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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 261 Documents
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STUDENTS’ ATTITUDES TOWARDS THE IMPLEMENTATION OF ONLINE LITERACY PROGRAM IN PREPARATION FOR MINIMUM COMPETENCY ASSESSMENT Fidelis Elleny Averina; Budiraharjo Markus
Magister Scientiae Vol. 53 No. 2 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v53i2.7405

Abstract

To date, studies on literacy programs in Indonesia have been ubiquitously conducted. However, little effort has been made to investigate junior high school students’ attitudes toward the implementation of online literacy programs as part of School Literacy Movement in the Indonesian context. Thus, to fill in the gap, this study aimed to investigate students’ attitudes towards the implementation of the Online Literacy Program in the Junior High Public School (JHPS) 1 Central Java as a program to promote School Literacy Movement and prepare the students to face Minimum Competency Assessment along with some challenges faced by the students as factors that might negatively impact their attitudes. To achieve the aforementioned aims, a mixed-method design was employed in this research. A questionnaire encompassing closed and open-ended questions was administered as the data gathering technique to provide triangulation and increase the validity and reliability of the research. Two main findings were drawn from this study. First, the participants showed a positive attitude towards the implementation of the program which is reflected in the two components of attitude namely, affective and cognitive domains. Secondly, despite the positive results, some challenges such as technical disruption and reading comprehension difficulty were still present during the program implementation. Two main recommendations were suggested to help the teachers improve the future program, namely (1) exploring broader topics and (2) providing more visual aids.
INTEGRATING DEEP LEARNING IN LANGUAGE LEARNING: INSIGHT FROM THE LITERATURE Nurmida Catherine Sitompul; Hariyanto; J. Priyanto Widodo
Magister Scientiae Vol. 53 No. 2 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v53i2.7542

Abstract

Deep learning in language learning has the potential to revolutionize learning with its ability to process complex data. This study aims to: 1) identify key trends in the use of deep learning, 2) explore the benefits and challenges of implementing deep learning in language learning, and 3) determine future research directions based on gaps found in the literature. This study uses a literature review approach. The study's findings indicate a notable trend in the application of deep learning to a number of languages learning domains, including online learning, sign language recognition, translation, language assessment, and personalized learning. Numerous advantages of deep learning were also noted by the study, including better learning outcomes, higher student engagement, and the creation of creative applications. The study did identify a number of difficulties, though, including the requirement for huge data, infrastructure constraints, and data privacy concerns. The researcher suggests that further research address the various gaps and maximize the potential of DL applications in learning.
EXPLORING SOCIAL-EMOTIONAL LEARNING THROUGH NETFLIX MOVIE ENOLA HOLMES (2020) LESSONS AND IMPLICATION FOR EFL EDUCATION Simron Krisnuarjati Hindom; Edeltrudis Patrisia Soge; Natalina Antonia dos Santos; Ouda Teda Ena; Concilianus Laos Mbato
Magister Scientiae Vol. 53 No. 2 (2025)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v53i2.7768

Abstract

This Study explores the integration of Social-Emotional Learning (SEL) with the Netflix movie Enola Holmes (2020), focusing on its relevance and implications for EFL educational contexts. Based on SEL's five core competencies as defined by CASEL (Collaborative for Academic, Social, and Emotional Learning), including self-awareness, self-management, social awareness, relationship skills, and responsible decision-making. The study applied a qualitative descriptive design, with thematic content analysis, to examine how the SEL competencies are seen in the film’s main character, Enola Holmes, throughout the narrative. Using the film and its script as primary data sources, key scenes and dialogues were coded and analysed to identify SEL indicators. The findings reveal that Enola Holmes, as the main character, constantly expresses the five core components of Social-Emotional Learning (SEL) through her collaborative skills, moral reasoning, and independent decision-making. Therefore, the study suggests that integrating popular media like Enola Holmes into educational settings can enhance the delivery of SEL core competencies, specifically with regard to the implications in educational settings by offering a contextually meaningful, relatable, and engaging medium for students. The study contributes to the limited body of research that connects SEL and film analysis, emphasizing the value of visual storytelling in the educational environment. It highlights how popular media can be harnessed to cultivate emotional intelligence and character development in classroom settings.
EXPLORING THE BENEFITS OF PROJECT-BASED LEARNING IN CONTEMPORARY EFL SPEAKING INSTRUCTION Wijaya, Kristian Florensio
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.7351

