced relative clause on line.
Widya Mandala Surabaya Catholic University
2020-10-30
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2869
10.33508/mgs.v2i48.2869
Magister Scientiae; No 48 (2020); 162-168
2622-7959
0852-078X
10.33508/mgs.v2i48
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2869/2486
Copyright (c) 2020 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/3097
2021-04-08T11:39:01Z
Magister_Scientiae:ART
ERRORS IN LONG VOWEL PRONUNCIATION: A CASE OF ENGLISH LANGUAGE EDUCATION DEPARTMENT STUDENTS
Gusdian, Rosalin Ismayoeng
The study aims to investigate the errors in the long vowel realizations committed by students of English Language Education Department. It is a case study of the English Language Education Department students of Universitas Muhammadiyah Malang. The study employed qualitative method. The data were the recorded pronunciation of twenty students from the Speaking for Informal Interaction class at Universitas Muhammadiyah Malang. The data were collected when the students performed a storytelling for three to five minutes. In the data analysis, all of the recordings were carefully listened and the mispronunciation of words containing the targeted long vowels was identified. Upon the long vowel error identification, the students’ long vowel production was phonologically transcribed and assigned into the table of long vowels. The table was set according to the classification of the five types of English long vowels, namely [ɑ:], [ɛ:], [i:], [ɔ:], [u:]. Further, the phonological transcription analysis referred to
Received Pronunciation (RP) and General American (GA) as the accepted pronunciation standards. The result shows that the English long vowels [i:], [ɑ:], [ɛ:], [u:], and [ɔ:] are replaced with the short vowels [ʌ], [i], [ɛ], [u], and [ɔ] respectively. The replacement is implemented due to the absence of the targeted sounds in the students native language (Bahasa). This phenomenon is the result of phonological transfer.
Widya Mandala Surabaya Catholic University
2021-03-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3097
10.33508/mgs.v49i1.3097
Magister Scientiae; Vol 49, No 1 (2021); 45-51
2622-7959
0852-078X
10.33508/mgs.v49i1
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3097/2601
Copyright (c) 2021 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/3436
2022-01-01T16:37:36Z
Magister_Scientiae:ART
READINESS AND INVOLVEMENT OF EARLY CHILDHOOD TEACHERS IN EAST JAVA DURING THE COVID-19 PANDEMIC THROUGH ONLINE LEARNING
Anggraini, Kristin
Faculty of Teacher Training & Education/Early Childhood Education Program
Early Childhood teachers, readiness and involvement, online learning
Since the beginning of 2020, the world has been shaken by an incident, namely the spread of the Covid-19 virus. The spread of the Covid-19 virus is very widespread throughout the world, so the World Health Organization (WHO) conveyed this as a threat to the world on January 31, 2020 which was later announced to be a pandemic for the international community, namely on March 11, 2020 (Shan L. Pana et al, 2020). The Indonesian government finally took part in handling the spread of the Covid-19 virus, including by recording the area where the virus spread and mapping it into several zones (Kemenkes, 2020). Because of some areas in East Java are mostly in the red and orange zones, which are areas with a high and dangerous spread of the Covid-19 virus, the researchers wanted to know the readiness and involvement of early childhood teachers in East Java during the COVID-19 pandemic through online learning. This research is a qualitative descriptive study that uses data collection techniques through literature review and surveys. Furthermore, all data collected from both the literature review and survey results were analyzed for description. The survey results state that the activities that have been planned in the lesson plan can be carried out well. However, there are parents of students who often do not collect student assignments on time, resulting in teachers having difficulty in assessing each student. Good ICT mastery can facilitate the implementation of online learning activities and early childhood teachers also support the implementation of online learning from home imposed by the Government to suppress the spread of the Covid-19 virus.
