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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 8, No 1 (2020): May" : 5 Documents clear
Helping Students Create Their Own Books the Dialogic Way Jacobs, George
Beyond Words Vol 8, No 1 (2020): May
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v8i1.2354

Abstract

This article explores one technique that is consistent with the student-centered paradigm in language education: student-generated books. First, benefits of student-generated are dis-cussed. Then, the article explores the crucial area of maintaining student ownership of their own books. The next topic explained in the article is why dialog is important as the students are developing their books. Finally, it is suggested that book creation works for students of all ages and levels, with examples given of students at the early childhood level and of second language students at university level.
The Linguistic Perspectives on Computer Mediated Communication Chong, Larry Dwan
Beyond Words Vol 8, No 1 (2020): May
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v8i1.2366

Abstract

This paper aims to explore the role of production and perception constraints in computer mediated communication. I review Lindblom's (1990) theory of phonetic variation and propose a new model of linguistic production in Computer Mediated Communication. Cyber citizens use cyber communication as conceptually oral, medially written. The reason to use chat-mode is that it saves time and space (the principle of least effort); here sound, not spelling, is the first thing to be considered. With respect to production in the proposed model, effort is no longer equated with articulatory movement, but rather with the number of keystrokes involved in typing an utterance. On discussing online, discussants show paralinguistic actions such as smile, frown, screaming, etc., and they also reduplicate writings, capitalize all the sentences, and use emoticons; net-communication is headed toward less grammatical and more telegraphic type. The production of hyper-and hypo-forms such as reduplication, punctuation and capitalization will vary according to the sender's estimation of signal-complementary processes and his attempts to compensate for the restricted context.We discuss online and off line on the issues; why we like cyber communication and how we classify the phenomena. The more computer mediated communications we use, the moreissues we have to review beyond words and linguistic principles.
Teaching Assistants in International Schools: Perceptions and Perspectives Lehman, Clayton
Beyond Words Vol 8, No 1 (2020): May
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v8i1.2145

Abstract

This research study occurred because of the many observations made by the researcher while working in international schools in East and Southeast Asia. Although multiple studies have investigated teaching assistants in public schools, there is little research dedicated to the study of teaching assistants in international schools. The purpose of this research study was to look at classroom practices, student language acquisition, professional development, and teaching assistant wellbeing in international schools through the lenses of locally-hired teaching assistants and to discover what they consider to be barriers in their positions as a teaching assistant. Further, comparisons were made between teaching assistants in English-only and multi-lingual schools and between teaching assistants in schools that are for-profit and non-profit. Data acquisition for this mixed-methods study occurred through a thirteen question survey that was completed by 135 teaching assistants working in international schools in East and Southeast Asia. The main findings of this research study were that many teaching assistants in international schools desire relevant professional development, fairer working environment, more equitable salary conditions, and more professional and career opportunities.
Higher Order Thinking Questions in Teaching Reading in a Private Primary School Mintre, Rosalinda; Lie, Anita
Beyond Words Vol 8, No 1 (2020): May
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v8i1.2092

Abstract

In order to meet up the needs of acquiring the 21st century skills, students need to be equipped with critical thinking skills. In English language learning, one way to foster students’ critical thinking is through Higher Order Thinking (HOT) questions in reading. This study unveils the implementation of HOT questions in Grade 5 reading classes in a private primary school in Surabaya. The study in particular was aimed to find out (1) the structure of the teacher’s questions, (2) the types of the teacher’s questions, and (3) the students’ responses. This study used the New Bloom’s taxonomy as the underlying instrument for classifying the types of questions and the students’ responses. Four class observations, four teacher’s interviews and two students’ focus group discussions were conducted in this study. The recorded data were transcribed and analyzed to get the results. The results of the data analysis indicate that 65.15% of the total of 66 questions used by the teacher in the classroom were HOT questions. Among all types of HOT questions, the New Bloom’s analyze questions were used the most with 37.88% of the total questions. HOT questions were mostly addressed during the whilst-instructional activities. Interestingly, the HOT questions were answered in different forms: oral answers, dramatizations and presentations. Related to this finding, the teacher was quite satisfied with the students’ responses since they reached the same thinking level, although sometimes it is necessary for the teacher to simplify his questions in order to get students’ responses.
The Effect of Story Reading on Incidental Lexical and Grammatical Collocation Learning by Iranian EFL Learners Naderi, Mina; Barani, Fatemeh
Beyond Words Vol 8, No 1 (2020): May
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v8i1.2126

Abstract

The purpose of the present study was to investigate the effect of story reading on incidental lexical and grammatical collocation learning. Moreover, it was an attempt to scrutinize whether there was any significant difference between incidental lexical and grammatical collocation learning. To this end, 36 Iranian EFL learners attending Sadra English Institute in Yasuj participated in the study. They were selected based on the result of quick placement test (QPT) as 28 out of 36 elementary EFL learners. A total of 28 learners were assigned into one experimental group (n=15) and one control group (n=13). The result of the pre-test and post-test analysis using One-Way ANCOVA and MANCOVA revealed the fact that that there was statistically significant increase in collocation knowledge of the learners. In addition, participants performed significantly on grammatical post-test than lexical post-test after the treatment.

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