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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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ERRORS IN LONG VOWEL PRONUNCIATION: A CASE OF ENGLISH LANGUAGE EDUCATION DEPARTMENT STUDENTS Rosalin Ismayoeng Gusdian
Magister Scientiae Vol. 49 No. 1 (2021)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v49i1.3097

Abstract

The study aims to investigate the errors in the long vowel realizations committed by students of English Language Education Department. It is a case study of the English Language Education Department students of Universitas Muhammadiyah Malang. The study employed qualitative method. The data were the recorded pronunciation of twenty students from the Speaking for Informal Interaction class at Universitas Muhammadiyah Malang. The data were collected when the students performed a storytelling for three to five minutes. In the data analysis, all of the recordings were carefully listened and the mispronunciation of words containing the targeted long vowels was identified. Upon the long vowel error identification, the students’ long vowel production was phonologically transcribed and assigned into the table of long vowels. The table was set according to the classification of the five types of English long vowels, namely [ɑ:], [ɛ:], [i:], [ɔ:], [u:]. Further, the phonological transcription analysis referred to Received Pronunciation (RP) and General American (GA) as the accepted pronunciation standards. The result shows that the English long vowels [i:], [ɑ:], [ɛ:], [u:], and [ɔ:] are replaced with the short vowels [ʌ], [i], [ɛ], [u], and [ɔ] respectively. The replacement is implemented due to the absence of the targeted sounds in the students native language (Bahasa). This phenomenon is the result of phonological transfer.
PROFESSIONAL IDENTITY FORMATION OF FOUR NOVICE ENGLISH TEACHERS Tabita Melania Mustaka Weni
Magister Scientiae Vol. 49 No. 1 (2021)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v49i1.3098

Abstract

Decisions and problems are two common things that are faced by novice English teachers in their transition time from being university students to a professional career as teachers. Decisions that are made and problems that are faced by novice English teachers might reveal how their professional identity is formed. This study is intended to explore how the stories that novice English teachers tell or share regarding their decisions in entering the career and the problems that they face form their professional identity. The participants in this narrative inquiry study were 4 novice English teachers who graduated from the English department, took part in teaching practice, and have been teaching for less than five years in schools after their graduation. The data of this study were in the form of narratives which were collected from the participants through the written and telephone interviews. The narratives were analyzed using thematic analysis and the identities were classified based on Karaolis and Philippou’s (2019) elements of professional identity. The findings show that decisions that were made by the novice English teachers formed their professional identity in four stages. They are before entering teaching, early stage, after a while in the profession, and current stage. The identities that are formed are in terms of their self-esteem, self-efficacy, professional commitment, job satisfaction, work motivation, task orientation, and future perspective. The identities are formed both in positive and negative ways. Furthermore, the problems that they faced formed their professional identity in terms of their self-esteem, self-efficacy, professional commitment, job satisfaction, and task orientation in positive and negative ways.
PARAPHRASING STRATEGY IN EFL LEARNERS’ READING SKILL Michela Sandra Arizena; Dina Merris Mayasari
Magister Scientiae Vol. 49 No. 1 (2021)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v49i1.3099

Abstract

This research explores EFL students’ paraphrasing ability with goals in identifying EFL learners’ reading skill levels and difficulties. This research used a qualitative method and schema theory. The subjects of this were 11 students of English Education 2019 of Class A in STKIP PGRI Sidoarjo. The results showed that 31.54% of the participants had difficulties in paraphrasing while reading the English text because of the differences in cultural backgrounds, and other difficulties such as constructing ideas, choosing and ordering words, using correct sentence constructions, lacking vocabularies, and knowledge about paraphrasing. Meanwhile, 68.45% of the participants were already familiar with paraphrasing, so that they could identify the solutions for their own difficulties, such as using various sources to learn about paraphrasing, sharing with friends, and asking the lectures or teachers. Additionally, all the participants agreed that paraphrasing would be very helpful in improving their reading ability.
THE ORGANIZATION OF STUDENTS’ JOURNALS Adinda Sarah Shafira; Ignatius Harjanto
Magister Scientiae Vol. 49 No. 1 (2021)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v49i1.3123

