2024-03-28T17:29:00Z
http://journal.wima.ac.id/index.php/Magister_Scientiae/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/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/5283
2024-02-05T07:52:26Z
BW:RSCH
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/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/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/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/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/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/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/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/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/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/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/1967
2019-03-24T20:37:13Z
Magister_Scientiae:ART
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/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/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/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/2232
2019-10-31T14:16:01Z
Magister_Scientiae:ART
YOUNG LEARNERS’ RESPONSES ON THE USE OF ANIMATION IN AN ENGLISH CLASS
Mindari, Ruruh
Sriemulyaningsih, M.J. Kriesye
Joewono, Andrew
In an attempt to arouse young learners’ interest and active participations in learning English in this digital era, a prototype of speaking material for primary school students has been developed. The material developed is a computer-based interactive module for primary school students. Designed in the form of animation featuring animal characters, the themes were presented in dialogues as well as brief introductory narrations whereas the speaking activities were designed based on language chunks accompanied with pronunciation practice. To find out young learners’ reactions on the use of the materials developed, some try outs were conducted in some English classes of young learners. From the try outs it was found out that the young learners’ responses varied. Some seemed interested but shy to participate, some participated with encouragements, and some others participated actively without encouragements. However, the overall perceptions of the young learners on the use of the digital materials showed their interest and enthusiasm. In terms of the quality of the materials, some aspects that needed improvements were the age of the voice actors, the operational buttons, and the variations of the interactive activities.
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/2232
10.33508/mgs.v2i46.2232
Magister Scientiae; No 46 (2019); 274-285
2622-7959
0852-078X
10.33508/mgs.v2i46
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2232/1993
Copyright (c) 2019 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/2445
2020-04-01T09:47:56Z
Magister_Scientiae:ART
THE EFFECT OF USING PICTURE DESCRIBING AND STORYTELLING ON YOUNG LEARNERS' SPEAKING ACHIEVEMENT
Pratami, Gracia Precilya
This study concerns the effect of using Picture Describing and Storytelling to the 5th grade students' speaking achievement. This study was accomplished in the second year of a private Primary School in Kupang which consisted of 48 students as the participants. The writer used quasi-experimental research using nonrandomized
pre-test and post-test group as her design. The writer found out that the gain scores’ mean of pre-test and post-test in the experimental group was 6 and the gain scores’ mean of pre-test and post-test in the control group was 3. With the level of significance at 5%, the writer found out that the t observation (to) of the experimental group and the control group was 2.476. Since to (2.476) is greater than t-table (2.015), so Ho is rejected and Ha is accepted. It means that there is a significant difference between the speaking achievements of students who were taught using Picture Describing and students who were taught using Storytelling.
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/2445
10.33508/mgs.v1i47.2445
Magister Scientiae; No 47 (2020); 47-58
2622-7959
0852-078X
10.33508/mgs.v1i47
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2445/2105
Copyright (c) 2020 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/2803
2020-12-21T12:57:54Z
Magister_Scientiae:ART
Expressions of Epistemic Possibility in Academic Writing in English as a Foreign Language
Budiyono, Bartholomeus
Epistemic possibility operates with may and interchangeably with might that introduce a direct-unobservable effect in a modalized causal relation that reveals a semantic cause-and-effect compatibility. It also operates with could to introduce a direct-unobservable cause without any authoritative evidential, may to introduce a cause derived from an authoritative (indirect-unobservable) assumption through an informal fallacy. The presence of the possibility level is reinforced by other operators. The operator possible is used to introduce a direct-unobservable cause without any help of an authoritative evidential, a direct-unobservable cause derived from an authoritative assumption through an informal fallacy, a causal relation between direct-observable evidentials as commentary on an authoritative theory after factive causality. The operator seem also introduces direct-unobservable cause, but also falsifies a prima facie perception. In addition to the epistemic uses, the same operators also indicate factivity, i.e., factive may, factive might, factive possibility, neutral-factive could. Finally, there are cases of a simultaneous use of possibility operators. Throughout the analysis of the data, epistemic
possibility is characterized with non-factivity and optionality, i.e., proposing a non-factive option or an array of options. It may also be identified as presenting criticism of an assumption, criticism of the data, criticism of the ongoing learning situation, threat, and appreciation of the data. Criticism may be very salient when it is followed by a relevant suggestion.
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/2803
10.33508/mgs.v2i48.2803
Magister Scientiae; No 48 (2020); 110-131
2622-7959
0852-078X
10.33508/mgs.v2i48
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2803/2490
Copyright (c) 2020 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/2870
2020-12-21T12:57:54Z
Magister_Scientiae:ART
DEVELOPMENT OF ADOBE FLASH BASED LEARNING MEDIA TO TRAIN STUDENTS’ CRITICAL THINKING SKILL WITH TOPIC OF OPTICAL INSTRUMENT
Koswojo, Jane
Winata, Sugimin Wahyu
Wasis, Wasis
This research employs a developmental research design with 4D model and tested on grade X senior high school students with one group as the subjects for the pretest and posttest. Learning media and supporting tools in this research, developed as a jigsaw-type cooperative learning model, were expected to be able to train students' critical thinking skills. The students' critical thinking skills improved as represented by the average N-gain score of 0.83 for replication I and 0.88 for replication II, and it was categorized as a high category. This research concluded that Adobe Flash-based physics learning media with the topic of "optical instrument" can be used to train students' critical thinking skill.
