2024-03-29T13:20:23Z
http://journal.wima.ac.id/index.php/index/oai
oai:ojs.jurnal.wima.ac.id:article/2511
2020-11-17T09:06:27Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/2511
2020-11-17T09:06:27Z
Beyond Words
Vol 8, No 2 (2020): November; 60-77
Cultural Contents in Two English Textbooks in Indonesia: Representations and Sources of Culture
Elshadelin, Gisela; Filadelfia Christian School Surabaya
Yumarnamto, Mateus; Widya Mandala Surabaya Catholic University
2020-11-17 01:45:10
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/2511
cultural contents; ELT textbooks; ELT materials; culture source; Indonesia
en
This study explores the representations of the cultural contents in English textbooks used in Indonesian contexts. The textbooks as the sources of data are two textbooks for grade 12 that represent local and global textbook. The first one was Bahasa Inggris, a textbook published and endorsed by Indonesian government and the other one was Think, a global textbook published by Cambridge. This study aims at finding out how different cultural sources are represented in the two textbooks. The findings show that the two textbooks have different emphasis regarding the culture they present in texts and their accompanying visual illustrations. Bahasa Inggris puts the emphasis on global and local cultural sources. Other cultures that are not representative to the two main sources are very limited. On the other hand, Think provides a wide array of representations for global and other cultures but not local Indonesian culture. We end our discussion with a conceptual implication on cultural sources in English language teaching (ELT) materials.
oai:ojs.jurnal.wima.ac.id:article/797
2022-02-20T20:24:52Z
BW:PPTV
v2
http://journal.wima.ac.id/index.php/BW/article/view/797
2022-02-20T20:24:52Z
Beyond Words
Vol 4, No 1 (2016); 1-9
Integrating Service-Learning into the English as a Foreign Language Class
Mardijono, Josefa J.
2016-06-08 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/797
en
This paper is based on an explorative action research to find out how to integrate service-learning into the Written English IV class of the English Department and its possible impacts. It reveals the step by step procedure in implementing the service-learning, the activities carried out, and the challenges faced. The impacts viewed from the students’ sharing, the lecturer’s observation, and particularly the students’ written reflection, indicated that participating in the service-learning brought some positive impacts on the students. Service-learning is, thus, worth-considering in different contexts of EFL settings.
oai:ojs.jurnal.wima.ac.id:article/803
2022-02-20T20:26:26Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/803
2022-02-20T20:26:26Z
Beyond Words
Vol 4, No 1 (2016); 68-75
The Implementation of the Academic Writing Course Syllabus
Bastian, Grace S.; AUG Student Service Surabaya
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/803
en
Curriculum change required to meet the stakeholders’ needs, whether it occurs in regular bases or in responding towards some dissatisfaction of students’ learning outcomes. This study was trig-gered by the second reason. To be more specific, it focused on how the syllabus was implemented in terms of teaching materials, classroom exercises, home assignments, and final projects. Document analyses were conducted and were validated using instrument triangulation. A semi structured inter-view was given to 18 first semester graduate students of 2013-2014 academic year. The findings were intended as a contribution and feedback towards the teaching-learning process of Academic Writing course at the English Education Department, Graduate School, Widya Mandala Catholic University Surabaya. From the analyses, it showed that the course syllabus was implemented in accordance with the learning objectives. However, there were some items evaluated in the students’ result which had not met the objectives as written in the syllabus. The gap was ultimately noted as the consequence that students were not accustomed to use the academic writing manual, and they were short of academic writing practice. Hence, some suggestions were proposed to give them more sustainable tasks to use the format, read and analyze more journal articles, as the model of writing. The result of this study was supposed to give contribution not only to the improvement of the institution’s curriculum, but also to wider pedagogical content knowledge, mainly on English as Foreign Language (EFL) teach-ing.
oai:ojs.jurnal.wima.ac.id:article/2814
2020-11-18T11:19:13Z
BW:ITI
v2
http://journal.wima.ac.id/index.php/BW/article/view/2814
2020-11-18T11:19:13Z
Beyond Words
Vol 8, No 2 (2020): November; i
ACKNOWLEDGEMENTS
Editorial
Soedjatmiko, Wuri; Widya Mandala SurabayaCatholic University
2020-11-18 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/2814
ACKNOWLEDGEMENTS
oai:ojs.jurnal.wima.ac.id:article/938
2017-06-09T13:32:28Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/938
2017-06-09T13:32:28Z
Beyond Words
Vol 4, No 2 (2016); 145-157
Corpus-Based Websites to Promote Learner Autonomy in Correcting Writing Collocation Errors
Dung, Pham Thuy; Faculty of Business English Foreign Trade University Hanoi
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/938
en
The recent yet powerful emergence of E-learning and using online resources in learning EFL (English as a Foreign Language) has helped promote learner autonomy in language acquisition including self-correcting their mistakes. This pilot study despite conducted on a modest sample of 25 second year students majoring in Business English at Hanoi Foreign Trade University is an initial attempt to investigate the feasibility of using corpus-based websites to promote learner autonomy in correcting collocation errors in EFL writing. The data is collected using a pre-questionnaire and a post-interview aiming to find out the participants’ change in belief and attitude toward learner autonomy in collocation errors in writing, the extent of their success in using the corpus-based websites to self-correct the errors and the change in their confidence in self-correcting the errors using the websites. The findings show that a significant majority of students have shifted their belief and attitude toward a more autonomous mode of learning, enjoyed a fair success of using the websites to self-correct the errors and become more confident. The study also yields an implication that a face-to-face training of how to use these online tools is vital to the later confidence and success of the learners
oai:ojs.jurnal.wima.ac.id:article/2808
2021-05-31T06:25:17Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/2808
2021-05-31T06:25:17Z
Beyond Words
Vol 9, No 1 (2021): May; 37-48
Applying the R2l Pedagogy To Improve Entrepreneurship Students’ Exposition Texts
Vencesla, Juan Gabriel Morales
2021-05-31 08:23:55
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/2808
Reading to Learn (R2L); Genre based literacy pedagogy; Systemic Functional Linguistics; Appraisal Theory; EFL Writing
en
This article discusses a classroom action research (CAR) which applied Reading to Learn (R2L) to teach EFL reading and writing with Indonesian-speaking entrepreneurial management students at Universitas Katolik Widya Mandala Surabaya. R2L is a genre based literacy pedagogy based on Systemic Functional Linguistics. This CAR was designed based on an R2L pilot study conducted a few months earlier, and it consisted of three cycles, each one of which involved Detailed Reading, Joint Rewriting, and Joint Construction. The objective was to help the participants independently write an exposition text. Through observation and reflection, the class meetings of the second and third cycles were fine-tuned. Observation involved journal entries written by the teacher-researcher and the students. The effects of R2L on the exposition writing skills of the students were measured by comparing a pre-test and a post-test written by the participants. The criteria used to compare both texts were based on Rose and Martin (2012), and Martin and White (2005). It was found that the participants improved in terms of (1) Purpose; (2) Staging and Phases; and (3) Attitude. Thus, this study serves as further evidence of the effectiveness of the R2L Pedagogy to teach English writing in EFL contexts like Indonesia.
oai:ojs.jurnal.wima.ac.id:article/943
2017-06-09T13:32:28Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/943
2017-06-09T13:32:28Z
Beyond Words
Vol 4, No 2 (2016); 125-144
Does “Experience” Bring about Any Significant Difference in EFL Teacher Talk?
Doqarun, Vahid Rahmani
Khodadady, Ebrahim
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/943
en
The rationale for the present study is based on the fact that understanding the teaching pro-cess and the development of teachers is incomplete unless the teachers' classroom behavior, especially their talk, is objectively explored. To this end, four male teachers offering Eng-lish as a foreign language (EFL) were recruited and divided into two groups, namely inex-perienced and experienced. To secure the objectivity in data collection they were observed in their classes and one lesson of each teacher was audio-recorded. The audio-recordings were then fully transcribed and analyzed through micro structural approach of schema theo-ry. The approach is based on the assumption that any word uttered by the teacher represents a specific concept commonly known as a schema. The schema enters into a hierarchical re-lationship with other schemata to constitute species, genera and semantic, syntactic and parasyntactic domains of language. The teachers’ talks were thus parsed into their constitut-ing schema types, species, genera and domains and certain codes were assigned to them to run statistical analyses. The findings showed that the inexperienced teachers significantly outnumbered their experienced counterparts in all schema categories and thus challenged “experience” as an effective variable in EFL teaching
oai:ojs.jurnal.wima.ac.id:article/2531
2021-12-31T06:39:57Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/2531
2021-12-31T06:39:57Z
Beyond Words
Vol 9, No 2 (2021): November; 100-109
Developing English Rubric for Describing the Student’s Basic Language Skill Competence in Student’s Report Card
http://journal.wima.ac.id/index.php/BW/article/download/2531/6134
Metekohy, Johannes; Santa Maria Catholic Senior High School Surabaya
2021-11-30 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/2531
assessment; verbal description; report; instrument
en
As a subject of learning, English also needs to be considered for its aspects. One of them is the assessment. Assessment of English should cover all language skills. The content to be taught involves this implicitly. A more detailed and uniqueness of the scores given to each student should reflect the student’s achievement in a certain cycle of learning. However, the way of reporting a student’s achievement doesn’t really imply all of the aspects. It is only reported as a single score with a very limited description verbally. This research, through its methodology, gathers some data related to the lack of student’s score description, starting from the parents’ questions about it until some experts’ comments on it. The answer is about reporting student’s achievement in the form that involves the aspects of teaching learning English in the classroom using a certain tool. This tool is made using some parameters including the basic competence, indicator of it, score range and the rubric. The final result is a complete description of student’s score for each cycle of language skill and description about the scores. This way, it is expected stake holder and the student can have a complete explanation of their assessment distinctively.
oai:ojs.jurnal.wima.ac.id:article/1112
2018-05-18T11:15:34Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/1112
2018-05-18T11:15:34Z
Beyond Words
Vol 5, No 1 (2017); 14-22
Learning Objectives in ESP Books Based on Bloom’s Revised Taxonomy
Parsaei, Iraj
Alemokhtar, Mohammad Javad
Rahimi, Ali
2017-07-19 14:02:53
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1112
en
University English books as the chief source of learning English are remarkably important and investigating their content quality can lead to English learning improvement. This study investigates learning objectives in ESP books for students of medicine, dentistry, and pharmacology in IUMS. Using Bloom’s taxonomy, learning objectives reflected in ESP books for students of medicine, dentistry, and pharmacology in IUMS were investigated in this library research. The frequency of each learning level used was determined. Descriptive statistics was used to depict the findings. of all the activities following each lesson in ESP books, only %8, %23, and %14 were aiming at improving higher cognitive levels of learning. There was no balance between applications of different learning levels throughout the books. Further studies are recommended to shed light on the issue.
Key Words: Learning Objectives, Bloom's Revised Taxonomy, Textbook
oai:ojs.jurnal.wima.ac.id:article/368
2015-12-07T15:28:21Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/368
2015-12-07T15:28:21Z
Beyond Words
Vol 1, No 1 (2013); 1 - 22
Critical Pedagogy in TESL/TEFL: How Far Can We Go?
Yumarnamto, Mateus; Department of Literacy, Culture and Language Education
School of Education
Indiana University, Bloomington
2013-11-01 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/368
en
In this post-method era, perspectives and stances gain momentum as postmodernist’ educators highlight teachers’ agency in transforming the students and the society. In this framework, this paper discusses two approaches in teaching English as a second or foreign language (TESL/TEFL). The first perspective is critical pedagogy and the second is pragmatic pedagogy. By discussing the two important perspectives, this paper aims at understanding the path for better practices, both in research and teaching in TESL/TEFL. More importantly, it also discusses its relevance to teaching English in Indonesian.
oai:ojs.jurnal.wima.ac.id:article/3614
2022-08-31T04:09:49Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/3614
2022-08-31T04:09:49Z
Beyond Words
Vol 10, No 1 (2022): May; 15-35
Bibliometric Analysis of the L2 Writing Journal
Lei, Jiun-Iung; Central Taiwan Univ. of Science and Technology
2022-05-31 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/3614
L2 writing, HistCite, bibliometric, Journal of Second Language Writing
Central Taiwan University of Science an Technology
en
While researchers have begun to clarify the status of L2 writing studies, past bibliometric assessments of L2 writing research may still designate it as a field of applied linguistics. They sought the topic of L2 writing in key databases and journals, retrieved relevant publications, and ran a bibliometric analysis. They might increase the number of papers for review, but they undermine the value and influence of specialist publications, notably the flagship journal of L2 writing. The goal of this study was to undertake a bibliometric analysis of 656 publications published in the Journal of Second Language Writing from 2002 to June 2021, retrieved from WoS and based on HistCite Pro. The HistCite graph marker indicated 30 articles as nodes and 59 combinations of nodes as links. Four out of the five clusters on the citation map originated in 2003, demonstrating that major research issues emerged in the year and took root in subsequent studies.
oai:ojs.jurnal.wima.ac.id:article/3361
2023-07-14T02:36:52Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/3361
2023-07-14T02:36:52Z
Beyond Words
Vol 10, No 2 (2022): November; 103-115
Exploring EFL Business-Major College Students’ Imagined Communities, Perceptions of English, and Their Agency
http://journal.wima.ac.id/index.php/BW/article/download/3361/8614
Liao, Pei-Chia; Feng Chia University, Taiwan, Republic of China
2022-11-30 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/3361
agency; business college students; capital; EFL; imagined communities
en
Highlighting technology as a site for learners’ agency, this study attempts to contribute new knowledge in EFL learning in out-of-classroom contexts, which is the little-explored area in the TESOL field. This study employs qualitative case studies to explore EFL business college students’ perspectives on English and their imagined communities. It examines how their imagined communities shaped their current language practices and investment in language learning. It also offers an analysis of the interconnectedness of the students’ perspective on English as capital and their agency. The findings demonstrate that for EFL business-major college students, English embodies more than its linguistic power; it is often associated with symbolic and economic value. Taking the students’ personal histories and aspiration into account, the study points that imagined communities played a vital role in shaping the participants’ learning trajectories, as well as inspiring and directing them into who they wanted to be or become. It also shows that the students were highly aware of the resources associated with their target language(s), and they strived to gain those resources. Furthermore, the study reveals that the students exercised their agency using myriad forms of technology to engage in their imagined communities. Implications for language classrooms will also be discussed.
oai:ojs.jurnal.wima.ac.id:article/1117
2018-05-18T11:21:50Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/1117
2018-05-18T11:21:50Z
Beyond Words
Vol 5, No 1 (2017); 83-97
A Demonstrative Analysis of News Articles Using Fairclough’s Critical Discourse Analysis Framework
Briones, Roy Randy Y.