Abstract

The advent of innovative, creative, and interactive learning dynamics can promote better-facilitated speaking learning activities among EFL learners. These contextualized learning models are manifested with the employment of project-based learning, where language learners are commissioned to exert a more powerful control on their personalized communication practices. This small-scale library investigation aimed to delve more deeply into the advantages of project-based learning in modern EFL-speaking learning dynamics. Hence, the researcher employed a thematic analysis while analyzing the findings of 30 previous project-based learning studies to generate more systematic and comprehensible results. From the specifically generated findings, project-based learning helped provide real-time communication practices and promote emotionally supportive speaking classroom environments among EFL learners. Some recommendations were proposed to guide future research on the implementation of project-based learning in modern EFL-speaking contexts
EXPLORING STUDENTS’ EXPECTATIONS AND REALITIES OF GROUP WORK IN EFL LEARNING: A QUALITATIVE CASE STUDY Adieli Laoli; Gulo, Dari Hati; Friska Putri Waruwu; Efen Ronalis Lase; Hendrikus Agusman Lature
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.8202

Abstract

This study explores third-semester students’ expectations and actual experiences of group work in English as a Foreign Language (EFL) learning within an English Education Study Program in higher education. Employing a qualitative descriptive case study design, the research involved ten third-semester students (five males and five females) selected through purposive sampling based on their prior experience with collaborative learning. Data were collected through open-ended questionnaires and semi-structured interviews and analyzed using thematic analysis. The findings reveal that most participants held positive expectations of group work, particularly regarding increased confidence, reduced anxiety, and greater engagement in English learning. These expectations were largely confirmed in practice, indicating an alignment between students’ expectations and classroom realities at the affective level. However, the study also identified important tensions, as unequal participation and inconsistent use of English persisted during group interactions. While group work functioned as an effective scaffold that encouraged participation, it did not automatically ensure equitable contribution or sustained target-language use. By explicitly contrasting students’ expectations with their lived classroom experiences, this study contributes to a more nuanced understanding of group work as a pedagogical strategy whose effectiveness depends on structured design and teacher scaffolding. The findings offer important implications for EFL teacher education and collaborative learning practices in higher education.
STUDENTS’ PERCEPTIONS OF THE CULTURAL APPROPRIATENESS AND SYMBOLISM BEHIND INNER GRADUATION ATTIRE: A COMPARISON BETWEEN INDONESIA AND FOREIGN COUNTRIES Waruwu, Pujawati; Laoli, Adieli; Harefa, Erlinhartayanti; Zebua, Herianto; Waruwu, Jethrialdo
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.8209

Abstract

This study examines undergraduate students’ perceptions of the cultural appropriateness, symbolic meaning, and cross-cultural awareness of inner graduation attire in Indonesian graduation ceremonies, particularly in comparison with practices abroad. A descriptive quantitative design was employed, involving twenty undergraduate students from Nias University selected through total sampling. Data were collected using a closed-ended questionnaire consisting of sixteen Likert-scale statements and analyzed by converting responses into percentages categorized as high, moderate, or low perception levels. The findings indicate that students generally hold strong and consistent perceptions regarding the cultural appropriateness and formality of inner graduation attire in the Indonesian context. Traditional clothing such as kebaya and batik is widely regarded as suitable, reflecting respect for academic institutions, cultural norms, and national identity. Participants also recognize the symbolic role of graduation attire in expressing cultural pride and belonging. However, some variation emerges in views of attire as a symbol of academic achievement, suggesting a distinction between symbolic representation and actual performance. Students demonstrate cross-cultural awareness by acknowledging differences between Indonesian and foreign graduation practices while expressing a preference for preserving local cultural values. Given the small, single-institution sample, the findings are context-specific and should be interpreted cautiously
EFL STUDENTS’ ATTITUDES TOWARD SHORT FILM-BASED JOYFUL LEARNING ACTIVITIES Saffana Salsabila; Megawati, Fika; Nafidah, Hikmah
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.7456

