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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 Journal of Educational Research and Evaluation Voices of English Language Education Society
Susana Teopilus
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Arts Humanities Education Languange, Linguistic, Communication & Media Physics Public Health Social Sciences Other

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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
Metacognitive Reading Strategy Awareness and Reading Performance of Vocational Lecturers Ester Widawati Tedjo; Susana Teopilus; Tuti Hartani; Eric Sulindra
VELES Voices of English Language Education Society Vol 6 No 1 (2022): VELES Voices of English Language Education Society
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v6i1.5247

Abstract

In education, the functions of reading, among others, are to access knowledge, to synthesize information, to evaluate arguments, and to learn new subjects. It is believed that successful readers employ various and proper reading strategies to comprehend a text. To examine the use of the metacognitive strategies in academic reading comprehension, this study investigates the reading performance and the major reading strategies of twenty-five vocational Indonesian lecturers from various institutions as the research respondents. Two research instruments were used: Reading Comprehension Test to obtain the data of their reading performance, and Survey of Reading Strategies (SORS) to identify their preferred reading strategies. The research finding indicates that the respondents had varied levels of English reading performance.  The result also shows that out of the three sub-categories of metacognitive reading strategies, problem-solving strategy was the most frequently used strategy, followed by global strategy and support strategy respectively. Further statistical calculation, however, proves that there was no significant difference in the overall and the three sub-categories of metacognitive reading strategy use between the high and low achievers. There is no significant relationship between the metacognitive reading strategies and reading performance of the participants. 
Using Songs in English Language Teaching Susana Teopilus
Magister Scientiae No 25 (2009)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (178.612 KB) | DOI: 10.33508/mgs.v0i25.567

Abstract

Abstract. In ELT classes, for young learners or adult learners, songs can be used to set a context of a lesson (grammar, vocabulary, pronunciation, reading, listening, writing, and speaking) as they can be incorporated to all language skills and components. Attempting to encourage English teachers to occasionally use songs in their classes, this paper starts by showing the reasons why it is beneficial to use songs in ELT classrooms, continued by the guideline to select suitable songs for ELT and some activities of using songs in ELT classroom. Two models of using songs in ELT are also presented: one model for young learners’ class and one for adults’ class.
“I GOT STUCK NOT ONLY IN THE FIRST ESSAY”: A NARRATIVE INQUIRY ON STUDENTS’ WRITING DIFFICULTIES Rachel Gisela Purba; Susana Teopilus
Magister Scientiae Vol 51, No 1 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i1.4522

Abstract

Writing, one of the language skills, seems to be the most difficult skill for students to master. There are five aspects used to evaluate students’ writing abilities: content, organization, vocabulary, language use, and mechanics. This current narrative inquiry research aims to find out students’ difficulties in writing expository essays, the factors that cause them to have difficulties, and the strategies they use to overcome them. The data of this research were taken from the students taking Writing Expository and Argumentative Essays course in the English Department of Widya Mandala Surabaya Catholic University. The data of this study were collected from interviews, observations, and documents. Three participants with   middle-achievement levels were interviewed in three interview sessions, and observations in the writing class were conducted two times. Besides, two essays of each participant were analyzed.The findings show that in relation to the five writing aspects, the major difficulty that the participants had was in the content aspect. Then, the common factor that caused all of the participants to have difficulties was a lack of reading habit. Besides, the common strategy that all participants used to overcome their difficulties was to search on Google.
STUDENTS' DIFFICULTIES IN WRITING EXPOSITORY ESSAY: A PHENOMENOLOGICAL STUDY Ivanna Maria Long; Susana Teopilus
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.v51i2.4823

Abstract

Writing, one of the language skills, is considered difficult for some students, especially EFL students. The present research, a phenomenological study, aims to find out the students’ difficulties, the factors affecting their difficulties, and the strategies for overcoming their difficulties in writing expository essays. The participants were three students, taken by using purposive sampling, in a private university in Surabaya. The instruments used in this research were observational fieldnotes, rubrics, Focus Group Discussion guidelines, and Interview protocols. The research findings show that the research participants had difficulties in the five components of writing, namely content, vocabulary, language use, mechanics, and organization. The common difficulties the participants faced were related to word choice, finding and developing ideas, verb tense, run-on sentences, spelling, punctuation, and writing the thesis statements and topic sentences. There were internal and external factors that affected their difficulties, but most of the factors were internal. The most common factors were that the participants did the assignments at the last minute or in a hurry, felt sleepy and lazy, and were afraid of plagiarism. Some ways of overcoming their difficulties were finding more ideas and materials on the Internet, discussing the topic and content with their friends and lecturers, writing the ideas in Indonesian before translating them into English, using common vocabulary, learning new vocabulary, finding the opposites and synonyms of some words, doing paraphrase, using Grammar-checking tools, learning from the previous mistakes, paying more attention to the essay structure, making an outline, learning more basic English grammar, revising the mistakes based on the lecturer’s feedback, and listening to music when writing the essays.
English Oral and Written Receptive Skills of Vocational Lecturers Hartani, Tuti; Sulindra, Eric; Tedjo, Ester Widawati; Teopilus, Susana
Journal of Education Reseach and Evaluation Vol 6 No 4 (2022): November
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v6i4.53517