2017-07-19 14:03:09
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1117
en
This paper attempts to demonstrate Norman Fairclough’s Critical Discourse Analysis (CDA) framework by conducting internal and external level analyses on two online news articles that report on the Moro Islamic Liberation Front’s (MILF) submission of its findings on the “Mamasapano Incident” that happened in the Philippines in 2015. In performing analyses using this framework, the social context and background for these texts, as well as the relationship between the internal discourse features and the external social practices and structures in which the texts were produced are thoroughly examined. As a result, it can be noted that from the texts’ internal discourse features, the news articles portray ideological and social distinctions among social actors such as the Philippine Senate, the SAF troopers, the MILF, the MILF fighters, and the civilians. Moreover, from the viewpoint of the texts as being external social practices, the texts maintain institutional identities as news reports, but they also reveal some evaluative stance as exemplified by the adjectival phrases that the writers employed. Having both the internal and external features examined, it can be said that the way these texts were written seems to portray power relations that exist between the Philippine government and the MILF.
Key words: Critical Discourse Analysis, discourse analysis, news articles, social practices, social structures, power relations
oai:ojs.jurnal.wima.ac.id:article/373
2015-12-07T15:28:21Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/373
2015-12-07T15:28:21Z
Beyond Words
Vol 1, No 1 (2013); 111 - 137
The Correlation between the Writing Ability and Self-esteem of Surabaya Merchant Marine Academy Students
Dias, Agata; Surabaya Merchant Marine Academy
Balai Pendidikan dan Pelatihan Ilmu Pelayaran
Surabaya
2013-11-01 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/373
en
Writing in EFL has been an essential requirement for Students of Surabaya Merchant Marine Academy because it is used when they are on board. Even though it is compulsory, the writing progress is unsatisfactory. Recent studies widely investigate and find the correlation between affective factors in learning, especially self-esteem, and student’s writing improvements. Following the issues, the present study investigated the correlation between Surabaya Merchant Marine Academy students’ English writing progress and their self-esteem. The data were collected using two instruments; Test of English Writing (TEW) and Questionnaire of Self-esteem (QSE) which covers three sections of questionnaire; global, situational and task self-esteem. The instruments were distributed to 107 students. Then the data were analyzed using Pearson Product Moment. Results of the study revealed that the overall scores of TEW indicated that the level of the student’s writing ability was fair; the highest correlation level appeared between situational self-esteem and writing ability and the lowest correlation level appeared between global self-esteem and writing ability, and finally the correlation between self-esteem and writing ability of the students was significantly positive.
oai:ojs.jurnal.wima.ac.id:article/510
2015-03-30T12:25:26Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/510
2015-03-30T12:25:26Z
Beyond Words
Vol 2, No 1 (2014); 54-71
The Effectiveness of Adjunct Class on The Mastery of Vocabulary And Course Content of Students of Accounting Department
Djiwandono, Patrisius Istiarto; Universitas Ma Chung, Malang
2014-05-01 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/510
en
The paper reports a classroom action research that aimed to determine the impact of a Content and Language Integrated Learning on the mastery of vocabulary and of course contents of a group of students in the Accounting Department of Universitas Ma Chung. It also intended to identify their opinions about the effectiveness of such approach. To achieve these objectives, a Time Series Design was used in a Classroom Action Research framework to introduce an adjunct class to the accounting class. The baseline data in the form of their vocabulary mastery and knowledge of the course contents were gained before the adjunct session was given. Then, the adjunct sessions were given for a period of two months. A few tests were administered to measure their progress in the mastery of vocabulary and course contents.
A comparison was then drawn between the scores of the baseline data and the subsequent measures. In general, although they gained better mastery of new words, they failed to utilize them to increase their mastery of the course contents. Further exploration into the interview data reveals that most of them did not feel any significant assistance in mastering the course contents, although many of them admitted the benefit of mastering new vocabulary.
There are some possible causes of the results. First, the limited duration of the adjunct sessions was felt to hinder the effectiveness. Second, the explanation in the adjunct sessions were not matched quite well with the focus during the main content course. On the basis of the results, the recommended points are the matching between the emphasis of both classes, and the lengthening of the duration of the adjunct sessions.
oai:ojs.jurnal.wima.ac.id:article/4130
2024-02-05T07:48:04Z
BW:BR
v2
http://journal.wima.ac.id/index.php/BW/article/view/4130
2024-02-05T07:48:04Z
Beyond Words
Vol 11, No 1 (2023): May; 61-64
A Book Review: Case Study Research and Applications
Mali, Yustinus Calvin Gai; Satya Wacana Christian University
2023-08-06 18:11:49
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/4130
en
oai:ojs.jurnal.wima.ac.id:article/1594
2018-05-16T12:21:35Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/1594
2018-05-16T12:21:35Z
Beyond Words
Vol 5, No 2 (2017); 166-183
Indonesians, Not Using Indonesian: Indonesian Students’ at the University of Nottingham’s Preference to Use English and/or Chinese on WeChat Moments
Nathania, Nadia; University of Nottingham, Ningbo, China
2017-12-21 16:25:11
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1594
communication accommodation theory, Indonesian students, language attitudes, language and identity, English language, Chinese Mandarin.
en
WeChat is one of the world’s leading mobile application that has over one billion users inside and outside of China. WeChat is actively used by a group of approximately one hundred Indonesian students studying in the University of Nottingham Ningbo, China due to its convenience as a communication platform while studying in China. This study focuses on how language users accommodate each other, while showing identities and language attitudes through their choice of language in their digital practices on WeChat. The investigation has shown how Indonesian students in UNNC likely prefer to post on WeChat Moments using English and/or Chinese instead of Indonesia. It has pointed out how the participants have created a pattern of language preferences used on WeChat Moments to accommodate their contacts by converging with them and also diverging from them creating a unique identity as Indonesian students in UNNC. Their language preferences result from their attitudes of the English, Chinese and Indonesian language individually affected by social and political factors in their community
oai:ojs.jurnal.wima.ac.id:article/515
2015-03-30T12:25:26Z
BW:ITI
v2
http://journal.wima.ac.id/index.php/BW/article/view/515
2015-03-30T12:25:26Z
Beyond Words
Vol 2, No 1 (2014); i-iii
Editorial
Editorial
Soedjatmiko, Wuri
2014-05-01 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/515
en
oai:ojs.jurnal.wima.ac.id:article/1673
2018-05-18T10:24:06Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/1673
2018-05-18T10:24:06Z
Beyond Words
Vol 6, No 1 (2018); 16-25
Teaching Composition in Schools: Challenges of EFL Teachers in Post-Soviet Georgia
Jakhaia, Nino; Ph.D. Candidate at the Department of Teacher Education University of Mississippi
Holmes, Kerry; The University of Mississippi
2018-05-16 14:11:59
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1673
EFL teachers, composition instruction, professional development.
en
Writing in foreign language classes has long been a challenge for both teachers and students. With the rise of globalization, there is an urgent need for EFL (English as a Foreign Language) teachers to help stu-dents develop writing skills needed to function effectively in a society. This article reports on the practic-es and experiences of teachers of English in Georgian schools. It discusses how writing instruction is enacted in schools; how teachers perceive their pre-service education and professional opportunities re-garding writing. The results of a qualitative analysis of teacher interviews indicate that (a) inadequate preparation at a pre-service level is a major concern for teachers; (b) absence of a unified curriculum on composition studies in schools prevents teachers from the implementation of the writing assignments in the classrooms; (c) teachers are seeking their own learning and professional growth pathways despite the lack of systematic professional development opportunities. Based on the findings, pedagogical implica-tions are discussed with the aim of enhancing the teaching and learning of written English in foreign lan-guage in Georgia and ultimately, in other foreign language contexts.
oai:ojs.jurnal.wima.ac.id:article/594
2015-03-30T10:58:14Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/594
2015-03-30T10:58:14Z
Beyond Words
Vol 2, No 2 (2014); 91-120
Cultural and Linguistic Obstacles for ELLs
Chenowith, Natasha H.; Widya Mandala Catholic University Surabaya
2014-11-23 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/594
en
Abstract
This qualitative study aims to assess which aspects of learning a second language English language, learners find challenging and to uncover the role that culture plays in learning a second languages as observed by the students themselves. Students were asked to make note of how cultural differences, assumptions, and biases have either enhanced or hindered the teaching and learning process. It was found that students experienced a sort of indirect marginalization or cultural “othering”. Integration into the mainstream population of society, of the community, or even of the school was described as a major challenge for this particular group of students. Consequently, students had much difficulty achieving a comprehensive understanding of the language and surrounding culture.
oai:ojs.jurnal.wima.ac.id:article/1847
2018-12-21T09:17:04Z
BW:BR
v2
http://journal.wima.ac.id/index.php/BW/article/view/1847
2018-12-21T09:17:04Z
Beyond Words
Vol 6, No 2 (2018); 62-65
Why It’s Good for Groups to Go Off-Task and Other Lessons from When by Daniel Pink
Jacobs, George M.; James Cook University Singapore
2018-11-30 17:27:15
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1847
en
Why It’s Good for Groups to Go Off-Task and Other Lessons from When by Daniel Pink
oai:ojs.jurnal.wima.ac.id:article/1822
2019-05-24T07:39:45Z
BW:PPTV
v2
http://journal.wima.ac.id/index.php/BW/article/view/1822
2019-05-24T07:39:45Z
Beyond Words
Vol 7, No 1 (2019); 14-19
Pedagogical tasks for collaborative digital storytelling creation: Practical design and implementation
Ferdiansyah, Sandi; English Education Department State Islamic University of Jember
2019-05-22 11:11:18
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1822
Collaborative digital storytelling, design, implementation, pedagogical task
en
This article demonstrates a step by step into digital stories creation in a language classroom that teachers may adapt or adopt for their classroom purposes. At the outset, it will explore the nature of digital storytelling and empirical evidence of digital storytelling implementation across levels. Additionally, the article proposes ideas on how collaborative learning can be integrated in the making of digital storytelling. The design and implementation of pedagogical task emphasize on giving more opportunities for students to engage in the genre based collaborative digital stories project and foster their critical thinking and creativity. At the end of this article, alternative assessment is promoted to assess the learning process as well as the students’ project of digital storytelling. Providing students with scaffolded activities, I contend that every language teacher now can empower their learners to become digital storytellers.
oai:ojs.jurnal.wima.ac.id:article/590
2015-03-30T10:58:14Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/590
2015-03-30T10:58:14Z
Beyond Words
Vol 2, No 2 (2014); 1-18
What are Bogus Journal
Renandya, Willy A.; Widya Mandala Catholic University Surabaya
2014-11-23 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/590
en
Abstract
The purpose of this paper is to warn novice researchers/writers of the danger of publishing in journals of questionable quality (often referred to as bogus, scam or predatory journals) and highlight key characteristics of these journals and their method of operation. Understanding the characteristics and how they operate could help us avoid publishing our work in scam journals. These journals claim (falsely) that they employ a blind review process by experts in the field, promise quick turnaround, claim legitimacy by quoting the ISSN and listing a number of databases in which they are indexed (e.g., EBSCO, DOAJ and PROQUEST). The paper outlines 15 reasons why as members of the academic community we should shun journals of dubious quality. The key message of this paper is that before we send our scholarly work to academic journals, we need to invest time doing our due diligence, making sure that our target journal is a legitimate and respectable outlet for our work.
oai:ojs.jurnal.wima.ac.id:article/2044
2019-05-22T11:31:07Z
BW:ITI
v2
http://journal.wima.ac.id/index.php/BW/article/view/2044
2019-05-22T11:31:07Z
Beyond Words
Vol 7, No 1 (2019); i
Acknowledgements
Editorial
Soedjatmiko, Wuri; Universitas Katolik Widya Mandala Surabaya
2019-05-22 12:44:27
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/2044
en
Acknowledgements
oai:ojs.jurnal.wima.ac.id:article/679
2015-06-13T06:41:12Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/679
2015-06-13T06:41:12Z
Beyond Words
Vol 3, No 1 (2015); 100-122
Indonesian EFL Teachers in the Swing of Curricula
Ashadi, Ashadi; Universitas Negeri Yogyakarta
2015-06-03 09:05:40
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/679
en
In the era of standard-based education which is marked by the reforms in many areas of education including curriculum, it is necessary to understand how Indonesian EFL teachers coped with curricular change in the course of their profession. This study attempts to discover how EFL teachers in Indonesia perceive the curricular changes through their beliefs, attitudes, and practices. Employing an on-line survey combined with semi-structured individual interviews, the qualitative study began with mapping EFL teachers’ generic perceptions towards curricular change. The initial map was then used to probe major emergent themes through individual interviews on purposively selected participants. The result showed that: (1) teachers’ belief was perceived to reshape through adequate socialization and training. (2), it took time to witness teachers’ belief formation and eventually attitudinal change, and (3) as their beliefs and practices were reshaped, teachers’ practice was highly likely to change moreover when improvement in learning gains were achieved by the students. However, the latter is often dismayed by the implementation of high-stakes testing (The National Examinations). This article is closed with relevant recommendations based on the particular findings.