Abstract

Learning English needs to be supported by interesting activities and attractive media. One of the most meaningful media to assist students in developing the language component is short films. Therefore, this study aims to analyze the utilization of short films as interactive learning media in improving the English language skills of high school students. The method used is a descriptive qualitative approach with an observation technique conducted for four weeks in one of the high schools in Sidoarjo. Data were collected through direct observation of learning activities, as well as students' reflections on the use of short films in the learning process. The results showed that the utilization of short films significantly increased students' active involvement in English learning. In addition, the use of short films has a positive impact on improving vocabulary acquisition, pronunciation, and listening comprehension. The advantages of short films, such as relatively short duration, contextual and interesting content, and the use of authentic language, support a more interactive, relevant, and meaningful learning process. Thus, short films can be used as one of the effective and innovative learning media to improve students' English language skills. The results of this study are expected to be a reference for educators in designing audiovisual-based learning strategies that are more interesting and in accordance with students' need
REPRESENTATIONAL COMPETENCE AND CONCEPTUAL UNDERSTANDING IN LINEAR MOTION: DIFFERENCES BY REPRESENTATION TYPE AND GENDER Koswojo, Jane; Kusairi, Sentot; Sutopo, Sutopo; Herwinarso, Herwinarso; Rizkyanti, Elta; Daeng, Firza Farahdiba
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.8068

Abstract

This study investigates the correlation between representation competence and conceptual understanding of linear motion kinematics, by representation type and gender, among undergraduate students. A quantitative survey design was conducted with 228 students (136 male and 92 female) who had completed a basic physics course. Data were collected using seven validated essay items adapted from the Test of Understanding Graphics in Kinematics (TUG-K2) to measure students' representational competence and conceptual understanding across graphical, diagrammatic, and verbal representations. Descriptive statistics, Kruskal-Wallis test, Wilcoxon test, and Pearson correlation analysis were used. Results showed that students' representation competence was generally moderate (mean=1.130) and differed significantly across representation types, while their conceptual understanding was relatively low (mean=0.419) and varied significantly across kinematics concepts. Although female students showed slightly higher average representation competence scores, no statistically significant gender differences were found in either representation competence or conceptual understanding. A strong positive correlation was identified between representation competence and conceptual understanding, indicating a close association between the two constructs. However, the correlational design does not allow causal conclusions to be drawn. These findings highlight the importance of explicitly integrating various representations into physics teaching to support deeper conceptual understanding in linear motion kinematics
USING ACRONYM STRATEGIES TO TEACH ENGLISH TENSES: A CASE STUDY OF NON-ENGLISH-SPEAKING BACKGROUND STUDENTS Mukhzamilah; Mintowati, Maria; Mulyono; Putra, Octa Pratama; Khushik, Ghulam Abbas
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.7810

Abstract

The mastery of English tenses remains a significant challenge for many EFL learners, often exacerbated by traditional, abstract pedagogical methods that contribute to cognitive overload and performance anxiety. This study investigates the efficacy of food-based mnemonic acronyms as a cognitive scaffold to facilitate the learning and retention of grammatical structures. Adopting a qualitative research design, the study employs thematic analysis to examine the cognitive and affective shifts in the learning processes of four university students—BAW, PRN, JMM, and SDK—selected based on their diverse academic backgrounds and challenges with tense acquisition. The thematic analysis reveals that these associative tools function as vital "mental hooks," successfully lowering learners' affective filters and enhancing linguistic retrieval. The findings demonstrate a consistent transition from rote memorization and learning fatigue toward spontaneous, accurate, and organized linguistic production. Ultimately, this research provides empirical evidence that integrating creative, association-based mnemonics into the curriculum can improve grammatical fluency and transform the learning experience from a burdensome task into a structured and engaging cognitive process.
A STUDY OF PHONOLOGICAL ERRORS IN STUDENTS’ ENGLISH SPEECH PRODUCTION Medi, Divo Zidane Akbar Nugraha; Hasibuan, Hapni Nurliana H.D.; Jismulatif; Miftahul Jannah; Teresia Nataline Sitorus
Magister Scientiae Vol. 54 No. 1 (2026)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v54i1.7821

Abstract

Phonology is significant in facilitating communication, especially for university students who are learning English as a foreign language. The purpose of the study is to determine the types and causes of pronunciation errors made by students of FKIP Universitas Riau. A descriptive qualitative study was conducted by selecting sixteen students from various study programs. Pronunciation tests, recordings, and interviews were used as data collection methods, and data were analyzed using the International Phonetic Alphabet. The study identified eight types of phonological errors, characterized by vowel substitution, silent letter pronunciation, diphthong simplification, consonant substitution, cluster reduction, voicing, epenthesis, and spelling pronunciation. These errors are caused by the Indonesian phonological system, a lack of pronunciation practice, and students’ need to speak English. These findings show that pronunciation errors are common among university students and need more attention in English pronunciation classes.

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