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Journal : Magister Scientiae

A COMPARATIVE STUDY BETWEEN INDONESIAN UNDERGRADUSTE AND GRADUATE STUDENTS’ PERCEIVED ANXIETY AND SELF-EFFICACY IN CRITICAL WRITING Fidelia Ratih Widya Wardani; Concilianus Laos Mbato
Magister Scientiae Vol. 49 No. 2 (2021)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v49i2.3309

Abstract

This study aimed to investigate students’ perception on their writing anxiety and how they employed their writing self-efficacy as well as the relationship between writing anxiety and writing efficacy. This research was conducted toward 29 students from undergraduate and graduate EFL students in Yogyakarta who were taking critical writing course. This study used mixed-method research employing a close-ended questionnaire and interview to gather the data. The writing anxiety questionnaire statements were adopted from Cheng (2004), while the writing efficacy statements were adopted from Eby (2018). The data results were analysed using SPSS version 25 then described statistically, whilst the interview data were analysed using thematic analysis. The results showed that both undergraduate and graduate students have a high self-efficacy and anxiety in writing. A correlation test was conducted and described in the discussion section to see the relationship between writing anxiety and writing efficacy indicates that all aspects of writing anxiety had a negative correlation but not significant with writing ability and behavior. However, not all aspects of writing anxiety such as somatic anxiety, avoidance behaviour, and cognitive anxiety had a negative correlation with writing ideas, writing conventions and self-regulation in writing. The interview result showed that the students who had good self-efficacy in writing felt anxiety as a means to explore themselves and foster a positive mindset to continue progressing in writing. The implication of this research is to expand knowledge related to writing practice in EFL context and educational psychology.
SELF-EFFICACY AND INDONESIAN JUNIOR HIGH SCHOOL STUDENTS’ READING ABILITY IN ONLINE CLASSES Anne Yustica Pramesti Sumarsono; Concilianus Laos Mbato
Magister Scientiae Vol. 50 No. 1 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i1.3347

Abstract

Self-efficacy in reading is considered to be the cause and result of academic achievement, especially in online learning where students need to learn independently. In this study, the researchers attempted to find out the impacts of self-efficacy on the reading ability of 9th-grade students at SMP 5 Purwokerto during online learning. There were 32 students from class 9A who participated in this study.  The research question was: What is the perceived effect of self-efficacy on the reading ability of 9th-grade students at SMP 5 Purwokerto? The researchers used the qualitative method with two research instruments. The results reveal that 9th-grade students have a high level of self-efficacy, can find solutions to every problem, and read a lot of new things from the internet, newspapers, novels, or magazines. Online classes, therefore, bring students’ independence to find solutions from the problems. This study contributes to learning English on reading skills during online school.  
TIMORESE LANGUAGE STUDENTS’ LEVELS OF METACOGNITIVE AWARENESS OF READING STRATEGIES Manuel Mendonca Araujo; Concilianus Laos Mbato
Magister Scientiae Vol. 51 No. 1 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i1.4539

Abstract

Reading strategies are crucial in education. This research focused on Timorese language students’ levels of reading strategies. It attempted to answer two research questions; (1) What are the levels of Timorese language students’ metacognitive awareness of reading strategies? and (2) How do Timorese language students apply the reading strategies in their reading experiences? A mixed-method design was adopted. Mokhtari & Sheorey’s (2002) Survey of Reading Strategies (SoRS) was used to collect quantitative data. The findings revealed two high levels; global reading strategies, with a mean value M=3.86, SD=1.1837, and support reading strategies, with a mean value of M=3.79 SD=1.2120. Problem-solving strategies were medium-level, with a mean value M=3.61, SD=1.1718. Highlighting keynotes, using google, discussing, controlling speed were revealed in the qualitative data as adopted reading strategies. Language teachers could use this research to improve language students’ reading strategies, and future researchers should do extensive research to provide more findings.   Keywords: awarenes, metacognitive, reading strategies.  
ENGLISH TEACHERS' IDENTITY INFLUENCE ON EMOTIONS AND BELIEFS: A NARRATIVE INQUIRY INTO PRIVATE AND STATE SCHOOL TEACHERS Intan Clara Briliant Mallisa; Concilianus Laos Mbato
Magister Scientiae Vol. 51 No. 2 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i2.4872

