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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 3 Documents
 1 
Search results for , issue "Vol. 54 No. 1 (2026)" : 3 Documents clear
EXPLORING THE BENEFITS OF PROJECT-BASED LEARNING IN CONTEMPORARY EFL SPEAKING INSTRUCTION Wijaya, Kristian Florensio
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.7351

Abstract

The advent of innovative, creative, and interactive learning dynamics can promote better-facilitated speaking learning activities among EFL learners. These contextualized learning models are manifested with the employment of project-based learning, where language learners are commissioned to exert a more powerful control on their personalized communication practices. This small-scale library investigation aimed to delve more deeply into the advantages of project-based learning in modern EFL-speaking learning dynamics. Hence, the researcher employed a thematic analysis while analyzing the findings of 30 previous project-based learning studies to generate more systematic and comprehensible results. From the specifically generated findings, project-based learning helped provide real-time communication practices and promote emotionally supportive speaking classroom environments among EFL learners. Some recommendations were proposed to guide future research on the implementation of project-based learning in modern EFL-speaking contexts
EXPLORING STUDENTS’ EXPECTATIONS AND REALITIES OF GROUP WORK IN EFL LEARNING: A QUALITATIVE CASE STUDY Adieli Laoli; Gulo, Dari Hati; Friska Putri Waruwu; Efen Ronalis Lase; Hendrikus Agusman Lature
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.8202

Abstract

This study explores third-semester students’ expectations and actual experiences of group work in English as a Foreign Language (EFL) learning within an English Education Study Program in higher education. Employing a qualitative descriptive case study design, the research involved ten third-semester students (five males and five females) selected through purposive sampling based on their prior experience with collaborative learning. Data were collected through open-ended questionnaires and semi-structured interviews and analyzed using thematic analysis. The findings reveal that most participants held positive expectations of group work, particularly regarding increased confidence, reduced anxiety, and greater engagement in English learning. These expectations were largely confirmed in practice, indicating an alignment between students’ expectations and classroom realities at the affective level. However, the study also identified important tensions, as unequal participation and inconsistent use of English persisted during group interactions. While group work functioned as an effective scaffold that encouraged participation, it did not automatically ensure equitable contribution or sustained target-language use. By explicitly contrasting students’ expectations with their lived classroom experiences, this study contributes to a more nuanced understanding of group work as a pedagogical strategy whose effectiveness depends on structured design and teacher scaffolding. The findings offer important implications for EFL teacher education and collaborative learning practices in higher education.
STUDENTS’ PERCEPTIONS OF THE CULTURAL APPROPRIATENESS AND SYMBOLISM BEHIND INNER GRADUATION ATTIRE: A COMPARISON BETWEEN INDONESIA AND FOREIGN COUNTRIES Waruwu, Pujawati; Laoli, Adieli; Harefa, Erlinhartayanti; Zebua, Herianto; Waruwu, Jethrialdo
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.8209

Abstract

This study examines undergraduate students’ perceptions of the cultural appropriateness, symbolic meaning, and cross-cultural awareness of inner graduation attire in Indonesian graduation ceremonies, particularly in comparison with practices abroad. A descriptive quantitative design was employed, involving twenty undergraduate students from Nias University selected through total sampling. Data were collected using a closed-ended questionnaire consisting of sixteen Likert-scale statements and analyzed by converting responses into percentages categorized as high, moderate, or low perception levels. The findings indicate that students generally hold strong and consistent perceptions regarding the cultural appropriateness and formality of inner graduation attire in the Indonesian context. Traditional clothing such as kebaya and batik is widely regarded as suitable, reflecting respect for academic institutions, cultural norms, and national identity. Participants also recognize the symbolic role of graduation attire in expressing cultural pride and belonging. However, some variation emerges in views of attire as a symbol of academic achievement, suggesting a distinction between symbolic representation and actual performance. Students demonstrate cross-cultural awareness by acknowledging differences between Indonesian and foreign graduation practices while expressing a preference for preserving local cultural values. Given the small, single-institution sample, the findings are context-specific and should be interpreted cautiously

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