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/2870
10.33508/mgs.v2i48.2870
Magister Scientiae; No 48 (2020); 88-98
2622-7959
0852-078X
10.33508/mgs.v2i48
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2870/2492
Copyright (c) 2020 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/3098
2021-04-08T11:39:01Z
Magister_Scientiae:ART
PROFESSIONAL IDENTITY FORMATION OF FOUR NOVICE ENGLISH TEACHERS
Mustaka Weni, Tabita Melania
Decisions and problems are two common things that are faced by novice English teachers in their transition time from being university students to a professional career as teachers. Decisions that are made and problems that are faced by novice English teachers might reveal how their professional identity is formed. This study is intended to explore how the stories that novice English teachers tell or share regarding their decisions in entering the career and the problems that they face form their professional identity. The participants in this
narrative inquiry study were 4 novice English teachers who graduated from the English department, took part in teaching practice, and have been teaching for less than five years in schools after their graduation. The data of this study were in the form of narratives which were collected from the participants through the written and telephone interviews. The narratives were analyzed using thematic analysis and the identities were classified based on Karaolis and Philippou’s (2019) elements of professional identity. The findings show that decisions that were made by the novice English teachers formed their professional identity in four stages. They are before entering teaching, early stage, after a while in the profession, and current stage. The identities that are formed are in terms of their self-esteem, self-efficacy, professional commitment, job satisfaction, work motivation, task orientation, and future perspective. The identities are formed both in positive and negative ways. Furthermore, the problems that they faced formed their professional identity in terms of their self-esteem, self-efficacy, professional commitment, job satisfaction, and task orientation in positive and negative ways.
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/3098
10.33508/mgs.v49i1.3098
Magister Scientiae; Vol 49, No 1 (2021); 52-65
2622-7959
0852-078X
10.33508/mgs.v49i1
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3098/2602
Copyright (c) 2021 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/3456
2022-01-01T16:38:26Z
Magister_Scientiae:ART
ASSESSMENT LITERACY IN PPG BATCH 2020
Budiyono, Bartholomeus
Education
assessment literacy, PPG Batch 20
One of the four competencies for professional teachers is the pedagogical competency that includes the ability to assess learning outcomes. This requirement should apply to teachers enrolled in teacher certification program (PPG). PPG Batch 20, however, did not provide teachers with any module for assessment literacy. This study administered a test to explore these teachers’ assessment literacy. The finding indicates that they belonged to the unacceptable-to-inadequate levels. An updated assessment literacy module is recommended to meet the purpose of assessment-literate teachers.
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/3456
10.33508/mgs.v49i2.3456
Magister Scientiae; Vol 49, No 2 (2021); 139-145
2622-7959
0852-078X
10.33508/mgs.v49i2
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3456/2859
Copyright (c) 2021 Bartholomeus Budiyono
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/1722
2019-03-16T10:05:41Z
Magister_Scientiae:ART
THE CORRELATION BETWEEN METACOGNITIVE READING STRATEGIES AND READING COMPREHENSION OF ENGLISH DEPARTMENT STUDENTS
Alfangca, Kezia Zhanetta
Mina Tamah, M.N. Siti
The objectives are to find the type and frequency Global, Problem Solving, and Support reading strategies the students use during reading, to find the correlations between each three reading strategies and reading comprehension. The instruments used are a survey on metacognitive reading strategies adapted from MARSI and SILL and a reading comprehension test. The findings revealed that PROB strategies were used the most, followed by GLOB strategies, and SUPP strategies. The correlations showed that (1) a positive, moderate (at .66) correlation
between GLOB and reading comprehension, (2) a positive, strong correlation (at .72) between PROB and reading comprehension, and (3) a
positive, weak correlation (at .26) between SUPP and reading comprehension.
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/1722
10.33508/mgs.v2i42.1722
Magister Scientiae; No 42 (2017); 135-142
2622-7959
0852-078X
10.33508/mgs.v2i42
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1722/1586
Copyright (c) 2018 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/3552
2022-03-30T18:25:41Z
Magister_Scientiae:ART
CLOZE TECHNIQUE AND READING PROFICIENCY: CAUSAL COMPARATIVE ANALYSIS TO ELEVENTH GRADERS
Imelda, Mega Sanja
Ningrum, Ary Setya Budhi
Wahyuni, Sri
English Language Teaching
cloze technique; reading proficiency; eleventh graders; causal-comparative
The reading proficiency of Indonesian students is still relatively low, especially the reading performance in English as a foreign language. Thus, it needs several explorations on the technique suitable for students with diversities of reading competence. This study describes the effect of implementing the cloze procedure on teaching reading proficiency. The research method employed the design of quantitative causal-comparative. The population is the students of the second grade of senior high school with the samples involving two classes. To collect the data, the pre-test and post-test were applied to the classes. The result of the test was analyzed by using ANCOVA. The result shows that the sig. is higher than 0.05 (0.92 > 0.05). It reveals that the cloze procedure is not significantly effective in teaching reading particularly on hortatory exposition. However, the result shows that both the students who get the cloze technique and those who do not get that procedure, perform an enhancement on their post-test despite the insignificant difference.
