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All Journal Indonesian Journal of Applied Linguistics (IJAL) Beyond Words : a journal on language education, applied linguistics and curriculum & instructions TEFLIN Journal: A publication on the teaching and learning of English Magister Scientiae
Siti Mina Tamah
Unika Widya Mandala
Education Languange, Linguistic, Communication & Media Social Sciences

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Journal : Magister Scientiae

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Teacher’s Enforcing Positive Interdependence: Students’ Perceptions Siti Mina Tamah
Magister Scientiae No. 31 (2012)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i31.498

Abstract

As there is a tendency to regard that a classroom without the label of ‘cooperative learning’ is not a good one, recent instructional practices then often utilize group work to encourage students to gain knowledge from one another – to assist and to seek assistance from their peers in addition to from the classroom teacher. Classrooms have the typical characteristics of small groups. The lock-step mode of instruction has been implicitly discouraged. Group seating in classrooms requires a teacher to keep into consideration the essential components of cooperative learning. One of the two critical components most widely reviewed is Positive Interdependence. With the trend to incorporate cooperative learning in the classroom practices, this Positive Interdependence is undoubtedly to be imposed to obtain the beneficial outcomes of cooperative efforts. Simply put, how can a teacher actively engage their students in their group work? How can a teacher enforce Positive Interdependence when implementing group work? This paper provides a model of enforcing students who are accustomed to having a non-cooperative learning class. It is in fact an attempt of the writer to share her classroom practice – what she has done to make the students really work as a group. To be more particular, this paper is intended to reveal students’ perceptions on the writer’s attempt to enforce the cooperative learning component – Positive Interdependence.
THE CORRELATION BETWEEN VOCABULARY SIZE AND THE READING COMPREHENSION OF THE ENGLISH EDUCATION DEPARTMENT STUDENTS Cinthia Astan; Siti Mina Tamah
Magister Scientiae No. 38 (2015)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i38.788

Abstract

The study explored the correlation between vocabulary size and the three levels of reading comprehension namely literal, inferential, and critical reading comprehension. The main intention was to discover what the correlation was between vocabulary size and literal reading comprehension, inferential reading comprehension, and critical reading comprehension in terms of direction and magnitude. The subjects were 30 students of the English Department at a university in Surabaya. A Vocabulary Size Test and a Reading Comprehension Test were administered to measure the subjects' vocabulary size and reading comprehension performance. The findings revealed that vocabulary size was positively, strongly, and significantly correlated to literal reading comprehension, inferential reading comprehension and critical reading comprehension.
Co-Authors Anita Lie Cinthia Astan Davy Budiono Fransiskus Jemadi Imelda Gozali Pramono, Y. G. Harto Putra, Albertus Ronny Rizal Anggoro Octavin Asmara Trianawaty, Trianawaty Triwidayati, Katarina Retno V. Luluk Prijambodo