Article Per Year (5 Year)
p-Index From 2021 - 2026
1.756
P-Index
This Author published in this journals
All Journal Beyond Words : a journal on language education, applied linguistics and curriculum & instructions Celt: A Journal of Culture, English Language Teaching & Literature Journal of Educational Research and Evaluation Voices of English Language Education Society ANIMA Indonesian Psychological Journal Jurnal Pengabdian UNDIKMA Magister Scientiae
Susana Teopilus
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Public Health Social Sciences Other

Published : 11 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search
Journal : Magister Scientiae

 1 
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 | 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.
USING ONLINE GRAMMAR CHECKER TO IMPROVE GRADE TEN STUDENTS’ WRITING ACHIEVEMENT AND WRITING QUALITY Tasniima Melatifajri Samboja; Susana Teopilus; Alberik Ryan Tendy Wijaya
Magister Scientiae Vol. 52 No. 2 (2024)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v52i2.5698

Abstract

Writing is a way to express one’s ideas. Good writing is important to uphold various aspects of life, including education, work, and social interaction. However, writing is considered a difficult skill by students. This research aims to find out whether students’ writing achievement and writing quality can be improved using the Grammarly application, which was proved by the data collected from the pre-test and post-test. The study used a pre-experimental method. The research subjects were grade ten students of a private high school in Surabaya. It showed that there was a significant difference in the writing achievements. The data showed that the mean of the pre-test was 82.641, the N was 32. The mean score of the post-test was 87.203. This study reveals that Grammarly has been proven effective in improving students' writing quality in terms of the three writing aspects, namely vocabulary, mechanics, and language use.
Co-Authors Agnes Maria Sumargi Alberik Ryan Tendy Wijaya Alberik Ryan Tendy Wijaya Anastasia Nelladia Cendra Anggraini, Kristin Diptoadi, Veronica Listyani Eric Sulindra Ester Widawati Tedjo Hartani, Tuti Hendra Tedjasuksmana Ignatius Harjanto Ivanna Maria Long Lestariningsih, Diana Palupi, Maria Goretti Retno Rachel Gisela Purba Siti Tamah, Siti Tasniima Melatifajri Samboja Tedjo, Ester Widawati Tuti Hartani