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/3552
10.33508/mgs.v50i1.3552
Magister Scientiae; Vol 50, No 1 (2022); 12-23
2622-7959
0852-078X
10.33508/mgs.v50i1
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3552/2900
Copyright (c) 2022 Ary Setya Budhi Ningrum, Sri Wahyuni
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/3763
2022-03-30T18:25:41Z
Magister_Scientiae:ART
STUDENTS’ PERSPECTIVES ON THE USE OF EDMODO IN ‘INTERMEDIATE LISTENING’ CLASS AT STKIP PGRI SIDOARJO
Widodo, J Priyanto
Sari, Endah Alam
Education
students’ perspectives; Edmodo; intermediate listening
The purpose of this study was to ascertain students’ perspectives toward the use of Edmodo in the 'Intermediate Listening' class of the English Education Study Program at STKIP PGRI Sidoarjo. To accomplish the objective, the researcher employed a questionnaire as the primary instrument and a descriptive quantitative design. The researcher surveyed 37 respondents using 13 closed-ended questionnaires. The questionnaire was divided into three sections. Edmodo as an effective tool in writing class, Edmodo as a Supplementary tool in 'Intermediate Listening' class, and Edmodo as a Supplementary Tool for Learning. The questionnaires were adapted from those used in Manowong (2016). On the basis of the data collected, it can be concluded that: (a) Edmodo is an effective and beneficial tool for teaching and learning English, particularly in the 'Intermediate Listening' class. (b) Edmodo enables lecturers to monitor and maintain their students' progress. (c) Edmodo provides a snapshot of students' progress and accomplishments. Additionally, the results indicated that the majority of students agreed that explanations, quizzes, and other online tasks provided by the lecturer in Edmodo assist students in improving their learning and comprehension of the 'Intermediate Listening' course. The internet-based reference materials, such as links to materials, videos, images, and articles posted by the lecturer, assist students in comprehending the course. Edmodo is one of the most innovative and creative supplemental teaching methods available for enhancing classroom interaction.
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/3763
10.33508/mgs.v50i1.3763
Magister Scientiae; Vol 50, No 1 (2022); 50-58
2622-7959
0852-078X
10.33508/mgs.v50i1
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3763/2903
Copyright (c) 2022 J Priyanto Widodo, Endah Alam Sari
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/1965
2019-05-22T08:00:53Z
Magister_Scientiae:ART
AN ANALYSIS OF INSTRUCTIONAL PICTURES USED IN PRIMARY ENGLISH COURSEBOOKS
Dewi, Sista Laksita
Pramono, Harto
This study analysed the types and roles of instructional pictures used in selected English coursebooks for elementary schools in Indonesia, and more specifically, the extent to which the pictures corresponded to the characteristics (principled set) of effective instructional pictures. Results of the analysis indicated that the type of pictures mostly belonged to less realistic type which was suitable for supporting the roles the pictures played in accompanying English words/text. The picture roles were mostly for introducing the meanings of new target words they accompanied, i.e., to support students’ comprehension of written text (target words) and for reinforcing and/or establishing the target words that had been introduced by accompanying varied activities represented through the written text (words), i.e., to enhance students’ retention of new target words. Most instructional pictures in the selected coursebooks were considered very effective to support their roles as they met the characteristics of effective instructional pictures (relevance, clarity, familiarity, suitability of picture type, and completeness of pictorial aspects). These findings suggest that selection of instructional pictures used to complement information presented in text should consider such aspects as suitability of types, roles, and characteristics of effective pictures in supporting their roles, in particular, for the purpose of enhancing English learning. Implications in developing and selecting instructional pictures are discussed.
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/1965
10.33508/mgs.v1i43.1965
Magister Scientiae; No 43 (2018); 1-33
2622-7959
0852-078X
10.33508/mgs.v1i43
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1965/1795
Copyright (c) 2019 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/4156
2022-10-26T01:41:28Z
Magister_Scientiae:ART
AN ANALYSIS OF THE CONTENT FEASIBILITY OF ROLE PLAYS FOR TODAY IN TEACHING SPEAKING
Anggreni, Elga Harista
Mindari, Ruruh
Speaking, Textbook, Content Feasibility
Nowadays, it is undeniable that English has become an international language that many people around the world use for communication. In learning English, speaking skill has become the most important skill to be mastered. One of the most common and important instructional media to master English is textbook. This research was conducted in order to find out to what extend the textbook used by English Department students in Speaking I Course of English Department in the academic year of 2017/2018 meet the criteria of content feasibility of a textbook. Accordingly, both qualitative and content analyses were used to evaluate the data collected from Role Plays for Today as the subject of this research. Based on the analysis of the research findings, 81.25 % of the units taken as sample from Role Plays for Today meet the criteria of textbook content feasibility. It indicates that the textbook is a suitable textbook used as the learning media for Speaking I course.
