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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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TEACHING GRAMMAR WITH OSCAR WILDE Basilius Himawan Setyo Wibowo
Magister Scientiae Vol. 50 No. 2 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i2.3956

Abstract

In English teaching, there has been a dichotomy between language and literature. Literature is sometimes perceived as isolated from language. Teachers of English are reluctant to teach literature feeling that they do not possess the competence in literature. Teachers of literature feel similar reluctance due to the perception that they do not master grammar adequately. This article tries to find a possible way of teaching English grammatical aspects through literary works by adopting Carlson and Tovatt’s way of reading. 
AN ANALYSIS OF THE CONTENT FEASIBILITY OF ROLE PLAYS FOR TODAY IN TEACHING SPEAKING Elga Harista Anggreni; Ruruh Mindari
Magister Scientiae Vol. 50 No. 2 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i2.4156

Abstract

Nowadays, it is undeniable that English has become an international language that many people around the world use for communication. In learning English, speaking skill has become the most important skill to be mastered. One of the most common and important instructional media to master English is textbook. This research was conducted in order to find out to what extend the textbook used by English Department students in Speaking I Course of English Department in the academic year of 2017/2018 meet the criteria of content feasibility of a textbook. Accordingly, both qualitative and content analyses were used to evaluate the data collected from Role Plays for Today as the subject of this research. Based on the analysis of the research findings, 81.25 % of the units taken as sample from Role Plays for Today meet the criteria of textbook content feasibility. It indicates that the textbook is a suitable textbook used as the learning media for Speaking I course.
PRIVATE SENIOR HIGH SCHOOL TEACHERS’ SELF-EFFICACY IN UNDERSTANDING STUDENTS’ NEEDS DURING THE ONLINE LEARNING Agustine Andriana Ayu Mahardika; Concilianus Laos Mbato
Magister Scientiae Vol. 50 No. 2 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i2.4170

Abstract

During the pandemic, everyone is required to do activities at home, including the teaching-learning process, which is done online. Students’ needs should be taken seriously by teachers. High self-efficacy is essential, and teachers must regulate their emotions in teaching students online learning. This research aimed to determine teachers’ self-efficacy in understanding students’ needs and strategies for regulating their emotions during online teaching-learning. During the teaching-learning process, teachers may face various students’ characteristics, and sudden situations that happen during the process may stress the teachers. Therefore, teachers need self-efficacy that will help them regulate themselves to execute their actions and solve problems. This qualitative research employed an open-ended questionnaire distributed to five private senior high school teachers, and an in-depth interview was conducted with three private senior high school teachers. The findings revealed that self-efficacy and emotion-regulation strategies were the main factors for teachers to understand their students’ needs during the teaching-learning process. It is recommended that future researchers interested in expanding this topic do extensive research to check its trustworthiness and provide further information about it.
ONLINE ENGLISH LEARNING DURING COVID-19 PANDEMIC: MOTIVATING AND DEMOTIVATING FACTORS AMONG EFL STUDENTS Priscilla Tabitha; Y. G. Harto Pramono
Magister Scientiae Vol. 50 No. 2 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i2.4175

Abstract

Since pandemic novel outbreak, almost all educational institutes have transitioned to online learning in order to keep the teaching and learning process going. In Indonesia, the practice of online learning is still relatively, unclearly understood due to the minimum awareness of the ICT (Information and Communication Technology). Some studies revealed that online learning gave positive as well as negative impacts to the students’ learning motivation. Especially, the negative impacts may cause difficulties, stress, and anxiety in learning. Therefore, this present study was intended to reveal the factors affecting motivation and demotivation for students in learning English online, more specifically, during COVID-19 pandemic and to find out which factors were the most motivating and the most demotivating. A survey design was employed in this study. Thirty-six students of an English education study program at a private university were involved. The data were collected using questionnaire and analysed using statistic descriptive technique. The findings revealed that students’ motivation and demotivation could have been influenced by intrinsic and extrinsic factors. In particular, there were 5 motivating factors affecting students’ motivation, namely: students’ intrinsic learning motivation, self-efficacy, teachers’ performances & attitudes, contents & materials, and classmates’ attitudes. Among 5 motivating factors, teachers’ performances & attitudes turned out to be the most motivating factors, followed by contents & materials, and students’ intrinsic learning motivation. Concerning the demotivating factors, only one factor, i.e., technical factor was found to be the only one and most demotivating factor. This study contributes to the learning of  English during online as well as offline schools
STUDENTS’ ATTITUDES TOWARDS QUIZLET IN ENGLISH VOCABULARY LEARNING Erlia Novitasari; V Luluk Prijambodo
Magister Scientiae Vol. 50 No. 2 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i2.4180