Keywords: Curricular change, teacher belief, teacher practice, qualitative
oai:ojs.jurnal.wima.ac.id:article/2266
2019-11-25T16:18:26Z
BW:ITI
v2
http://journal.wima.ac.id/index.php/BW/article/view/2266
2019-11-25T16:18:26Z
Beyond Words
Vol 7, No 2 (2019); i
ACKNOWLEDGEMENTS
Editorial
Soedjatmiko, Wuri; Universitas Katolik Widya Mandala Surabaya
2019-11-25 17:16:49
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/2266
en
oai:ojs.jurnal.wima.ac.id:article/735
2015-11-30T07:32:50Z
BW:PPTV
v2
http://journal.wima.ac.id/index.php/BW/article/view/735
2015-11-30T07:32:50Z
Beyond Words
Vol 3, No 2 (2015); 145-151
Applying Second Language Acquisition Research Findings to Materials: A cognitive-interactionist perspective
Freeborn, Lani; UCL Institute of Education
University College London
2015-11-26 13:15:44
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/735
en
In recent years, ELT publishers have been criticised for not incorporating the findings of second language acquisition (SLA) research into the design of their teaching materials. The first aim of this article is to inform teachers of key research findings from the cognitive-interactionist approach to SLA by discussing five environmental ingredients that contribute to optimal L2 learning. The second aim of this article is to demonstrate how these research findings can be practically applied to the selection and adaptation of teaching materials. It is the author’s hope that teachers will be encouraged to apply this knowledge to their teaching contexts, and be motivated to keep themselves informed of SLA research findings.
Keywords: materials development, SLA research, cognitive-interactionism
oai:ojs.jurnal.wima.ac.id:article/2366
2020-07-22T11:51:19Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/2366
2020-07-22T11:51:19Z
Beyond Words
Vol 8, No 1 (2020): May; 24-35
The Linguistic Perspectives on Computer Mediated Communication
Chong, Larry Dwan; School of Foreign Languages & Tourism
Gyeongju University, Gyeongju, Republic of Korea
2020-02-29 16:22:41
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/2366
computer-mediated communication; emoticon; acronym; linguistic constraints
en
This paper aims to explore the role of production and perception constraints in computer mediated communication. I review Lindblom's (1990) theory of phonetic variation and propose a new model of linguistic production in Computer Mediated Communication. Cyber citizens use cyber communication as conceptually oral, medially written. The reason to use chat-mode is that it saves time and space (the principle of least effort); here sound, not spelling, is the first thing to be considered. With respect to production in the proposed model, effort is no longer equated with articulatory movement, but rather with the number of keystrokes involved in typing an utterance. On discussing online, discussants show paralinguistic actions such as smile, frown, screaming, etc., and they also reduplicate writings, capitalize all the sentences, and use emoticons; net-communication is headed toward less grammatical and more telegraphic type. The production of hyper-and hypo-forms such as reduplication, punctuation and capitalization will vary according to the sender's estimation of signal-complementary processes and his attempts to compensate for the restricted context.We discuss online and off line on the issues; why we like cyber communication and how we classify the phenomena. The more computer mediated communications we use, the moreissues we have to review beyond words and linguistic principles.
oai:ojs.jurnal.wima.ac.id:article/740
2015-11-30T07:32:50Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/740
2015-11-30T07:32:50Z
Beyond Words
Vol 3, No 2 (2015); 193-204
Genre-based Pedagogy: A case of an Iranian ESP Business Management course
Asl, Hadis Toufani; University of Tehran
Kish International Campus
2015-11-26 14:25:28
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/740
en
Genre-based instruction has been latterly a very common method used in language courses. In spite of the various research conducted on academic genres, there are still very few studies which examine the learners’ perceptions of genre-based pedagogy, particularly in courses like English for Specific Purposes (ESP). Therefore, the present study aimed at considering the Sophomore Business Management learners’ perspective on genre instruction in their ESP course, at the University of Tehran. The focuses of the present study were the focal genres of textbook and teaching method in terms of the content feature. The data was collected by means of both quantitative and qualitative instruments which were subject to both statistical analysis and constant comparative method of qualitative analysis. Results of the study revealed that the practice of genres were relevant to some of the learners’ subsequent academic and non-academic performance. Furthermore, the results regarding the questionnaire section indicated that a number of learners could apply the genre features and they were conscious of them. By and large, it was concluded that the explicit instruction together with the provision of more English-mediated content courses, for practices outside of the classroom, can have a higher impact on ESP programs.
Keywords: ESP, genre-based pedagogy, content, textbook, teaching method, activities, learners’ perception
oai:ojs.jurnal.wima.ac.id:article/2513
2020-11-17T09:06:28Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/2513
2020-11-17T09:06:28Z
Beyond Words
Vol 8, No 2 (2020): November; 92-110
English Teaching and Learning in a Korean University Perceptions of International Professors
Han, Sang-Ho; Logos College, Gyeongju University, S. Korea
2020-11-17 01:45:20
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/2513
faculty perception; view of language; view of language learning; teaching philosophy; ELT innovation
Sang-Ho Han, Gyeongju University, Logos College
en
The purpose of this study is to investigate the perceptions of international faculty towards English teaching at a local university in South Korea. For data collection, a comprehensive survey questionnaire was administered to 71 international faculty teaching English at the same university. The survey consisted of items of questions concerning faculty’s second language learning experience, teaching/learning philosophy, and teaching techniques and skills. Description of the responses revealed the following results: 1) Second language learning experience of faculty helps improving quality of instruction through understanding students’ learning difficulties; 2) Faculty’s view of language was mostly holistic while that of language learning was inclusive of different perspectives; 3) The role teachers was mainly that of a facilitator in a student-focused class; 4) For those applying CLT, it was used to engage students within a student-centered classroom; 5) A general maxim of teaching was the golden rule: “Do unto others, as you would have done unto you.”; 6) Views on teaching explicit knowledge varied widely among faculty; 7) The majority of faculty chose to correct both global and local errors; 8) A number of strategies were utilized in order to help students overcome reluctance to speak such as letting students decide on what they want to learn and helping them realize it is okay to make mistakes; 9) In order to enhance students’ communicative abilities, an innovation for general English education programs was suggested.
oai:ojs.jurnal.wima.ac.id:article/799
2022-02-20T20:24:52Z
BW:PPTV
v2
http://journal.wima.ac.id/index.php/BW/article/view/799
2022-02-20T20:24:52Z
Beyond Words
Vol 4, No 1 (2016); 17-26
Integrating Technology in Indonesian EFL Classrooms: Why Not?
Gai Mali, Yustinus Calvin
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/799
en
The Minister of Education and Culture Republic of Indonesia, through its substantial policies, has gradually encouraged teachers in Indonesia to integrate the use of technology into their teaching practices. Responding to the policies, this paper aims to introduce Hot Potatoes, Blog, and Edmodo, as some alternative educational technology that the teachers can utilize to support their teaching practices, particularly in their English as a Foreign Language (EFL) classrooms. The paper addresses
technological potentials of the technology for teaching and learning, such as for accessing information about the language, providing exposure to English, publishing learner work, interacting with other learners, managing, and organizing learning. The paper also explains possible challenges in utilizing
the technology specifically in EFL teaching contexts. The discussions are supported with my reflective experience in utilizing the technology, related research findings, and literature. This paper provides insights into alternative educational technology that the teachers can use. Additionally, the
paper can encourage the teachers to begin utilizing the technology to support their teaching practices and help students achieve learning objectives in their EFL classrooms.
oai:ojs.jurnal.wima.ac.id:article/804
2022-02-20T20:24:52Z
BW:AA
v2
http://journal.wima.ac.id/index.php/BW/article/view/804
2022-02-20T20:24:52Z
Beyond Words
Vol 4, No 1 (2016); 76
About the Authors
About Author
Soedjatmiko, Wuri
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/804
en
oai:ojs.jurnal.wima.ac.id:article/2525
2022-02-15T15:33:01Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/2525
2022-02-15T15:33:01Z
Beyond Words
Vol 9, No 2 (2021): November; 110-122
Pedagogical Competencies in The Prescribed and Enacted Curriculum for Graduate Students
Tondoprasetyo, Fransisca Kristanti; IVY Highschool Surabaya
2021-11-30 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/2525
ANT; pedagogical competencies, prescribed curriculum; enacted curriculum; human entities, nonhuman entities; actor; actant
en
TThis case study is aimed to find out far the curriculum in a teacher education institute has integrated these pedagogical competencies in both their prescribed and enacted curriculum using the Actor Network Theory (ANT). ANT is applied in this research to see the network formed in both the prescribed and enacted curriculum so as to find out how students master the pedagogical competencies in the coursenet of three investigated courses, namely Principles of English Language Teaching, Teaching Reading and Writing, and Teaching Listening and Speaking. Therefore, this research analyzes how the human and nonhuman entities influence each other in both prescribed and enacted curriculum in two perspectives: 1) to what extent are the pedagogical competencies intended for graduate students in TEFL program? 2) to what extent are the pedagogical competencies delivered to the graduate students in TEFL program? The result of the study shows that most pedagogical competencies are delivered in the three investigated courses. Lecturers and students are human entities in the network formed in the courses while the nonhuman entities involved within the network are noises, light, class settings, and class location. Lecturers then become key actors that impact upon the actants–students– to act upon the translation process to master the pedagogical competencies. As for the non-human entities, they influence the learning atmosphere in which graduate students in TEFL are situated as they learn to master the pedagogical competencies. The coursenet formed within the three investigated courses have shown that evaluation and improvement need to be done by the education institution to enhance the quality of teachers’ education curriculum
oai:ojs.jurnal.wima.ac.id:article/939
2017-06-09T13:32:28Z
BW:AA
v2
http://journal.wima.ac.id/index.php/BW/article/view/939
2017-06-09T13:32:28Z
Beyond Words
Vol 4, No 2 (2016); ii-iv
Acknowledgements
About Author
Soedjatmiko, Wuri
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/939
en
oai:ojs.jurnal.wima.ac.id:article/2517
2021-05-31T06:25:17Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/2517
2021-05-31T06:25:17Z
Beyond Words
Vol 9, No 1 (2021): May; 68-80
A Cross-disciplinary Study of Hedging Expressions in English Articles of Iranian Writers
Rezvani, Reza; Yasouj University
Javadi, Mohammad; MA of TEFL, Yasouj University, Iran.
2021-05-31 08:24:04
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/2517
hedging expression, research article, discipline, Iranian writer
en
Research on the use of hedging strategies as one of the key issues of rhetorical organization of academic texts has gained growing attention during the past few decades. The present study aimed to explore the frequency and form of hedging expressions in the abstracts of Iranian writers’ English research articles where findings and claims were more explicitly projected. To this end, a random sample of 200 abstracts (50 each) was drawn equally from the four subfields of chemistry and mathematics, and philosophy and English randomly selected from the two academic fields of Soft Sciences and Hard Sciences respectively as suggested in Biglan’s (1973) typology of academic disciplines. The tally and analysis of the tokens of the hedge expressions indicated that the abstracts from the soft sciences differed from those from the hard sciences in terms of both frequency and form. The results revealed that the writers from the soft sciences tended to employ more hedge expressions than hard sciences writers. More specifically, whereas soft sciences writers utilized more modals, verbs, nouns, adjectives, and adverbs, their counterparts opted for more conditional expressions. Moreover, epistemic and cognition verbs were found to be the most frequently used hedging expressions in both sciences. This study discusses the research and pedagogical implications of the findings in the context of Iranian academia.
oai:ojs.jurnal.wima.ac.id:article/944
2017-06-09T13:32:28Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/944
2017-06-09T13:32:28Z
Beyond Words
Vol 4, No 2 (2016); 158-167
Contrastive and Error Analyses in Inverted Order to Facilitate English Language Teaching
Saini, Shivani
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/944
en
Both Contrastive and Error Analysis have vital roles in accounting for problems in teaching English as a foreign/second language (TEFL/TESL). Contrastive Analysis (CA) compares
languages and makes predictions about possible errors learners make due to the influence of their first language (L1), while Error Analysis (EA) analyses pupils’ compositions or conversations and investigates different sources of errors one of which is cross linguistic influence. It is obvious that CA and EA are not the same. They overlap in a certain area, but they are not competing against each other. Both CA and EA can be used in a complementary role in understanding learners’ errors in second language learning. In the present article, a teaching methodology (“a contrastive approach” to EA) will be explored where the traditional order of conducting CA and EA (where CA leads to EA) has been inverted. The approach in the present study is that the job of diagnosis belongs to EA and here CA can be used as complementary to EA as a remedial procedure
oai:ojs.jurnal.wima.ac.id:article/3426
2022-01-02T10:09:04Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/3426
2022-01-02T10:09:04Z
Beyond Words
Vol 9, No 2 (2021): November; 123-132
Cooperative Learning: A Foundation for Project Work
Chau, Meng Huat; Universiti Malaya
Jacobs, George M; International Association for the Study of Cooperation in Education
2021-11-30 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/3426
Cooperation; cooperative learning; project work; Anthropocene; responsibility
en
This article has one theme and two parts. The theme is that we humans can do more and do it more enjoyably when we cooperate. The first part of the article explains eight principles from cooperative learning, a methodology that facilitates students learning in groups of two-four members, along with the learning they do with teachers and by studying on their own. The second part describes four cooperative learning techniques, as a way to bring to life the eight principles from the first part, and also to provide readers of the article with ready-made ideas for using cooperative learning in their own teaching. This article suggests that shorter cooperative learning activities can prepare students for doing projects, and that students can do shorter cooperative learning activities as part of the work they do on projects.
oai:ojs.jurnal.wima.ac.id:article/3071
2022-08-31T04:09:49Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/3071
2022-08-31T04:09:49Z
Beyond Words
Vol 10, No 1 (2022): May; 36-48
Developing a Semi-Direct Speaking Test for Fourth Graders Using Video Conferencing
Wiwaharini, Yuditha Putri; English education department graduate school of Widya Mandala Surabaya, Dinoyo 48A, Keputran, Tegalsari, Surabaya, Jawa Timur, Indonesia 60265
Budiyono, Bartholomeus; Graduate School, Widya Mandala Surabaya Catholic University, Surabaya
2022-05-31 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/3071
COVID-19 testing era; Semi-direct speaking test; Speaking test; Test development; Video Conferencing.
en
This study aimed to develop alternative English-speaking testing to be used during the COVID-19 pandemic. A semi-direct speaking test for 4 graders was the final product of this study. Cambridge curriculum with the ESL framework (0837) was used to formulate the test. It was designed using steps suggested by (Bachman and Palmer,1996). It also has been reviewed by an expert and a trial group. It asked each test-taker to tell a story using provided picture series, connectors, and past verbs within 5 minutes. A minute was given for them to study the picture series; the rest was to do the test. It was delivered by using video conferencing called Zoom. The result showed that the test developed was a valid, reliable, practical, and authentic measurement. Its reliability was proved by test-retest and interrater results. Its validity, practicality, and authenticity were proved by providing an expert judgement collected through questionnaires.
oai:ojs.jurnal.wima.ac.id:article/1113
2018-05-18T11:16:24Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/1113
2018-05-18T11:16:24Z
Beyond Words
Vol 5, No 1 (2017); 23-31
Peer Tutoring with QUICK Method vs. Task Based Method on Reading Comprehension Achievement
Indrawati, Sri
2017-07-19 14:02:55
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1113
This study is a quasi-experimental research analyzing the reading comprehension achievement of the eleventh graders of Senior High School in Surabaya. This experimental research is comparing the effects of peer tutoring with QUICK method and task-based method to help the students to increase the students’ reading achievement. Besides for increasing the students’ reading achievement, this study has the main purpose to give a variation in teacher’s teaching reading techniques. This study uses independent samples t-test and paired samples t-test to indicate the students’ significant difference in achieving the reading comprehension in peer tutoring with QUICK method and task based method.
