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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 7, No 1 (2019)" : 5 Documents clear
Pedagogical tasks for collaborative digital storytelling creation: Practical design and implementation Ferdiansyah, Sandi
Beyond Words Vol 7, No 1 (2019)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v7i1.1822

Abstract

This article demonstrates a step by step into digital stories creation in a language classroom that teachers may adapt or adopt for their classroom purposes. At the outset, it will explore the nature of digital storytelling and empirical evidence of digital storytelling implementation across levels. Additionally, the article proposes ideas on how collaborative learning can be integrated in the making of digital storytelling. The design and implementation of pedagogical task emphasize on giving more opportunities for students to engage in the genre based collaborative digital stories project and foster their critical thinking and creativity. At the end of this article, alternative assessment is promoted to assess the learning process as well as the students’ project of digital storytelling. Providing students with scaffolded activities, I contend that every language teacher now can empower their learners to become digital storytellers.
Using Computer-Based Timeline Media to Teach English Tenses Teopilus, Susana; Tedjasuksmana, Hendra; Lestariningsih, Diana
Beyond Words Vol 7, No 1 (2019)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v7i1.1833

Abstract

The difference between English and Indonesian in the aspect of verb forms poses a big problem to Indonesian learners in learning the English Tenses. Indonesian learners are often unaware of the English time concept which affects verb forms. To overcome the problem, in this three-year research, Teopilus et al. have developed computer-based timeline media to teach the English Tenses. To find out the effectiveness of the developed media, 251 students from 4 (four) different senior high schools were given the instructions of the English Tense(s) using the timeline media. These subjects were given a pretest prior to the instruction and a posttest after it. The pretest scores and the posttest scores were statistically compared using the t-test formula. To obtain the users’ opinions on the developed media, a questionnaire was distributed to 7 (seven) English teachers. The results of the data analysis yield the following findings: (1) There is a significant increase from the average of the subjects’ pre-test scores to their post-test scores, and (2) The results of the users’ questionnaires also give positive responses to the developed timeline media. This implies that the computer-based timeline media developed in this research helps Indonesian learners comprehend the English Tenses better
The Interlanguage Pragmatics of Greetings Shleykina, Galina
Beyond Words Vol 7, No 1 (2019)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v7i1.1848

Abstract

The present study centers on interlanguage and cross-cultural pragmatics. It investigates semantic formulas in the speech act of greeting performed by Russian EFL learners. In particular, it compares the non-native speakers’ (NNS) and native speakers’ (NS) production of semantic formulas in terms of number, frequency, and content. A Free Discourse Completion Test (FDCT) containing 16 situational prompts elicited greetings by the English NNSs and NSs. The results show that the NNSs significantly deviate from the NSs in terms of number, frequency, and content of greetings strategies, namely, greetings proper, phatic questions and phrases, address terms, and situational greetings. The differences result from negative pragmalinguistic and sociopragmatic transfer, lack of appropriate linguistic means, or not fully developed pragmatic competence. Important pedagogical implications regarding pragmatic instruction are discussed. The results contribute to a better understanding of how EFL learners greet and respond to greetings. They also shed light on the discussion of L2 learners’ pragmatic competence and appropriateness.
A Unified Analysis of English Passive Voice and Aspects Dwijatmoko, Benedictus B.
Beyond Words Vol 7, No 1 (2019)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v7i1.2039

Abstract

English passive voice and aspects are generated in the same process and have the same D-structure. In a passive sentence, progressive sentence, and perfect sentence, T (tense) takes a VP headed by be or have, and be or have takes a Participle Phrase (PartP), and –en or –ingtakes a VP as its complement. Be or have in the upper VP merges with T, and the verb in the lower VP merges with Part. The specifier or complement of the lower VP moves cyclicly through the specifier of Part and the specifier of the upper verb to occupy the subject position. The single theory on the production of passive, progressive, and perfect sentences observes the principle of economy of derivation and, therefore, contributes to the explanation of the relative easiness of a child in acquiring his or her mother tongue.
Spanish use in the English classroom: a study of Dominican students in an English-only environment Diaz, Alexander Lopez
Beyond Words Vol 7, No 1 (2019)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v7i1.2014

Abstract

The native language use in the target language classroom has recently gained the attention of second language acquisition research. This study analyzes such issue in the context of Dominican university students, ranging from 18 to 35 years old, studying in an English immersion program, who have been speaking their native language, namely, Spanish too often in their classrooms. This research focuses on identifying the causes for students to use their native language in the class, and their attitude towards both, Spanish and English, by implementing a survey to 37 of these students. To better understand the problem and create potential strategies to address it, firstly, literature has been visited by presenting relevant research related to second language learning and acquisition. Secondly, the methodology is explained so that the research context can be more readily understood. Subsequently, results from surveys are analyzed in the light of current second language acquisition research. As a conclusion, this study revealed that students use their native language primarily when prompted by their partners, when in need of clarification, when unable to understand a concept, and overwhelmingly as a means to making oneself clear. The teaching implications of these findings are also discussed in the end.

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