Abstract

This research reports a study on students’ attitudes towards an online learning platform, Quizlet, in English vocabulary learning. Three research questions were raised, namely: 1) How are the students’ attitudes towards Quizlet in English vocabulary learning? 2) What influence do the students’ attitudes have on their English vocabulary learning using Quizlet? 3) How does Quizlet facilitate the students’ English vocabulary learning? This qualitative study used a questionnaire and an interview to investigate students’ attitudes towards Quizlet in their English vocabulary learning. Twenty students were involved in the questionnaire and six students in the interview. Three major findings are concerned with the students’ attitudes toward Quizlet; the influence of the students’ attitudes towards their English vocabulary learning using Quizlet; and how Quizlet facilitates their English vocabulary learning. Findings indicate that 1) students’ attitudes were all positive, deriving from their opinions, thoughts, feelings, and experiences towards Quizlet; 2) the positive attitudes gave encouragement to their English vocabulary learning; and 3) Quizlet facilitated the students’ English vocabulary learning through its features, namely; Card, Study, Game, and Test modes. Based on these findings, some suggestions are offered. First, for the students to pay more attention to the learning platform they use to learn, such as Quizlet. Second, for the teacher, lecturer, and Study Program Department to pay more attention to the students’ positive attitudes towards a particular learning platform and to utilize more Quizlet for learning. Third, future researchers should investigate how far Quizlet facilitates English vocabulary learning via pretest and posttest.
TEACHERS’ ACADEMIC QUALIFICATIONS AND THEIR LEVELS OF PROFICIENCY ON THE ESSENTIAL TEACHING SKILLS: A SURVEY STUDY AMONG TEACHERS OF EARLY CHILDHOOD EDUCATION PROGRAMS Sindy Anugerah Wati
Magister Scientiae Vol. 51 No. 1 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i1.4234

Abstract

This paper reports on a study which aims at describing the levels of teaching proficiency among the ECCE (Early Childhood Center Education) teachers based on their essential teaching skills in preparing lesson plans, carrying out teaching and learning activities, and assessing learning. This study involved ECCE teachers having a linear educational background (i.e., a bachelor’s degree in early childhood education) and those having a non-linear educational background (i.e., a non a bachelor’s degree in early childhood education). This study is descriptive quantitative in nature employing a survey design.  There were 170 ECCE teachers in Sawahan, Nganjuk, East Java participated in this study. Of these participants, 120 had a linear educational background and 50 had a non-linear educational background. The research data were collected using a questionnaire with 30 questions. The results of the study showed that among the teachers involved in the study, 85.88% could be said to be very proficient, 2.94% could be said to be proficient, 8.82% teachers could be said to be less proficient and 2.36% of the teachers could be said to be not proficient. There is no difference in the levels of teaching proficiency between teachers who have linear and non-linear educational background because teachers who do not have linear educational background have got competency enrichment opportunities through teacher trainings, seminars, sharing knowledges with colleagues, and practices in ECCE teacher organizations
THE USE OF MIND MAPPING TECHNIQUES IN TEACHING WRITING TO EIGHT GRADE STUDENTS USING GOOGLE MEET PLATFORM VIEWED FROM THEIR CREATIVITY Chrissy Andrea Putri; Ngadiso Ngadiso; Lidwina Sri Ardiasih
Magister Scientiae Vol. 51 No. 1 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i1.4362