Keywords: Peer tutoring with QUICK method, Task-based method, T-test, Reading achievement
oai:ojs.jurnal.wima.ac.id:article/369
2015-12-07T15:28:21Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/369
2015-12-07T15:28:21Z
Beyond Words
Vol 1, No 1 (2013); 23 - 36
Encouraging Second Language Use in Cooperative Learning Groups
Jacobs, George M; James Cook University, Singapore
Kimura, Harumi; Miyagi Gakuin Women's University, Japan
2013-11-01 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/369
en
This article presents, explains and organizes ideas for promoting students’ use of their second language (this term includes foreign language) when they work together in cooperative learning groups. The first part of the article reviews arguments as to whether students of second languages should be encouraged to use their second language with classmates when doing group activities. These arguments are discussed with reference to Second Language Acquisition (SLA) theory. Practical issues are also explored. Next, the majority of the article presents ideas on how to promote second language use during peer interaction. Twenty-nine of these ideas are explained. The ideas are organized into five categories: a role for the L1; understanding the issue; creating a conducive climate; providing language support; and the task. It is recommended that teachers use ideas from the literature on cooperative learning when they ask students to interact.
oai:ojs.jurnal.wima.ac.id:article/374
2015-12-07T15:28:22Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/374
2015-12-07T15:28:22Z
Beyond Words
Vol 1, No 1 (2013); 138 - 169
EFL Secondary Students’ Perceptions on Native and Nonnative English-Speaking Teachers
Tjokrokanoko, Angelia; English First Plaza Surabaya
Tedjasuksmana, Hendra; English Education Department
Faculty of Teacher Training and Education
Widya Mandala Catholic University
Surabaya
2013-11-01 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/374
en
This study examined the secondary students’ perceptions towards NESTs and NNESTs in an English course in Surabaya regarding the teachers’ teaching competence, cultural knowledge of English language teaching, teaching style, and classroom management. Most secondary students perceived both teacher groups were good at most categories. Using questionnaires distributed to 96 secondary school students of an English course who participated in this study, the researchers found that 38 students took part in doing a focus group interview. The interview was done to capture deeper perceptions that could be gained. The study reported that cultural knowledge of the English language teachers, especially the NESTs, exceeded that of the NNESTs. This research finding also proved that students perceived NESTs to be as good as NNESTs in such areas as teaching grammar, listening, reading, and writing. Furthermore, both NESTs and NNESTs were perceived to be not able to understand the students’ special needs since teachers at the the English course under study handled one level for about twelve meetings only.
oai:ojs.jurnal.wima.ac.id:article/3737
2023-03-09T07:47:44Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/3737
2023-03-09T07:47:44Z
Beyond Words
Vol 10, No 2 (2022): November; 116-127
A Study on the Ideal Amount of Extensive Reading for High Schools in Japan
http://journal.wima.ac.id/index.php/BW/article/download/3737/11135
Chang, Tekka; Juntengakuen Junior and Senior High School, Tokyo
Dineros, Christine; District of Columbia International School, Washington, D.C
2022-11-30 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/3737
extensive reading, motivation, second language reading
Christine, Dineros, Rissho Junior and Senior High School
en
Abstract When introducing extensive reading, I always had a difficult time in getting everyone to be contented. Starting with the Oxford Bookworms, I prepared over 500 books in the school library in both fiction and non-fiction books. Vocabulary level tests were also conducted to make sure that the books were at the I+1 level, and the author talked to each student to see which genre they may like. While this is a difficult task, I tried to find the ideal amount of weekly reading for science course students in a senior high school in Japan. A quantitative questionnaire was created using the price sensitivity meter method to measure the learners’ ideal weekly reading amount. Results showed that the ideal amount of weekly extensive reading was 1200 words per week at the 500-word level. When asked directly about the amount of ideal reading according to their level, 44% of the students said that reading 2000 words per week was “little or no problem”.
oai:ojs.jurnal.wima.ac.id:article/1590
2018-05-16T12:21:35Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/1590
2018-05-16T12:21:35Z
Beyond Words
Vol 5, No 2 (2017); 98-105
Re-defining ‘Reading’ in the 21st Century: Accessing Multimodal Texts
Chia, Alexius; English Language & Literature Academic Group
National Institute of Education
Singapore
Chan, Caroline; English Language Department
Sembawang Primary School
Singapore
2017-12-21 16:25:11
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1590
multimodal texts, multiliteracy, literacy development, semiotic modes
en
The act of reading has been made more complex in the 21st century with the proliferation of multimodal texts. Organizations like the ‘Partnership for 21st Century Skills’ and researchers like the New London Group (1996), Hull & Nelson (2005) and Kress et al (2006) argue for the need for schools to re-look at the ways our children become literate in this and media-driven environment. Teachers too live with this reality and can appreciate the fact that not everything they learn can be found in the textbook. However, many do not possess the knowledge and skills to harness the media and technological tools for use in the language classroom. In order for teachers and learners to be effective users of texts in the 21st Century, we argue that a framework is needed to assist them. Hence this article proposes a framework called the 6 Semiotic Modes (Chan & Chia, 2014 adapted from Anstey and Bull, 2010). They include Linguistic, Audio, Spatial, Oral, Visual and Gestural modes and are used as tools to unlock the meaning behind different types of multimodal texts needed for teaching and learning.
oai:ojs.jurnal.wima.ac.id:article/511
2015-03-30T12:25:27Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/511
2015-03-30T12:25:27Z
Beyond Words
Vol 2, No 1 (2014); 72-89
Discourse Analysis in the ESL Classroom
Nemat Tabrizi, Amir Reza; Lecturer, Islamic Azad University, Roudehen Branch, Iran.
Gupta, Deepti; Professor, Department of English, Panjab University, Chandigarh.
Saxena, Mohita; Research Scholar, Dept. of English, Panjab University, Chandigarh
2014-05-01 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/511
en
This article attempts a user-friendly definition of discourse analysis. By defining it in this manner, the authors hope to encourage teachers to use it in their ESL classrooms. To this end, they suggest certain concrete measures that bring discourse analysis into the ESL classroom.
oai:ojs.jurnal.wima.ac.id:article/4331
2024-02-05T07:48:04Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/4331
2024-02-05T07:48:04Z
Beyond Words
Vol 11, No 1 (2023): May; 1-18
English Derivational morphology: Challenges and Teaching Considerations for non-native speakers
Vargas-Vega, Brenda; Autonomous University of Queretaro
Mora-Pablo, Irasema; University of Guanajuato
2023-08-06 18:11:48
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/4331
English as a Foreign Language, derivational morphology, suffixes, teaching.
en
This paper has a twofold purpose: to raise awareness on the complexity of the acquisition of English derivational morphology, and to suggest ways to approach its teaching in the language classroom. Understanding morphology is important because of its impact on other areas of language; however, some authors posit that its explicit instruction is limited in schools. Based on a thorough but comprehensible description of English morphology, we present eight aspects that may be challenging for English Language Learners followed by pedagogical strategies to address them. This way, we hope to offer linguistic insights that can aid the teaching of English as a foreign language and close the gap between linguistic research and the classroom setting.
oai:ojs.jurnal.wima.ac.id:article/1595
2018-05-16T12:21:35Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/1595
2018-05-16T12:21:35Z
Beyond Words
Vol 5, No 2 (2017); 184-203
Exploring the Relationship between Learning Styles and Strategies for Secondary School Students in Thailand
Stanescu, Irina Mihaela; Chiang Mai, Payap University, Thailand
2017-12-21 16:25:11
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1595
en
The study explores the meaning of learning styles and strategies and attempts to find a relationship between the two in the context of English language learning. The research is conducted in Thailand with 22 grade six students and it examines some of the definitions and characteristics of learning strategies and learning styles as described by scholars in the field of SLA. The results gathered using qualitative and quantitative data, show that that the majority of the students are visual style learners and multi-modal learners. Based on the data collected, there is no concrete relationship between learning style and the use of learning strategies. Even so, the topic leaves many areas open for exploration, in particular, the learner’s metacognitive awareness of learning style and conscious learning strategy use and how this may improve his second language acquisition. The research also sheds a light on the learning strategies used by secondary school students in their L2 classroom as described by data collected through interviews.
oai:ojs.jurnal.wima.ac.id:article/524
2015-03-30T12:25:27Z
BW:AA
v2
http://journal.wima.ac.id/index.php/BW/article/view/524
2015-03-30T12:25:27Z
Beyond Words
Vol 2, No 1 (2014); 135-139
About Author
About Author
Soedjatmiko, Wuri
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/524
en
oai:ojs.jurnal.wima.ac.id:article/1674
2018-05-18T10:24:07Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/1674
2018-05-18T10:24:07Z
Beyond Words
Vol 6, No 1 (2018); 26-40
Chinese University EFL Students’ Perceptions of Learner Autonomy in Language Learning
Wei, Qiwei; School of Foreign Languages,
Suranaree University of Technology and
Qiannan Normal University for Nationalities
Duyun
Siriyothin, Peerasak; School of Foreign Languages,
Suranaree University of Technology
Nakhon Ratchasima
Lian, Andrew-Peter; School of Foreign Languages,
Suranaree University of Technology
2018-05-16 14:12:03
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1674
Chinese university EFL learners; learner autonomy; learners’ perceptions; digital storytelling
en
This paper explores Chinese university EFL students’ perceptions of learner autonomy in language learning through a digital storytelling intervention. The survey aims to investigate whether students’ learner autonomy was developed through the intervention and compared the perceptions of students of two different language performance levels. The principal measuring instruments were a questionnaire, a pretest, a posttest and student diaries. The results of the survey indicated that students’ learner autonomy was developed to some extent through the intervention and that there were significant differences between successful and less successful learners, as regards their opinions of learner autonomy. It is worth noting that after the intervention, a large proportion of students were in favor of autonomous approaches than before. A significant number of students expressed the desire, in their diaries, to work autonomously rather than study passively. The survey reflects that success is related to autonomy. Autonomy therefore means success. Success is created by autonomy and vice versa.
oai:ojs.jurnal.wima.ac.id:article/593
2015-03-30T10:58:14Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/593
2015-03-30T10:58:14Z
Beyond Words
Vol 2, No 2 (2014); 57-90
Tense Usage in Selected Humanities and Science Dissertations
Maroko, Geoffrey M.; Widya Mandala Catholic University Surabaya
2014-11-23 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/593
en
Abstract
Graduate students are usually not sure of the appropriate tense to use in each rhetorical section of their dissertations in their disciplines. Even style guides provide little information regarding tense usage in academic texts. This paper describes a study in which frequency and usage of types of tense were compared in selected dissertations from the humanities and sciences drawn from Kenyan Public Universities. It was found that graduate research students in both humanities and sciences preferred the simple present and simple past as primary tense forms. It also emerged that authors have to alternate verb tenses even in the same rhetorical section of a dissertation to achieve particular communicative purposes. Suggesting that choices for tense in dissertations are a function of the epistemology and ideology of the disciplines, the paper proposes a genre-based approach to teaching those preparing to write their dissertations.
oai:ojs.jurnal.wima.ac.id:article/1846
2018-11-30T16:30:33Z
BW:ITI
v2
http://journal.wima.ac.id/index.php/BW/article/view/1846
2018-11-30T16:30:33Z
Beyond Words
Vol 6, No 2 (2018); i
Acknowledgements
Editorial
Soedjatmiko, Wuri; Universitas Katolik Widya Mandala Surabaya
2018-11-30 17:27:15
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1846
en
Acknowledgements
oai:ojs.jurnal.wima.ac.id:article/1833
2019-05-22T11:31:08Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/1833
2019-05-22T11:31:08Z
Beyond Words
Vol 7, No 1 (2019); 31-42
Using Computer-Based Timeline Media to Teach English Tenses
Teopilus, Susana; Widya Mandala Catholic University Surabaya
Tedjasuksmana, Hendra; Widya Mandala Catholic University Surabaya
Lestariningsih, Diana; Widya Mandala Catholic University Surabaya
2019-05-22 11:11:25
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1833
timeline media, English Tense, computer-based
en
The difference between English and Indonesian in the aspect of verb forms poses a big problem to Indonesian learners in learning the English Tenses. Indonesian learners are often unaware of the English time concept which affects verb forms. To overcome the problem, in this three-year research, Teopilus et al. have developed computer-based timeline media to teach the English Tenses. To find out the effectiveness of the developed media, 251 students from 4 (four) different senior high schools were given the instructions of the English Tense(s) using the timeline media. These subjects were given a pretest prior to the instruction and a posttest after it. The pretest scores and the posttest scores were statistically compared using the t-test formula. To obtain the users’ opinions on the developed media, a questionnaire was distributed to 7 (seven) English teachers. The results of the data analysis yield the following findings: (1) There is a significant increase from the average of the subjects’ pre-test scores to their post-test scores, and (2) The results of the users’ questionnaires also give positive responses to the developed timeline media. This implies that the computer-based timeline media developed in this research helps Indonesian learners comprehend the English Tenses better
oai:ojs.jurnal.wima.ac.id:article/672
2015-06-13T06:41:12Z
BW:PPTV
v2
http://journal.wima.ac.id/index.php/BW/article/view/672
2015-06-13T06:41:12Z
Beyond Words
Vol 3, No 1 (2015); 14-31
Reflection as the Homebase of Teacher Education
Susanto, Andrias Tri; Graduate School of Widya Mandala Catholic University Surabaya
2015-06-03 08:30:41
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/672
en
Abstract
Reflection is widely accepted as a process to support, or even underlie, teacher education. However, the concept holds several confusions among education experts and practitioners. This article would then attempt to explain some confusing terms by reviewing relevant literature on this issue and to provide discussions on the benefits and challenges of reflection manifested in various options of reflective practicum.