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/4156
10.33508/mgs.v50i2.4156
Magister Scientiae; Vol 50, No 2 (2022); 119-132
2622-7959
0852-078X
10.33508/mgs.v50i2
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/4156/3060
Copyright (c) 2022 Elga Harista Anggreni
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/1971
2019-05-22T08:00:53Z
Magister_Scientiae:ART
ENGLISH EDUCATION DEPARTMENT HIGH ACHIEVERS’ LEARNING STRATEGIES AND THEIR IMPACTS IN WRITING DESCRIPTIVE COMPOSITION
Abimanyu, Rizky Yoga
The use of strategies can be useful when students are conscious about their capability in writing. Learners use various strategies as their approaches to deal with difficulties in writing. Oxford (1990) believes that strategies are the conscious steps of behavior used by language learner to enhance the acquisition, storage, retention, recall and new information. Inopportunely, there are still many learners who do not realize the importance of using appropriate strategies in analyzing their writing strategies which later can make the learners be anxious in facing the problems or difficulties in writing enhanced composition.
This research is descriptive case – qualitative research dealing with
learning strategies of English Education Department students in writing descriptive composition. The research questions were 1). What learning strategies are used by English Education Department high achievers in writing descriptive compositions? and 2). What are the impacts of learning strategies for high achievers’ writing descriptive compositions? To answer the research questions, interviews, observations, and writing analyses were used as research instruments on five English department students as the subjects of this research. Based on the academic data from staff administrator and lecturers, those students are high achievers in their writing course in the department. The researcher attempted to describe the types of participants’ strategies in writing descriptive compositions to find out the high frequency strategies and their impacts in students’ writing descriptive composition. The results demonstrated that the learning strategies used were able to assist the students in composing essays; those strategies are cognitive and compensation strategies. Nonetheless, some students consciously relish to use social strategy. At some points, the data showed that the more strategies used by the students, the better the writing quality will be.
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/1971
10.33508/mgs.v1i43.1971
Magister Scientiae; No 43 (2018); 133-176
2622-7959
0852-078X
10.33508/mgs.v1i43
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1971/1801
Copyright (c) 2019 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/4414
2023-10-30T23:40:56Z
Magister_Scientiae:ART
EXPLORING THE USE OF SOCIAL MEDIA FOR LEARNING SPEAKING BY THE ELEVENTH GRADE STUDENTS OF SMAN 3 KEDIRI
Khofifah, Siti Nur
Ningrum, Ary Setya Budhi
Saharani, Annisa Auliya
Learning media
speaking skill; learning speaking; social media
The purpose of this study is to investigate the use of social media for learning to speak, as well as the challenges and motivations for doing so. The subject of this study is the eleventh grade students of SMAN 3 Kediri, which is located on Mauni Street, No. 88 Bangsal, Pesantren, Kediri City. Data collection methods include questionnaires, observation, and interviews. Data analysis processes included data reduction, data organization, and data conclusion. The obtained data is displayed descriptively as a percentage and qualitatively interpreted. The data showed that all participants use social media as a source of knowledge and as an example of practicing speaking. 59% of the 80 participants agreed and 24% strongly agreed that social media can help them improve their speaking fluency. The students also claim that learning to speak through social media presents challenges. Understanding difficult material without the assistance of teachers is one of the most difficult aspects for students. The findings also show that the motivation for using social media to learn to speak comes from both internal and external sources. Furthermore, students can use social media to learn to speak in a variety of ways, and it also provides challenges and motivation for each student.
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/4414
10.33508/mgs.v51i1.4414
Magister Scientiae; Vol 51, No 1 (2023); 63-74
2622-7959
0852-078X
10.33508/mgs.v51i1
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/4414/3261
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/downloadSuppFile/4414/531
Copyright (c) 2023 siti nur khofifah, Ary Setya Budhi Ningrum, annisa auliya saharani
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/1978
2019-05-22T07:58:06Z
Magister_Scientiae:ART
THE COMPATIBILITY OF READING QUESTIONS IN THE ENGLISH COURSEBOOK FOR GRADE 8 WITH THE LEVEL OF THINKING SKILLS
Mustafidah, Niswatul
Coursebook is an effective media which contains instructions to enhance teaching and learning activities. There are several reasons proposed by Robert O’Neill (O'Neill, 1982) in using the coursebook. However, the educators especially teachers have to be clever in choosing a good coursebook. Some experts have certain criteria in choosing a good coursebook, but mostly they refer to the curriculum. Curriculum is the guideline of the national education. Nowadays, Indonesia uses a new curriculum called K-13 which stands for Curriculum 2013. Moreover, the government has published a coursebook entitled “When English Rings a Bell”. In the document of K-13, there is a competence achievement that should be achieved by the students in every level. The competence achievement refers to Revised Bloom Taxonomy (RBT) and the level of thinking skills which was proposed by Bloom. There are six levels in the level of thinking skills, which are remembering, understanding, applying, analyzing, evaluating and creating. According to the Curriculum 2013 – or K-13, the cognitive level that must be achieved by junior high school is in the domain of analyzing. This research would like to employ a checklist to analyze the reading questions in the coursebook. It is a valuable instrument to determine the cognitive level of the questions. In order to strengthen the data and make it valid, the researcher also applied data triangulation. The present study will analyze the compatibility of reading questions in the English coursebook grade 8 with the level of thinking skill.
