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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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INTERCULTURAL EXPOSURE THROUGH ENGLISH FOR FOREIGN LANGUAGE COURSEBOOK A Closer Look at English in Mind Students Book 3 Tirsana W. Kailola
Magister Scientiae No. 42 (2017)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v2i42.1725

Abstract

As English serves as Lingua Franca in many parts of the world, cultural teaching and developing intercultural awareness have become important issues in EFL teaching. Therefore, cultural presentation and learning in English course book is one important issue to be investigated. This present study analyzes the presentation of culture and types of cultural exposure in a course book entitled English in Mind Students Book 3. The content analysis is based on the theory of Adaskou, et all (1990); Cortazzi & Jin (1999) and Xiao’s (2010), all of which posit that culture learning/teaching and the themes to accomplish this are important for contemporary ELT culture acquisition. The study finds that course book portrays culture mainly in the form of visual illustration. Subsequently, the source culture, the target culture and the international culture are found in unbalanced proportion where the target culture references are more dominant than the source culture and the international culture. There was a strong sense of a hierarchical representation of the inner circle world in which the British and the US cultures served as the supreme source. Investigating the result of cultural domain, small “c’ culture is highlighted over big ”C” culture. However, sixteen themes under big ”C” and small “c” are focused on the target culture. Cultural value and life style are the most frequent themes which appear in the course book.
LOCUTION AND PERLOCUTION IN ENGLISH TEACHERS AND STUDENTS’ CLASSROOM INTERACTION Yoel Wibowo
Magister Scientiae No. 42 (2017)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v2i42.1726

Abstract

This research was intended to provide an analysis on English teacher’s locution influence towards students’ perlocution in an Indonesian EFL classroom as well as an elaboration towards the aspects influencing it. This research observed the flow between teachers’ locution and students’ perlocution within two different secondary grade EFL classes by analyzing the transcription of verbal recordings taken during a classroom interaction. This research revealed that the teacher-students verbal interaction within the EFL classroom sample, may be assessed through the students’ response; the use of English as the target language; the quantity of maxim disorders; the use of triggering questions, fillers, confirmation requests, and the rhetorical questions used by the students. On the other hand, aspects considered to be influential to build the students’ perlocution upon the teachers’ locution covered the teachers’ physical appearance and grooming, respect from the students, teaching method, ability to handle the class, relationship with the students, teaching style, voice quality, consistency in using English as the target language inside the classroom, and willingness to assist.
AN ANALYSIS OF INSTRUCTIONAL PICTURES USED IN PRIMARY ENGLISH COURSEBOOKS Sista Laksita Dewi; Harto Pramono
Magister Scientiae No. 43 (2018)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v1i43.1965

Abstract

This study analysed the types and roles of instructional pictures used in selected English coursebooks for elementary schools in Indonesia, and more specifically, the extent to which the pictures corresponded to the characteristics (principled set) of effective instructional pictures. Results of the analysis indicated that the type of pictures mostly belonged to less realistic type which was suitable for supporting the roles the pictures played in accompanying English words/text. The picture roles were mostly for introducing the meanings of new target words they accompanied, i.e., to support students’ comprehension of written text (target words) and for reinforcing and/or establishing the target words that had been introduced by accompanying varied activities represented through the written text (words), i.e., to enhance students’ retention of new target words. Most instructional pictures in the selected coursebooks were considered very effective to support their roles as they met the characteristics of effective instructional pictures (relevance, clarity, familiarity, suitability of picture type, and completeness of pictorial aspects). These findings suggest that selection of instructional pictures used to complement information presented in text should consider such aspects as suitability of types, roles, and characteristics of effective pictures in supporting their roles, in particular, for the purpose of enhancing English learning. Implications in developing and selecting instructional pictures are discussed.
COHERENCE STRATEGIES AND DEVICES IN EFL ACADEMIC WRITING INTRODUCTIONS Vincentia Sri Harti Siswanti; Ignatius Harjanto
Magister Scientiae No. 43 (2018)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v1i43.1966