Keywords: Reflection, teacher education, reflective practicum
oai:ojs.jurnal.wima.ac.id:article/2151
2020-07-22T09:37:46Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/2151
2020-07-22T09:37:46Z
Beyond Words
Vol 7, No 2 (2019); 101-121
The Illocutionary Acts of Environmental Persuasion in U.S. Online Newspaper Opinion Articles
http://journal.wima.ac.id/index.php/BW/article/download/2151/5109
Dewi, Diana
2019-11-25 17:17:03
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/2151
illocutionary act types; persuasive strategies; textual analysis
en
Persuasion, especially in written form, has been acknowledged by scholars as difficult. Success in its attempt requires complex use of, among others, pragmatics. Persuasive texts have therefore been highly researched using the speech act theory. However, a research gap existed for a study of illocutionary acts in newspaper opinion articles. To fill the gap, the current study did a qualitative textual analysis on 10 U.S. online newspaper opinion articles that talk about climate change. The analysis was conducted to discover types of illocutionary acts and persuasive strategies the writers use to successfully persuade readers. It was then found that the writers predominantly performed assertives. The second most frequently used were directives. The most preferred subtypes under these categories were, among others, informing, urging, assuring, and demanding. These preferences further revealed the writers’ persuasive strategies. The strategies were as follows: being highly implicit, being occasionally explicit, giving more information about the issue, conveying certainty and uncertainty, arousing fear, also creating a sense of urgency. These acts and strategies, according to existing theories, could increase the texts’ persuasiveness. Hence, this study establishes that when used in persuasive texts, the previously mentioned illocutionary acts and strategies can help writers to attain persuasion.
oai:ojs.jurnal.wima.ac.id:article/681
2015-06-13T06:41:12Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/681
2015-06-13T06:41:12Z
Beyond Words
Vol 3, No 1 (2015); 123-142
Improving Elementary School Students’ English Vocabulary Through Local Cultural Content Materials
Manurung, Frans; Surabaya
Harjanto, Ignatius; Universitas Katolik Widya Mandala
Surabaya, Indonesia
2015-06-03 09:06:55
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/681
en
Abstract
Elementary students of a certain public school in Indonesia had difficulties in learning English. One of the crucial problems was learning English vocabulary. In an attempt to help the students learn and improve English vocabulary, the researchers decided to use CAR to teach English vocabulary with local cultural content materials. The aim of this study was to investigate how the teaching of English vocabulary with local cultural content materials contributed to the improvement of the students’ English vocabulary mastery. The topics covered in the materials were selected based on schemata theory. Vocabulary learning process was done through several activities provided in the materials: classroom and outside vocabulary learning. The results showed that the teaching of local cultural content materials have contributed to the improvement of the Elementary students’ vocabulary mastery. The schematic knowledge found in the familiar topics has aroused the students’ interest and motivation in learning English vocabulary. Students who were more familiar with the topics could respond to the vocabulary learning better than those who were not familiar with. The vocabulary mastery was more successful only if the students participated in both classroom and outside vocabulary learning process.
Keywords: Vocabulary Mastery, Vocabulary Improvement, Local Cultural Content Materials, Vocabulary Learning, Schemata
oai:ojs.jurnal.wima.ac.id:article/1835
2019-11-25T16:18:26Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/1835
2019-11-25T16:18:26Z
Beyond Words
Vol 7, No 2 (2019); 122-136
Teaching English for Specific Purposes: Content Language Acquisition vs General Language Acquisition
http://journal.wima.ac.id/index.php/BW/article/download/1835/4331
Sulindra, Eric; Widya Mandala Secretarial Academy Surabaya
2019-11-25 17:17:08
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1835
Content Language Integrated Learning (CLIL); the General Language; English for Specific Purposes
Widya Mandala Secretarial Academy Surabaya; Faculty of Food Technology, Widya Mandala Catholic University Surabaya
en
An approach to English for Specific Purposes (ESP) teaching and learning, Content Language Integrated Learning (CLIL) has been subjects for studies. The approach has worked well and has brought the learners forward from the previous stage. The language learning outcomes in CLIL are usually made contextual, functional and communicative. In this study, the students regarded CLIL as relevant and to deliver the English language teaching in the context of their field. On the other hand, the General Language has provided support up to the extent of explaining the language grammatical points (using the terms such as complex, compound, subject, predicate, objects). Then, authentic learning materials are regarded as being relevant to their interest and the subject matter. The CLIL approach are recommended to be applied under constant observation and evaluation since the ESP world is various and multi-context. This approach is supposed to be adjusted with the local environment, students’ interest, according to the standard ESP need analysis to arrange the lesson plan. Further research on how CLIL is able to influence the students’ language mastery in a specific field is subject to be systematically conducted.
oai:ojs.jurnal.wima.ac.id:article/736
2015-11-30T07:32:50Z
BW:PPTV
v2
http://journal.wima.ac.id/index.php/BW/article/view/736
2015-11-30T07:32:50Z
Beyond Words
Vol 3, No 2 (2015); 152-159
Authority, Academic Discourse and Ideology in the ESL Writing Class: An ESL teacher’s experience
Kanakri, Aseel; Kent State University
2015-11-26 13:26:58
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/736
en
This paper describes an ESL teachers’ perspective on teaching ESL writing to advanced second language learners reflecting on her experience as an ESL teachers drawing on the students’ responses to survey questions. It shows that writing in English as a Second language has political, cultural, and historical aspects since the “nature and functions of discourse, audience, and persuasive appeals often differ across linguistic, cultural, and educational contexts” In addition, acquiring the discourse proprieties is challenging because they represent culturally bound, conventionalized, and abstract characteristics of academic prose that are frequently absent in written discourse in rhetorical traditions other than the English dominant educational environments. ESL teachers should get the awareness of the needs and challenges that the face and understand the linguistic, cultural, and educational background they are coming from in order to help them overcome these challenges which also should dictate the instructional pedagogies, curriculum and assessment.
Keywords: academic discourse, ESL writing, teacher’s perspective, ideology
oai:ojs.jurnal.wima.ac.id:article/2145
2020-05-11T13:35:28Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/2145
2020-05-11T13:35:28Z
Beyond Words
Vol 8, No 1 (2020): May; 47-59
Teaching Assistants in International Schools: Perceptions and Perspectives
Lehman, Clayton; Independent
2020-03-06 08:51:12
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/2145
teaching assistant; support teacher; international school; SEN
en
This research study occurred because of the many observations made by the researcher while working in international schools in East and Southeast Asia. Although multiple studies have investigated teaching assistants in public schools, there is little research dedicated to the study of teaching assistants in international schools. The purpose of this research study was to look at classroom practices, student language acquisition, professional development, and teaching assistant wellbeing in international schools through the lenses of locally-hired teaching assistants and to discover what they consider to be barriers in their positions as a teaching assistant. Further, comparisons were made between teaching assistants in English-only and multi-lingual schools and between teaching assistants in schools that are for-profit and non-profit. Data acquisition for this mixed-methods study occurred through a thirteen question survey that was completed by 135 teaching assistants working in international schools in East and Southeast Asia. The main findings of this research study were that many teaching assistants in international schools desire relevant professional development, fairer working environment, more equitable salary conditions, and more professional and career opportunities.
oai:ojs.jurnal.wima.ac.id:article/741
2015-11-30T07:32:50Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/741
2015-11-30T07:32:50Z
Beyond Words
Vol 3, No 2 (2015); 205-228
Task Based English Language Teaching in Saudi Intermediate Schools
Al Muhaimeed, Sultan A.; Qassim University
2015-11-27 14:03:07
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/741
en
This study investigates the effectiveness and appropriateness of a constructivist instructional practice for EFL. It strives to determine whether adopting Task-Based Language Teaching (TBLT) is a more effective means to increase students’ reading comprehension when compared to that of the traditional teaching method. It also attempts to gain understandings that accompany TBLT implementation through constant comparison and contrast them with those that accompany the traditional teaching method. The mixed-method study covers quasi-experimental approach that uses one pretest and several posttests to collect quantitative data, as well as classroom observation and researcher log to collect qualitative data. The independent variable is the use of TBLT and the dependent variable is the students’ reading comprehension achievement scores. A Two-Factor Split Plot analysis with pretest as the covariate is used for analyzing the quantitative data. The analysis of qualitative data includes synthesis, rich, and detailed descriptions for classroom observation and grounded theory for researcher log data.
Keywords: Task Based Language Teaching, Constructivist Instructional Practices
oai:ojs.jurnal.wima.ac.id:article/2545
2020-11-17T09:06:28Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/2545
2020-11-17T09:06:28Z
Beyond Words
Vol 8, No 2 (2020): November; 78-91
Information and Communication Technology to Help Students Create Their Own Books the Dialogic Way
Ivone, Francisca Maria; Universitas Negeri Malang
Jacobs, George M; International Association for the Study of Cooperation in Education
Santosa, Made Hery; Universitas Pendidikan Ganesha
2020-11-17 01:45:14
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/2545
writing, creating books, ICT, interaction, collaboration, communication, creativity, feedback, multiliteracies, visual literacy
en
The use of Information and Communication Technology (ICT) in language learning allows students to be more engaged and innovative. The present article explores the potential use of technology in the planning, drafting, reviewing, and publishing stages of students’ own book creation. First, the use of digital tools to create books in an interactive and engaging process and format is discussed. Then, the varieties of multimedia books created using ICT are explored. Next, the use of technology for sharing ideas, communicating opinions, collaborating, and reviewing others’ books is explained. The article also describes some collaborative methods students may employ in creating books. Finally, it discusses learners’ development of technology and media literacy in the creation of their own books.
oai:ojs.jurnal.wima.ac.id:article/800
2022-02-20T20:24:52Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/800
2022-02-20T20:24:52Z
Beyond Words
Vol 4, No 1 (2016); 27-38
Associative Cognitive CREED for Successful Grammar Learning
Susanto, Andrias Tri
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/800
en
This research article reports a qualitative study which was conducted to investigate ways successful EFL learners learned English grammar. The subjects of this research were eight successful EFL learners from six different countries in Asia: China, Indonesia, Japan, South Korea, Thailand, and Vietnam. The data was collected by interviewing each subject in person individually at an agreed time and place. The result showed that all the grammar learning processes described by the subjects were closely linked to the framework of Associative Cognitive CREED. There were also some contributing factors that could be integrally combined salient to the overall grammar learning process. However, interestingly, each subject emphasized different aspects of learning.
oai:ojs.jurnal.wima.ac.id:article/805
2022-02-20T20:24:52Z
BW:AA
v2
http://journal.wima.ac.id/index.php/BW/article/view/805
2022-02-20T20:24:52Z
Beyond Words
Vol 4, No 1 (2016); 77
Acknowledgement
About Author
Soedjatmiko, Wuri
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/805
en
oai:ojs.jurnal.wima.ac.id:article/3042
2021-05-31T06:25:17Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/3042
2021-05-31T06:25:17Z
Beyond Words
Vol 9, No 1 (2021): May; 1-15
Two Approaches for Promoting Student Centered Language Learning: Cooperative Learning and Positive Psychology
Jacobs, George; James Cook University (Singapore)
Chau, Meng Huat; Universiti Malaya
2021-05-31 08:23:46
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/3042
cooperative learning, positive psychology, positive education, extensive reading, language learning
en
This article links two approaches to promoting less competitive, more positive, and more student centered learning environments for language learners: cooperative learning and positive psychology. The article begins by explaining each of these two approaches. First, the article provides background, including research support, for cooperative learning and explains eight cooperative learning principles: maximum peer interactions, equal opportunities to participate, individual accountability, positive interdependence, group autonomy, heterogeneous grouping, teaching collaborative skills, and cooperation as a value. Second, the article supplies similar background, including research support, for positive psychology, including seven principles: relationships with others, responsibility, gratitude, positivity, strengths, kindness, and meaning. The article’s next section explores links between cooperative learning and positive psychology in language education and explains that the use of positive psychology in education frequently uses the name positive education. Then, the article presents an extensive reading activity and explains how the design of the activity draws on the eight cooperative learning principles and the seven positive psychology principles. Finally, the article explains how both cooperative learning and positive psychology support student centered language learning, and presents a student centered intensive reading activity that draws on the same eight cooperative learning principles and seven positive psychology principles.