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/1978
10.33508/mgs.v2i44.1978
Magister Scientiae; No 44 (2018); 257-274
2622-7959
0852-078X
10.33508/mgs.v2i44
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1978/1792
Copyright (c) 2019 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/4452
2023-10-30T23:40:56Z
Magister_Scientiae:ART
THE IMPACTS OF CULTIVATING INDONESIAN EFL LEARNERS’ POSITIVE SELF-ESTEEM IN SPEAKING ACTIVITIES
Wijaya, Kristian Florensio
English Language Teaching
Self-esteem; speaking activities; library study
ABSTRACTWith the accompaniment of positive self-esteem, EFL learners are capable of improving their speaking learning skills to the fullest development and becoming more appreciative of their existing communicative competencies. This present small-scale library study set out to profoundly explore the impacts of cultivating Indonesian EFL learners’ self-esteem in speaking activities. To comply with this study's objectivity, the researcher thematically analyzed the previously-generated research results generated by 30 self-esteem and speaking studies. The in-depth thematic analysis revealed that positive self-esteem can transfigure Indonesian EFL learners into more confident L2 speakers and lead them to obtain more satisfying speaking learning achievements. Thus, this qualitative study affirmed that in the light of positive self-esteem, Indonesian EFL learners can become more proficient L2 speakers as they have been more comfortable with themselves and the specific communicative abilities they are currently possessing.
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/4452
10.33508/mgs.v51i1.4452
Magister Scientiae; Vol 51, No 1 (2023); 39-46
2622-7959
0852-078X
10.33508/mgs.v51i1
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/4452/3258
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/downloadSuppFile/4452/537
Copyright (c) 2023 kristian florensio wijaya
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/2040
2019-06-11T09:24:21Z
Magister_Scientiae:ART
APPLICATION OF FIVE CHARACTER VALUES IN CHILDREN AGED 4-6 YEARS
Kristianingsih, .
This study aims to describe: (1) the application of five character values in children aged 4-6 years and (2) the supporting and inhibiting factors for the application of five character values in children aged 4-6 years in Kanisius Kotabaru Kindergarten, Yogyakarta. This research is a qualitative research with a phenomenological approach. Data collection was done through observation, interviews, and documentation. The data were validated using an extension of participation, perseverance of observation and triangulation. The results of the study are (1) the application of five character values was done through: (a) systematic and procedural planning, (b) implementation that is integrated with each learning activity, and (c) evaluations which are carried out every day with
a focus on three children, with the teacher giving report cards each
semester as a result of one semester’s evaluation. (2) The supporting and inhibiting factors in implementing the five character values are as follows. (a) The support factors consist of exemplary teachers, teachers directly taking action against negative actions of children, parents participating in children's activities, and parents obeying the school rules. (b) The inhibiting factors in the application of five character values are: teachers who sometimes does not focus on the child when giving and replying to greetings, the teacher leaving the class during learning to meet guests, teachers who do not teach according to RPPH, parents who are too busy and parents who pay less attention to character education.
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/2040
10.33508/mgs.v1i45.2040
Magister Scientiae; No 45 (2019); 1-22
2622-7959
0852-078X
10.33508/mgs.v1i45
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2040/1846
Copyright (c) 2019 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/4852
2023-10-31T22:09:47Z
Magister_Scientiae:ART
ANTI BULLYING PROJECT “STOP BULLYING EVERYWHERE, EVERY TIME, AND FOR EVERYONE ” TO STRENGTHEN THE PANCASILA STUDENT PROFILE
Yulianti, Yulianti
Wandhiro, Maulana Fajar
Setyaningsih, Endang
primary teacher education
Stop Bullying; Project Method; Strengthening the Pancasila Student Profile; Elementary School Age Children
The limited understanding of teachers in implementing the project method in strengthening the profile of Pancasila students has an impact on the implementation of learning in class. The impact that occurs in the classroom is the lack of formation of the character profile of Pancasila students such as mutual cooperation and global diversity. This study aims to describe the project " No Bullying happens everywhere, everytime, and to anyone" as a strengthening of the profile of Pancasila students. This research uses a type of qualitative research with a descriptive approach. The research subjects were teachers, parents and children of class VI. Two teachers became participants who were selected through a purposive sampling technique. Data collection techniques used are interviews, observation, and documentation. Data analysis techniques use the Miles and Huberman models. The results of the study show that the project " no bullying happens everywhere, everytime, and to anyone" arises when children experience bullying trauma which often happens to them and their classmates, they feel uncomfortable at school so they want to find solutions to problems by discussing and identifying bullies . The mutual cooperation character is stimulated when children can work together to identify, discuss activities and students are able to show concern for fellow friends and are willing to share experiences in dealing with bullying. Meanwhile, the attitude of global diversity can be seen in the attitude of understanding each other's language, the cultural accent of each friend, being able to collaborate with anyone and being friends with everyone.