Widya Mandala Surabaya Catholic University
2022-01-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3436
10.33508/mgs.v49i2.3436
Magister Scientiae; Vol 49, No 2 (2021); 129-138
2622-7959
0852-078X
10.33508/mgs.v49i2
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3436/2858
Copyright (c) 2021 Kristin Anggraini
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/1562
2018-03-19T10:09:45Z
Magister_Scientiae:ART
CLASSROOM INTERACTION IN AN EYL CLASSROOM
Wibowo, Likewati
This study analyzed the classroom interaction in an EYL classroom by describing its communication contents and patterns of interaction. The data were collected through classroom observation and semi-structured interview for the teacher. The writer observed the spoken communication between the EYL teacher and 39 fifth graders in a national elementary school using the video and audio recorders. Others, teacher’s interview and field notes were the supplementary data. Having been transcribed, the data were analyzed using the adapted form of FLint system. The results showed that asking questions (20.05%), giving information (10.09%), and repeating students response verbatim (6.65%) were the top three of the communication contents expressed by the teacher. On the other hand, the top three of the communication contents expressed by the students were students’ choral response to the teacher (17.61%), individual student response to the teacher (13.27%), student’s nonverbal behavior (4.84%). At last, the pattern of interaction revealed was still teacher-centered since most of the interactions were initiated by the teacher. In other words, the expectation of K13 in this study was not yet fulfilled. However, the students showed active participation during the lesson. This study can give valuable contributions to English teachers by broadening their horizon about EYL classroom interaction.
Widya Mandala Surabaya Catholic University
2017-03-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1562
10.33508/mgs.v0i41.1562
Magister Scientiae; No 41 (2017); 31-40
2622-7959
0852-078X
10.33508/mgs.v0i41
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1562/1448
Copyright (c) 2017 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/3322
2022-01-01T16:34:12Z
Magister_Scientiae:ART
HIGH SCHOOL ENGLISH TEACHERS' ICT LITERACY IN TEACHING ENGLISH
Prayoga, Gayuh Adi
Pramono, Y.G. Harto
Education
ICT, ICT literacy, TPACK, English teaching, generation Z
This study was aimed to investigate high school English teachers’ ICT literacy with the following more specific objectives: (i) to figure out how well of high school English teachers were familiar with various types of ICT for educational purposes; (ii) to figure out the extent to which English teachers implement ICT in their teaching; (iii) to figure out the obstacles English teachers had in implementing their knowledge of ICT in their teaching. Generation Z or gen Z are those who were born in digital era and are exposed to technology since from their young age. To teach this generation, teachers need to be literate to technology and should master certain knowledge that enables them to integrate technology in their teaching. Quantitative decriptive research design was employed in this study. A set of five point Likert scale questionnaire was distributed to English teachers who taught in Junior and Senior high schools in Surabaya and was analyzed using descriptive statistics. The findings indicated that majority of the respondents’ familiarity with the types of hardware and software was ranging from quite well to very well; the majority of the respondents’ frequency in using ICT was very often; and the only obstacle the teachers faced was lack of effective training to implement ICT in teaching. The present study may give insights for teacher development programs to improve their proficiency in implementing ICT in their classes to teach generation Z.
Widya Mandala Surabaya Catholic University
Drs. Y.G. Harto Pramono, Ph.D.
