Garuda - Garba Rujukan Digital

p-Index From 2020 - 2025

P-Index

This Author published in this journals

All Journal Magister Scientiae Parafrase: Jurnal Kajian Kebahasaan dan Kesastraan JournEEL (Journal of English Education and Literature)

Agustinus Ngadiman

Unknown Affiliation

Author-ID : 2511100

Arts Humanities Education Languange, Linguistic, Communication & Media Physics

Published : 17 Documents Claim Missing Document

Claim Missing Document

Articles

1 2

DEVELOPING AN ENGLISH SUPPLEMENTARY COURSEBOOK FOR TENTH GRADERS OF TOURISM STUDENTS Tery Kusumawardani; Agustinus Ngadiman
Magister Scientiae No 43 (2018)
Publisher : Widya Mandala Surabaya Catholic University

According to the 2013 Curriculum, English learning materials for both senior high school and vocational high school are equalized. However, it is suggested that the English learning materials for vocational students should be more specific than those for senior high school students because they need to learn specific areas of English in accordance with their major. Finding proper English textbooks for vocational students focusing on their major is not an easy task. In addition, most vocational school teachers also do not have any sufficient time to design the English materials for the vocational students. Therefore, it is recommended to develop the English materials which meet the students’ needs and demands, particularly intended for Tourism Program. In line with those problems, the researcher used ADDIE method which stands for analysis, design, development, implementation, and evaluation as a research design as suggested by Aldobie (2015). Two validators were involved to validate the textbook and they responded positively towards the materials. Furthermore, after using the textbook, three students and a teacher of tourism program were interviewed. They later agreed that the textbook was suitable and was considered to be fun in the learning process.

THE COHESIVE DEVICES USED IN THE CAUSE EFFECT ESSAY WRITTEN BY THE ENGLISH DEPARTMENT STUDENTS OF STKIP ST. PAULUS RUTENG Stanislaus Guna; Agustinus Ngadiman
Magister Scientiae No 38 (2015)
Publisher : Widya Mandala Surabaya Catholic University

The purpose of this research study is to analyze the types of cohesive devices, the frequency of each cohesive device used and to identify cohesive errors that the students committed in their cause - effect essay. There were 29 students’ essays analyzed.. The study revealed that there were four types of cohesive devices used by the students in their essay: Reference, Substitution, Conjunction and Lexical cohesion. In accordance with the frequency of cohesive device, reference had the highest frequency which is 45,38%, followed by Lexical Cohesion 39,33%, Conjunction 14,90%, and Substitution 0,37%. The types of reference: personal, demonstrative and comparative rerference; types of substitution is nominal substitution; types of conjunction: additive, adversative, causal and temporal conjunction, and lexical cohesion: reiteration (repetition, synonym, general word and antonym) and collocation (adjectives + nouns, noun + noun, and verb + preposition) . Dealing with the errors in cohesive devices, the most frequency of errors was reference with the percentage 55,85%, conjunction 16,48%, lexical cohesion 2,76%. The research study revealed that most of the students committed errors in accordance with the source of interlanguage errors and intralingual errors. Most of the students committed errors on pronoun shift refers to grammatical errors, misuse of plural and singular form of demonstrative pronoun, overuse of cohesive devices, run-on sentence, misuse of cohesive devices and overgeneralization in their cause effect essay. The results of this study can contribute some pedagogical implications for writing teachers and students. It is necessary for English teacher to teach cohesion and cohesive devices explicitly and provide them with ample examples in English classes.

The Lexical Phrases Employed in The Thesis Abstracts of English Department Students Agustinus Ngadiman
Magister Scientiae No 33 (2013)
Publisher : Widya Mandala Surabaya Catholic University

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

The Quality of Word Choice In The Narrative Compositions of the English Department Students Sherly Since; Stefanus Laga Tukan; Agustinus Ngadiman
Magister Scientiae No 33 (2013)
Publisher : Widya Mandala Surabaya Catholic University

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.

WASHBACK EFFECT OF THE CLASSROOM TEST IN JUNIOR HIGH SCHOOL Maria Tirtaningrum; Agustinus Ngadiman
Magister Scientiae No 37 (2015)
Publisher : Widya Mandala Surabaya Catholic University

This study focused on the washback effects of classroom tests administered in Junior High School in Indonesian EFL contexts. To obtain the expected data two sets of questionnaires were delivered to the teachers and the students of Junior High schools in Surabaya, Indonesia. Likert scales were used to measure the obtained data. The study revealed that both teachers and students tried hard to prepare classroom tests. Passing classroom tests seemed to be the priority rather than the learning objectives themselves. Exercises for classroom test were therefore mostly given to the students. The materials learned by the students were mostly those students believed or predicted to be the materials for the tests. To some extents thus classroom tests may have both negative as well as positive effects Key Words: Washback Effect, Classroom Tests, Necessary and Unnecessary Decisions.

English Teaching in Elementary School: Parents’ Expectation and Reality Agustinus Ngadiman; Davy Budiono
Magister Scientiae No 25 (2009)
Publisher : Widya Mandala Surabaya Catholic University

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.

The Correlation between Intrinsic Motivation and Speaking Proficiency of the English Department Students. Aventia Wilona; Agustinus Ngadiman; M.G. Retno Palupi
Magister Scientiae No 27 (2010)
Publisher : Widya Mandala Surabaya Catholic University

The purpose of the research was to find out whether there is a correlation between intrinsic motivation and speaking proficiency. The correlation research was conducted with the assistance of a motivational questionnaire and speaking proficiency level as the instruments. Twenty nine respondents, who were the students of the English Department of Widya Mandala Catholic University Surabaya, participated in the research. They took part in filling out the questionnaire and giving out their recent Speaking Class grade. The data gathered were soon correlated using Spearman’s Rank Correlation Coefficient formula. The findings show that there is a moderate correlation between intrinsic motivation and speaking proficiency. Having Intrinsic Motivation in the process of learning a foreign/second language helps people to achieve better speaking proficiency. And through the research, the writer suggests that motivation is indeed an important factor for the success of language learning and acquisition in all aspects and skills; therefore, educators and learners should perceive the importance of being intrinsically motivated. The writer also suggests that in the future time, there should be deeper researches regarding the types of motivation, as well as the orientations of motivation.

Co-Authors Agnes Santi Widiati Antonius Gurito Aventia Wilona Connie Tanone Davy Budiono Fithriyah Putri Perdana Hendrik Johanis George Frans Linda Agustin M.G. Retno Palupi Maria Tirtaningrum Maya Sari Sherly Since Stanislaus Guna Stefanus Laga Tukan Tery Kusumawardani Yohanes Nugroho Widiyanto

Title

Found 17 Documents
Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title Search

Found 17 Documents Search

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Title

Found 17 Documents
Search