Abstract

The study was intended to describe the coherence strategies and devices used by the graduate students of Widya Mandala Catholic University Surabaya in writing Introduction section to achieve coherence. This discourse analysis study described the internal relationship of form and meaning by applying textual analysis with a multimodal analysis. The researcher found non-deductive and neither deductive nor non-deductive strategy in this study. The non-deductive strategy consisted of three elements: context establishment, further focus, and thesis statement. The neither deductive nor non-deductive strategy did not have any complete elements, so those writings were categorized as incoherent introductions. Beside those strategies, there were 6 coherence devices identified; they were repetition of key nouns, the definite article ‘the’, parallelism, purpose signals, substitution, and transitional signals.
THE DEVELOPMENT OF ADOBE FLASH MEDIA ASSISTED LEARNING INSTRUMENT TO TRAIN STUDENT’S PROCESS SCIENCE SKILL Jane Koswojo; Sugimin Wahyu Winata; - Wasis
Magister Scientiae No. 43 (2018)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v1i43.1968

Abstract

This study aims to describe the development of feasible Adobe Flash-based learning media with optical instrument materials to train students' processing science skills. This is a developmental research with a 4D model and on the subjects of this research were Grade X students in Kartika Wijaya Surabaya Senior High School academic year 2016/2017 with a developmental testing using one group pretest-posttest design. The data obtained were quantitatively and qualitatively analyzed. The results of the analysis showed that learning media with supporting tools in the form of the syllabus, lesson plan, worksheet, and process science skills assessment were feasible to be used. Learning media along with supporting tools that have been developed for a jigsaw-type cooperative learning model can train the students’ process science skills. The students' process science skills were improved with the average N-gain score of 0.74 in the first replication and 0.88 in the second replication, they were categorized as a high category. The conclusion of this research was that Adobe Flash-based Physics learning media with materials of optical instrument could be used in the learning process and to train students’ process science skill.
DEVELOPING AN ENGLISH SUPPLEMENTARY COURSEBOOK FOR TENTH GRADERS OF TOURISM STUDENTS Tery Kusumawardani; Agustinus Ngadiman
Magister Scientiae No. 43 (2018)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v1i43.1969

Abstract

According to the 2013 Curriculum, English learning materials for both senior high school and vocational high school are equalized. However, it is suggested that the English learning materials for vocational students should be more specific than those for senior high school students because they need to learn specific areas of English in accordance with their major. Finding proper English textbooks for vocational students focusing on their major is not an easy task. In addition, most vocational school teachers also do not have any sufficient time to design the English materials for the vocational students. Therefore, it is recommended to develop the English materials which meet the students’ needs and demands, particularly intended for Tourism Program. In line with those problems, the researcher used ADDIE method which stands for analysis, design, development, implementation, and evaluation as a research design as suggested by Aldobie (2015). Two validators were involved to validate the textbook and they responded positively towards the materials. Furthermore, after using the textbook, three students and a teacher of tourism program were interviewed. They later agreed that the textbook was suitable and was considered to be fun in the learning process.
TEACHER’S WRITTEN CORRECTIVE FEEDBACK ON LANGUAGE FEATURES ON STUDENTS’ WRITING Nensy Triristina
Magister Scientiae No. 43 (2018)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v1i43.1970

Abstract

The objective of this study was to investigate the type of corrective feedback used by a teacher on students’ writing. The subjects of the study were twelve students of tenth graders of a private senior high school in Ponorogo selected based on pre-determined set criteria. The study used a qualitative method and the sources of data collected in this study were the teacher’s written corrective feedback on language features which focused on three categories of errors: subject-verb agreement, word choice, and sentence structure in the students’ descriptive texts. The data gathered were processed by analyzing and interpreting the teacher’s written corrective feedback using Ellis’s typologies of corrective feedback (2009) namely: direct, indirect, and metalinguistic corrective feedback. The result of the study shows that the type of corrective used by the MAN 2 Ponorogo teacher to correct the students’ descriptive writing was typology corrective feedback proposed by Ellis (2009). The corrective feedbacks used by the teacher were as many as 108 occurrences in total. The occurrences of direct corrective feedbacks were 37 (40,65%) on subject verb agreement errors, 20 (21,98%) word choices, and 34 (37,37%) sentence structures, while the indirect corrective feedback were 3 (21,42%) subject verb errors, 4 (28,58%) word choices, and 7 (50%) sentence structures, and metalinguistic on subject verb errors, word choices, and sentence structures used by the teacher was only 1 (3,33%) of each. It was later concluded that the type of corrective feedback mostly used by the teacher in revising their students’ grammatical errors was direct corrective feedback.
ENGLISH EDUCATION DEPARTMENT HIGH ACHIEVERS’ LEARNING STRATEGIES AND THEIR IMPACTS IN WRITING DESCRIPTIVE COMPOSITION Rizky Yoga Abimanyu
Magister Scientiae No. 43 (2018)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v1i43.1971

