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<![CDATA[THE INFLUENCE OF ACHIEVEMENT MOTIVATION AND ACADEMIC SELF-EFFICACY ON SPEAKING PROFICIENCY ]]>
<![CDATA[Yuni Astuti]]>
<![CDATA[ Magister Scientiae No. 45 (2019) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v1i45.2043
<![CDATA[This quantitative study employs a correlational design that is to find out the relationship among achievement motivation, academic selfefficacy and the students’ speaking performance. Two questionnaires with four likert-scale were used to measure the students’ level in this study. Based on the result of the data analysis about the relationship among the variables, some points could be concluded. First, there was a significant average positive correlation between achievement motivation level and the students’ speaking performance level (r = .688, sig. = .00). Second, the correlation between academic self-efficacy level and the students’ speaking performance level was a significant moderate positive correlation (r =. 691, sig. = .00). Third, the relationship between achievement motivation combined with academic self-efficacy and the students’ speaking performance was statistically a significant high positive correlation since The result was significant (r= 0.737, sig. = .00). It was concluded that the teachers should be closer to the students in order to build more academic self-efficacy beliefs of the students. Teachers are expected to encourage the students to be more open and share their difficulties in learning especially in the speaking class. Thus, by having close communication between teachers and the students, it is expected that the students’ problems during the learning process can be solved. The students’ achievement motivation and the students’ academic self-efficacy are expected to be higher and stronger in completing the course with high achievement.]]>
<![CDATA[THE EFFECTS OF KAHOOT! IN TEACHING READING TO TENTH GRADE STUDENTS ]]>
<![CDATA[Dismas Wibisono]]>
<![CDATA[ Magister Scientiae No. 45 (2019) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v1i45.2045
<![CDATA[Side-synchronizing between English reading teaching and learning and latest technology are encouraged to happen nowadays to get better learning achievements. The purposes of this study were to identify the effect of Kahoot! in reading comprehension test scores. This study was carried out among 50 students from a senior high school in Surabaya. Data were analysed and presented using descriptive statistics in the form of frequency, means, standard deviation and independent t – test. From this study, it was found that the students’ reading comprehension test scores were higher when they were taught using Kahoot! on the learning process. Besides, their learning attitudes on cognitive, psychomotor and affective showed some significant positive effects. From these findings, it can be suggested that online media like Kahoot! Is strongly recommended to be used in the teaching and learning process of English reading. It is expected that the finding of this study would enlighten the relevant literature of the area.]]>
<![CDATA[USING MIND MAPPING TO IMPROVE ARGUMENTATIVE WRITING SCORE OF ELEVENTH GRADERS ]]>
<![CDATA[Daniel O'Hara]]>;
<![CDATA[Bartolomeus Budiyono]]>
<![CDATA[ Magister Scientiae No. 45 (2019) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v1i45.2046
<![CDATA[This study used a classroom action research design. It aimed at identifying the improvement of argumentative essay scores of eleventh graders of Elyon Christian School Surabaya in the 2013/2014 academic year through mind mapping. Besides that, it was also conducted to describe the process of teaching writing using mind mapping to the eleventh graders. The data was obtained by giving pre-test, cycle process and post-test. The result showed that there were improvements in the students‘ argumentative essay scores. It can be seen at the average scores of the pre-test (62. 5) and post-test (85. 5). The research process took six weeks for completion, or twelve classroom meetings. It was also found that the students followed the teaching-learning process well and they showed their interest in the lesson. Based on the analysis, it was concluded that the eleventh graders of Elyon Christian School Surabaya improved their argumentative essay writing score through the mind mapping technique.]]>
<![CDATA[NATIVE OR NON NATIVE: STUDENTS’ PREDILECTION OF THEIR ENGLISH TEACHER ]]>
<![CDATA[Eka Afrida Ermawati]]>;
<![CDATA[Fitriyah Dewi Wulandari]]>
<![CDATA[ Magister Scientiae No. 45 (2019) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v1i45.2047
