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All Journal Beyond Words : a journal on language education, applied linguistics and curriculum & instructions Magister Scientiae Celt: A Journal of Culture, English Language Teaching & Literature E-Structural Abdimasku : Jurnal Pengabdian Masyarakat
Hendra Tedjasuksmana
Widya Mandala Surabaya Catholic University
Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Physics Social Sciences

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 1 
EFL Secondary Students’ Perceptions on Native and Nonnative English-Speaking Teachers Tjokrokanoko, Angelia; Tedjasuksmana, Hendra
Beyond Words Vol 1, No 1 (2013)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v1i1.374

Abstract

This study examined the secondary students’ perceptions towards NESTs and NNESTs in an English course in Surabaya regarding the teachers’ teaching competence, cultural knowledge of English language teaching, teaching style, and classroom management. Most secondary students perceived both teacher groups were good at most categories. Using questionnaires distributed to 96 secondary school students of an English course who participated in this study, the researchers found that 38 students took part in doing a focus group interview. The interview was done to capture deeper perceptions that could be gained. The study reported that cultural knowledge of the English language teachers, especially the NESTs, exceeded that of the NNESTs. This research finding also proved that students perceived NESTs to be as good as NNESTs in such areas as teaching grammar, listening, reading, and writing. Furthermore, both NESTs and NNESTs were perceived to be not able to understand the students’ special needs since teachers at the the English course under study handled one level for about twelve meetings only.
Using Computer-Based Timeline Media to Teach English Tenses Teopilus, Susana; Tedjasuksmana, Hendra; Lestariningsih, Diana
Beyond Words Vol 7, No 1 (2019)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v7i1.1833

Abstract

The difference between English and Indonesian in the aspect of verb forms poses a big problem to Indonesian learners in learning the English Tenses. Indonesian learners are often unaware of the English time concept which affects verb forms. To overcome the problem, in this three-year research, Teopilus et al. have developed computer-based timeline media to teach the English Tenses. To find out the effectiveness of the developed media, 251 students from 4 (four) different senior high schools were given the instructions of the English Tense(s) using the timeline media. These subjects were given a pretest prior to the instruction and a posttest after it. The pretest scores and the posttest scores were statistically compared using the t-test formula. To obtain the users’ opinions on the developed media, a questionnaire was distributed to 7 (seven) English teachers. The results of the data analysis yield the following findings: (1) There is a significant increase from the average of the subjects’ pre-test scores to their post-test scores, and (2) The results of the users’ questionnaires also give positive responses to the developed timeline media. This implies that the computer-based timeline media developed in this research helps Indonesian learners comprehend the English Tenses better
The Variations of the English Noun Postmodifiers in The Undergraduate Students’ Compositions Ariwibowo, Seto; Tedjasuksmana, Hendra
Beyond Words Vol 6, No 1 (2018)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v6i1.1676

Abstract

This study investigated the acquisition of English noun post-modifiers in the compositions written by Writing III students of the English Department of Widya Mandala Catholic University Surabaya. It sought to discover the variations of English noun postmodification constructions, their complexity level, their accuracy, and their efficiency found in the end-of-term compositions of the students of Widya Mandala Catholic University Surabaya. The types of noun postmodifications, their complexity level, their accuracy, and efficiency of use may reflect the students’ level acquisition of the structures of the English noun post-modifications. The result showed eight of the nine types of postmodifiers were present, while one type was absent. The preposition phrase was the most dominant type postmodifier with 65.235% of occurrences. The embedding of the postmodified nouns was dominated by the zero embedding, while the rate of the single postmodification was also significantly high. Such dominances of preposition phrase, the zero embedding, and single postmodification, and the presence of such cases of lengthy and ambiguous structures noun postmodification indicate the students’ level of complexity of the structure of English noun postmodification, accuracy, and efficiency of the English noun postmodifications.
Teachers’ Implementations of Teaching Techniques for Young Learners Veronica Listyani Diptoadi; Ruruh Mindari; Hendra Tedjasuksmana
Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 1: July 2018, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1026.524 KB) | DOI: 10.24167/celt.v18i1.836