2022-01-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3322
10.33508/mgs.v49i2.3322
Magister Scientiae; Vol 49, No 2 (2021); 104-113
2622-7959
0852-078X
10.33508/mgs.v49i2
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3322/2861
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/downloadSuppFile/3322/309
Copyright (c) 2021 Magister Scientiae
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/1721
2019-03-16T10:05:40Z
Magister_Scientiae:ART
MENUMBUH-KEMBANGKAN WAWASAN MASYARAKAT TENTANG DINAMIKA PENYAKIT DIABETES MELLITUS MELALUI MEDIA FILM
Pramono, Y.G. Harto
Wattimena, Inge
Effendy, Nurlaila
Rahardanto, Michael Seno
Purnama, Finsensius Yuli
This paper describes the process and the result of educational film media development research aimed to develop the understandings of the society at Kecamatan Tambaksari, Surabaya about the dynamics of Diabetes Mellitus disease. To produce an optimum and pedagogically interesting film media, this media was designed and developed based on the film educational media concepts and its effective principles. Besides, the media was developed based on the needs assessment and the evaluation by experts and a series of tryouts by target users, and revised in stages based on the input and the result of the evaluation. After it had been validated to fit with the expected standard, the quasi experiment was conducted to find out the influence of the media on the learners’ knowledge of Diabetes Mellitus disease. The research design used was the matching only pretest-post test control group design with 40 participants for each group. The data was calculated with the t-Test. There search finding shows that the film media as an educational media has a significant influence on the increase of the society’s knowledge of Diabetes Mellitus disease.
Widya Mandala Surabaya Catholic University
2017-10-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1721
10.33508/mgs.v2i42.1721
Magister Scientiae; No 42 (2017); 109-134
2622-7959
0852-078X
10.33508/mgs.v2i42
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1721/1585
Copyright (c) 2018 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/3739
2022-03-30T18:25:41Z
Magister_Scientiae:ART
USING THE REVISED BLOOM’S TAXONOMY TO ANALYZE THE READING COMPREHENSION QUESTIONS IN EFL TEXTBOOK FOR YEAR X OF HIGH SCHOOL
Irawan, Anne
Diptoadi, Veronica Listyani
reading comprehension questions; EFL textbook; the Revised Bloom’s Taxonomy; higher-order thinking skills; the Curriculum of 2013
Reading skill is an important skill in the mastery of a language as the more the students read, the more exposed they are to the target language. Giving reading comprehension questions that suit the students’ thinking level has been widely known to foster the students’ critical thinking and reading comprehension. This study aimed (1) to explore the cognitive level of the reading comprehension questions found in EFL textbook based on the Revised Bloom’s Taxonomy and (2) to explore appropriate reading comprehension questions to supplement the EFL textbook to meet the Curriculum of 2013. This study analyzed an EFL textbook for year X of high school based on the cognitive domain of the Revised Bloom’s Taxonomy. The findings show that the proportion between LOTS and HOTS questions was 85.5% and 15.5%. Considering that the EFL textbook was dominated by LOTS questions, it was concluded that the EFL textbook was not appropriate for 10th grade students. Therefore, this study proposed 84 appropriate reading comprehension questions to supplement the EFL textbook so as to allow the students to hone their reading skill through various cognitive processes. There was an increase of 20.4% in the percentage of HOTS questions after the addition of the researcher’s supplementary questions, so the proportion between LOTS and HOTS questions became 65.1% (LOTS questions) and 34.9% (HOTS questions).
Widya Mandala Surabaya Catholic University
2022-03-30
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3739
10.33508/mgs.v50i1.3739
Magister Scientiae; Vol 50, No 1 (2022); 59-68
2622-7959
0852-078X
10.33508/mgs.v50i1
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3739/2904
Copyright (c) 2022 Anne Irawan, Veronica Listyani Diptoadi
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/1726
2019-03-16T10:05:43Z
Magister_Scientiae:ART
LOCUTION AND PERLOCUTION IN ENGLISH TEACHERS AND STUDENTS’ CLASSROOM INTERACTION
Wibowo, Yoel
This research was intended to provide an analysis on English teacher’s locution influence towards students’ perlocution in an Indonesian EFL classroom as well as an elaboration towards the aspects influencing it. This research observed the flow between teachers’ locution and students’ perlocution within two different secondary grade EFL classes by analyzing the transcription of verbal recordings taken during a classroom interaction. This research revealed that the teacher-students verbal interaction within the EFL classroom sample, may be assessed through the students’ response; the use of English as the target language; the quantity of maxim disorders; the use of triggering questions, fillers, confirmation requests, and the rhetorical questions used by the students. On the other hand, aspects considered to be influential to build the students’ perlocution upon the teachers’ locution covered the teachers’ physical appearance and grooming, respect from the students, teaching method, ability to handle the class, relationship with the students, teaching style, voice quality, consistency in using English as the target language inside the classroom, and willingness to assist.
