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Program Pascasarjana - Program Studi Magister Pendidikan Bahasa Inggris Lantai 5 Gedung Agustinus, Unika Widya Mandala Jl. Dinoyo no. 42-44, Surabaya
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Beyond Words : a journal on language education, applied linguistics and curriculum & instructions
Published by Universitas Katolik Widya Mandala Surabaya
ISSN : 24606308     EISSN : 23386339     DOI : https://doi.org/10.33508/bw
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
The demand of continuous academic improvement has urged scholars to do research and share knowledge in writing. Widya Mandala Graduate School accommodates these academic scholarly needs by providing the journal entitled Beyond Words This twice-a-year, refereed, journal accepts a wide variety of both theoretical and practical manuscripts around the following fields applied linguistics, language education and the topics under each theme could vary from general education to classroom language teaching and the role of IT.
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 5 Documents
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Search results for , issue "Vol 12, No 1 (2024): May" : 5 Documents clear
A Narrative Study of Five Indonesian EFL Teachers’ Beliefs on Teaching Listyani, Listyani; Kurniawan, Daniel; Picauly, Irma Amy; Januardi, Josephine Ilona; Lokollo, Natalia Christy Emy; Paramitha, Nathasa Gracia; Budianto, Martha
Beyond Words Vol 12, No 1 (2024): May
Publisher : Universitas Katolik Widya Mandala Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v12i1.5321

Abstract

Teachers’ beliefs are interesting to discuss. They are closely related to teachers’ professional growth and development. Teachers’ perspectives also affect the way teachers teach, deliver materials, and strive to make their students understand what they are conveying. This study examines five Indonesian EFL teachers’ views about teaching English. This study was guided by one central question: What are the main beliefs of five Indonesian EFL lecturers about teaching? Data was derived from five English teachers teaching at different educational levels and collected through personal interviews with the five teachers. The data collection was done in May 2023. The findings revealed that of the five English teachers, each had uniquely different viewpoints about teaching, teachers’ roles, students’ understanding, and materials. This study hopefully can provide some new insights for current and prospective English teachers about teachers’ perspectives, and thus add to the literature on this matter.
Identity Negotiation and Pragmatic Language Use: Japanese ELF Users’ Narratives in Workplace Yamaguchi, Atsumi
Beyond Words Vol 12, No 1 (2024): May
Publisher : Universitas Katolik Widya Mandala Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v12i1.5356

Abstract

This study explores how Japanese L2 users in a higher education workplace in Japan experience language use and identity negotiation in the English as a lingua franca (ELF) discourse community, specifically focusing on whether/how pragmatic norms are constructed. The narrative analysis of the participants’ stories of their interactional experiences shows that the macro- as well as the mezzo-level discourses circulating around the intercultural workplace discursively made a significant impact on their pragmatic aspect of language use. The analysis also highlights the challenges faced by the participants in navigating their identities between contradictory sociocultural norms and co-constructing ad-hoc pragmatic norms. Yet, developing intercultural awareness relevant to ELF communication could lead to a breakthrough in achieving interactional robustness. The findings suggest the need for further investigations into the holistic use of ELF in intercultural workplaces in East Asia, as well as the implementation of ELF-focused pragmatic instruction in English education in Japan.
Learning loss in English among the 9th Graders during the Emergency Remote Teaching Purwaningsih, Ayuana; Lie, Anita
Beyond Words Vol 12, No 1 (2024): May
Publisher : Universitas Katolik Widya Mandala Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v12i1.5287

Abstract

This cross-sectional study aims to investigate a possible learning loss among 9th grade students in the English language learning by comparing pre-pandemic and during pandemic samples and to discover its correlation with a-year implementation of emergency remote teaching/learning. During the Covid-19 pandemic, school closures have restricted regular learning activities and changed into learning from individual homes revealing a learning disparity. Limited access to digital infrastructure and parents’ inexperience in supporting children’s learning particularly in the lower socio-economic class hamper the students’ academic achievement. There have been concerns about possible learning loss. Therefore, it is urgent to investigate the possible learning loss among 9 graders in the English classrooms during the emergency remote teaching. A quantitative study with a survey research design was applied. The data were obtained by implementing the 2019 English National Examination and a questionnaire. Eighty-one 9th grade students of a state school and seventeen of a private school in Indonesia participated in this study. The data were analyzed using SPSS to reveal the comparison and correlation. The findings reveal a significant decrease in the obtained exam scores of the current subjects indicating a learning loss in the state and private school. It shows a correlation between students’ autonomous learning and learning barriers with learning loss
Analyzing the effects of animated videos on listening skill: A learning style perspective Atmadja, Dhimas Dwyki; Ningrum, Ary Setya Budhi; Wahyuni, Sri
Beyond Words Vol 12, No 1 (2024): May
Publisher : Universitas Katolik Widya Mandala Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v12i1.5283

Abstract

This research aimed to examine the effect of watching animated video on listening skill of students with different learning style. This research used quantitative research as the method. The researcher conducted quasi-experimental. Both classes consist of 30 students. The finding of this study revealed that there is significant difference with the significant value (sig. 0000 < .05; f-obtained > f-table, 26.690 > 4.001). it can be concluded that there is significant difference in listening skill between students who are taught by using watching animated video and that those taught by using story telling for eight grade students of MTsN 6 Blitar. The experimental group achieve better result on their listening test watching animated video is effective in teaching listening for visual, and auditory, but it is not effective for kinesthetic students.
Implementation of Jigsaw Technique to Improve Student Engagement in Writing Class Putra, Albertus Ronny Rizal Anggoro Octavin Asmara; Tamah, Siti Mina; Prijambodo, V. Luluk; Pramono, Y. G. Harto; Budiono, Davy
Beyond Words Vol 12, No 1 (2024): May
Publisher : Universitas Katolik Widya Mandala Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v12i1.5516

Abstract

The Jigsaw technique is an interactive teaching strategy that promotes active learning and collaboration among students. It is particularly effective in fostering engagement and improving writing skills. This study explores the effectiveness of the Jigsaw technique in enhancing student engagement and improving writing skills. Grade 8 students from a junior high school in Sidoarjo, Indonesia, were purposefully chosen for a Classroom Action Research (CAR) approach. Data collection involved pre/post-surveys, observation checklists, Focus Group Discussions (FGDs), and writing samples assessed with a standardized rubric. A mixed-methods approach, combining thematic analysis and descriptive statistics, was employed. The research design consists of iterative CAR cycles, implementing the Jigsaw technique, collecting data, and reflecting/modifying instructional strategies. Initial findings indicated below-average writing performance, prompting the need for improvement. Despite challenges in the initial cycle, adjustments in Cycle 2 led to significant improvements, surpassing passing grades. The post-survey and statistical analysis demonstrated a 57% positive impact on student engagement. FGD revealed varied opinions, but students acknowledged the motivating effects of the Jigsaw technique. The findings support the Jigsaw technique's potential to improve student engagement and writing performance. Future research could involve larger and more diverse groups to gain a more comprehensive understanding. By incorporating these insights, educators can effectively implement the Jigsaw technique to create engaging learning environments that promote collaboration, communication, and writing skill development.

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