Abstract

The use of strategies can be useful when students are conscious about their capability in writing. Learners use various strategies as their approaches to deal with difficulties in writing. Oxford (1990) believes that strategies are the conscious steps of behavior used by language learner to enhance the acquisition, storage, retention, recall and new information. Inopportunely, there are still many learners who do not realize the importance of using appropriate strategies in analyzing their writing strategies which later can make the learners be anxious in facing the problems or difficulties in writing enhanced composition. This research is descriptive case – qualitative research dealing with learning strategies of English Education Department students in writing descriptive composition. The research questions were 1). What learning strategies are used by English Education Department high achievers in writing descriptive compositions? and 2). What are the impacts of learning strategies for high achievers’ writing descriptive compositions? To answer the research questions, interviews, observations, and writing analyses were used as research instruments on five English department students as the subjects of this research. Based on the academic data from staff administrator and lecturers, those students are high achievers in their writing course in the department. The researcher attempted to describe the types of participants’ strategies in writing descriptive compositions to find out the high frequency strategies and their impacts in students’ writing descriptive composition. The results demonstrated that the learning strategies used were able to assist the students in composing essays; those strategies are cognitive and compensation strategies. Nonetheless, some students consciously relish to use social strategy. At some points, the data showed that the more strategies used by the students, the better the writing quality will be.
TRANSLINGUAL IDENTITIES OF NES AND NNES ENGLISH TEACHERS: A NARRATIVE STUDY Yohanes Nugroho Widyanto
Magister Scientiae No. 43 (2018)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v1i43.1972

Abstract

This article reports the study of narratives of research participants, both native and non-native English speaker (NNES) teachers, explore their experiences of learning and teaching English which they reflected during their encounter in Gorontalo. Using Narrative Inquiry as a methodological device, this research facilitates the participants to write their ethnobiographies which were analyzed in order to depict the landscape of their language identities. The analysis shows participants' diverse language identities paradigms ranging from monolingual, multilingual to translingual tendency. Their perspective can be placed into a continuum where Mary (pseudonym), an American veteran English teacher, was on the tendency of monolingual identities and Julie (pseudonym), an English teacher from Indonesia, was on the other end of holding translingual identities.
THE USE OF DECONSTRUCTED MOVIE-BASED WRITING TO FOSTER STUDENTS’ CREATIVE THINKING - Hertiki; - Maslakhatin
Magister Scientiae No. 44 (2018)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v2i44.1974

Abstract

In EFL teaching and learning, writing is one of important language skills which help students show their ideas, thought, and attitudes. Nevertheless, the phenomenon nowadays shows that EFL students cannot express their clear, correct, comprehensible, and creative ideas because of the lack of creative thinking skills they possessed. This research aimed at showing the implementation of deconstructed moviebased writing to foster students’ creative thinking skill and describing the students’ creative thinking skill reflected when they were taught deconstructed movie-based writing. This research used descriptive qualitative design. The data were collected from classroom observation, field note, documentation of the process of teaching creative writing using deconstructed movie-based writing and the students’ writing performance to know their creative thinking. The data were analyzed descriptively. The result revealed that the use of deconstructed movie-based writing to foster students’ creative thinking works well. There were three criteria of creative thinking skill which are improved from the first meeting to the last meeting; they are image, characterization, and voice. However, the story criterion was decreased on the second meeting compared with the first meeting and improved on the third meeting. The students’ creative thinking skill was improved after they were taught deconstructed movie-based writing.

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