oai:ojs.jurnal.wima.ac.id:article/940
2017-06-09T13:32:28Z
BW:PPTV
v2
http://journal.wima.ac.id/index.php/BW/article/view/940
2017-06-09T13:32:28Z
Beyond Words
Vol 4, No 2 (2016); 79-87
Student Centered Learning – An Approach to Fostering Democracy in Schools
Jacobs, George
Power, Michael A.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/940
en
After an opening anecdote about a well-functioning small group of students, the article discusses concepts related to democracy. Next, the article defines student centered learning (SCL) and some SCL elements, linking these elements to concepts in democracy. The following section offers various means of implementing SCL. Subsequently, the article looks at issues raised about the use of SCL. To conclude the article, the authors maintain that SCL not only promotes learning but that SCL also fosters democracy
oai:ojs.jurnal.wima.ac.id:article/3215
2021-05-31T09:52:46Z
BW:ITI
v2
http://journal.wima.ac.id/index.php/BW/article/view/3215
2021-05-31T09:52:46Z
Beyond Words
Vol 9, No 1 (2021): May; i
ACKNOWLEDGEMENTS
Editorial
Soedjatmiko, Wuri; Widya Mandala Surabaya Catholic University
2021-05-31 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/3215
en
oai:ojs.jurnal.wima.ac.id:article/945
2017-06-09T13:32:28Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/945
2017-06-09T13:32:28Z
Beyond Words
Vol 4, No 2 (2016); 168-190
Senior High School English National Examination and Thinking Skills
Ahmad, Ummu Lathifah
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/945
en
When English National Examination (abbreviated into ENE) as a norm-referenced test is designed for instructional purposes, to evaluate the result of national curriculum, it is very significant to conduct item test evaluation since it gives a clear portrait of the quality of the items and of the test as a whole. The purpose of this study was to analyze which levels of the Barrett taxonomy were more reflected in ENE items of 2013/2014 academic year and whether the proportions of items among the twenty test packages in the ENE assessing students’ Lower Order Thinking Skills (LOTS) and Higher Order Thinking Skills (HOTS) are consistent. The researcher adopted the qualitative descriptive approach using a content analysis card to codify the ENE items. To ensure the reliability of the study, three inter-raters analyzed a sample of the test packages. The results indicated that questions asking LOTS still prevailed in ENE items. Of all the twenty test packages, the items categorized into literal level represented around 68.6% of the total number of the questions. Meanwhile, the questions belonging to reorganization came to occupy a percentage of 20.8 and the questions asking the students’ inferential level only reached 10.3%. Also, the tests were not enriched sufficiently with the evaluation comprehension since they only comprised 0.3%. The results also showed the complete absence of “Appreciation” – the highest level of thinking in the mentioned taxonomy. It is obvious that there is a shortage of items questioning students’ HOTS in the exam and they are not well-treated. Accordingly, this finding reveals that there is still much room for ENE to be the driving force in the effort to make learners critical thinkers. In the light of these data, this study recommends modifying the English National Exam by providing them with more question items that include HOTS.
oai:ojs.jurnal.wima.ac.id:article/3630
2021-12-31T06:39:57Z
BW:ITI
v2
http://journal.wima.ac.id/index.php/BW/article/view/3630
2021-12-31T06:39:57Z
Beyond Words
Vol 9, No 2 (2021): November; i
ACKNOWLEDGEMENTS
Editorial
Soedjatmiko, Wuri; Widya Mandala Surabaya Catholic University
2021-12-31 07:34:25
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/3630
ACKNOWLEDGEMENTS
oai:ojs.jurnal.wima.ac.id:article/3126
2022-08-31T04:09:49Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/3126
2022-08-31T04:09:49Z
Beyond Words
Vol 10, No 1 (2022): May; 49-69
Translation Process of Core Values, Vision, and Mission into The Prescribed Curriculum
http://journal.wima.ac.id/index.php/BW/article/download/3126/7964
Tondoprasetyo, Antonius Cahyono; Student of English Education Department at Graduate School of Widya Mandala Catholic University - Surabaya
2022-05-31 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/3126
vision, mission, core values, translation, actor network theory, prescribed curriculum
Anita Lie, Widya Mandala Catholic University
en
The case study is intended to describe how Core Values, Vision, and Mission of English Education Department in Widya Mandala Catholic University’s Graduate School (Magister Pendidikan Bahasa Inggris or “MPBI”) are translated into the syllabi (prescribed curriculum) using the Value Sharing Model as the framework and Actor Network Theory (ANT) to explain the process within this framework. The research questions are: first, do the course syllabi reflect the Vision, Mission and Core Values of MPBI? And second, how the vision, mission and core values are translated into the prescribed curriculum (syllabi)? This study was conducted by analyzing the syllabi using document analysis parameters and triangulated by conducting interviews to some lecturers and students in MPBI-19. The results are: first, the syllabi were reflecting the core values, vision and mission statements. Second, there are four ways to deliver values. Third, syllabus should be seen as a part of a curriculum not as a separated unit of course. Fourth, all courses are crystallized in Teaching Practice course (in practical term) and Thesis Writing (in theoretical form). The suggestions were: first, using a generalized format of syllabus to help lecturers state their values explicitly. Second, there are opportunities to research further the same topic in the scope of enacted curriculum. And third, lecturers should maintain their internalization processes.
oai:ojs.jurnal.wima.ac.id:article/1114
2018-05-18T11:17:34Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/1114
2018-05-18T11:17:34Z
Beyond Words
Vol 5, No 1 (2017); 32-45
Thinking Skills in the 12th Grade English Course book in Timor Leste
Hei, Joaninho Xavier
2017-07-19 14:02:58
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1114
en
This study aims to analyze the English course book of (Manual do Aluno INGLÊS 12.o ano de escolaridade/Students’ English Manual for 12th Year Schooling) in Timor Leste. The activities in the reading and listening sections of the course book were performed to determine whether they emphasized on lower or higher levels of cognitive process. The study attempted to answer the following question: Do the cognitive levels of the activities that relate to the focus on reading and listening in the 12th grade English course book sufficiently represent all the six levels of the New Bloom Taxonomy of thinking skills? The objective of this analysis was to discover the reading and listening activities that can sufficiently promote the levels of cognitive process. The activities determined as the criteria for analysis were: Wh-questions, true/false question, yes/no question, multiple choice question, complete the sentence phrase, a chart, matching questions, statement question, and a key word request question. The activities of the questions were gathered, listed with the total numbers of 161 questions and analyzed according to the six levels of New Bloom’s Taxonomy. The results showed that 98 activities emphasized mostly on lower levels cognitive order while only 63 activities emphasized the higher levels of thinking skills. So, the course book mentioned above targeted as a resource for students to learn the language, not as a resource for students to develop thinking skills because it fails to equip learners with the activities requiring higher levels of thinking order. By implication, for the teacher/syllabus designer can be aware to modify their own learning material by integrating more higher-order questions to achieve higher levels of thinking skills.
Keywords: Course book Activities Analysis, and New Bloom’s Taxonomy
oai:ojs.jurnal.wima.ac.id:article/370
2015-12-07T15:28:21Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/370
2015-12-07T15:28:21Z
Beyond Words
Vol 1, No 1 (2013); 37 - 67
English Tsunami in Indonesian
Sadtono, E.; Universitas Ma Chung, Malang, Indonesia
2013-11-01 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/370
en
English has successfully overwhelmed Indonesian like tsunami as an imperialistic language. The meaning of imperialism here, however, differs from the conventional meaning as it is invited imperialism, not coerced imperialism.The influence of English in Indonesian is discussed in terms of modernization, globalization, economy, and history. The linguistic tsunami effects are overwhelming, staggering, and unstoppable. The data for this article were collected from various sources, and it was found that the number of English words (pure and modified) is indeed confounding. Virtually English words have penetrated all walks of life. Unfortunately, there is no way we can prevent English influence on Indonesian, it is simply inevitable and we cannot do anything about it. Seen from linguistic purism, we have lost the battle in fighting off English influence; but seen from the eye of a descriptive linguist, it is an unpreventable historical phenomenon. It is a lingusitic dynamism in which language is altered and enriched by a continuous input from other languages, the most influential language being the major donor of loanwords of the receiving language. If it is considered a problem, the solution is to change our attitude to realize that any living language continues undergoing modifications and we should be willing to accommodate them. It is the dialectics of world history.
oai:ojs.jurnal.wima.ac.id:article/375
2015-12-07T15:28:21Z
BW:ITI
v2
http://journal.wima.ac.id/index.php/BW/article/view/375
2015-12-07T15:28:21Z
Beyond Words
Vol 1, No 1 (2013)
Editorial
Editorial
Editors, The
2013-11-01 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/375
en
oai:ojs.jurnal.wima.ac.id:article/4232
2023-01-10T03:41:02Z
BW:BR
v2
http://journal.wima.ac.id/index.php/BW/article/view/4232
2023-01-10T03:41:02Z
Beyond Words
Vol 10, No 2 (2022): November; 145-148
A Book Review “Becoming Community-Engaged Educators: Engaging Students Within and Beyond the Classroom Walls”
Tamah, Siti; Widya Mandala Surabaya University
2022-11-30 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/4232
book review; community-engaged educators
en
The book under review is a compilation of reflective writings from seven great educators. This book is really worth reading since each educator has included some reflection questions to complement the life narrative they joyfully share. It not only tells stories, but it also prompts my own contemplation. My own reflection has brought about a three-sentence plea: “When teachers teach and students learn, it is just a classroom. When teachers teach and both teachers and students learn, the classroom becomes alive. Yet, when teachers teach and communities are engaged, the classroom is truly revived”. Anita Lie focuses on poverty lessening while Joel Jablon tells how he becomes a ‘radically open’ person. Yoshi Grote highlights the quality of being an admiring teacher. The necessity for religion tolerance is highlighted in Lisa Liss’ story. Linda Ruas shares her love to a wider community of untrained volunteer teachers while Kip Cates provides a gentle reminder for environmental education. George Jacobs introduces quite a current issue on how he implements intersectionality as a life understanding method. If you are seeking for models of life to investigate professional ways to engage communities in order to renew the life you live, this book is not to be missed.
oai:ojs.jurnal.wima.ac.id:article/1118
2018-05-16T12:21:35Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/1118
2018-05-16T12:21:35Z
Beyond Words
Vol 5, No 2 (2017); 106-114
The Effect of Three Different Types of Corrective Feedback on Students’ Academic Writing in Higher Education
Dewi, Finita; Universitas Pendidikan Indonesia
Jati, Anuncius Gumawang; Institut Teknologi Bandung
2017-12-21 16:25:11
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1118
en
This present study compared three different modes of corrective feedback – peer corrective feedback, teacher-written corrective feedback and video-based corrective feedback – to investigate which mode was more beneficial for students’ academic writing skill. The participants were 120 first semester university students taking academic writing course. An Analysis of Variance (ANOVA) was performed to determine the relationship between students’ academic writing performance and the mode of corrective feedback they experienced with. In addition, a post hoc Tukey’s HSD test was conducted to explore the differences among the corrective feedback given to the students. The result shows that corrective feedbacks provided by teachers – written and video-based – were statistically significant in assisting students’ academic writing performance. In addition, it is also revealed that teacher-written feedback is still regarded as the most beneficial mode of feedback for students’ writing.
oai:ojs.jurnal.wima.ac.id:article/512
2015-03-30T12:25:27Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/512
2015-03-30T12:25:27Z
Beyond Words
Vol 2, No 1 (2014); 90-111
The Student-Bloggers’ Voices on the Contribution of EFL Writing Through Blogging
Sari, Silvana Devinta; Surabaya
2014-05-01 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/512
en
Blogging is an effective way to help students write better as it positively enhances the students’ EFL writing skills. The following study is an attempt to evaluate student-bloggers’ opinions on blogging activity as it gives valuable contributions to student’s EFL writing skill. The research aimed at investigating student-bloggers’ attitudes towards the application of class blog in an informal learning situation. A descriptive case study was conducted to get more information on blogging contributions to student-bloggers’ EFL writing both for the process and the product of writing. The subjects were the student-bloggers of a language course whose blogging activity was intense. The data gathering was employed by probing interview and observation. Additionally, the thorough and meticulous analysis on the product of the writing was performed and scored using a rubric. Findings gathered from the interview depict the benefits and positive contributions of blogging to student-bloggers’ EFL writing. Blogging was certainly seen as a fun writing activity by the student-bloggers. It resulted from the fact that contrary to school learning, while blogging the students experienced autonomous learning, getting direct feedback from readers, and most importantly a complete freedom in writing. Some of blogging contributions for EFL writing are multi-literacy, direct feedback from readers, motivation, autonomous learning, critical thinking and language awareness, networking, freedom to write, and self confidence.
oai:ojs.jurnal.wima.ac.id:article/4190
2024-02-05T07:48:04Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/4190
2024-02-05T07:48:04Z
Beyond Words
Vol 11, No 1 (2023): May; 36-45
The Effect of Project-Based Learning on Reading Comprehension Achievement of Junior High School Students
Ariani, Nita; Widya Mandala Surabaya Catholic University
2023-08-06 18:11:49
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/4190
Project-Based Learning; teaching reading descriptive text
en
This research investigates the effectiveness of project-based learning in enhancing students' understanding abilities in the context of English language learning. Many students face challenges in achieving high levels of proficiency in comprehending written texts. To address this issue, the study explores the impact of project-based learning, which involves authentic tasks, on improving students' overall comprehension skills. Utilizing a quasi-experimental design, the study was conducted with eighth-grade students at a junior high school in Surabaya, East Java. The experimental group received instruction in Collaborative Strategic Reading (CSR), while the control group engaged in Project-Based Learning (PBL). The objective of this investigation was to assess the efficacy of project-based learning in fostering students' comprehension skills through rigorous statistical analysis. The findings reveal a positive influence of project-based learning on students' understanding levels. These results suggest that project-based learning is a recommended approach for teaching language skills, enabling students to enhance their comprehension abilities through engagement in authentic project tasks.
oai:ojs.jurnal.wima.ac.id:article/1670
2018-05-18T11:26:55Z
BW:ITI
v2
http://journal.wima.ac.id/index.php/BW/article/view/1670
2018-05-18T11:26:55Z
Beyond Words
Vol 6, No 1 (2018); i
Acknowledgements
Editorial
Soedjatmiko, Wuri; Widya Mandala Catholic University Surabaya, Indonesia
2018-05-16 14:11:50
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1670
en
Acknowledgements
oai:ojs.jurnal.wima.ac.id:article/587
2015-03-30T10:58:14Z
BW:ITI
v2
http://journal.wima.ac.id/index.php/BW/article/view/587
2015-03-30T10:58:14Z
Beyond Words
Vol 2, No 2 (2014); iv-vi
Editorial
Editorial
Editor, Journal; Widya Mandala Catholic University Surabaya
2014-11-23 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/587
en
oai:ojs.jurnal.wima.ac.id:article/1675
2018-05-18T10:24:07Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/1675
2018-05-18T10:24:07Z
Beyond Words
Vol 6, No 1 (2018); 41-51
Grammatical Subjects in Method Section of Psychology and Chemistry Research Articles
Ebrahimi, Seyed Foad; English Department, Shadegan Branch, Islamic Azad university, Shadegan
Heng, Chan Swee; Faculty of Modern Languages and Communication, University Putra Malaysia
2018-05-16 14:12:08
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1675
method section, research article, grammatical subject, genre
en
This study intends to investigate the realizations and functions of grammatical subject in the method section of research articles across disciplines from hard and soft sciences. To this end, 20 method sections of research articles from two disciplines, namely Psychology and Chemistry, were selected and analyzed. The data were selected from high impact journals indexed in Thompson and Reuters and published by Elsevier. The data were analyzed based on Ebrahimi’s recent analytical framework for the analysis of grammatical subject. The results highlighted noticeable disciplinary differences concerning realizations of the research-related and self-mention grammatical subjects. The results of this study could act as a guide to aid novice writers, especially non-native novice writers from these two disciplines with regard to the use of grammatical subject which serves as an important point in the navigation of subsequent ideas in a message. The findings also stressed that writers need to consider the writing style of their disciplines in realizing linguistic features, such as grammatical subject functionally.
