Articles
<![CDATA[IMPROVING THE GRAMMATICAL ACCURACY OF THE SPOKEN ENGLISH OF INDONESIAN INTERNATIONAL KINDERGARTEN STUDENTS ]]>
<![CDATA[Imelda Gozali]]>;
<![CDATA[Ignatius Harjanto]]>
<![CDATA[ TEFLIN Journal Vol 25, No 2 (2014) ]]>
Publisher : <![CDATA[TEFLIN ]]>
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<![CDATA[The need to improve the spoken English of kindergarten students in an international preschool in Surabaya prompted this Classroom Action Research (CAR). It involved the implementation of Form-Focused Instruction (FFI) strategy coupled with Corrective Feedback (CF) in Grammar lessons. Four grammar topics were selected, namely Regular Plural form, Subject Pronoun, Auxiliary Verbs Do/Does, and Irregular Past Tense Verbs as they were deemed to be the morpho-syntax which children acquire early in life based on the order of acquisition in Second Language Acquisition. The results showed that FFI and CF contributed to the improvement of the spoken grammar in varying degrees, depending on the academic performance, personality, and specific linguistic traits of the students. Students with high academic achievement could generally apply the grammar points taught after the FFI lessons in their daily speech. Students who were rather talkative were sensitive to the CF and could provide self-repair when prompted. Those with lower academic performance generally did not benefit much from the FFI lessons nor the CF. ]]>
<![CDATA[Home, school, and community factors on Indonesian secondary students’ self-identity changes ]]>
<![CDATA[Harjanto, Ignatius]]>;
<![CDATA[Lie, Anita]]>;
<![CDATA[Wijaya, Juliana]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 9, No 2 (2019): Vol. 9, No. 2, September 2019 ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v9i2.20232
<![CDATA[This study examines the effects of home, school, and community factors on Indonesian secondary students’ self-identity changes in relation to their use of English. The subjects of this research were 1707 Indonesian high school students from four big cities in Indonesia. The instrument was a questionnaire on the influence of English exposure at home, school, and community and six categories of self-identity changes: self-confidence, subtractive, additive, productive, split, and zero changes. The analysis showed that there were three noticeable findings, they were (1) the issue of self-identity change on Indonesian students was not evident, (2) the greatest influence on the six self-identity indicators came from community factors altogether although slightly, and (3) the biggest influence of all was home factors on the subjects’ self-confidence. A conclusion is then made with a recommendation.]]>
<![CDATA[Improving Elementary School Students’ English Vocabulary Through Local Cultural Content Materials ]]>
<![CDATA[Manurung, Frans]]>;
<![CDATA[Harjanto, Ignatius]]>
<![CDATA[ Beyond Words Vol 3, No 1 (2015) ]]>
Publisher : <![CDATA[Widya Mandala Catholic University Surabaya ]]>
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DOI: 10.33508/bw.v3i1.681
<![CDATA[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]]>
<![CDATA[The Preference for English in Digital Media among Indonesian Millennials ]]>
<![CDATA[Harjanto, Ignatius]]>
<![CDATA[ Beyond Words Vol 9, No 1 (2021): May ]]>
Publisher : <![CDATA[Widya Mandala Catholic University Surabaya ]]>
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DOI: 10.33508/bw.v9i1.3143
<![CDATA[The use of English among Indonesian millennials has been more widespread especially because of exposure to English has been so massive to secondary school in urban areas. There has been a concern that the increasing use of English might diminish their Indonesian language use and cultural identity. This study aims to investigate the roles of English on satellite TV programs and social media posts for Indonesian millennials, their language preference, and the consequences of language preference on their national identity. A concurrent embedded mixed methods design collecting quantitative and qualitative data was carried out through short essays and closed-questionnaires. Both questions of essay writing and closed-questionnaires were sent to students of private high schools in two big cities (Jakarta and Surabaya), aged 18 to 20 years old online. The questionnaire items were in multiple-choice and the short paragraph essay explained the importance of TV programs and social media posts for learning English. After being scrutinized, 989 respondents’ essay responses were analysed. The findings showed that TV programs and social media posts were claimed to have important roles of English learning resources. Although they practiced English through social media, they felt that they still kept themselves as Indonesians when using English on social media]]>
