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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 8 Documents
 1 
Search results for , issue "Vol 2, No 1 (2014)" : 8 Documents clear
Discourse Analysis in the ESL Classroom Nemat Tabrizi, Amir Reza; Gupta, Deepti; Saxena, Mohita
Beyond Words Vol 2, No 1 (2014)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v2i1.511

Abstract

This article attempts a user-friendly definition of discourse analysis. By defining it in this manner, the authors hope to encourage teachers to use it in their ESL classrooms. To this end, they suggest certain concrete measures that bring discourse analysis into the ESL classroom.
About Author Soedjatmiko, Wuri
Beyond Words Vol 2, No 1 (2014)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v2i1.524

Abstract

The Student-Bloggers’ Voices on the Contribution of EFL Writing Through Blogging Sari, Silvana Devinta
Beyond Words Vol 2, No 1 (2014)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v2i1.512

Abstract

Blogging is an effective way to help students write better as it positively enhances the students’ EFL writing skills. The following study is an attempt to evaluate student-bloggers’ opinions on blogging activity as it gives valuable contributions to student’s EFL writing skill. The research aimed at investigating student-bloggers’ attitudes towards the application of class blog in an informal learning situation. A descriptive case study was conducted to get more information on blogging contributions to student-bloggers’ EFL writing both for the process and the product of writing. The subjects were the student-bloggers of a language course whose blogging activity was intense. The data gathering was employed by probing interview and observation. Additionally, the thorough and meticulous analysis on the product of the writing was performed and scored using a rubric. Findings gathered from the interview depict the benefits and positive contributions of blogging to student-bloggers’ EFL writing. Blogging was certainly seen as a fun writing activity by the student-bloggers. It resulted from the fact that contrary to school learning, while blogging the students experienced autonomous learning, getting direct feedback from readers, and most importantly a complete freedom in writing. Some of blogging contributions for EFL writing are multi-literacy, direct feedback from readers, motivation, autonomous learning, critical thinking and language awareness, networking, freedom to write, and self confidence.
Rhizomatic Learning: “As… When… and If…” A Strategy for the ASEAN Community in the 21st Century Lian, Andrew; Pineda, Maria Victoria
Beyond Words Vol 2, No 1 (2014)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v2i1.508

Abstract

The article begins with developments in the ASEAN region. In particular, it focuses on demands generated by the goal to build an ASEAN Community characterized by great diversity amongst member countries. The demands created by this diversity are exacerbated by the immense changes taking place in the 21st century, such as unprecedented richness of information and communication systems, unprecedented mobility and the technological empowerment of ordinary people to create or find their own personal solutions in a just in time, just enough and just for me fashion. This leads to the conclusion that learning needs will be vastly different, individual and largely unpredicted and unpredictable. This realisation implies the necessity to develop adaptable, flexible, yet intellectually coherent learning frameworks which will provide the necessary guidance for creating appropriate learning environments. The article proceeds to construct such a framework on the basis of a five-point analysis of how human perception, understanding and knowledge-construction operate. It then develops a learning structure based on the generation of personal learning environments (PLEs) connected to a networked information technology infrastructure which is essentially rhizomatic in nature (i.e. where learners determine the ways that they navigate through information and feedback mechanisms to construct personally-relevant and appropriate knowledge). The article ends with a short scenario to illustrate the workings of this structure and concludes with some remarks about current research in the area in both Asia and Europe
Selecting Extensive Reading Materials Jacobs, George M
Beyond Words Vol 2, No 1 (2014)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v2i1.513

Abstract

This article offers guidance to teachers and students in selecting materials for extensive reading (ER). First, the article explains characteristics of ER and reviews some of the potential gains for students who do ER. Second, the article considers criteria for teachers to bear in mind when selecting ER materials. Third, the article then suggests ways that teachers and students can find ER materials. Fourth, guidance is provided to students for when they select what to read from among the ER materials available to them. Finally, advice is given on integrating ER with course textbooks.
Conversation Partnerships: An Educational Tool for Cross-Cultural Understanding Kasten, Wendy C; Dagistan, Murat; Sarikaya, Vildan
Beyond Words Vol 2, No 1 (2014)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v2i1.509

Abstract

This article describes one study of conversation partnerships between American students enrolled in teacher education programs, and international students enrolled at the same large midwestern university. Twenty-nine pairs of partners during one 15-week semester were directed to meet at least 10 times minimally 30 minutes each. Topics for initial meetings were recommended, to help partners get started. As the semester progressed, topics were based on interests and needs of the partners. Three data sources were collected and analyzed. International students were surveyed at the end of the program with demographic and open-ended question about their perceived outcomes of the experience. American students were required to keep and submit weekly logs of the meetings and their thoughts about the meeting. These students were further required to write an end-semester reflection paper, exploring their learning in areas of: better understanding the English language; learning about other cultures; and any other meaningful insights about the experience. These latter two data sources were analyzed qualitatively, using constant comparative analysis. Results of the study, overall, were positive with interesting insights from participants. International students reported improving their English. American students had their “eyes opened” repeatedly about other cultures. Many of the partners reported the forming on genuine and hopefully sustainable friendships. Often, the partnerships went beyond the course requirements spending evenings, or weekend days together.
Teacher Personal and Professional Identity Integration: Alsup’s Exploration of Teacher Identity Discourses Yumarnamto, Mateus
Beyond Words Vol 2, No 1 (2014)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v2i1.514

Abstract

The Effectiveness of Adjunct Class on The Mastery of Vocabulary And Course Content of Students of Accounting Department Djiwandono, Patrisius Istiarto
Beyond Words Vol 2, No 1 (2014)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v2i1.510

Abstract

The paper reports a classroom action research that aimed to determine the impact of a Content and Language Integrated Learning on the mastery of vocabulary and of course contents of a group of students in the Accounting Department of Universitas Ma Chung. It also intended to identify their opinions about the effectiveness of such approach. To achieve these objectives, a Time Series Design was used in a Classroom Action Research framework to introduce an adjunct class to the accounting class. The baseline data in the form of their vocabulary mastery and knowledge of the course contents were gained before the adjunct session was given. Then, the adjunct sessions were given for a period of two months. A few tests were administered to measure their progress in the mastery of vocabulary and course contents. A comparison was then drawn between the scores of the baseline data and the subsequent measures. In general, although they gained better mastery of new words, they failed to utilize them to increase their mastery of the course contents. Further exploration into the interview data reveals that most of them did not feel any significant assistance in mastering the course contents, although many of them admitted the benefit of mastering new vocabulary. There are some possible causes of the results. First, the limited duration of the adjunct sessions was felt to hinder the effectiveness. Second, the explanation in the adjunct sessions were not matched quite well with the focus during the main content course. On the basis of the results, the recommended points are the matching between the emphasis of both classes, and the lengthening of the duration of the adjunct sessions.

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