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English Teaching in Elementary School: Parents’ Expectation and Reality Agustinus Ngadiman; Davy Budiono
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.v0i25.568

The need for the teaching of English as a foreign language in Indonesia has been felt by almost all levels of society, especially in big cities. Without realizing the schools readiness, society has put a great expectation on the success of the English teaching. Theories on Second Language Acquisition suggest that a foreign language should be taught to children of young age because every individual possesses a language Acquisition Device, regardless of the age (Chomsky, 1962). Lanneberg (Krashen, 1988: 72) claimed that children are biologically capable to learn a language easily due to the elasticity nature of their brain. This elasticity will stop once the lateralization process takes place in a time when children usually begin to enter their puberty period. In accordance to the 1994 National Curriculum, English has been formally introduced to students of Elementary School. Now, at the dawn of the implementation of competence Based Curriculum, elementary schools are reformulating their English syllabuses and materials to respond to parents’ expectations. This paper intends to describe these expectations along with what the schools have done to respond these expectations based on a survey conducted on a number of elementary schools in Surabaya. Furthermore, the paper will also try to verify whether these expectations are realistic or not and suggest several achievement indicators that are in line with these realistic expectations.

Exploiting Narrative Literary Texts through Questions in Reading Comprehension Davy Budiono
Magister Scientiae No. 29 (2011)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i29.580

Teacher’s creativity is needed in developing the teaching materials for reading comprehension. This assumption is concluded based on a study that revealed that most students and teacher candidates of English are having serious in both constructing and providing answers to inferential and analytical questions. This article discusses the selection and the exploitation of suitable narrative literary materials for teaching reading comprehension. This paper begins with the discussion of the advantages of using narrative literary texts in teaching reading comprehension. It is followed by a short description on how literary texts can be exploited by constructing closed and open questions based on Barrett’s taxonomy of reading comprehension levels. However, as teachers of English it is essential that the communicative aspects of language learning should be kept in focus as individual answers may arise.

Developing Linear and Rotational Pathways For Self-Access Center Agnes Santi Widiati; Aniek Setiawaty; Davy Budiono
Magister Scientiae No. 28 (2010)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i28.636

Self-Access Center is a system which makes materials available for its users so that they can choose to work as they wish. As a bank of materials, it gives freedom for the users to roam in the forest of Self- Access and explore various learning materials with or without teacher's assistance. In this self-directed situation, users have more autonomy and responsibility on their own learning. However, in such situation, they may lose directions in choosing the materials. Therefore users need pathways as a guideline to direct themselves to choose the appropriate materials. Pathways have the capacity to provide routes to make connections between materials so that the real power of self-access is unlocked. Furthermore they direct the users not just through one text-book or worksheet, but through hundreds or thousands of them. The creation of entire webs of such pathways can be developed through rotational and linear types of pathways. This workshop is intended to give the Self- Access staff and English teachers some possible ways in developing Self- Access rotational and linear pathways for their learners.

Considerations in developing and using CAT to assess students' proficiency in English as a foreign language in Indonesia Ignatius Harjanto; Davy Budiono
Magister Scientiae No. 28 (2010)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i28.638

The English curriculum for Secondary Schools in Indonesia requires the students to acquire ability in accomplishing tasks adequately, to find solutions, and to realize them in real situations. Such objectives can be achieved if, among others, teachers are qualified. This means that the graduates of teacher training colleges (TTCs) must be competent in the field having knowledge and skills. In case of English education, they must be proficient in the four English skills. To ensure their English proficiency, a test administered institutionally, which varies from one college to another, is not enough. A national test on English proficiency to the graduating students of TTCs is needed so that a national standard of proficiency for teachers can be measured. However, administering a national English proficiency test is expensive and cumbersome as well. A solution to the problem is the application of computer adaptive tests (CAT). This article argues that CAT enables the students to measure their own level of English proficiency inexpensively. Ideas on the rationale, application, and impacts of standardized proficiency test using CAT on students with learning English difficulties in regular schools are shared.

Literary Texts as the Material In Teaching Reading Comprehension Davy Budiono
Magister Scientiae No. 27 (2010)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i27.642

In selecting the appropriate literary texts to be used as the material in teaching reading comprehension, we have to consider a number of criteria. The criteria for valid literary texts to be used in teaching reading comprehension are the types of the literary texts, the students’ proficiency level, and the themes that will suit the students’ interest. Still, the teacher’s creativity in developing the material is still needed to support the achievement of the teaching-learning goals. This paper is intended for selecting the suitable literary material for teaching reading comprehension for the third year of SMU students. This paper begins with the discussion of the purposes of using literary texts in teaching reading comprehension. It is followed by the nature of literary texts and the nature of reading comprehension. Later in this paper the criteria of texts selection will also be discussed

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