oai:ojs.jurnal.wima.ac.id:article/592
2015-03-30T10:58:14Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/592
2015-03-30T10:58:14Z
Beyond Words
Vol 2, No 2 (2014); 40-56
Strategies for teaching and learning vocabulary
Teng, Feng; Widya Mandala Catholic University Surabaya
2014-11-23 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/592
en
Abstract
This article presents an overview of current research on second language vocabulary learning and proposes eight strategies for teaching and learning vocabulary. First, to facilitate effective vocabulary teaching, choosing high-frequency words is essential. Teachers of vocabulary also need to add explicit, intentional teaching to incidental learning. In addition, vocabulary learning strategies including morphological awareness and lexical inference provides a platform by which learners can improve both receptive and productive vocabulary knowledge. This article also suggests that productive vocabulary knowledge needs more attention than receptive vocabulary knowledge, and that available textbooks seldom address vocabulary sufficiently. In summary, it is very important for all learners and teachers to acknowledge that learning vocabulary is incremental in nature, and we should develop a principled, long-term program for teaching and learning vocabulary.
oai:ojs.jurnal.wima.ac.id:article/1804
2018-12-21T09:21:47Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/1804
2018-12-21T09:21:47Z
Beyond Words
Vol 6, No 2 (2018); 88-101
Syllabus Design for Computer Extracurricular Based on Internet of Things
Agata, Dias; Politeknik Elektronika Negeri Surabaya
Besari, Adnan Rachmad Anom; Politeknik Elektronika Negeri Surabaya
Wibowo, Iwan Kurnianto; Politeknik Elektronika Negeri Surabaya
Putri, Berliana Cahyaniati Purnomo; Politeknik Elektronika Negeri Surabaya
2018-11-30 17:27:23
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1804
Curriculum, Syllabus, Junior High School, Internet of Things, Revised Bloom Taxonomy.
en
Abstract
This study presents the process of designing a syllabus for computer extracurricular based on Internet of Things to be implemented in junior high schools in Indonesia. The process of designing the syllabus is based on the regulations of Indonesia Ministry of Education and Culture and adapted to Revised Bloom Taxonomy. There are six competency standards which is formulated in accordance to the junior high school curriculum and develop into six basic competencies for syllabus design. Six basic competencies are adapted to Internet of Things-based learning materials, then elaborated in indicators of competency achievement from Revised Bloom Taxonomy. The results show that all indicators mentioned in the syllabus are in accordance with the competency standards of junior high school students. In terms of the Knowledge dimension, the factual, conceptual, procedural and metacognitive points of knowledge have been fulfilled with the emergence of cognitive domain verb in each indicator of achievement of competence in the syllabus that has been designed. Various learning activities in the syllabus are comprehensively made so that students can perform practical work in accordance with the learning materials. Learning facilities in each section cover practicum teaching modules, power points, videos, practicum tool modules, and LCD projectors. The assessments for students include written tests, practicum and making products. Each assessment is adjusted to the basic competency and learning materials that have been formulated.
oai:ojs.jurnal.wima.ac.id:article/1848
2019-05-22T11:31:09Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/1848
2019-05-22T11:31:09Z
Beyond Words
Vol 7, No 1 (2019); 43-60
The Interlanguage Pragmatics of Greetings
Shleykina, Galina; Miami University
2019-05-22 11:11:31
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1848
interlanguage, cross-cultural pragmatics, speech acts, greetings
en
The present study centers on interlanguage and cross-cultural pragmatics. It investigates semantic formulas in the speech act of greeting performed by Russian EFL learners. In particular, it compares the non-native speakers’ (NNS) and native speakers’ (NS) production of semantic formulas in terms of number, frequency, and content. A Free Discourse Completion Test (FDCT) containing 16 situational prompts elicited greetings by the English NNSs and NSs. The results show that the NNSs significantly deviate from the NSs in terms of number, frequency, and content of greetings strategies, namely, greetings proper, phatic questions and phrases, address terms, and situational greetings. The differences result from negative pragmalinguistic and sociopragmatic transfer, lack of appropriate linguistic means, or not fully developed pragmatic competence. Important pedagogical implications regarding pragmatic instruction are discussed. The results contribute to a better understanding of how EFL learners greet and respond to greetings. They also shed light on the discussion of L2 learners’ pragmatic competence and appropriateness.
oai:ojs.jurnal.wima.ac.id:article/676
2015-06-13T06:41:12Z
BW:PPTV
v2
http://journal.wima.ac.id/index.php/BW/article/view/676
2015-06-13T06:41:12Z
Beyond Words
Vol 3, No 1 (2015); 32-52
Collaborative Learning or Cooperative Learning? The Name Is Not Important; Flexibility Is
Jacobs, George M.; James Cook University, Singapore
2015-06-03 08:59:53
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/676
en
Abstract
A great deal of theory and research, not to mention students’ and teachers’ practical experience, supports the use of group activities in education. Collaborative learning and cooperative learning are two terms commonly used in discussions of how and why to use group activities. This article looks at the issue of whether the two terms collaborative learning and cooperative learning are synonymous or whether they represent different conceptualisations of how and why students should interact as part of their learning. Those scholars who differentiate the two terms often see collaborative learning as more student centred and cooperative learning as a more teacher centred way to facilitate student-student interaction. The present article argues that collaborative and cooperative learning should be seen as synonymous student centric approaches, and that teachers and students, regardless of which of the two terms they use, should and will vary the ways they shape their learning environments in order to best facilitate the cognitive and affective benefits that student-student interaction offers.
Keywords: Collaborative learning, cooperative learning, flexibility
oai:ojs.jurnal.wima.ac.id:article/1950
2019-12-08T19:21:55Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/1950
2019-12-08T19:21:55Z
Beyond Words
Vol 7, No 2 (2019); 86-100
English Proficiency of Secondary School Teachers in Indonesia
Lie, Anita; English Education Study Program
Widya Mandala Catholic University Surabaya
Tamah, Siti Mina; English Education Study Program
Widya Mandala Catholic University Surabaya
Trianawaty, Trianawaty; English Education Study Program
Widya Mandala Catholic University Surabaya
Triwidayati, Katarina Retno; Universitas Katolik Musi Charitas Palembang
Jemadi, Fransiskus; STKIP Santu Paulus Ruteng
2019-11-25 17:16:58
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1950
English proficiency; teachers; Indonesia; professional development
Katarina Retno Triwidiyati M.Pd., Universitas Katolik Musi Charitas Palembang; Fransiskus Jemadi
en
Responding to the growing need to foster communicative abilities in English, schools in Indonesia are driven to make their students proficient in English. However, the majority of English teachers themselves are still not prepared to use English as a means of communication; improving their English proficiency has thus become a matter of concern. As the first phase of a larger-scale study, this present study focuses on teachers’ English proficiency. Data for this study were collected from 149 secondary school teachers of English from five regions (Palembang, Yogyakarta-Sleman, Surabaya, Ruteng, and Maluku). They were asked to self-assess their English proficiencies based on the ACTFL (American Council on the Teaching of Foreign Languages) guidelines as well as to do an English Proficiency assessment. Fifty-two of these participants were teachers who were completing an in-service professional education program in Surabaya. The teachers assessed their proficiencies in interpersonal communication, presentational speaking, presentational writing, interpretive listening, and interpretive reading. The English Proficiency assessment includes syllabus-oriented items, General English items, and an essay. The study also conducted in-depth interviews of selected teachers. This study found that there is a gap between the teachers’ perception of their communicative abilities in English and their actual English proficiency.
oai:ojs.jurnal.wima.ac.id:article/674
2015-06-13T06:41:12Z
BW:PPTV
v2
http://journal.wima.ac.id/index.php/BW/article/view/674
2015-06-13T06:41:12Z
Beyond Words
Vol 3, No 1 (2015); 1-13
Wisdom as an Outcome of Critical Thinking in the School Curriculum
Towndrow, Phillip A.; Centre for Research in Pedagogy and Practice,
National Institute of Education,
Nanyang Technological University, Singapore
2015-06-03 09:09:19
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/674
en
Abstract
This article considers a way of enacting critical thinking in the school curriculum. An alternative to adopting a formal framework of critical thinking which may not be exhaustive or include desirable components, involves working towards the generation of wisdom—defined as the quality of having the experience, knowledge and insight to think and act aptly in a specific context for a particular purpose—as a way for learners to make meanings that potentially have personal and social significance. The article uses a real-world example to illustrate how critical thinking can be driven by inquiry and underpinned by explanation to demonstrate practical knowledge and understanding in specific circumstances.
Keywords: wisdom, critical thinking, curriculum, instruction, task design, classroom practice
oai:ojs.jurnal.wima.ac.id:article/2170
2020-07-22T09:48:29Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/2170
2020-07-22T09:48:29Z
Beyond Words
Vol 7, No 2 (2019); 137-150
Designing Game-based Learning To Foster The Cross Cultural Cognition
Limantoro, Singgih Widodo; Politeknik Ubaya
Surabaya, Indonesia
Datu, Yerly Arnold; Politeknik Ubaya, Surabaya
2019-11-25 17:17:13
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/2170
boredom; BCC; game-based learning; effectiveness; joy
Singgih Widodo Limantoro, Yerly Arnold Datu, Business English Study Program; Politeknik Ubaya, Surabaya Indonesia.
en
Boredom would be the biggest challenge in realizing a successful learning - effective and joyful learning. Boredom could happen in any learning when the students learn what they do not need or and they do not enjoy the conventional way of learning. In this case study, the writer would design game-based learning to foster the cross cultural cognition in Business Cross Cultural materials. By designing and playing games for learning BCC materials, the writer tried to create the effective and joyful learning. In this research, the writer would use fives phases of the research in designing the game-based learning. Moreover, the writer would investigate their joy and effectiveness of learning by using two different groups of totally 40 participants of Business English students that learn BCC - the experiment group that would use the game-based learning and the controlling group that had learnt without it. And the research results are there was insignificant difference in cognitive learning but the game-based learning could enhance the joy and motivation of learning.
oai:ojs.jurnal.wima.ac.id:article/737
2015-11-30T07:32:50Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/737
2015-11-30T07:32:50Z
Beyond Words
Vol 3, No 2 (2015); 160-169
Scaffolding in Business English Correspondence Classes at College Level
Widjojokoesoemo, Eric Sulindra; Widya Mandala Secretarial Academy Surabaya
2015-11-26 13:41:59
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/737
en
Language teaching and education have been so long influenced by developmental psychology, namely constructivism. This idea enlightens the world of language teaching. Constructivism has received both praises and critics. Communicative approach followers claim that the principles in constructivism support their thoughts while the followers of a more traditional approach, namely, Grammar Translation Method, claim that the constructivism is just another experiment in language teaching, just like other methods. This article is based on a classroom action research investigation of how scaffolding instruction, the operational ‘terms’ of constructivism, based on its ‘ZPD’ (Zone of Proximal Development), play roles in language teaching, specifically in Business English Writing. The investigation has perceived several important aspects in scaffolding instruction for teaching Business English Correspondence, such as the importance of modeling or giving examples, as well as corrective and immediate feedback, together with positive reinforcement, to improve the learners’ performance. It showed that modeling or giving examples, peer reviewing, together with immediate feedback, brought significant influence on the learners’ perspective, about their learning performance.
Keywords: constructivism, Scaffolding, ZPD, Business English Writing
oai:ojs.jurnal.wima.ac.id:article/2092
2020-05-11T13:35:28Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/2092
2020-05-11T13:35:28Z
Beyond Words
Vol 8, No 1 (2020): May; 36-46
Higher Order Thinking Questions in Teaching Reading in a Private Primary School
Mintre, Rosalinda; Xin Zhong School
Lie, Anita; a Professor of Education at Widya Mandala Catholic University, Surabaya
2020-03-06 09:06:55
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/2092
critical thinking; higher order thinking skills; reading
en
In order to meet up the needs of acquiring the 21st century skills, students need to be equipped with critical thinking skills. In English language learning, one way to foster students’ critical thinking is through Higher Order Thinking (HOT) questions in reading. This study unveils the implementation of HOT questions in Grade 5 reading classes in a private primary school in Surabaya. The study in particular was aimed to find out (1) the structure of the teacher’s questions, (2) the types of the teacher’s questions, and (3) the students’ responses. This study used the New Bloom’s taxonomy as the underlying instrument for classifying the types of questions and the students’ responses. Four class observations, four teacher’s interviews and two students’ focus group discussions were conducted in this study. The recorded data were transcribed and analyzed to get the results. The results of the data analysis indicate that 65.15% of the total of 66 questions used by the teacher in the classroom were HOT questions. Among all types of HOT questions, the New Bloom’s analyze questions were used the most with 37.88% of the total questions. HOT questions were mostly addressed during the whilst-instructional activities. Interestingly, the HOT questions were answered in different forms: oral answers, dramatizations and presentations. Related to this finding, the teacher was quite satisfied with the students’ responses since they reached the same thinking level, although sometimes it is necessary for the teacher to simplify his questions in order to get students’ responses.
