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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 253 Documents
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THE READING STRATEGIES AND READING COMPREHENSION OF THE HEALTH ANALYST DEPARTMENT STUDENTS Wisnu Istanto
Magister Scientiae No. 39 (2016)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i39.1364

Abstract

This research focused on the issue of the reading strategies and reading comprehension of the Health Analyst Department students. The Health Analyst Department students need reading strategies to acquire knowledge according to their specific needs. They need to be able to comprehend their target texts. This research aimed to identify the Health Analyst Department students’ reading strategies and reading comprehension achievement as well as to correlate their reading strategies to reading comprehension. This research employed qualitative method. The research utilized Mokhtari and Sheorey’ (2002) survey of reading strategies (SORS) and reading comprehension test (RCT) as research instruments. All research data of reading strategies (global, problem solving and support reading strategies) and reading comprehension were analyzed by using descriptive statistics, linear regression and Pearson’s Product Moment correlation test. The students frequently utilized the problem solving reading strategies in comprehending their target texts. The correlation coefficient of support reading strategies is greater than the two others. Those results give indications that the students’ choices of reading strategies do not always give better reading comprehension. The students’ reading strategies have significant positive correlation to their reading comprehension with regard to their comprehending the target texts.
THE CORRELATION BETWEEN EFL READING MOTIVATION AND READING COMPREHENSION ABILITY Elvina Hartono
Magister Scientiae No. 39 (2016)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i39.1365

Abstract

This study examined to describe the correlation between EFL students’ reading motivation and their reading comprehension ability. The six dimensions from the Motivation for Reading Questionnaire were used to examine students’ motivation. The modified Questionnaire and a reading comprehension test were distributed to forty five grade twelve students in a private school in Surabaya. The Pearson correlation and multiple regression analysis were conducted to answer the research question. The correlation between students; reading motivations and their reading comprehension ability was 0.321. Thus the correlation between students’ reading comprehension was positive but low.
ANALYSIS OF THE 2014 JUNIOR HIGH SCHOOL ENGLISH NATIONAL EXAMS BASED ON THE MICRO- AND MACRO-SKILLS ASSESSED Hady Sutris Winarlim; Agnes Santi Widiati
Magister Scientiae No. 39 (2016)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i39.1367

Abstract

In the past few years, there have been controversial issues regarding the national exams vis-à-vis its legal use as a part of graduation decision, the administration, and the result. The history of the national exam of the elementary and the secondary schools dates back from the late 1960s. Changes of government’s policies concerning the implementation of the national exam and the use of the result should be understood as an effort of the betterment of the education system in Indonesia. Philosophically, the national exam should have the most important characteristics of a test: the validity and accountability. The Ministry of Education and Culture has stipulated that the development and the use of the English National Exam for the junior high school is made in such a way to measure the communicative skill at the functional level in the daily communication which is in line with the goals of the English teaching as contained in framework of the National Examination or Kisi-Kisi Ujian Nasional SMP. This English National Exam consists of 50 multiple choice items covering 45 reading comprehension questions, 3 items of grammar, and 2 items to measure writing skills. As the most items focus on reading comprehension questions, this paper presents the analysis of the questions based on the micro- and macro skills proposed by Brown (2004). The result shows that the levels of the questions tend to be more to measure the macro-skills of reading. As both types of skills are grouped hierarchically, the higher levels of the skills require the manipulation of the lower skills. It is most important for the English teachers to consider this concept when preparing lesson, doing the class activities, especially when guiding students to comprehend texts.
STUDENTS’ PERCEPTION OF THE USE OF STORY TELLING TECHNIQUE TO IMPROVE PRONUNCIATION SKILLS Nukmatus Syahria
Magister Scientiae No. 39 (2016)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i39.1368