<![CDATA[A debate on the effectiveness of Native English Teacher (NEST) and Non Native English Teacher (NNEST) has been an outstanding and continuous issue. The debate becomes more interesting since there are differences in some research findings about which one is more effective in teaching English. Therefore, this present research wants to investigate students’ predilection about the effectiveness of their Native and Non Native English speaking teachers’ in teaching English and its relation towards the students’ achievement in learning and comprehending the materials. A survey was conducted by distributing a questionnaire towards students of MAN 1 Kraksaan- Probolinggo. The result of the survey shows that students believe that having NEST is more preferable if they want to be successful in learning English.]]>
<![CDATA[AN EVALUATION OF ENGLISH COURSEBOOK FOR YOUNG LEARNERS ENTITLED ENGLISH CHEST ]]>
<![CDATA[Nicolaus Henry Supriyanto]]>
<![CDATA[ Magister Scientiae No. 46 (2019) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v2i46.2225
<![CDATA[One of the English coursebooks used in the teaching and learning English in Indonesia is English Chest. This study was conducted to answer the questions: (1) To what extent does English Chest series fulfill the criteria of a good English coursebook for young learners in terms of: physical format, subject matter, page layout, vocabulary and structure, graphic elements and content?; and (2) Does this coursebook meet the requirements of the syllabus of teaching English in primary school in Indonesia? The terms were developed and modified based on the criteria proposed by Varella (2014) about the good coursebook for young learners. The design of the study is descriptive qualitative. Ten English teachers using the coursebook were asked to assess it based on a checklist and interviewed. After the data were analyzed, the findings revealed that English Chest coursebook the series is categorized as a good and appropriate English coursebook for EFL young learners. Furthermore, the syllabus proposed by English Chest coursebook the series is in agreement with the syllabus of Kurikulum Tingkat Satuan Pendidikan 2006.]]>
<![CDATA[DEVELOPING ESP SYLLABUS AND TEACHING MATERIALS FOR PORT BUSINESS EMPLOYEES ]]>
<![CDATA[Rizqiliyah Issabella]]>
<![CDATA[ Magister Scientiae No. 46 (2019) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v2i46.2226
<![CDATA[This study is aimed to cater the needs of professionals of sea port business to enhance their English speaking proficiency. Due to their limited time to study, the design of the syllabus must focus on the materials they usually use in their daily operation. The syllabus and the materials were designed using ADDIE model which stands for Analyzing, Designing, Developing, Implementing and Evaluating. In the Analyzing stage, ten topics were needed in practicing their English. The program was designed for one term covering fifteen meetings for ninety minutes each. The syllabus and materials had been reviewed by the expert of the port business. The order of the materials presented was based on the scope, from the small to the broad ones. One material was tried out to a specific group of learners resembling the target group, and the learners showed positive remark on both of the materials and the delivery.]]>
<![CDATA[STUDENTS’ PERCEPTION OF EXTENSIVE READING ACTIVITY THROUGH READING LOG ]]>
<![CDATA[- Gabriella]]>;
<![CDATA[Veronica L. Diptoadi]]>
<![CDATA[ Magister Scientiae No. 46 (2019) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v2i46.2227
<![CDATA[As prospective English teachers, the students of the English department are expected to have sufficient English proficiency especially reading skills since most of the resources in the learning process are printed in English. Responding to the previous demand, the English Department provides a supplementary activity for developing the students’ reading skills. Hence, the focus of this study is on investigating how the students perceived the role of extensive reading activity in Reading A course in motivating them to read more in order to improve their reading skills as well as to enhance other skills and components, such as writing, speaking, and vocabulary. The questionnaire was answered by 29 students to find out their perception on extensive reading activity in Reading A course during the academic year of 2017/2018. In addition to the questionnaire, the lecturer of the course was also interviewed to confirm the students’ responses. After the data analysis, it was discovered that the students’ perception on extensive reading activity was positive.]]>