Abstract

Reading and listening as receptive skills have been investigated from multiple angles. The current research is a descriptive study aiming to find the correlation between the two receptive skills. In addition, it investigates the strengths and weaknesses in terms of four subskills (finding the main idea, answering stated-detail questions, answering implied-detail questions, and identifying the meaning of the expressions used in an oral or written discourse) performed by the respondents who were grouped as the high achievers and the low achievers. The research findings confirmed a significantly positive correlation between reading and listening skills. In the listening test, the high achievers had strengths in all of the subskills, whereas the low achievers’ performance in all the subskills was below 50%, which implied that they had weaknesses in all of the listening subskills. In the reading test, the high achievers had strengths in all subskills. The low achievers showed strong reading performance in the subskills of finding main ideas and answering stated-detail questions. At the same time, they had weaknesses in the subskills of answering implied-detail questions and identifying the meaning of the expressions used in the written discourse. This result implies that vocabulary is the most important factor to upgrade to anticipate the weakness in the subskills of answering implied-detail questions and identifying the meaning of the expressions used in the written discourse.
Online Learning During COVID-19 Pandemic: A Response to Challenges in Instructional Emergency Tamah, Siti; Teopilus, Susana
Celt: A Journal of Culture, English Language Teaching & Literature Vol 22, No 1: June 2022, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24167/celt.v22i1.4039

Abstract

Many studies highlight online instructional issues in an ordinary situation; however, this article is oriented to a very restricted online course in an extraordinary condition – the COVID-19 pandemic realm. The objectives of this article are (1) to portray how Writing-A lecturers within such a short time preparation conducted the online courses to achieve the course objectives, and (2) to depict how Writing-A students perceived the implementation of this online course. The study is based on a half-semester small-scale study project employing institution documents and surveys. The subjects were 43 students in an institution in Indonesia. The results demonstrate the Teaching Presence which was the new challenge faced by the lecturers and the Cognitive and Social presence which occurred in the students’ new online learning. The significance of this study is the disclosure of how the encouragement of communities might contribute to conducive learning for both e-lecturers and e-students.
Tertiary Students’ Metacognitive Strategies in EFL Writing: A Longitudinal Study Wijaya, Alberik Ryan Tendy; Teopilus, Susana; Cendra, Anastasia Nelladia
Journal of Education Reseach and Evaluation Vol 9 No 2 (2025): May
Publisher : LPPM Undiksha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jere.v9i2.94220

Abstract

University students often encounter difficulties in academic writing in English due to the complexity of managing the writing process. Limited understanding and application of metacognitive strategies in various writing stages are among the main obstacles to producing high-quality texts. This study aims to conduct an in-depth and longitudinal analysis of the metacognitive strategies employed by students before, during, and after the academic writing process in English. A quantitative approach was adopted, using a descriptive survey method with a longitudinal design. The participants were 74 students from three different cohorts of an English Education program, observed over two to three semesters depending on their cohort. Data were collected through an adapted version of the LLMWSIME questionnaire contextualized to the study, and supplemented with secondary data such as student writing samples, classroom observations, and writing assignment scores. Descriptive statistics were used to calculate means, standard deviations, and percentages, while qualitative analysis was conducted to interpret contextual data. The results show a positive development in students’ use of metacognitive strategies across the three writing stages, with the highest achievement observed in the evaluation stage. However, improvement is still needed in the planning and execution stages. The study concludes that metacognitive strategies develop gradually and play a vital role in enhancing students’ academic writing quality. The findings imply the importance of integrating balanced metacognitive skill development into writing curricula to support students in becoming reflective and independent academic writers.
Co-Authors Alberik Ryan Tendy Wijaya Anastasia Nelladia Cendra Eric Sulindra Ester Widawati Tedjo Hartani, Tuti Hendra Tedjasuksmana Ivanna Maria Long Lestariningsih, Diana Rachel Gisela Purba Siti Tamah, Siti Tedjo, Ester Widawati Tuti Hartani