Abstract

The complexities of skills in the Pronunciation created many hindrances for the students in mastering the Pronunciation Practice subject. Most of the first semester students of Adi Buana University were failed during the mid test since they have very little background knowledge of the Pronunciation skills and they tend to get bored during the teaching and learning activities. The writer tried to apply the story telling technique in the middle of the semester to foster the pronunciation skills to the first semester undergraduate students of English Department as well as to arouse the students’ motivation in learning pronunciation. The result showed a significant progress on the final test score of the students and it also gave a good impact toward the students’ motivation in learning Pronunciation.
TEACHING ENGLISH TO YOUNG LEARNERS IN THE CONTEXT OF INDONESIAN EDUCATION REFORM Vincentius Luluk Prijambodo
Magister Scientiae No. 39 (2016)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i39.1369

Abstract

Globalization as a social process is inevitable and thus requires nations to join global community of the world. The liberalized economics, modernized culture, and democratized politics as the effects of globalization demand competition and interdependence among nations. Only will human resources with good quality support a country to enhance its competitive power. To contribute to the development of the human resources, some schools in Indonesia have taken into action the strategic decision, that is teaching English to young learners since their early age. English is chosen as the first foreign language to teach because of its status as a global language. This paper focuses on the discussion of the teaching of English to young learners to support the development of human resources in Indonesia.
THE EFFECT OF MIND MAPPING TECHNIQUES ON THE VOCABULARY MASTERY OF SECOND GRADE STUDENTS OF ELEMENTARY SCHOOL Elizabeth Kusuma
Magister Scientiae No. 39 (2016)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i39.1370

Abstract

In this study, the writer used a quasi-experimental non-equivalent-groups pre-test-post-test design. The subjects of this study were the second grade students of Elementary School. The writer used two classes as the sample of this experiment. The experimental group was taught using mind mapping and another was taught using word list. Before that, the writer gave a pre-test, and after the experiment a post-test to both groups. From the calculation of the t-test, the writer found the t-observation of both groups. From the analysis of the pre-test, the writer found out that those two groups had equal ability in vocabulary mastery. From the post-test scores, the writer also found out that those two groups were not significantly different. The t-observation of the two groups was 1.26, while the t-table was 2.08. It means that the null hypothesis which says “there is no significant difference between the vocabulary mastery of the second grade students who were taught by using mind mapping technique and one of those taught by using word list technique” was accepted.
KURIKULUM BERBASIS KOMPETENSI DAN PENDIDIKAN KECAKAPAN HIDUP (LIFE SKILL EDUCATION) Tjondro Indrasutanto
Magister Scientiae No. 23 (2008)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i23.1399

Abstract

Peningkatan mutu pendidikan di Indonesia selalu dilakukan oleh pemerintah RI beserta jajaran yang terkait dalam bidang pendidikan, namun ironisnya kuantitas dan kualitas rata-rata pendidikan siswa di Indonesia masih jauh dari harapan sehingga hal ini merupakan problem multinasional yang dihadapi oleh negara RI. Kemunculan Kurikulum Berbasis Kompetensi (KBK) merupakan komitmen bersama yang harus dilakukan oleh para pendidik demi peningkatan mutu pendidikan sebagai upaya untuk menanamkan modal dasar pembangunan pendidikan bangsa. Perubahan kurikulum ini untuk membekali kebutuhan siswa di masa sekarang, yang akan datang dalam menghadapi tantangan kehidupan secara mandiri, cerdas, kritis, rasional dan kreatif. Dalam perkembangannya KBK perlu disempurnakan dengan komplemen kecakapan hidup (life skill) melalui pendekatan pendidikan berbasis luas (Broad Based Education) yang sangat memungkinkan untuk dilaksanakan di setiap jenjang pendidikan tanpa penambahan beban mata pelajaran yang baru. Di setiap jenjang pendidikan mengakomodasi berbagai kebutuhan masyarakat dan atau dunia kerja serta kebutuhan siswa baik yang akan melanjutkan atau tidak melanjutkan ke jenjang pendidikan yang lebih tinggi. Lulusan yang dihasilkan diharapkan dapat memiliki kemampuan akademik dan kecakapan khusus yang mengacu pada standar lokal, nasional maupun internasional mencakup bidang-bidang ilmu dasar, bahasa asing, keteranpilan, lingkungan hidup, teknologi informasi, seni, olahraga prestasi serta kepribadian yang dilandasi oleh budi pekerti dan ajaran agama yang diyakini para siswa.
The Effect of the Grammar Translation Method and the M.U.R.D.E.R Technique in Teaching Reading on the Reading Achievement of Eleventh Grade Students of Senior High School Elvina Ariyanto
Magister Scientiae No. 23 (2008)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i23.1400

