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Magister Scientiae
Published by Universitas Katolik Widya Mandala Surabaya
ISSN : 0852078X     EISSN : 26227959     DOI : https://doi.org/10.33508/mgs
Core Subject : Education,
Languange, Linguistic, Communication & Media
Magister Scientiae journal is published twice annually in March and October. This journal contains articles based on research report and critical analysis in teaching and learning. We only accept manuscripts which have not been published in other media, including personal blogs. The contributing manuscripts should be written in English formatted accordingly with the manuscript direction. Contributors would like to give permission for the editors to edit the manuscript without changing its substance.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 8 Documents
 1 
Search results for , issue "Vol. 53 No. 2 (2025)" : 8 Documents clear
ENGLISH EDUCATION STUDENTS’ PERCEPTIONS OF CHATGPT AI IN ENGLISH LEARNING TOOL Hertiki - Hertiki; Farah Alifiah; Razanawati Nordin
Magister Scientiae Vol. 53 No. 2 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v53i2.5809

Abstract

This research explored English education students' perceptions of ChatGPT AI as an English learning tool at Universitas PGRI Adi Buana Surabaya. As AI becomes more relevant in education, understanding students' experiences and challenges is increasingly important. The research employed a qualitative descriptive method, using open-ended questions interviews to gather insights from five participants. Findings revealed notable benefits, such as time efficiency, enhanced grammar and vocabulary knowledge, increased productivity, promotion of independent learning, and adaptability to diverse learning needs. However, challenges like over-reliance, overly general responses, technical disruptions, the necessity for specific prompts, and limitations in providing credible academic sources were also identified. The research underscored ChatGPT's potential as a supplementary tool that supported language learning while highlighting the importance of human guidance in maintaining educational balance.
FACILITATING INDONESIAN PRIMARY SCHOOL’S SPEAKING SKILLS THROUGH THE USE OF SCAVENGER HUNT AND HOPSCOTCH GAMES Hearlie Agritia Chrishantie; Nunung Nurjati
Magister Scientiae Vol. 53 No. 2 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v53i2.7302

Abstract

This study examines how well Hopscotch and Scavenger Hunt exercises help Indonesian primary school pupils' speaking abilities. The study collected data using semi-structured interviews, documentary analysis, and observations using a qualitative descriptive design. The findings demonstrated that these exercises greatly enhanced students' speaking skills, which raised their level of satisfaction and self-assurance in their English language study. Nonetheless, problems like low participation rates and linguistic barriers were noted. According to the study's findings, elementary schools can benefit from including interactive games like scavenger hunts and hopscotch into their lesson plans for language acquisition. Their long-term effects and application in other age groups and educational contexts may be investigated in future studies. Keywords: scavenger hunt, hopscotch, speaking skills
STRENGTHENING EFL LEARNERS’ WRITING COMPETENCIES THROUGH THE DECENT EMPLOYMENT OF QUILLBOT Kristian Florensio Wijaya
Magister Scientiae Vol. 53 No. 2 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v53i2.7344

Abstract

ABSTRACT Technology plays a crucial role in strengthening EFL learners’ writing proficiency levels. As multifaceted feedback provisions are constantly addressed, the long-term nurturance of writing competencies growth can be ensured. This small-scale library study employed a thematic analysis while reviewing some significant findings of 30 previously published studies of QuillBot application benefits in empowering EFL learners’ writing skills development. The researcher capitalized on a thematic analysis approach to yield more accurate, believable, and relatable data as each prior finding was categorized into some major identical themes. The thematically-subsumed findings suggested that second language educators commence their regular writing learning enterprises with the meaningful internalization of the QuillBot application, in which EFL learners can transform into more positive and skillful writers. Keywords: Technology; QuillBot; EFL learners; library study; thematic analysis
ENHANCING ELEMENTARY SCHOOL STUDENTS’ SPEAKING SKILLS THROUGH CONTEXTUALIZING VOCABULARY IN LUCA CARTOON MOVIES Abidatul Azizah; Agung Pramujiono; Endah Yulia Rahayu
Magister Scientiae Vol. 53 No. 2 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v53i2.7367

Abstract

This study examined how well Luca cartoons work to enhance the oral skills of elementary school students, paying special attention to vocabulary and pronunciation. The event took place at a Sidoarjo-based private Islamic elementary school. A mixed method approach including quantitative and qualitative data was used in this investigation. Twenty-five second-graders took part in the study, which used Luca cartoons as a teaching tool for eight treatment sessions. While observations evaluated motivation, engagement, listening comprehension, vocabulary acquisition, emotional reactions, interactions, and follow-up activities, pre-tests and post-tests evaluated vocabulary and pronunciation progress. Both vocabulary (from a mean score of 5.56 before the test to a mean score of 8.26 after the exam) and pronunciation (from a mean score of 5.16 before the test to a mean score of 7.82 after the test) shown notable increases, according to the results. Approximately 91% of the pupils engaged in active participation and shown desire and curiosity. The majority of kids demonstrated strong listening comprehension, picked up new vocabulary, and expressed interest in words they were unfamiliar with. Positive emotional responses made studying English more enjoyable. The students' enthusiastic participation and application of the English expressions they had learnt from the video were demonstrated by the post-film discussion. Although the terminology was not consistently transferred to other settings, the follow-up exercises successfully improved memory and summary abilities. According to the study's findings, adding Luca cartoons to the curriculum can make learning more fun and efficient while also greatly enhancing students' motivation, engagement, and speaking abilities. Thus, it's critical to keep considering individual characteristics when creating new teaching methods to guarantee that every student gains an equal advantage.
PROJECT-BASED LEARNING TO IMPROVE STUDENTS’ SKILLS IN ANALYZING AND DESIGNING VISUAL LITERACY MODEL Nopita Trihastutie
Magister Scientiae Vol. 53 No. 2 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v53i2.7404