Abstract

Writing accelerates students' use of the target language, making it an essential part of classroom preparation. Writing skills can be improved through the use of mind mapping. The following are the research's goals:1) to determine whether teaching writing to eighth-graders using mind mapping or peer review is more effective, 2) to determine whether eighth-graders with higher levels of creativity have better writing skills than those with lower levels of creativity, and 3) to determine whether teaching methods and students' creativity interact when teaching writing to eighth-graders. An experimental study with a 2x2 factorial design is this one. This study uses 48 students as samples. In this study, writing and creativity tests are used to collect data. ANOVA and the Tukey test are used to analyze the data. The data analysis revealed that the mind mapping method is more effective than the peer review method for teaching eighth-grade writing. In the eighth grade, students with high creativity have better writing skills than students with low creativity. There is an interaction between teaching techniques and students' creativity in teaching writing in the eighth grade.
CONTENT ANALYSIS ON TWO ENGLISH TEXTBOOKS FOR THE EIGHTH GRADER OF JUNIOR HIGH SCHOOL Ary Setya Budhi Ningrum; Uum Midah Lestari; Nurul Retno Murti
Magister Scientiae Vol. 51 No. 1 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i1.4413

Abstract

This paper reports a study that analyzed the content of two English textbooks used in junior high school in Indonesia. The two textbooks are officially published by Indonesia's Ministry of Culture and Education. The first is "When English Rings a Bell," written by Siti Wachidah, Asep Gunawan, Diyantari, and Yuli Rulani Khatimah and published in 2017, and the second is "Modul Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19 untuk jenjang SMP Mata Pelajaran Bahasa Inggris untuk semester genap kelas VIII” which is published in 2020. The findings revealed similarities and differences between the two textbooks. Two English textbooks differ greatly because they have different goals. The second book is not a revision of the first, but it appears to be the solution to the pandemic. The first textbook is designed to improve language skills through the use of communicative approach, both spoken and written, with English as the medium of communication. However, the second textbook is expected to be beneficial and meaningful for students to achieve the intended competence independently. Despite differences in goal or focus in developing the textbooks, they share similarities in terms of basic competence that students must achieve.
EXPLORING THE USE OF SOCIAL MEDIA FOR LEARNING SPEAKING BY THE ELEVENTH GRADE STUDENTS OF SMAN 3 KEDIRI Siti Nur Khofifah; Ary Setya Budhi Ningrum; Annisa Auliya Saharani
Magister Scientiae Vol. 51 No. 1 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i1.4414

Abstract

The purpose of this study is to investigate the use of social media for learning to speak, as well as the challenges and motivations for doing so. The subject of this study is the eleventh grade students of SMAN 3 Kediri, which is located on Mauni Street, No. 88 Bangsal, Pesantren, Kediri City. Data collection methods include questionnaires, observation, and interviews. Data analysis processes included data reduction, data organization, and data conclusion. The obtained data is displayed descriptively as a percentage and qualitatively interpreted. The data showed that all participants use social media as a source of knowledge and as an example of practicing speaking. 59% of the 80 participants agreed and 24% strongly agreed that social media can help them improve their speaking fluency. The students also claim that learning to speak through social media presents challenges. Understanding difficult material without the assistance of teachers is one of the most difficult aspects for students. The findings also show that the motivation for using social media to learn to speak comes from both internal and external sources. Furthermore, students can use social media to learn to speak in a variety of ways, and it also provides challenges and motivation for each student.
THE IMPACTS OF CULTIVATING INDONESIAN EFL LEARNERS’ POSITIVE SELF-ESTEEM IN SPEAKING ACTIVITIES Kristian Florensio Wijaya
Magister Scientiae Vol. 51 No. 1 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i1.4452

Abstract

ABSTRACTWith the accompaniment of positive self-esteem, EFL learners are capable of improving their speaking learning skills to the fullest development and becoming more appreciative of their existing communicative competencies. This present small-scale library study set out to profoundly explore the impacts of cultivating Indonesian EFL learners’ self-esteem in speaking activities. To comply with this study's objectivity, the researcher thematically analyzed the previously-generated research results generated by 30 self-esteem and speaking studies. The in-depth thematic analysis revealed that positive self-esteem can transfigure Indonesian EFL learners into more confident L2 speakers and lead them to obtain more satisfying speaking learning achievements. Thus, this qualitative study affirmed that in the light of positive self-esteem, Indonesian EFL learners can become more proficient L2 speakers as they have been more comfortable with themselves and the specific communicative abilities they are currently possessing. 

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