Articles
<![CDATA[The Implementation of Religious and Moral Education at Kindergarten ]]>
<![CDATA[Fithriyah Putri Perdana]]>;
<![CDATA[Agustinus Ngadiman]]>
<![CDATA[ JournEEL Vol 1 No 1 (2019): JournEEL (Journal of English Education and Literature) ]]>
Publisher : <![CDATA[STKIP PGRI SIDOARJO ]]>
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DOI: 10.51836/journeel.v1i1.40
<![CDATA[Religious and moral education from an early age so needs to be invested for the child, so that in the future they will have a strong and deep understanding of the norms and teachings of Islam. Age children early childhood and kindergarten (TK) is a time to play, so education is implemented particularly religious education should be designed properly by the teacher so that the education process into an active and fun activities. Kindergarten (TK) Darma Wanita Sekardangan, Sidoarjo is one of the educational institutions that provide education for early childhood, with one lesson material is a moral and religious education. Moral education is one of the materials is very important because in load values, morals and religion, so this will be a guide for students in later life. The research method used is descriptive qualitative research to describe in detail the subjects and issues to be studied. The findings in this study is the cultivation of religious values and morals for children Kindergarten revolves around the activities of daily life. In particular cultivation of religious values with laying the foundations of the faith, personality or character that is commendable and devotional practices, in accordance with the child's ability is implemented. As one of the early childhood education institutions, in conducting the study, have several models of delivery Edutainment, habituation and uswah hasanah as a reference implementation of teaching and learning.]]>
<![CDATA[SANEPA AND ITS UNDERLYING VALUES ]]>
<![CDATA[Agustinus Ngadiman]]>
<![CDATA[ PARAFRASE : Jurnal Kajian Kebahasaan & Kesastraan Vol 11 No 01 (2011) ]]>
Publisher : <![CDATA[Universitas 17 Agustus 1945 Surabaya ]]>
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DOI: 10.30996/parafrase.v11i01.182
<![CDATA[Abstrak. Artikel ini adalah laporan hasil penelitian tentang makna terselubung sanepa dalam bahasa Jawa. Pengertian tentang kata sanepa secara pasti belum ada. Untuk memahami hubungan antara sanepa dan makna terselubung sanepa tersebut, langkah pertama adalah memperjelas tentang ciri-ciri sintaktis. Kemudian melakukan interpretasi atas makna sanepa. Langkah terakhir adalah menentukan makna terselubung dari sanepa. Dari ciri sintaksis sanepa terbentuk dari penggabungan kata sifat dan kata benda dan membentuk (1) metafora nomina; (2) metafora predikatif; dan (3) metafora kalimat. Kata kunci: sanepa, syntactic features, underlying value]]>
<![CDATA[Effects of Process Oriented Approach to Teaching Writing to English Department Students ]]>
<![CDATA[Agustinus Ngadiman]]>
<![CDATA[ Magister Scientiae No. 31 (2012) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i31.43
<![CDATA[This study investigated the effects of process oriented approach to teaching writing to the English Department students. It was a one-shot case study. The subjects were English Department students of Widya Mandala Catholic University Surabaya taking the Writing Course I for 14 meetings focusing on the recount, biography and narrative genres in the academic year 2006-2007. The study revealed that the writing processes taken by the students varied according to the types of writers (the good and the poor). The study also proved that to some extent writing processes the students took had significant effects on the English texts they composed]]>
<![CDATA[English Teaching in Elementary School: Parents’ Expectation and Reality ]]>
<![CDATA[Agustinus Ngadiman]]>;
<![CDATA[Davy Budiono]]>
<![CDATA[ Magister Scientiae No. 25 (2009) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i25.568
<![CDATA[The need for the teaching of English as a foreign language in Indonesia has been felt by almost all levels of society, especially in big cities. Without realizing the schools readiness, society has put a great expectation on the success of the English teaching. Theories on Second Language Acquisition suggest that a foreign language should be taught to children of young age because every individual possesses a language Acquisition Device, regardless of the age (Chomsky, 1962). Lanneberg (Krashen, 1988: 72) claimed that children are biologically capable to learn a language easily due to the elasticity nature of their brain. This elasticity will stop once the lateralization process takes place in a time when children usually begin to enter their puberty period. In accordance to the 1994 National Curriculum, English has been formally introduced to students of Elementary School. Now, at the dawn of the implementation of competence Based Curriculum, elementary schools are reformulating their English syllabuses and materials to respond to parents’ expectations. This paper intends to describe these expectations along with what the schools have done to respond these expectations based on a survey conducted on a number of elementary schools in Surabaya. Furthermore, the paper will also try to verify whether these expectations are realistic or not and suggest several achievement indicators that are in line with these realistic expectations.]]>
<![CDATA[The Structure of the Narative Texts Written by the Students of ESP ]]>
<![CDATA[Maya Sari]]>;
<![CDATA[Stefanus Laga Tukan]]>;
<![CDATA[Agustinus Ngadiman]]>
<![CDATA[ Magister Scientiae No. 29 (2011) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i29.583
<![CDATA[In line with the objective of Writing 1; making the students capable to write a good recount including a(n) (auto) biography texts and narratives texts in grammatically correct and acceptable sentences in English, the writer, hence, tries to investigate the quality of Writing 1 products, especially the narrative texts they produced. The data sources of the study under report are Writing 1 students’ final semester test papers of the even semester of the academic year of 2006/2007 and 2008/2009 in the EESP of WMSCU. The results of the analyses show that the organization of the narrative of the excellent. Even though the organizational patterns are varied, the readers are still able to follow the compositions with a good understanding and feel the flow of the compositions. In short, those compositions are understandable.]]>
<![CDATA[Transitional Markers in The Argumentative Compositions of The English Department Students ]]>