Abstract

This current research aims to analyze how Project-Based Learning (PBL) improves students’ skills in analyzing and designing literacy models that support intercultural communication. It employed a descriptive qualitative approach, which integrated observation method and content analysis. In this current research, a combined method reconciles an axiological-oriented observation method with an ontological-oriented content analysis method (visual media product and result report). This approach focuses on acceptance, anticipation, dialogical exchanges, and dialectical diversity in the investigation. The findings show that PBL supports students’ abilities for distinguishing, organizing, attribution, inventory, ideation, and visual creativity. In conclusion, PBL enhances students' abilities to analyze and develop literacy models that facilitate intercultural communication by creating opportunity to connect concepts with the reality, participating in field research, fostering soft skill and hard skill, integrating knowledge from various disciplines.
STUDENTS’ ATTITUDES TOWARDS THE IMPLEMENTATION OF ONLINE LITERACY PROGRAM IN PREPARATION FOR MINIMUM COMPETENCY ASSESSMENT Fidelis Elleny Averina; Budiraharjo Markus
Magister Scientiae Vol. 53 No. 2 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v53i2.7405

Abstract

To date, studies on literacy programs in Indonesia have been ubiquitously conducted. However, little effort has been made to investigate junior high school students’ attitudes toward the implementation of online literacy programs as part of School Literacy Movement in the Indonesian context. Thus, to fill in the gap, this study aimed to investigate students’ attitudes towards the implementation of the Online Literacy Program in the Junior High Public School (JHPS) 1 Central Java as a program to promote School Literacy Movement and prepare the students to face Minimum Competency Assessment along with some challenges faced by the students as factors that might negatively impact their attitudes. To achieve the aforementioned aims, a mixed-method design was employed in this research. A questionnaire encompassing closed and open-ended questions was administered as the data gathering technique to provide triangulation and increase the validity and reliability of the research. Two main findings were drawn from this study. First, the participants showed a positive attitude towards the implementation of the program which is reflected in the two components of attitude namely, affective and cognitive domains. Secondly, despite the positive results, some challenges such as technical disruption and reading comprehension difficulty were still present during the program implementation. Two main recommendations were suggested to help the teachers improve the future program, namely (1) exploring broader topics and (2) providing more visual aids.
INTEGRATING DEEP LEARNING IN LANGUAGE LEARNING: INSIGHT FROM THE LITERATURE Nurmida Catherine Sitompul; Hariyanto; J. Priyanto Widodo
Magister Scientiae Vol. 53 No. 2 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v53i2.7542

Abstract

Deep learning in language learning has the potential to revolutionize learning with its ability to process complex data. This study aims to: 1) identify key trends in the use of deep learning, 2) explore the benefits and challenges of implementing deep learning in language learning, and 3) determine future research directions based on gaps found in the literature. This study uses a literature review approach. The study's findings indicate a notable trend in the application of deep learning to a number of languages learning domains, including online learning, sign language recognition, translation, language assessment, and personalized learning. Numerous advantages of deep learning were also noted by the study, including better learning outcomes, higher student engagement, and the creation of creative applications. The study did identify a number of difficulties, though, including the requirement for huge data, infrastructure constraints, and data privacy concerns. The researcher suggests that further research address the various gaps and maximize the potential of DL applications in learning.
EXPLORING SOCIAL-EMOTIONAL LEARNING THROUGH NETFLIX MOVIE ENOLA HOLMES (2020) LESSONS AND IMPLICATION FOR EFL EDUCATION Simron Krisnuarjati Hindom; Edeltrudis Patrisia Soge; Natalina Antonia dos Santos; Ouda Teda Ena; Concilianus Laos Mbato
Magister Scientiae Vol. 53 No. 2 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v53i2.7768

Abstract

This Study explores the integration of Social-Emotional Learning (SEL) with the Netflix movie Enola Holmes (2020), focusing on its relevance and implications for EFL educational contexts. Based on SEL's five core competencies as defined by CASEL (Collaborative for Academic, Social, and Emotional Learning), including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The study applied a qualitative descriptive design, with thematic content analysis, to examine how the SEL competencies are seen in the film’s main character, Enola Holmes, throughout the narrative. Using the film and its script as primary data sources, key scenes and dialogues were coded and analysed to identify SEL indicators. The findings reveal that Enola Holmes, as the main character, constantly expresses the five core components of Social-Emotional Learning (SEL) through her collaborative skills, moral reasoning, and independent decision-making. Therefore, the study suggests that integrating popular media like Enola Holmes into educational settings can enhance the delivery of SEL core competencies, specifically with regard to the implications in educational settings by offering a contextually meaningful, relatable, and engaging medium for students. The study contributes to the limited body of research that connects SEL and film analysis, emphasizing the value of visual storytelling in the educational environment. It highlights how popular media can be harnessed to cultivate emotional intelligence and character development in classroom settings.

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