Widya Mandala Surabaya Catholic University
Universitas PGRI Kanjuruhan Malang
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/4852
10.33508/mgs.v51i2.4852
Magister Scientiae; Vol 51, No 2 (2023); 120-132
2622-7959
0852-078X
10.33508/mgs.v51i2
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/4852/3441
Copyright (c) 2023 yulianti M.Pd
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/2046
2019-06-11T09:24:23Z
Magister_Scientiae:ART
USING MIND MAPPING TO IMPROVE ARGUMENTATIVE WRITING SCORE OF ELEVENTH GRADERS
O'Hara, Daniel
Budiyono, Bartolomeus
This study used a classroom action research design. It aimed at identifying the improvement of argumentative essay scores of eleventh graders of Elyon Christian School Surabaya in the 2013/2014 academic year through mind mapping. Besides that, it was also conducted to describe the process of teaching writing using mind mapping to the eleventh graders. The data was obtained by giving pre-test, cycle process and post-test. The result showed that there were improvements in the students‘ argumentative essay scores. It can be seen at the average scores of the pre-test (62. 5) and post-test (85. 5). The research process took six weeks for completion, or twelve classroom meetings. It was also found that the students followed the teaching-learning process well and they showed their interest in the lesson. Based on the analysis, it was concluded that the eleventh graders of Elyon Christian School Surabaya improved their argumentative essay writing score through the mind mapping technique.
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/2046
10.33508/mgs.v1i45.2046
Magister Scientiae; No 45 (2019); 106-122
2622-7959
0852-078X
10.33508/mgs.v1i45
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2046/1851
Copyright (c) 2019 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/2228
2019-10-31T14:16:01Z
Magister_Scientiae:ART
TEACHERS’ PERCEPTIONS TOWARDS THE IMPLEMENTATION OF GROUP WORKIN TEACHING ENGLISH TO YOUNG LEARNERS
Agus S.U., Dani
Group work becomes one of the effective and efficient teaching methods in education. Many teachers believe that group work gives many benefits to students. Young learners have different learning characteristics with adult learners. They need particular teaching treatments that are different from adult learners. That matter raises the question of whether group work can be applied to young learners. This research aimed at investigating the teachers’ perception towards the implementation of group work in teaching English to young learners. The participants of this study were four native English teachers who had experiences in teaching English to young learners. A questionnaire and interview were used to collect data and the results were analysed qualitatively through a descriptive approach. The research found that the participants had positive perceptions towards the implementation of group work in teaching English to young learners.
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/2228
10.33508/mgs.v2i46.2228
Magister Scientiae; No 46 (2019); 216-227
2622-7959
0852-078X
10.33508/mgs.v2i46
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2228/1989
Copyright (c) 2019 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/2441
2020-04-01T09:47:56Z
Magister_Scientiae:ART
TEACHER CANDIDATES’ REFLECTION ON INSTRUMENTAL MOTIVATION
Susanto, Andrias Tri
This article reports the results of a descriptive quantitative research study on teacher candidates’ reflection on instrumental motivation. The research instrument used was a questionnaire containing thirteen items asking about the teacher candidates’ future goals, estimated time to achieve the goals, underlying reasons of joining in the English Department, and possible alternatives that they could probably have in relation to their attempt of achieving the future goals, and how they perceive themselves as student-teachers. The results showed
that before studying in WMCUS most of the students, as many as 86.48%, considered having a professional career as the most important future goal than other goals, which they (48.64%) wanted to achieve between five and 10 years from the year the data was collected. Also, 43.24% of the participants considered that joining the ED as one of the means to pursue the future goals even though 56.75% of the participants acknowledged that the ED in WMCUS was not the first choice. The participants also regarded themselves as ordinary individuals who were not very enthusiastic in pursuing their future goals and they were motivated as long as the circumstances allowed them to (45.94%). It was also found that the instrumental motivations changed overtime.