<![CDATA[Linda Agustin]]>;
<![CDATA[Agustinus Ngadiman]]>
<![CDATA[ Magister Scientiae No. 34 (2013) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i34.605
<![CDATA[Coherence in a composition is achieved when there is a clear transition or link between its major parts. This study is conducted to reveal the kinds and uses of transitional markers signaling reason and conclusion in argumentative compositions. The data source was 16 argumentative compositions of Writing 3 students of an English Department Surabaya. The study reveals that there were 31 (156 frequency of occurrences) transitional markers signaling reason and conclusion found, which consists of 21 (110 frequency of occurrences) markers functioning as reason, and 10 (46 frequency of occurrences) others functioning as conclusion. The forms of transitional markers signaling reason were: word and phrase form. The writer found 7 (83 frequency of occurrences) word and 14 (27 frequency of occurrences) phrase forms of reason transitional markers. She also found 4 (34 frequency of occurrences) word form, 3 (9 frequency of occurrences) phrase form, and 3 (3 frequency of occurrences) clause form of transitional markers signaling conclusion. Among all of those transitional markers, there were 93 times of appropriate and 17 times of inappropriately used transitional markers signaling reason; and 37 times of appropriate and 9 times of inappropriately used transitional markers signaling conclusion. Based on the findings of the analysis above, it can be concluded that the inappropriateness used of the transitional markers found mostly happen in the presence of comma and because of the influence of Bahasa Indonesia.]]>
<![CDATA[The Quality of Word Choice In The Narrative Compositions of the English Department Students ]]>
<![CDATA[Sherly Since]]>;
<![CDATA[Stefanus Laga Tukan]]>;
<![CDATA[Agustinus Ngadiman]]>
<![CDATA[ Magister Scientiae No. 33 (2013) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i33.611
<![CDATA[This study was an attempt to answer the questions: Are the words used in the compositions of Writing I students specific and appropriate? Are the nouns, adjectives, verbs, and adverbs used in the compositions under study specific and appropriate? The data source of the study was the students’ Writing I final test papers of academic years 2006/2007 (15 papers) and 2008/2009 (15 papers). The results are the words made by the students from both academics are specific and appropriate in which the score is 3. There are 20 essays scored 3 or in good quality, 7 essays with excellent score (4), and 3 essays are scored 2 (fair). The nouns used are specific (good score of 3) while the verbs and the modifiers used are somewhat specific (fair score of 2). All four classwords are used appropriately in which the score is 4 (excellent). Based on the results, it is suggested the EESP authorities include vocabulary section in Writing I syllabus that is treated as equally important as any other elements of Writing. The Writing I lecturers are expected to teach the students to master and use specific and appropriate words. The students themselves are encouraged to enrich their vocabularies by reading books.]]>
<![CDATA[The Lexical Phrases Employed in The Thesis Abstracts of English Department Students ]]>
<![CDATA[Agustinus Ngadiman]]>
<![CDATA[ Magister Scientiae No. 33 (2013) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i33.613
<![CDATA[Lexical phrases employed in the thesis abstracts of English Department students is the focus of the present study. The sources of the data were randomly selected from the thesis abstracts of the English Department students writing thesis for one of the requirements for the Bachelor degree. There are four kinds of lexical phrases employed :in students’ thesis abstracts; (a) verbal phrases, (c) noun phrases, (c) prepositional phrases, and others, typically longer clausal structures. The functions of those lexical phrases are (a) Reporting what other say, (b) Describing problems (c) Describing situation (d) Presenting results (e) Research and study aims (f) Expressing points of view (g) Expressing degrees of certainty (h) Presenting argument (i) connectors (j) Comparing and contrasting (k) Summering and (l) conclusion]]>
<![CDATA[Adversative Cojuncts in The Academic Article of Indonesian Scholars ]]>
<![CDATA[Agustinus Ngadiman]]>;
<![CDATA[Connie Tanone]]>
<![CDATA[ Magister Scientiae No. 36 (2014) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i36.626
<![CDATA[This study focuses on the English adversative conjunctions empl0yed by Indonesian scholars in their academic essays. The data sources for this study were twenty introduction part of the academic writing written by Indonesian EFL teachers published I TEFLIN journals in 2002 – 2011. The instrument of this study was the writer herself. The data were analyzed based on the categorization of adversative conjunction by Murcia and Freeman (1999). The study reveals that there were variety of adversative conjuncts used in the academic essays,: (1) proper, (2) contrastive, (3) correction, (4) dismissal but not all the adversative conjuncts were appropriately used which might not be realized by many writers. 85% of the writers misused the adversative conjuncts in their papers. The might be two possible causes of errors: (1) false-concept of hypothesis and (2) the interference of the L1.]]>
<![CDATA[The Effects of Questioning Strategy in Teaching Simple Poetry in Introduction to English Literature ]]>
<![CDATA[Antonius Gurito]]>;
<![CDATA[Agustinus Ngadiman]]>
<![CDATA[ Magister Scientiae No. 28 (2010) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i28.634
<![CDATA[This study aims at determining the effects of questioning strategy in teaching simple poetry in introduction to English literature. A quasi-experimental study applying a pretest-posttest control group design was employed. A sample of 99 students was purposefully selected from the accessible population of S1 students taking Introduction to English Literature at an English Department Surabaya. The experiment was conducted for 16 weeks. Two types of data were collected: the students’ scores of reading comprehension and the types of questions generated by the students. Two types of test, and objective reading comprehension test and a subjective reading comprehension test were administered. The study proved that both provided and generated questions promote reading comprehension better than reading-only. The study also proved that selfquestioning is the most effective strategy for comprehending selections]]>