Abstract

All language skills, including writing requires practices. One of the writing practices is writing journals. Of the challenging practices is organizing ideas. Although the students are good at grammar, vocabulary, mechanics, and idea development, they can be in difficulties in organizing their ideas. The purpose of this study is to describe the organization including coherence and unity of journal writing. The data sources of this study are 76 journals written by the third semester students of an English Department in Surabaya. The data were collected from Schoology since the students submitted all the journals in Schoology. The findings showed that most of the journals written by the students were organized completely consisting of orientation, sequence of events and re-orientation chronologically. The findings also showed that the students tended to use grammatical cohesion rather than lexical cohesion to achieve coherence. Lastly, the journals written by the students were mostly unified in which each paragraph has a main idea supporting ideas.
LEARNERS’ PERCEPTIONS TOWARDS PROJECT-BASED LEARNING IMPLEMENTATION IN CALT COURSE IN THE COVID-19 PANDEMIC SITUATION Angela Veronica Vinchi Atuna; Y.G. Harto Pramono
Magister Scientiae Vol. 50 No. 1 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i1.3200

Abstract

Project-Based Learning (PjBL) is the teaching method that is commonly used by lecturers who taught the CALT course, yet given the situation of the COVID-19 pandemic caused the change from offline to online class. Thus, this study tried to find out the learners’ perceptions toward the change situation during the PjBL implementation in CALT course by distributing questionnaires to learners who had joined the CALT course and describe their opinion in this study. This study was described as a Ex Post Facto study since the data were taken in the previous semester of the PjBL implementation in the situation of COVID-19. The result of the questionnaire distributed had shown the positive result from the learners’ perspective that can be seen through tables presented in this study. The learners admitted that they had improved their learning skills in finishing their projects.
A COMPARATIVE STUDY BETWEEN INDONESIAN UNDERGRADUSTE AND GRADUATE STUDENTS’ PERCEIVED ANXIETY AND SELF-EFFICACY IN CRITICAL WRITING Fidelia Ratih Widya Wardani; Concilianus Laos Mbato
Magister Scientiae Vol. 49 No. 2 (2021)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v49i2.3309

Abstract

This study aimed to investigate students’ perception on their writing anxiety and how they employed their writing self-efficacy as well as the relationship between writing anxiety and writing efficacy. This research was conducted toward 29 students from undergraduate and graduate EFL students in Yogyakarta who were taking critical writing course. This study used mixed-method research employing a close-ended questionnaire and interview to gather the data. The writing anxiety questionnaire statements were adopted from Cheng (2004), while the writing efficacy statements were adopted from Eby (2018). The data results were analysed using SPSS version 25 then described statistically, whilst the interview data were analysed using thematic analysis. The results showed that both undergraduate and graduate students have a high self-efficacy and anxiety in writing. A correlation test was conducted and described in the discussion section to see the relationship between writing anxiety and writing efficacy indicates that all aspects of writing anxiety had a negative correlation but not significant with writing ability and behavior. However, not all aspects of writing anxiety such as somatic anxiety, avoidance behaviour, and cognitive anxiety had a negative correlation with writing ideas, writing conventions and self-regulation in writing. The interview result showed that the students who had good self-efficacy in writing felt anxiety as a means to explore themselves and foster a positive mindset to continue progressing in writing. The implication of this research is to expand knowledge related to writing practice in EFL context and educational psychology.
THE USE OF RELATIVE CLAUSES AS THE POST MODIFIERS OF THE NOUN PHRASE CONSTRUCTIONS IN THE STUDENTS’ THESIS BACKGROUND Jessica Febrina Haryanto; Hendra Tedjasuksmana
Magister Scientiae Vol. 50 No. 1 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i1.3313