<![CDATA[Foreign Language Anxiety and Its Impacts on Students’ Speaking Competency ]]>
<![CDATA[Kathreen B. Aguila]]>;
<![CDATA[Ignatius Harjanto]]>
<![CDATA[ ANIMA Indonesian Psychological Journal Vol. 32 No. 1 (2016): ANIMA Indonesian Psychological Journal (Vol. 32, No. 1, 2016) ]]>
Publisher : <![CDATA[Laboratory of General Psychology, Faculty of Psychology, Universitas Surabaya ]]>
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DOI: 10.24123/aipj.v32i1.582
<![CDATA[Anxiety may either have negative or positive impacts on one’s learning process. It is possible that anxiety may deteriorate the quality of learning process by making the learner intellectually and psychologically disturbed. In other cases, anxiety may increase students’ learning motivation due to the feeling of pressure. This study aimed to investigate the factors that contribute to students’ foreign language anxiety and its impacts on their speaking competency. The participants are university students taking English Conversation Class. Classroom observations were done to evaluate students’ speaking performance. Other instruments were Foreign Language Class Anxiety Scale (FLCAS) questionnaire and interviews. The results showed that the students had slightly high anxiety level; and there was an invert relationship between the anxiety level and the speaking scores. Several major factors that cause anxiety among the students have been identified, and it was also seen that anxiety has its most negative impacts on students’ communicative and interactive ability.]]>
<![CDATA[PENERAPAN STRATEGI THINK-TALK-WRITE (TTW) UNTUK MENINGKATKAN KEMAMPUAN MENULIS PESERTA DIDIK KELAS 8 PADA TEKS RECOUNT DI SMPN 1 SURABAYA TAHUN AJARAN 2022/2023 ]]>
<![CDATA[Rochmah, Miftaachur]]>;
<![CDATA[Adrianti, Yesica Vivi]]>;
<![CDATA[Harjanto, Ignatius]]>
<![CDATA[ 977-2406-937 ]]>
Publisher : <![CDATA[Fakultas Keguruan dan Ilmu Pendidikan (FKIP), Universitas Katolik Widya Mandala Madiun ]]>
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<![CDATA[Penelitian ini bertujuan untuk mengeksplorasi lebih jauh tentang penerapan strategi Think-Talk-Write (TTW) dalam meningkatkan kemampuan menulis peserta didik kelas 8 pada teks recount di SMPN 1 Surabaya. Selain itu, penelitian ini juga menyelidiki aspek-aspek menulis yang meningkat melalui penerapan strategi Think-Talk-Write (TTW). Penelitian ini menggunakan penelitian tindakan kelas kolaboratif dan dilakukan dalam 2 siklus. Setiap siklus terdiri dari tahap perencanaan, pelaksanaan, observasi, dan refleksi. Tes menulis dan observasi merupakan instrumen yang digunakan dalam penelitian ini. Data yang diperoleh dari tes menulis dan observasi dianalisis secara kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa terdapat peningkatan kemampuan menulis peserta didik setelah penerapan strategi Think-Talk-Write (TTW). Hal ini dibuktikan dengan adanya peningkatan nilai rata-rata menulis peserta didik dari pretest (M= 71.62), posttest 1 (M=77.45), dan posttest 2 (M=84.31). Selain itu, hasil penelitian juga menunjukkan adanya peningkatan pada aspek-aspek penulisan mulai dari konten, penggunaan bahasa, organisasi, kosakata, dan mekanik. Dengan demikian, penerapan strategi Think-Talk-Write (TTW) dapat meningkatkan kemampuan menulis peserta didik dalam teks recount di SMPN 1 Surabaya.]]>
<![CDATA[Assisting School Teachers in Developing and Implementing Learning Modules Infused with Computational Thinking Principles ]]>
<![CDATA[Harjanto, Ignatius]]>;
<![CDATA[Teopilus, Susana]]>;
<![CDATA[Anggraini, Kristin]]>
<![CDATA[ Jurnal Pengabdian UNDIKMA Vol. 5 No. 1 (2024): February ]]>
Publisher : <![CDATA[LPPM Universitas Pendidikan Mandalika (UNDIKMA) ]]>
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DOI: 10.33394/jpu.v5i1.9595
<![CDATA[This community service activity program aims to guide school teachers to infuse CT principles into the learning modules and to implement their CT-infused modules in their classes. The methods for implementing community service activities were workshops and mentoring activities. The target of the activity was pre-school, elementary, and junior-high school teachers at School Foundation of Yohanes Gabriel sub-District Tuban. The instruments used to collect data were a survey, observation sheets, and learning-module documents. The data were analyzed to describe the teachers’ abilities to create CT-infused modules and their skills to carry out these modules in their instructional practices. The results of this program showed that the teachers understood CT principles and taxonomy and could create appropriate teaching modules infused with CT principles. It implies that this community service program could improve teachers’ teaching skills through their efforts to integrate computational thinking into their instructional practices.]]>