Widya Mandala Surabaya Catholic University
2017-10-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1726
10.33508/mgs.v2i42.1726
Magister Scientiae; No 42 (2017); 195-209
2622-7959
0852-078X
10.33508/mgs.v2i42
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1726/1590
Copyright (c) 2018 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/4175
2022-10-26T01:41:28Z
Magister_Scientiae:ART
ONLINE ENGLISH LEARNING DURING COVID-19 PANDEMIC: MOTIVATING AND DEMOTIVATING FACTORS AMONG EFL STUDENTS
Tabitha, Priscilla
Pramono, Y. G. Harto
Since pandemic novel outbreak, almost all educational institutes have transitioned to online learning in order to keep the teaching and learning process going. In Indonesia, the practice of online learning is still relatively, unclearly understood due to the minimum awareness of the ICT (Information and Communication Technology). Some studies revealed that online learning gave positive as well as negative impacts to the students’ learning motivation. Especially, the negative impacts may cause difficulties, stress, and anxiety in learning. Therefore, this present study was intended to reveal the factors affecting motivation and demotivation for students in learning English online, more specifically, during COVID-19 pandemic and to find out which factors were the most motivating and the most demotivating. A survey design was employed in this study. Thirty-six students of an English education study program at a private university were involved. The data were collected using questionnaire and analysed using statistic descriptive technique. The findings revealed that students’ motivation and demotivation could have been influenced by intrinsic and extrinsic factors. In particular, there were 5 motivating factors affecting students’ motivation, namely: students’ intrinsic learning motivation, self-efficacy, teachers’ performances & attitudes, contents & materials, and classmates’ attitudes. Among 5 motivating factors, teachers’ performances & attitudes turned out to be the most motivating factors, followed by contents & materials, and students’ intrinsic learning motivation. Concerning the demotivating factors, only one factor, i.e., technical factor was found to be the only one and most demotivating factor. This study contributes to the learning of English during online as well as offline schools
Widya Mandala Surabaya Catholic University
2022-10-26
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/4175
10.33508/mgs.v50i2.4175
Magister Scientiae; Vol 50, No 2 (2022); 105-118
2622-7959
0852-078X
10.33508/mgs.v50i2
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/4175/3059
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/downloadSuppFile/4175/468
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/downloadSuppFile/4175/469
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/downloadSuppFile/4175/480
Copyright (c) 2022 Priscilla Tabitha, Y. G. Harto Pramono
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/1970
2019-05-22T08:00:53Z
Magister_Scientiae:ART
TEACHER’S WRITTEN CORRECTIVE FEEDBACK ON LANGUAGE FEATURES ON STUDENTS’ WRITING
Triristina, Nensy
The objective of this study was to investigate the type of corrective feedback used by a teacher on students’ writing. The subjects of the study were twelve students of tenth graders of a private senior high school in Ponorogo selected based on pre-determined set criteria. The study used a qualitative method and the sources of data collected in this study were the teacher’s written corrective feedback on language features which focused on three categories of errors: subject-verb agreement, word choice, and sentence structure in the students’ descriptive texts. The data gathered were processed by analyzing and interpreting the teacher’s written corrective feedback using Ellis’s typologies of corrective feedback (2009) namely: direct, indirect, and metalinguistic corrective feedback.