oai:ojs.jurnal.wima.ac.id:article/742
2015-11-30T07:32:50Z
BW:AA
v2
http://journal.wima.ac.id/index.php/BW/article/view/742
2015-11-30T07:32:50Z
Beyond Words
Vol 3, No 2 (2015); 229-230
About the Authors
About Author
Soedjatmiko, Wuri; Widya Mandala Catholic University Surabaya
2015-11-27 14:08:08
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/742
en
oai:ojs.jurnal.wima.ac.id:article/801
2022-02-20T20:24:52Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/801
2022-02-20T20:24:52Z
Beyond Words
Vol 4, No 1 (2016); 39-46
Lexical Complexity of Decision-Making Writing Tasks: Form-focused Guided Strategic Planning
Mahdavirad, Fatemeh
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/801
en
The present study is an attempt to investigate the effect of form-focused guided strategic planning on lexical complexity of learners’ performance in writing tasks. The twenty intermediate level participants of the study performed an unplanned and then a planned decision-making task. In the planned task condition, the participants were provided with form-focused guided strategic planning which contained detailed instructions about how to plan, by being instructed to focus on form. The guidance included an explanation of the necessary structural and lexical patterns employed to express the learners’ views while developing a comparison-and-contrast paragraph in each task. The results of the statistical analysis indicated that the participants produced a written product with a greater lexical complexity in their performance of the task in the form-focused strategic planning condition. The findings emphasize the importance of guided strategic planning as a task condition in syllabus design for task-based language teaching and the necessity of incorporating this task feature for accomplishing lexical complexity in decision-making writing tasks.
oai:ojs.jurnal.wima.ac.id:article/2607
2020-11-17T09:06:29Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/2607
2020-11-17T09:06:29Z
Beyond Words
Vol 8, No 2 (2020): November; 111-123
The Effect of Online vs. Offline Flipped Instruction on EFL Learners' Writing Ability
Rahimi, Ali; Professor Dr. Ali Rahimi,
School of Social Sciences and Languages,
VIT University, Vellore, India
Hasheminasab, Morteza; University of Kashan, Iran
2020-11-17 01:45:24
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/2607
Computer Assisted Language Learning (CALL), E-learning, EFL, Flipped Instruction, Writing Ability
University of Kashan, Iran; VIT University, Vellore, India
en
This study aimed at examining the effectiveness of computer-assisted flipped instruction on the writing ability of upper-intermediate Iranian EFL learners and their attitudes toward it. A mixed-method approach was used. A quantitative method employing the quasi-experimental pretest-posttest design was used. Twenty participants were selected based on convenient sampling method and were divided into an online flipped instruction group (N= 10) and an offline flipped instruction group (N= 10). A paired sample t-test and independent samples t-test was used to analyze the obtained data. The results showed that the learners who received online flipped instruction outperformed those who received offline flipped instruction, regarding their performance on the posttest. Based on the findings of this study, it was argued that the learners in the online group had a positive attitude toward this method.
oai:ojs.jurnal.wima.ac.id:article/813
2022-02-20T20:24:52Z
BW:PPTV
v2
http://journal.wima.ac.id/index.php/BW/article/view/813
2022-02-20T20:24:52Z
Beyond Words
Vol 4, No 1 (2016); 10-16
Ten Strengths of How Teachers Do Cooperative Learning
Jacobs, George M.
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/813
en
Cooperative learning involves students in working together with peers to learn, to develop learn-ing skills and to enjoy the learning process. This paper examines ten areas in which the author be-lieves he and other teachers do cooperative learning well. These areas are: (1) keeping group size small, usually four or fewer; (2) encouraging students to form heterogeneous groups; (3) monitoring groups as they cooperate and encouraging groups to rely on themselves; (4) creating tasks that the groups find challenging, but not too challenging; (5) encouraging group members to do their fair share in their groups; (6) facilitating a feeling of positive interdependence among group members; (7) being willing to try new ideas in their implementation of cooperative learning; (8) learning from their ex-periences in using cooperative learning; (9) looking for opportunities to share with colleagues about their use of cooperative learning; (10) being cooperative in their lives outside the classroom
oai:ojs.jurnal.wima.ac.id:article/2778
2021-05-31T06:25:17Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/2778
2021-05-31T06:25:17Z
Beyond Words
Vol 9, No 1 (2021): May; 49-67
The Effects of Three L2 Vocabulary Learning Methods Through Reading Activity
Kodama, Keita; Meijo University
Shirahata, Tomohiko; Shizuoka University
2021-05-31 08:24:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/2778
en
This study examines the effectiveness of the three vocabulary learning methods the authors adopted. In search of this research issue, the study used longitudinal experiments with 93 university Japanese learners of English (JLEs) for fifteen weeks. Once a week for six consecutive weeks, participants of the three experiment groups were given different treatments for learning 110 targeted English words when they were mainly reading an English textbook: (i) Group A: the Implicit Vocabulary Learning Group with Questions in English/Answers in English Task, (ii) Group B: the Explicit Vocabulary Learning Group with a Cloze Test Task, and (iii) Group C: the Explicit Vocabulary Learning Group with Multiple-choice Word Test Task. A pretest, immediate posttest, and delayed posttest were conducted. The results showed that (i) all the groups improved their performances at the immediate posttest and almost maintained their performance levels at the delayed posttest, which indicate that all the learning methods were more or less effective. However, the developmental degrees of the vocabulary increase were different: Group C showed the highest improvement among the three. From these findings, the authors claim that using a (multiple-choice) word test is fairly effective for JLEs to develop their knowledge of English words.
oai:ojs.jurnal.wima.ac.id:article/941
2017-06-09T13:32:28Z
BW:PPTV
v2
http://journal.wima.ac.id/index.php/BW/article/view/941
2017-06-09T13:32:28Z
Beyond Words
Vol 4, No 2 (2016); 102-111
A Review on Stuttering and Social Anxiety Disorder in Children: Possible Causes and Therapies/Treatments
Nathania, Nadia
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/941
en
In the past two decades, stuttering and its relation to social anxiety disorder have been researched using different approaches in study fields such as neurolinguistics and neuropsychology. This paper presents a review of research publications about social anxiety disorder in children who stutter. It takes into account studies of stuttering, social anxiety disorders, the possible causes as well as atti-tudes and beliefs towards stuttering. Also, therapies or treatments that have been conducted on both English-speaking children who stutter in the Western context and Mandarin-speaking children stut-terers in Asia, Taiwan in particular; will be looked at
oai:ojs.jurnal.wima.ac.id:article/3360
2022-01-02T10:01:34Z
BW:PPTV
v2
http://journal.wima.ac.id/index.php/BW/article/view/3360
2022-01-02T10:01:34Z
Beyond Words
Vol 9, No 2 (2021): November; 81-90
Screencast-O-Matic to Support EFL Teaching and Learning Amidst the COVID-19 Pandemic
Mali, Yustinus Calvin Gai; Universitas Kristen Satya Wacana
Santosa, Made Hery; Universitas Pendidikan Ganesha
2021-11-30 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/3360
technology; SOM; EFL teaching and learning; emergency remote teaching
en
The COVID-19 situation causes a sudden and unexpected shift of face-to-face pedagogy to emergency remote teaching mode. In that transition, teachers often do not have enough space and time to explore various technology to support their teaching and learning practices that should be done flexibly in multiple places and times. In response, the primary purposes of this article are to introduce a technology tool called Screencast-O-Matic (SOM), its potentials, and possible practices of using SOM that EFL lecturers might adopt for their teaching and learning purposes, specifically in the current pandemic era. Some of the practices discussed in this paper are the use of SOM to: record a video lecturer on how to write a paper following an APA format, give video-based feedback to students’ work, make a digital video presentation, and be a digital mirror that helps students review their speaking performance before they do an actual video presentation. The discussions of the paper are supported by some of the authors’ actual experiences in using SOM in their classrooms, related research findings, and literature. Ideas for future research are presented.
oai:ojs.jurnal.wima.ac.id:article/1110
2018-05-18T11:10:26Z
BW:ITI
v2
http://journal.wima.ac.id/index.php/BW/article/view/1110
2018-05-18T11:10:26Z
Beyond Words
Vol 5, No 1 (2017); i-vi
Acknowledgements
Editorial
Soedjatmiko, Wuri
2017-07-19 14:02:49
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1110
en
.
oai:ojs.jurnal.wima.ac.id:article/3894
2022-08-31T04:09:49Z
BW:ITI
v2
http://journal.wima.ac.id/index.php/BW/article/view/3894
2022-08-31T04:09:49Z
Beyond Words
Vol 10, No 1 (2022): May; i
Acknowledgements
Editorial
Soedjatmiko, Wuri; Universitas Katolik Widya Mandala Surabaya
2022-05-31 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/3894
Acknowledgements
id
Acknowledgements
oai:ojs.jurnal.wima.ac.id:article/3774
2022-08-31T04:09:50Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/3774
2022-08-31T04:09:50Z
Beyond Words
Vol 10, No 1 (2022): May; 70-82
Student-to-Student Cooperation in Virtual Learning without Breakout Rooms
Santosa, Made Hery; Universitas Pendidikan Ganesha, Singaraja, Bali
Ivone, Francisca Maria; Universitas Negeri Malang, Malang
Jacobs, George M; James Cook University (Singapore)
Flores, Jenett C.; Senior High School, University of Baguio, Baguio city
2022-05-31 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/3774
Student Cooperation; Virtual Learning
en
Education has increasingly turned to virtual learning in response to greater awareness of the benefits of virtual learning, increased technology to support learning outside of educational institutions, and, sadly, the advent of the COVID-19 pandemic. At the same time, awareness has also increased of the benefits of student-student cooperation, and technology to facilitate that cooperation has multiplied. Unfortunately, not all students have access to that technology. This article shares ideas, both low-tech and high-tech, to enhance the functioning of groups in virtual learning environments.
oai:ojs.jurnal.wima.ac.id:article/1115
2018-05-18T11:18:33Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/1115
2018-05-18T11:18:33Z
Beyond Words
Vol 5, No 1 (2017); 46-65
Students’ Lived Experience of Project-Based Learning
Ferianda, Sandy
Mukarto, Fransiscus Xaverius
2017-07-19 14:03:02
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/1115
en
Inspired by personal experiences during the study time in the Graduate Program in English Language Studies (ELS) Sanata Dharma University Yogyakarta, this research focused mainly on investigating the ELS students’ lived experience of project-based learning implemented by the ELS lecturers. This study employed hermeneutic phenomenology since it described and interpreted the meanings of ELS students lived experience. The participants of this study were the three ELS students considered to be illuminating from the three different streams batch of 2015. In this study we used one-on-one in depth interview to gain the data. The findings of this study consisted of four prefigured meanings and two emergent meanings namely a) authentic learning, b) learner autonomy, c) cooperative learning, d) multiple intelligences, e) understanding others, and f) personal development. The findings of this study gave implications not only to the ELS students and lecturers, but also to the audience. Lastly, recommendations were also addressed to the ELS students as their habit formation, to the ELS lecturers as their inputs to give more feedbacks to their students, and to the future researchers.
Keywords: Lived experience, project-based learning.
oai:ojs.jurnal.wima.ac.id:article/371
2015-12-07T15:28:21Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/371
2015-12-07T15:28:21Z
Beyond Words
Vol 1, No 1 (2013); 68 - 88
Motivational Implications of Heritage Language Identity for Heritage Language Learning
Berardi-Wiltshire, Arianna; School of Humanities, Massey University
Palmerston North, New Zealand
2013-11-01 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/371
en
The article discusses the significance of elements of Italian identity (Italianità) for the language learning motivation of learners of Italian descent studying their heritage language (HL) by means of foreign language (FL) courses in Wellington, New Zealand. Adopting a social constructivist perspective on both second language learning and the motivational processes underlying it, the study utilizes qualitative data collected through waves of semi-structured interviews from five case-study participants to map the influence that their constructions of Italianità exert on their motivational trajectories over the course of several months of learning. The paper discusses a selection of data excerpts to show how motivational fluctuations are the result of the learners’ own processing of and reaction to elements of their sociocultural context. In particular, an analysis of the learners’ accounts of social exchanges and other crucial events involving the use of the HL outside the classroom will illustrate how these can support motivation by reinforcing the learners’ perceptions of their Italianità, strengthening existing learning goals and/or prompting the formation of new ones. The article concludes with some remarks on the implications for teaching practices and extra-curricular activities that could benefit HL learners by increasing their exposure to the HL outside the classroom while validating and encouraging the personal identity constructions and ambitions at the basis of their learning.
oai:ojs.jurnal.wima.ac.id:article/508
2015-03-30T12:25:26Z
BW:RSCH
v2
http://journal.wima.ac.id/index.php/BW/article/view/508
2015-03-30T12:25:26Z
Beyond Words
Vol 2, No 1 (2014); 1-28
Rhizomatic Learning: “As… When… and If…” A Strategy for the ASEAN Community in the 21st Century
Lian, Andrew; Suranaree University of Technology, Thailand, Ho Chi Minh City Open University, Vietnam, University of Canberra, Australia
Pineda, Maria Victoria; De la Salle University, Philippines
2014-05-01 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/508
en
The article begins with developments in the ASEAN region. In particular, it focuses on demands generated by the goal to build an ASEAN Community characterized by great diversity amongst member countries. The demands created by this diversity are exacerbated by the immense changes taking place in the 21st century, such as unprecedented richness of information and communication systems, unprecedented mobility and the technological empowerment of ordinary people to create or find their own personal solutions in a just in time, just enough and just for me fashion. This leads to the conclusion that learning needs will be vastly different, individual and largely unpredicted and unpredictable. This realisation implies the necessity to develop adaptable, flexible, yet intellectually coherent learning frameworks which will provide the necessary guidance for creating appropriate learning environments. The article proceeds to construct such a framework on the basis of a five-point analysis of how human perception, understanding and knowledge-construction operate. It then develops a learning structure based on the generation of personal learning environments (PLEs) connected to a networked information technology infrastructure which is essentially rhizomatic in nature (i.e. where learners determine the ways that they navigate through information and feedback mechanisms to construct personally-relevant and appropriate knowledge). The article ends with a short scenario to illustrate the workings of this structure and concludes with some remarks about current research in the area in both Asia and Europe
oai:ojs.jurnal.wima.ac.id:article/4349
2022-12-07T10:17:15Z
BW:ITI
v2
http://journal.wima.ac.id/index.php/BW/article/view/4349
2022-12-07T10:17:15Z
Beyond Words
Vol 10, No 2 (2022): November; i
ACKNOWLEDGEMENTS
Editorial
Soedjatmiko, Wuri
2022-11-30 00:00:00
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
url:http://journal.wima.ac.id/index.php/BW/article/view/4349
en
ACKNOWLEDGEMENTS
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