Abstract

Teacher identity, emotions, and beliefs are all interconnected aspects of a teacher's professional self-concept and are essential to effective teaching. Therefore, this study aims to find and prove that teacher identity is very influential with emotions and beliefs. The writer used qualitative research from the life experiences of two junior high school English teachers from private and public schools in Tarakan, Nort Kalimantan. This research used a narrative inquiry method with in-depth interviews. An in-depth interview was the primary data, and the support data were collected from some journals and online resources relevant to this study. Furthermore, the results of the interview showed that both teachers had strengths and weaknesses in forming their teachers' identities, emotions, and beliefs.  However, the best and most prominent is the teacher's answer from the private school.
THE IMPLEMENTATION OF METACOGNITIVE STRATEGIES IN SEMINARIANS’ ONLINE READING ACTIVITY Sarce Lobi; Concilianus Laos Mbato
Magister Scientiae Vol. 52 No. 2 (2024)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v52i2.5885

Abstract

The article explores the role of metacognitive strategies in improving online reading performance among seminarians. With the rise of digital technology and the increasing reliance on online resources, it is crucial to equip seminarians with efficient metacognitive tools to enhance their understanding, analytical thinking, and overall educational journey. The study aims to identify specific metacognitive strategies that seminarians implement to improve their online reading skills. The study found that seminarians were aware of metacognitive strategies, with a high percentage using planning, monitoring, and evaluation strategies in reading. Regardless, metacognitive strategy instruction is widespread among seminaries and has been successfully implemented, providing an effective alternative for teaching reading comprehension skills at the senior high school level. The study suggests practical ways for students to build their self-regulated-learning skills particularly in reading. 
EMOTIONAL REGULATION STRATEGIES AMONG EFL MASTER’S STUDENTS AT SANATA DHARMA UNIVERSITY: NAVIGATING ACADEMIC CHALLENGES AND STRESS Edeltrudis Patrisia Soge; Simron Krisnuarjati Hindom; Galuh Wuryaningtyas; Concilianus Laos Mbato
Magister Scientiae Vol. 53 No. 1 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v53i1.7280

Abstract

ABSTRACT Emotions are physiological states that significantly influence the learning process. Students must regulate their emotions when confronted with challenges in higher education. This study addresses the research questions: 1.) How do Masters students regulate their emotions in academic life? and 2.) What are the perceived effects of emotion regulation in their academic life? This study used an explanatory sequential mixed method with 21 participants from the first semester of the English education master's program at Sanata Dharma University batch 2024. Observation, questionnaire, and interview were used to collect the data. This study used the process of recognition, coding, data reduction, data display, and triangulation techniques. The results showed that students had varied perspectives of emotional regulation towards their academic life. It was influenced by their thoughts, environment, and personal jobs. They faced challenges such as heavy workloads, time constraints, nervousness, stress, anxiety, and personal issues. To overcome this, the students seek help from friends, family, and lecturers, choose relaxing activities, and shift their mindsets. It was found that students' emotional regulation varied depending on their academic situation during the semester. On the other hand, students perceived the effect of emotional regulation, which is knowing themselves better, boosted confidence, better understanding of the materials, improved time management, and healthy relationships. This research highlights the importance of emotional regulation for first-semester master's students adapting to a new environment, aiding their academic success.
EXPLORING SOCIAL-EMOTIONAL LEARNING THROUGH NETFLIX MOVIE ENOLA HOLMES (2020) LESSONS AND IMPLICATION FOR EFL EDUCATION Simron Krisnuarjati Hindom; Edeltrudis Patrisia Soge; Natalina Antonia dos Santos; Ouda Teda Ena; Concilianus Laos Mbato
Magister Scientiae Vol. 53 No. 2 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v53i2.7768

Abstract

This Study explores the integration of Social-Emotional Learning (SEL) with the Netflix movie Enola Holmes (2020), focusing on its relevance and implications for EFL educational contexts. Based on SEL's five core competencies as defined by CASEL (Collaborative for Academic, Social, and Emotional Learning), including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The study applied a qualitative descriptive design, with thematic content analysis, to examine how the SEL competencies are seen in the film’s main character, Enola Holmes, throughout the narrative. Using the film and its script as primary data sources, key scenes and dialogues were coded and analysed to identify SEL indicators. The findings reveal that Enola Holmes, as the main character, constantly expresses the five core components of Social-Emotional Learning (SEL) through her collaborative skills, moral reasoning, and independent decision-making. Therefore, the study suggests that integrating popular media like Enola Holmes into educational settings can enhance the delivery of SEL core competencies, specifically with regard to the implications in educational settings by offering a contextually meaningful, relatable, and engaging medium for students. The study contributes to the limited body of research that connects SEL and film analysis, emphasizing the value of visual storytelling in the educational environment. It highlights how popular media can be harnessed to cultivate emotional intelligence and character development in classroom settings.