The result of the study shows that the type of corrective used by the MAN 2 Ponorogo teacher to correct the students’ descriptive writing
was typology corrective feedback proposed by Ellis (2009). The corrective feedbacks used by the teacher were as many as 108 occurrences in total. The occurrences of direct corrective feedbacks were 37 (40,65%) on subject verb agreement errors, 20 (21,98%) word choices, and 34 (37,37%) sentence structures, while the indirect corrective feedback were 3 (21,42%) subject verb errors, 4 (28,58%) word choices, and 7 (50%) sentence structures, and metalinguistic on subject verb errors, word choices, and sentence structures used by the teacher was only 1 (3,33%) of each. It was later concluded that the type of corrective feedback mostly used by the teacher in revising their students’ grammatical errors was direct corrective feedback.
Widya Mandala Surabaya Catholic University
2018-03-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1970
10.33508/mgs.v1i43.1970
Magister Scientiae; No 43 (2018); 117-132
2622-7959
0852-078X
10.33508/mgs.v1i43
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1970/1800
Copyright (c) 2019 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/4413
2023-10-30T23:40:56Z
Magister_Scientiae:ART
CONTENT ANALYSIS ON TWO ENGLISH TEXTBOOKS FOR THE EIGHTH GRADER OF JUNIOR HIGH SCHOOL
Ningrum, Ary Setya Budhi
Lestari, Uum Midah
Murti, Nurul Retno
Content Analysis of Textbook
English textbook; content analysis; curriculum 2013; communicative approach; independent learning
This paper reports a study that analyzed the content of two English textbooks used in junior high school in Indonesia. The two textbooks are officially published by Indonesia's Ministry of Culture and Education. The first is "When English Rings a Bell," written by Siti Wachidah, Asep Gunawan, Diyantari, and Yuli Rulani Khatimah and published in 2017, and the second is "Modul Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19 untuk jenjang SMP Mata Pelajaran Bahasa Inggris untuk semester genap kelas VIII” which is published in 2020. The findings revealed similarities and differences between the two textbooks. Two English textbooks differ greatly because they have different goals. The second book is not a revision of the first, but it appears to be the solution to the pandemic. The first textbook is designed to improve language skills through the use of communicative approach, both spoken and written, with English as the medium of communication. However, the second textbook is expected to be beneficial and meaningful for students to achieve the intended competence independently. Despite differences in goal or focus in developing the textbooks, they share similarities in terms of basic competence that students must achieve.
Widya Mandala Surabaya Catholic University
2023-03-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/4413
10.33508/mgs.v51i1.4413
Magister Scientiae; Vol 51, No 1 (2023); 47-62
2622-7959
0852-078X
10.33508/mgs.v51i1
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/4413/3260
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/downloadSuppFile/4413/530
Copyright (c) 2023 Ary Setya Budhi Ningrum, uum midah lestari, nurul aini
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/1976
2019-05-22T07:58:06Z
Magister_Scientiae:ART
THE EXPERIMENTAL STUDY OF COMPLETE PLATE CAPACITORS FOR DETERMINING A DIELECTRICAL CONSTANTA OF A MATERIAL
Kurniasari, -
Experiments and theories are two parts that cannot be separated in studying Physics. Many theories are built on experimental data and many theories fall because they conflict with experimental data. In addition, the role of experiments can also be used to help understand a physics material obtained in class. With this regard, a development research has been carried out to determine the dielectric constant of a material through parallel plate capacitor experiments, and experimental instructions.
The research was carried out through stages: literature study, tools testing, experiments: taking and analyzing data, developing practical instruction modules and testing modules to the students. The results showed that through practicum parallel plate capacitors, dielectric constant of a material can be obtained. From the results of the experiment, the value of the dielectric constant was (8.60 ± 0.01) x 10
-1 for air; (2.1 ± 0.2) for plastic; and (4.3 ± 0.2) for glass. Based on the results of testing the module practicum instructions for students of a Physics Education Study Program, it was obtained the fact that students stated that the practicum instruction module was already developed well and could assist in carrying out parallel plate capacitor practicum.