Abstract

This study concerns on how the undergraduate students of the English Language Education Study Program use relative clauses as the post modifiers of the noun phrases in their thesis background and the errors found and their causes in the noun phrase constructions. Thirty undergraduate students were asked to be the subjects and the data were taken from their thesis backgrounds. The total of 226 noun phrases with relative clauses as the post modifiers were constructed with ten errors found. From the interviews conducted with fifteen subjects, the errors found were caused by (1) the different structures of English grammar point (the noun phrases with relative clauses as the post modifiers) with the Indonesian, (2) the gap time of the teaching and learning activities of the grammar concept that caused the students to forget about the structures, and (3) the pace of the students’ learning which did not match with the lecturers’ teaching pace. The results show that even though the awareness of the students was moderately high, they need to be reminded and encouraged to produce more complex sentences with noun phrases with relative clauses as the post modifiers to improve their thesis background.
HIGH SCHOOL ENGLISH TEACHERS' ICT LITERACY IN TEACHING ENGLISH Gayuh Adi Prayoga; Y.G. Harto Pramono
Magister Scientiae Vol. 49 No. 2 (2021)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v49i2.3322

Abstract

This study was aimed to investigate high school English teachers’ ICT literacy with the following more specific objectives: (i) to figure out how well of high school English teachers were familiar with various types of ICT for educational purposes; (ii) to figure out the extent to which English teachers implement ICT in their teaching; (iii) to figure out the obstacles English teachers had in implementing their knowledge of ICT in their teaching. Generation Z or gen Z are those who were born in digital era and are exposed to technology since from their young age. To teach this generation, teachers need to be literate to technology and should master certain knowledge that enables them to integrate technology in their teaching. Quantitative decriptive research design was employed in this study. A set of five point Likert scale questionnaire was distributed to English teachers who taught in Junior and Senior high schools in Surabaya and was analyzed using descriptive statistics. The findings indicated that majority of the respondents’ familiarity with the types of hardware and software was ranging from quite well to very well; the majority of the respondents’ frequency in using ICT was very often; and the only obstacle the teachers faced was lack of effective training to implement ICT in teaching. The present study may give insights for teacher development programs to improve their proficiency in implementing ICT in their classes to teach generation Z.
SELF-EFFICACY AND INDONESIAN JUNIOR HIGH SCHOOL STUDENTS’ READING ABILITY IN ONLINE CLASSES Anne Yustica Pramesti Sumarsono; Concilianus Laos Mbato
Magister Scientiae Vol. 50 No. 1 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i1.3347

Abstract

Self-efficacy in reading is considered to be the cause and result of academic achievement, especially in online learning where students need to learn independently. In this study, the researchers attempted to find out the impacts of self-efficacy on the reading ability of 9th-grade students at SMP 5 Purwokerto during online learning. There were 32 students from class 9A who participated in this study.  The research question was: What is the perceived effect of self-efficacy on the reading ability of 9th-grade students at SMP 5 Purwokerto? The researchers used the qualitative method with two research instruments. The results reveal that 9th-grade students have a high level of self-efficacy, can find solutions to every problem, and read a lot of new things from the internet, newspapers, novels, or magazines. Online classes, therefore, bring students’ independence to find solutions from the problems. This study contributes to learning English on reading skills during online school.  
THE EFFECT OF YOUTUBE ON SPEAKING ABILITY OF SENIOR HIGH STUDENTS Zainal Abidin; Agustinus Ngadiman
Magister Scientiae Vol. 49 No. 2 (2021)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v49i2.3401

Abstract

YouTube is a rich source for teaching speaking in EFL contexts. You Tube also enables students to learn language of the world. The present study aimed to know whether secondary students in Indonesia who frequently watched You Tube in English speak better that than those who seldom.  This was an ex-post-facto study. A questionnaire and speaking test were designed to students speaking ability. T-test and ANOVA were used to measure the different effects of You Tube. The present study revealed that the speaking ability of the subjects who watched You Tube exceeded the speaking ability of those who seldom watched You Tube. Based on the T-test analysis, YouTube gave good effect on students’ speaking ability, however based on the ANOVA analysis, You Tube gave the highest effect on the vocabulary aspect of their speaking ability.Keywords: YouTube, Speaking Skills, EFL Students

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