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/2441
10.33508/mgs.v1i47.2441
Magister Scientiae; No 47 (2020); 1-12
2622-7959
0852-078X
10.33508/mgs.v1i47
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2441/2101
Copyright (c) 2020 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/2446
2020-04-01T09:47:56Z
Magister_Scientiae:ART
MISPRONUNCIATION OF ENGLISH CONSONANT SOUND [θ] IN THE MEDIAL POSITION BY THE STUDENTS OF SMK GRAFIKA SURAKARTA
Yuansa Aji, Agatha Christie
Alfiani, Nurul
Sasmita, Ayum Andar
In this research, the researcher analyzes the mispronunciation of consonant [θ] in the middle of the word by the students of SMK Grafika Surakarta. In this research, there are two problems that will be discussed. The first is to find out the consonants that appear replacing consonant [θ] in these mispronunciations. The second
one is to analyze the reasons behind the appearance of those consonants.
Based on the data analysis, there are 194 mispronunciations of English consonant [θ] from 195 pronunciations (15 participants x 13 English words). From the analysis, there are seven consonants that appear replacing consonant [θ]. They are consonants [t], [r], [s], [tʃ], [f], [h], and [ð]. There are some reasons behind those consonants’ appearance. Firstly, those consonants have some closest segments with consonant [θ]. Secondly, those are affected by the pronunciation of the words that the students are familiar with and also that have similar patterns in English words alphabetically. For example, is the word ‘method’ [meθəd] and metode [metɑde].Another reason behind these mispronunciations is seen through their mother tongue, Javanese. In fact, consonant [θ] does not exist in Javanese consonants. Hence, the students are pronouncing the consonants that they are familiar with to make it easy to be spoken and easy to be understood by the listeners.
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/2446
10.33508/mgs.v1i47.2446
Magister Scientiae; No 47 (2020); 59-74
2622-7959
0852-078X
10.33508/mgs.v1i47
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2446/2106
Copyright (c) 2020 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/2804
2020-12-21T12:57:54Z
Magister_Scientiae:ART
DEVELOPMENT OF INESIAN TEACHING BOOK BASED ON CHARACTER EDUCATION IN GRADE VII CATHOLIC RELIGIOUS LESSONS
Siu, Marselina
Wiryokusumo, Iskandar
Karyono, Hari
This study aims to develop the virtues or values of Inesian life by including them in the odd semester of Catholicism as a form of implementation of character education according to school culture for seventh grade students at a junior high school in Surabaya. This research is a development research using the Research and Development (R & D) method with the ADDIE model development procedure which consists of 5 steps, including (1) analyze, (2) design, (3) development, (4) implementation, and (5) evaluation. The type of data used is qualitative and quantitative data collected through validation tests and questionnaires. The results of validation by media experts from the first and second validations obtained the average percentage of feasibility of 62, 56% and 80%. The assessment by material experts from the first and second validation results obtained
an average percentage of feasibility of 68.3% and 92%. From the results of this study it was concluded that Inesian virtue could be used as a character education material that could be implemented through the odd semester class VII Catholic Religious Education subject.
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/2804
10.33508/mgs.v2i48.2804
Magister Scientiae; No 48 (2020); 132-143
2622-7959
0852-078X
10.33508/mgs.v2i48
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/2804/2489
Copyright (c) 2020 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/3094
2021-04-08T11:39:01Z
Magister_Scientiae:ART
STUDENTS’ STANDPOINT: USING DEBATE IN A CRITICAL AND ANALYTICAL SPEAKING CLASS
Indah, Dewi Rosaria
This study presents a description of how the students were involved in an academic debate format for the Critical and Analytical Speaking class. The nature of this study was qualitative descriptive which used online questionnaires to the students from batch 2016 to 2018. It was found that the students initially had some anxiety for having to speak in English, let alone in the context of debate. They stated that the debate in the speaking class was exciting and challenging. Also, it was said that the class was able to enhance their speaking skill because it
encouraged them to think critically, to be open minded, as they found and sorted ideas, knowledge and facts; an example of this was when then expressed their convincing arguments to tackle opponents’ standpoint. They admitted that they preferred to be in the contra side that was generally against the norms, open for possibilities to bend rules by questioning the law or contradicting society’s points of view.
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/3094
10.33508/mgs.v49i1.3094
Magister Scientiae; Vol 49, No 1 (2021); 1-15
2622-7959
0852-078X
10.33508/mgs.v49i1
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3094/2598
Copyright (c) 2021 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/3099
2021-04-08T11:39:01Z
Magister_Scientiae:ART
PARAPHRASING STRATEGY IN EFL LEARNERS’ READING SKILL
Arizena, Michela Sandra
Mayasari, Dina Merris
This research explores EFL students’ paraphrasing ability with goals in identifying EFL learners’ reading skill levels and difficulties. This research used a qualitative method and schema theory. The subjects of this were 11 students of English Education 2019 of Class A in STKIP PGRI Sidoarjo. The results showed that 31.54% of the participants had difficulties in paraphrasing while reading the English text because of the differences in cultural backgrounds, and other difficulties such as constructing ideas, choosing and ordering words, using correct sentence constructions, lacking vocabularies, and knowledge about paraphrasing. Meanwhile, 68.45% of the participants were already familiar with paraphrasing, so that they could identify the solutions for their own difficulties, such as using various sources to learn about paraphrasing, sharing with friends, and asking the lectures or teachers. Additionally, all the participants agreed that paraphrasing would be very helpful in improving their reading ability.