Widya Mandala Surabaya Catholic University
2018-10-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1976
10.33508/mgs.v2i44.1976
Magister Scientiae; No 44 (2018); 224-238
2622-7959
0852-078X
10.33508/mgs.v2i44
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1976/1790
Copyright (c) 2019 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/2003
2019-05-22T08:00:53Z
Magister_Scientiae:ART
COMPARING THE EFFECTIVENESS OF AUDIO AND VIDEO MATERIALS IN LISTENING COMPREHENSION
Trianawaty, -
The main purpose of this study was to compare the effectiveness of audio and video materials in students’ listening comprehension. There were two groups of undergraduate students majoring in English who took part in this research. Each of the group consisted of 17 students. Group A was the group of students who were taught using audio-only materials, while Group B was the group of students who were taught using video materials. The data were collected by giving students the same set of questions in the pretest and post-test. The data were then analyzed using t-test formula. Based on the result, it was found that the gained score of the students taught using video was higher than that of the students taught using audio-only materials. However, the finding of this research also showed that there was no significant difference between teaching students using audio and video in listening. It can be seen from the result of to to be 0.67 and the result of ttable was 2.03 with the degree of freedom of 32. Based on the result, the study concluded that the to was lower than ttable which meant that the Null Hypothesis (Ho) was accepted while the Alternative Hypothesis (Ha) was rejected. Therefore, it was implied that there was no significant difference between the students’ results of pre- and post-listening tests after getting different methods (video- and audio-based course).
Widya Mandala Surabaya Catholic University
2018-03-01
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2003
10.33508/mgs.v1i43.2003
Magister Scientiae; No 43 (2018); 58-78
2622-7959
0852-078X
10.33508/mgs.v1i43
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2003/1797
Copyright (c) 2019 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/4362
2023-10-30T23:40:56Z
Magister_Scientiae:ART
THE USE OF MIND MAPPING TECHNIQUES IN TEACHING WRITING TO EIGHT GRADE STUDENTS USING GOOGLE MEET PLATFORM VIEWED FROM THEIR CREATIVITY
Putri, Chrissy Andrea
Ngadiso, Ngadiso
Ardiasih, Lidwina Sri
English Education Department
mind mapping; peer review; creativity; teaching writing.
Writing accelerates students' use of the target language, making it an essential part of classroom preparation. Writing skills can be improved through the use of mind mapping. The following are the research's goals:1) to determine whether teaching writing to eighth-graders using mind mapping or peer review is more effective, 2) to determine whether eighth-graders with higher levels of creativity have better writing skills than those with lower levels of creativity, and 3) to determine whether teaching methods and students' creativity interact when teaching writing to eighth-graders. An experimental study with a 2x2 factorial design is this one. This study uses 48 students as samples. In this study, writing and creativity tests are used to collect data. ANOVA and the Tukey test are used to analyze the data. The data analysis revealed that the mind mapping method is more effective than the peer review method for teaching eighth-grade writing. In the eighth grade, students with high creativity have better writing skills than students with low creativity. There is an interaction between teaching techniques and students' creativity in teaching writing in the eighth grade.
Widya Mandala Surabaya Catholic University
2023-03-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/4362
10.33508/mgs.v51i1.4362
Magister Scientiae; Vol 51, No 1 (2023); 21-30
2622-7959
0852-078X
10.33508/mgs.v51i1
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/4362/3256
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/downloadSuppFile/4362/516
Copyright (c) 2023 chrissy andrea putri
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/2045
2019-06-11T09:24:23Z
Magister_Scientiae:ART
THE EFFECTS OF KAHOOT! IN TEACHING READING TO TENTH GRADE STUDENTS
Wibisono, Dismas
Side-synchronizing between English reading teaching and learning and latest technology are encouraged to happen nowadays to get better learning achievements. The purposes of this study were to identify the effect of Kahoot! in reading comprehension test scores. This study was carried out among 50 students from a senior high school in Surabaya. Data were analysed and presented using descriptive statistics in the form of frequency, means, standard deviation and independent t – test. From this study, it was found that the students’ reading comprehension test scores were higher when they were taught using Kahoot! on the learning process. Besides, their learning attitudes on cognitive, psychomotor and affective showed some significant positive effects. From these findings, it can be suggested that online media like Kahoot! Is strongly recommended to be used in the teaching and learning process of English reading. It is expected that the finding of this study would enlighten the relevant literature of the area.