Abstract

The objective of this study is to find out which techniques affect the students’ reading achievement better. The students’ reading achievement is also specified in three types of reading questions; factual, inference, and main idea questions. In this study, the writer used two classes of the eleventh grade belonging to the school year of 2005-2006 as the subject of the study. The writer also developed a research instrument which contains 20 objective items in the form of multiple choices. Each item has four options with one correct answer. After three meetings of treatment, the writer administered a post test to both classes. Having collected the data, the writer analyzed the mean scores of post test using t-test for independent samples at .05 level of significance and 75 degrees of freedom. The result showed that the students taught by using translation technique have better reading achievement than those taught by M.U.R.D.E.R technique.
Errors Made by the Second Semester Students of the English Department at Widya Mandala Catholic University Surabaya in Learning English Tenses as Reflected in Their Narrative Writing Ervina Hartono
Magister Scientiae No. 23 (2008)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i23.1401

Abstract

People realize that writing cannot be separated from their lives such as in the school and college, they have to make essays or journals for their subjects and in the office, they have to make business letters or reports for their job. Realizing that writing is very important, the writer did an error analysis on the students’ tenses in their narrative writing. The reasons why the writer conducted this research are to find out to what extend the second semester students of the English Department at WMCUS acquire the English tenses as reflected in their narrative writing, to find out the possible sources of errors that the student make in constructing English tenses in their narrative composition, and to suggest the possible solutions of the problems. The subjects are the second semester students of Widya Mandala Catholic University Surabaya. The writer took two classes: class B and C. The writer took the two class in the middle of the six classes. The writer collected the students’ test papers which were the data before they are marked by the lecturers. Then, the writer analyzed the data by recognizing and identifying errors, counting the frequency of error occurrences, classifying the identified errors according to the source of errors, interpreting the findings, making conclusion and suggestions. In analyzing the data, the writer did not use one of the Larry Selinker’s sources of error―Transfer of Training is not included because the source can be seen in Speaking clearly. The writer did not use the Transfer of Training to analyze the sources of errors in the data analysis. The results of the analysis are as follows: The sources of errors that contribute are Language Transfer (7% errors), Strategies of Second Language Learning (54,3% errors), Strategies of Second Language Communication (1,6% errors), and Overgeneralization of Target Language Material (37,1% errors). The prominent errors are Strategies of Second Language Learning (54,3% errors) and Overgeneralization of Target Language Material (37,1% errors). From the analysis, the writer concludes that certain students have not mastered two tenses: Simple Present Tense (38% errors) and Simple Past Tense (52% errors). The occurrence of students’ errors in the Simple Present Tense and the Simple Past Tense might be caused by the students’ confusion because the two tenses are often used in the narrative writing and the regular use of the two tenses and there was a possibility of the students’ carelessness. The possible solutions that the writer provided are categorized in two types of errors which are form and function. To overcome the form error, the writer Magister Scientiae - ISSN: 0852-078X 45 Edisi No.23 - Maret 2008 suggested drill and exercises and to overcome function error, the writer suggested the Communicative Approach.
The Effect of Total Physical Response (TPR) Method and Word List for Teaching Vocabulary to Children Fifin Yanuarita
Magister Scientiae No. 23 (2008)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v0i23.1402

Abstract

The writer conducted a study about teaching vocabulary by using the Total Physical Response method and Word List. The objective of this study is to find out whether the students taught with Total Physical Response method have obtained higher vocabulary achievement than taught with word list. The result showed that there was a significant difference between the mean scores of the two groups. Therefore, it can be concluded that the third grade students taught with Total Physical Response method got higher vocabulary achievement than those taught with Word List. In short, it can be said that teaching vocabulary using Total Physical Response method is more successful than using word list.

Page 11 of 26 | Total Record : 253

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