Abstract

Although often taking part in seminars and workshops on how to teach English to their students, it seems that elementary school teachers of English (though not all) do not really implement what they have received in their classrooms. The seminar that the English Department of Widya Mandala Surabaya Catholic University held on the 8th of August 2015 was a workshop where the participants, the elementary school teachers of English, were trained to demonstrate how to use drama, storytelling, games and songs as techniques in teaching English to their students. They were expected to be able to use these techniques in their respective classrooms. The techniques became the alternatives to the current techniques being practiced at schools to enliven the learning atmosphere. Therefore, this study which is the third level or the last level of our project on developing an English handbook for English teachers at elementary schools, is in the form of an observational study describing how the teachers implemented the techniques -- drama, storytelling, games and songs -- in their respective classrooms, students’ responses and   what problems took place when the teachers were carrying out the techniques. The results show that the teachers were able to teach those techniques in their classes, students actively took part more actively in their English class, and they liked games and songs much.
ONLINE WRITELOGUE EFFECTIVENESS IN THE STUDENTS’ MASTERY OF THE REDUCED RELATIVE CLAUSES Hendra Tedjasuksmana; Susana Teopilus
Magister Scientiae No 48 (2020)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (79.179 KB) | DOI: 10.33508/mgs.v2i48.2869

Abstract

In this pandemic Covid-19 situation, all teaching learning activities are done online from the elementary school up to the universities. What the writers would do is actually implementing a blended learning, but Covid19 makes it impossible so that it is done fully online. Thus, this study would find out that the full-online platform writelogue with its module can improve the students’ ability in using the reduced relative clauses. This module in which the students learn the NP pattern ‘HN (Head Noun) + reduced relative clauses’ is one of a number of NP patterns in the writers’ multi-year research. Using the accessibility of the Learning Manangement System, the writelogue, the students did the pre-test, the exercises and the post-test. Besides, they filled out the questionnaire concerning the usability of the writelogue in terms of language, exercises, tutorial video, and technical operation. The results show that the online writelogue course enhances the pre-test scores of the students in their post-test result, and the students find the benefits of the writelogue course to their learning the reduced relative clause on line.
THE USE OF RELATIVE CLAUSES AS THE POST MODIFIERS OF THE NOUN PHRASE CONSTRUCTIONS IN THE STUDENTS’ THESIS BACKGROUND Jessica Febrina Haryanto; Hendra Tedjasuksmana
Magister Scientiae Vol 50, No 1 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i1.3313

Abstract

This study concerns on how the undergraduate students of the English Language Education Study Program use relative clauses as the post modifiers of the noun phrases in their thesis background and the errors found and their causes in the noun phrase constructions. Thirty undergraduate students were asked to be the subjects and the data were taken from their thesis backgrounds. The total of 226 noun phrases with relative clauses as the post modifiers were constructed with ten errors found. From the interviews conducted with fifteen subjects, the errors found were caused by (1) the different structures of English grammar point (the noun phrases with relative clauses as the post modifiers) with the Indonesian, (2) the gap time of the teaching and learning activities of the grammar concept that caused the students to forget about the structures, and (3) the pace of the students’ learning which did not match with the lecturers’ teaching pace. The results show that even though the awareness of the students was moderately high, they need to be reminded and encouraged to produce more complex sentences with noun phrases with relative clauses as the post modifiers to improve their thesis background.
The use of Google Translate on EFL students' language use in Writing and Attitudes Delyana, Delyana; Tedjasuksmana, Hendra
Beyond Words Vol 11, No 2 (2023): November
Publisher : Universitas Katolik Widya Mandala Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v11i2.4855