Widya Mandala Surabaya Catholic University
2019-06-11
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2045
10.33508/mgs.v1i45.2045
Magister Scientiae; No 45 (2019); 86-105
2622-7959
0852-078X
10.33508/mgs.v1i45
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2045/1850
Copyright (c) 2019 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/5047
2023-12-06T02:35:34Z
Magister_Scientiae:ART
AN EVALUATION OF SPEAKING MATERIALS IN “LIFE” TEXTBOOK FROM THE PERSPECTIVES OF EFL STUDENTS AND LECTURERS
Aurelia, Eunike
Pramono, Y.G. Harto
evaluation, textbook, perspective, life, speaking materials
“Life” B1+ English textbook published by National Geographic Learning has been used for some years by the English Language Education Study Program, Faculty of Teacher Education, Widya Mandala Surabaya Catholic University as the main learning resource for the English Integrated Course (EIC). One of the language skills taught in EIC is speaking. Therefore, it is important to evaluate the appropriateness of the materials for supporting speaking skills. Moreover, so far, no study has investigated this issue. Thus, this study evaluated speaking materials from the perspectives of students and lecturers. The evaluation was performed on the basis of an evaluation checklist adapted from Bao (2013). It contains seven aspects: linguistic support, content-based learning, affective support, skills support, variety of materials, flexibility of materials, and overall expectations of students and lecturers. The students and lecturers were asked to choose from the 4 options provided whether they strongly disagreed, disagreed, agreed, or strongly agreed with the evaluation indicators in the checklist. The results of the study revealed that the speaking materials in the “Life” textbook are appropriate according to the perspectives of students and lecturers. The students and lecturers agreed that the speaking materials were relevant to students’ needs to improve their speaking skills and increase their interest in further English learning. The study concludes that the speaking materials in the “Life” B1+ English textbook are appropriate and recommended for future use.
Widya Mandala Surabaya Catholic University
2023-10-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/5047
10.33508/mgs.v51i2.5047
Magister Scientiae; Vol 51, No 2 (2023); 106-119
2622-7959
0852-078X
10.33508/mgs.v51i2
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/5047/3440
Copyright (c) 2023 Eunike Aurelia
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/2227
2019-10-31T14:16:01Z
Magister_Scientiae:ART
STUDENTS’ PERCEPTION OF EXTENSIVE READING ACTIVITY THROUGH READING LOG
Gabriella, -
Diptoadi, Veronica L.
As prospective English teachers, the students of the English department are expected to have sufficient English proficiency especially reading skills since most of the resources in the learning process are printed in English. Responding to the previous demand, the English Department provides a supplementary activity for developing the students’ reading skills. Hence, the focus of this study is on investigating how the students perceived the role of extensive reading activity in Reading A course in motivating them to read more in order to improve their reading skills as well as to enhance other skills and components, such as writing, speaking, and vocabulary. The questionnaire was answered by 29 students to find out their perception on extensive reading activity in Reading A course during the academic year of 2017/2018. In addition to the questionnaire, the lecturer of the course was also interviewed to confirm the students’ responses. After the data analysis, it was discovered that the students’ perception on extensive reading activity was positive.
Widya Mandala Surabaya Catholic University
2019-10-31
info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
application/pdf
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2227
10.33508/mgs.v2i46.2227
Magister Scientiae; No 46 (2019); 201-215
2622-7959
0852-078X
10.33508/mgs.v2i46
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2227/1988
Copyright (c) 2019 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/2801
2020-11-16T16:35:26Z
Magister_Scientiae:ART
b5b0ab1eadc9e9f96c3b53ec1b166ab8