<![CDATA[Language Readability Levels of Reading Passages and Comprehension Levels of Exercises in Scaffolding English Coursebooks ]]>
<![CDATA[Listianingsih, Lusiana]]>;
<![CDATA[Harjanto, Ignatius]]>
<![CDATA[ ANIMA Indonesian Psychological Journal Vol 28 No 3 (2013): ANIMA Indonesian Psychological Journal (Vol. 28, No. 3, 2013) ]]>
Publisher : <![CDATA[Faculty of Psychology, Universitas Surabaya ]]>
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DOI: 10.24123/aipj.v28i3.4149
<![CDATA[Reading passages should have language readability levels suiting to students’ grade levels. Indeed, reading comprehension exercises should help students develop their competences in comprehending texts. This study investigated the language readability levels of reading passages and the comprehension levels of exercises in Scaffolding for Grades 7, 8, and 9. Assessed using Flesch-Kincaid formula and Fry figure, the language readability levels of reading passages in Scaffolding coursebooks were below the grade levels of Indonesia EFL students using the coursebooks. Judged using Barrett’s Reading Comprehension Taxonomy, exercises in Scaffolding coursebooks were dominated by literal comprehension and reorganization exercises, and supplemented with low numbers of inferential comprehension and evaluation exercises. Bacaan dalam buku teks seharusnya mengandung bahasa (kata dan kalimat) yang dapat di- mengerti siswa yang menggunakannya. Latihan yang menyertai bacaan juga seharusnya mengembangkan kemampuan siswa untuk memahami bacaan. Penelitian ini mengevaluasi tingkat keterpahaman bahasa dalam bacaan pada buku teks bahasa Inggris Scaffolding oleh siswa, dan seberapa besar latihan yang menyertai bacaan membantu pemahaman bacaan oleh siswa. Hasil evaluasi keterpahaman bahasa dalam bacaan menggunakan formula Flesch-Kincaid dan Fry menunjukkan bahwa bahasa yang digunakan dalam bacaan di bawah tingkat siswa yang menggunakan buku teks tersebut. Hasil evaluasi latihan bacaan menggunakan Taksonomi Barrett menunjukkan bahwa sebagian besar latihan mengembangkan pemahaman literal dan reorganisasi, dengan sebagian kecil latihan mengembangkan pemahaman inferensial dan evaluasi.]]>
<![CDATA[Inner Circle English Cultural Senses Found in Interlanguage XII ]]>
<![CDATA[Rycha Rany Susanto]]>;
<![CDATA[Ignatius Harjanto]]>
<![CDATA[ Magister Scientiae No. 35 (2014) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i35.576
<![CDATA[The learning of culture is unavoidable in the learning of English since cultural values are embedded in the body of language. In order to communicate effectively, language learners need to be culturally aware of what their utterances might convey. As one of important factors in successful language learning process, English course books should foster English cultural issues and support learners to be culturally competence. The study investigated cultural contents of the inner-circle English countries in an English course book entitled Interlanguage XII, which has been approved by Badan Standar Nasional Pendidikan (BSNP). The inner-circle English cultural contents were investigated through the theory of four senses of culture by Adaskou et al (1990). The all four senses of culture were included in Interlanguage XII. The results indicated that the highest percentage is the presence of pragmatic sense, while the least sense was the sociological sense. The results also showed that even though the all four sense were present, the frequency among those four was not balance. This implies the aim and the emphasis of the course book in the foreign language learning; the course book emphasize more on the use of language instead of its grammatical and structural skill.]]>
<![CDATA[Pengorganisasian dan Pengembangan Ide ]]>
<![CDATA[Ignatius Harjanto]]>
<![CDATA[ Magister Scientiae No. 29 (2011) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i29.582
<![CDATA[Writing requires what to write and how to write it. Having ideas only cannot guarantee people to be able to write their ideas. Ideas must be organized and developed in such a way to help readers understand. Effective writers organize and develop their ideas effectively. They use different strategies to sort the ideas and information they have gathered in order to make connections, identify relationships, and determine possible directions and forms for their writing. This article discusses issues of organizing and developing ideas. Starting with a theory of essay writing, the article discusses the parts of an article and its contents. For clarity, examples of organizing and developing ideas are given]]>