<![CDATA[TEACHERS’ PERCEPTIONS TOWARDS THE IMPLEMENTATION OF GROUP WORKIN TEACHING ENGLISH TO YOUNG LEARNERS ]]>
<![CDATA[Dani Agus S.U.]]>
<![CDATA[ Magister Scientiae No. 46 (2019) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v2i46.2228
<![CDATA[Group work becomes one of the effective and efficient teaching methods in education. Many teachers believe that group work gives many benefits to students. Young learners have different learning characteristics with adult learners. They need particular teaching treatments that are different from adult learners. That matter raises the question of whether group work can be applied to young learners. This research aimed at investigating the teachers’ perception towards the implementation of group work in teaching English to young learners. The participants of this study were four native English teachers who had experiences in teaching English to young learners. A questionnaire and interview were used to collect data and the results were analysed qualitatively through a descriptive approach. The research found that the participants had positive perceptions towards the implementation of group work in teaching English to young learners.]]>
<![CDATA[THE IMPLEMENTATION OF 21 ST CENTURY SKILLS AS THE NEW LEARNING PARADIGM TO THE RESULT OF STUDENT’S CAREER AND LIFE SKILLS ]]>
<![CDATA[- Sulistyaningsih]]>;
<![CDATA[Kani Sulam]]>;
<![CDATA[Abdul Syakur]]>;
<![CDATA[Lailatul Musyarofah]]>
<![CDATA[ Magister Scientiae No. 46 (2019) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v2i46.2229
<![CDATA[Teaching students to learn and to work well with 21st century skills is not only the domain of vocational school (SMK), but also general senior high school (SMA/MA) as well. It is not enough for students to have only core skills in literacy and numeracy in order to succeed as individuals, citizen, or workers. This article deliberates how to implement the 21st century skills as the new learning paradigm for senior high school students. Furthermore, how the result of those implementations to the student’s career and life skills is based on the five elements as the indicators. For the first research question, the study was descriptive and qualitative. For the second research question, the study was descriptive and quantitative. The writers did an observation, which is workplace action research. There is a Career and Life Skills Program for the twelfth grade students of MA NU Walisongo Sidoarjo. The indicators included in the scoring result sheet consist of the five elements of skills that comprise the Career and Life Skills (CLS) domain. They are (1) flexibility and adaptability skills; (2) initiative and self-direction skills; (3) social and cross-cultural skills; (4) productivity and accountability skills; and (5) leadership and responsibility skills. The result of those implementations to the student’s career and life skills based on its five elements is quite good. At the end, they are expected will be job-ready with the skills most in demand in the 21st century.]]>
<![CDATA[THE ROLE OF POEMS IN DEVELOPING CRITICAL THINKING SKILL OF LOW ACHIEVING STUDENTS ]]>
<![CDATA[Siti Aisyah]]>;
<![CDATA[Priyanto Widodo]]>;
<![CDATA[M. Khusni Mubarak]]>;
<![CDATA[Endah Harumi]]>
<![CDATA[ Magister Scientiae No. 46 (2019) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v2i46.2230
<![CDATA[Critical thinking is always assumed to deal with critical reading and critical writing that also involve scientific materials. Critical thinking is also judged as the thinking skill limited to smart students only, since there are complicated problems involved, namely linguistic, psychological and cognitive problems. For students with such kinds of condition and situation, they need different materials and strategies adjusted to their characteristics to develop their critical thinking skills. This research showed that low achieving students of English as a foreign language (EFL) successfully improved their critical thinking skills after having activities of the poem interpretation and analysis activities in their Reading classes. This research also proved that when they align in pursuit of critical thinking by reading poems completed with the assignments. These lead the students to engage themselves not only in joyful learning activities of reading but also in training their thinking skills. They could perform interpreting and analysing poems with reasonable points of view. By having descriptive qualitative research for several months, there were crucial factors in optimizing the best performance of the low achieving students of EFL in thinking critically, namely well-designed lesson plans, peer-learning activities, and good teacher feedbacks.]]>