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/3099
10.33508/mgs.v49i1.3099
Magister Scientiae; Vol 49, No 1 (2021); 66-76
2622-7959
0852-078X
10.33508/mgs.v49i1
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3099/2603
Copyright (c) 2021 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/3495
2022-01-01T16:35:30Z
Magister_Scientiae:ART
THE IMPACT OF HUMAN INTELLIGENCE ON THE ENGLISH-SPEAKING PROFICIENCY OF INDONESIAN ADULTS
Martasari, Yenny
Ngadiman, Agustinus
Psychology in Speaking
Intelligence Quotient (IQ), Emotional Quotient (EQ), Spiritual Quotient (SQ), Speaking Proficiency, Indonesian Adults.
This article reveals the impact of human intelligence on the English-speaking proficiency of Indonesian adults. The subjects of this study were Indonesian adults aged 18-40 years old as many as 41 subjects. The data of this study were Intelligence Quotient scores obtained through a logic test, Emotional Quotient and Spiritual Quotient scores obtained through a questionnaire, while English proficiency scores obtained through Focus Group Discussion. The results of this research led to the finding that Spiritual Quotient impacts English-speaking proficiency in comparison to Intelligence Quotient and Emotional Quotient.
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/3495
10.33508/mgs.v49i2.3495
Magister Scientiae; Vol 49, No 2 (2021); 114-120
2622-7959
0852-078X
10.33508/mgs.v49i2
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3495/2860
Copyright (c) 2021 Yenny Martasari, Agustinus Ngadiman
https://creativecommons.org/licenses/by-nc-sa/4.0
oai:ojs.jurnal.wima.ac.id:article/1723
2019-03-16T10:05:42Z
Magister_Scientiae:ART
THE EFFECT OF TOTAL PHYSICAL RESPONSE STORY ON THE VOCABULARY MASTERY OF GRADE SEVEN STUDENTS
Tobing, Paulina Gloria
Vocabulary is one of the most important aspects of language developments. Unfortunately, not all students have a good skill of memorizing vocabularies given by the teacher. Apparently, the students receive limited number of vocabulary items. They need a technique to help them easier in learning new vocabulary and keep it for long term memory. This paper discusses the effect of Total Physical Response in teacher’s storytelling on vocabulary mastery at seventh grade students in a private school in Surabaya. It was a quasi-experimental study. The writer used two groups, pretestposttest design. The experimental group was taught by using Total Physical Response-Story while the control group was taught by using translation.
The research instrument used in this study is vocabulary test that consisted of 60 multiple-choice items that the students had to finish in 120 minutes. The stories were taken from 30 Teenage Stories by Children's Book Trust, New Delhi, and the participants will be grade seven of junior high school students in a state school in Surabaya.
The result reveals that there is a different score between students who are taught by Total Physical Response and those who are taught by translation.
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/1723
10.33508/mgs.v2i42.1723
Magister Scientiae; No 42 (2017); 143-158
2622-7959
0852-078X
10.33508/mgs.v2i42
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/1723/1587
Copyright (c) 2018 Magister Scientiae
oai:ojs.jurnal.wima.ac.id:article/3347
2022-03-30T18:25:41Z
Magister_Scientiae:ART
SELF-EFFICACY AND INDONESIAN JUNIOR HIGH SCHOOL STUDENTS’ READING ABILITY IN ONLINE CLASSES
Sumarsono, Anne Yustica Pramesti
Mbato, Concilianus Laos
self-efficacy; reading ability; junior high school; online learning
Self-efficacy in reading is considered to be the cause and result of academic achievement, especially in online learning where students need to learn independently. In this study, the researchers attempted to find out the impacts of self-efficacy on the reading ability of 9th-grade students at SMP 5 Purwokerto during online learning. There were 32 students from class 9A who participated in this study. The research question was: What is the perceived effect of self-efficacy on the reading ability of 9th-grade students at SMP 5 Purwokerto? The researchers used the qualitative method with two research instruments. The results reveal that 9th-grade students have a high level of self-efficacy, can find solutions to every problem, and read a lot of new things from the internet, newspapers, novels, or magazines. Online classes, therefore, bring students’ independence to find solutions from the problems. This study contributes to learning English on reading skills during online school.
Widya Mandala Surabaya Catholic University
SMP 5 Purwokerto
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/3347
10.33508/mgs.v50i1.3347
Magister Scientiae; Vol 50, No 1 (2022); 1-11
2622-7959
0852-078X
10.33508/mgs.v50i1
eng
http://journal.wima.ac.id/index.php/Magister_Scientiae/article/view/3347/2899
Copyright (c) 2022 Anne Yustica Pramesti Sumarsono, Concilianus Laos Mbato
https://creativecommons.org/licenses/by-nc-sa/4.0
c75c68bef52a56847ac0717eba74a2a8