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All Journal Magister Scientiae LLT Journal: A Journal on Language and Language Teaching
Y.G. Harto Pramono
English Department, Teachers Training And Education Faculty, Widya Mandala Surabaya Catholic University, Surabaya
Arts Humanities Education Languange, Linguistic, Communication & Media Physics Social Sciences

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Developing Interactive Multimedia Software for English Learning Y.G. Harto Pramono
Magister Scientiae No 32 (2012)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1076.36 KB) | DOI: 10.33508/mgs.v0i32.618

Abstract

This paper describes a project aimed to develop interactive multimedia software which is pedagogically attractive and appropriate for Year 2 students of Elementary School to learn English. The software was developed using Macromedia Flash Professional 8. It presented one common theme: Animals. The learning activities provided in the software were carefully designed to help the students develop the four main skills for language acquisition – listening, speaking, reading, and writing – in an integrated way. To gain an optimal product, an evaluation by experts was conducted and the result of this evaluation was used as the basis for revising the software. In addition, a series of tryout by target users were conducted phase by phase. After each phase of the tryout was completed, the software was revised by addressing the results of the tryout to improve its quality. Based on the result of the final tryout, it can be concluded that the developed interactive multimedia software is pedagogically quite attractive and appropriate to help Year 2 students of elementary school learn English
AN EVALUATION OF SPEAKING MATERIALS IN “LIFE” TEXTBOOK FROM THE PERSPECTIVES OF EFL STUDENTS AND LECTURERS Aurelia, Eunike; Pramono, Y.G. Harto
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.v51i2.5047

Abstract

“Life” B1+ English textbook published by National Geographic Learning has been used for some years by the English Language Education Study Program, Faculty of Teacher Education, Widya Mandala Surabaya Catholic University as the main learning resource for the English Integrated Course (EIC). One of the language skills taught in EIC is speaking. Therefore, it is important to evaluate the appropriateness of the materials for supporting speaking skills. Moreover, so far, no study has investigated this issue. Thus, this study evaluated speaking materials from the perspectives of students and lecturers. The evaluation was performed on the basis of an evaluation checklist adapted from Bao (2013). It contains seven aspects: linguistic support, content-based learning, affective support, skills support, variety of materials, flexibility of materials, and overall expectations of students and lecturers. The students and lecturers were asked to choose from the 4 options provided whether they strongly disagreed, disagreed, agreed, or strongly agreed with the evaluation indicators in the checklist. The results of the study revealed that the speaking materials in the “Life” textbook are appropriate according to the perspectives of students and lecturers.  The students and lecturers agreed that the speaking materials were relevant to students’ needs to improve their speaking skills and increase their interest in further English learning. The study concludes that the speaking materials in the “Life” B1+ English textbook are appropriate and recommended for future use.
AN ANALYSIS OF ENGLISH TEACHERS WRITTEN FEEDBACK IN PRIMARY STUDENTS REPORT CARDS Widyastuti, Pauline; Pramono, Y.G. Harto
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 2 (2021): October 2021
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v24i2.2880

Abstract

This study analyzed teachers written feedback to explore how well the teachers written feedback corresponded to the principles of evaluation and the extent to which their written feedback was aligned with the students numerical scores in the report cards. This study collected 112 written feedback from 5 teachers and the corresponding numerical scores in the students report cards from one of the private Primary Schools in Surabaya. The teachers written feedback was analyzed based on the principles of evaluation. The results of the analysis indicated that none of the teachers wrote feedback which met the criteria of an ideal feedback covering praise, criticism, and suggestion equally at the same time. All teachers only gave praise mostly to very good and excellent students; they almost never gave criticism and suggestion to them. To the low achieving students, the teachers mostly gave criticism and suggestion, and almost never gave any praise. In regard to the alignment between the teachers written feedback and the students numerical scores in the report cards, the finding indicated that the teachers written feedback was well aligned with the students numerical scores.
Co-Authors Aurelia, Eunike Widyastuti, Pauline