Abstract

This study explores students' attitudes towards GT, the impact of GT on their language use in writing, and the benefits and drawbacks associated with its uses. The research design employed a qualitative approach to gather data through writing tasks and questionnaires. The findings indicate that the use of GT did not significantly degrade the quality of language use in students' writing. The occurrence of spelling, word choice, and grammatical mistakes was minimal, demonstrating that GT had a positive impact on language acquisition and writing skills. Moreover, students showed positive attitudes towards GT, considering it beneficial for their writing and preferring it over other translation apps. The benefits of GT in writing included vocabulary expansion, time-saving, and increased confidence, while drawbacks included potential grammatical errors, incorrect translations, and dependency on the tool. Educators are recommended to promote responsible GT use and provide error corrective advice. More research on effective GT integration in writing lessons is recommended.
From Fear to Fluency: Sebuah Talk Show & Workshop untuk Membangun Kesadaran Guru dan Siswa tentang Speaking Anxiety dan Bagaimana Menghadapinya Listyani, .; Tedjasuksmana, Hendra
ABDIMASKU : JURNAL PENGABDIAN MASYARAKAT Vol 7, No 3 (2024): SEPTEMBER 2024
Publisher : LPPM UNIVERSITAS DIAN NUSWANTORO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62411/ja.v7i3.2293

Abstract

Speaking anxiety atau kecemasan dalam berbicara merupakan sebuah hal yang wajar dan sering dialami oleh semua orang, tak terkecuali pelajar bahasa asing. Artikel ini berisi tentang sebuah talk show dan workshop yang diselenggarakan oleh mahasiswa MPBI, UKWMS. Acara ini diselenggarakan pada tanggal 24 Februari 2024, di Aula Auditorium Graha Widya Mandala Surabaya, dan diikuti oleh 102 peserta. Kegiatan berlangsung dengan baik dari pukul 09:00 pagi hingga pukul 14:00. Topik utama yang dibahas adalah seputar makna, factor penyebab, dan usaha yang bisa dilakukan untuk mengatasi speaking anxiety. Semua peserta yang terdiri dari mahasiswa S1, mahasiswa S2, dan guru Bahasa Inggris, tampak antusias dan memberikan atensi yang sangat baik. Acara seperti ini sangat bagus dan sangat bermanfaat baik bagi peserta, panitia, maupun bagi pemateri sendiri, karena acara ini bisa merupakan ajang berbagi pengalaman dan juga membantu mencarikan jalan keluar peserta dalam menghadapi speaking anxiety.
A Study on Teachers’ and Students’ Speaking Anxiety: : The Causes and Strategies to Overcome It Tedjasuksmana, Hendra; Listyani, Listyani
E-Structural (English Studies on Translation, Culture, Literature, and Linguistics) Vol. 7 No. 02 (2024): December 2024
Publisher : Universitas Dian Nuswantoro

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Anxiety about speaking English is not unusual and can affect any language learner, including teachers can experience anxiety in speaking English. When a person experiences this anxiety, they must have strategies to overcome it. While studies usually focus on students, this current study aims to explore teachers’ anxiety as well. This paper addresses three research questions: [1] What type of anxiety do the respondents experience? [2] What causes them to suffer from speaking anxiety? and [3] What strategies do they use to overcome their anxiety? Data in the form of responses from seventy-five respondents were gathered during a workshop conducted by a postgraduate program of a private university in Surabaya, East Java. The respondents were asked about their worries, causes, and strategies to overcome their anxiety. The problems were categorized into psychological, social, and language proficiency. The findings revealed that the respondents experienced social, psychological, and language-proficiency issues. Besides that, the respondents had their strategies for overcoming their anxiety. Only 14 respondents out of 75 mentioned the strategy they had to overcome their speaking anxiety. The results of this research can help university lecturers boost their students’ confidence and motivation in speaking enabling them to become competent English teachers.
Co-Authors Angelia Tjokrokanoko Ariwibowo, Seto Delyana, Delyana Jessica Febrina Haryanto Lestariningsih, Diana Listyani Listyani, Listyani Listyani, . Ruruh Mindari Shierly Novalita Yappy Susana Teopilus Susana Teopilus Veronica Listyani Diptoadi