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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
 1 
Search results for , issue "Vol 9, No 1 (2021): May" : 5 Documents clear
The Preference for English in Digital Media among Indonesian Millennials Harjanto, Ignatius
Beyond Words Vol 9, No 1 (2021): May
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v9i1.3143

Abstract

The use of English among Indonesian millennials has been more widespread especially because of exposure to English has been so massive to secondary school in urban areas. There has been a concern that the increasing use of English might diminish their Indonesian language use and cultural identity.  This study aims to investigate the roles of English on satellite TV programs and social media posts for Indonesian millennials, their language preference, and the consequences of language preference on their national identity. A concurrent embedded mixed methods design collecting quantitative and qualitative data was carried out through short essays and closed-questionnaires. Both questions of essay writing and closed-questionnaires were sent to students of private high schools in two big cities (Jakarta and Surabaya), aged 18 to 20 years old online. The questionnaire items were in multiple-choice and the short paragraph essay explained the importance of TV programs and social media posts for learning English. After being scrutinized, 989 respondents’ essay responses were analysed. The findings showed that TV programs and social media posts were claimed to have important roles of English learning resources. Although they practiced English through social media, they felt that they still kept themselves as Indonesians when using English on social media
Applying the R2l Pedagogy To Improve Entrepreneurship Students’ Exposition Texts Vencesla, Juan Gabriel Morales
Beyond Words Vol 9, No 1 (2021): May
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v9i1.2808

Abstract

This article discusses a classroom action research (CAR) which applied Reading to Learn (R2L) to teach EFL reading and writing with Indonesian-speaking entrepreneurial management students at Universitas Katolik Widya Mandala Surabaya. R2L is a genre based literacy pedagogy based on Systemic Functional Linguistics. This CAR was designed based on an R2L pilot study conducted a few months earlier, and it consisted of three cycles, each one of which involved Detailed Reading, Joint Rewriting, and Joint Construction. The objective was to help the participants independently write an exposition text. Through observation and reflection, the class meetings of the second and third cycles were fine-tuned. Observation involved journal entries written by the teacher-researcher and the students. The effects of R2L on the exposition writing skills of the students were measured by comparing a pre-test and a post-test written by the participants. The criteria used to compare both texts were based on Rose and Martin (2012), and Martin and White (2005). It was found that the participants improved in terms of (1) Purpose; (2) Staging and Phases; and (3) Attitude. Thus, this study serves as further evidence of the effectiveness of the R2L Pedagogy to teach English writing in EFL contexts like Indonesia.
A Cross-disciplinary Study of Hedging Expressions in English Articles of Iranian Writers Rezvani, Reza; Javadi, Mohammad
Beyond Words Vol 9, No 1 (2021): May
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v9i1.2517

Abstract

Research on the use of hedging strategies as one of the key issues of rhetorical organization of academic texts has gained growing attention during the past few decades. The present study aimed to explore the frequency and form of hedging expressions in the abstracts of Iranian writers’ English research articles where findings and claims were more explicitly projected. To this end, a random sample of 200 abstracts (50 each) was drawn equally from the four subfields of chemistry and mathematics, and philosophy and English randomly selected from the two academic fields of Soft Sciences and Hard Sciences respectively as suggested in Biglan’s (1973) typology of academic disciplines. The tally and analysis of the tokens of the hedge expressions indicated that the abstracts from the soft sciences differed from those from the hard sciences in terms of both frequency and form. The results revealed that the writers from the soft sciences tended to employ more hedge expressions than hard sciences writers. More specifically, whereas soft sciences writers utilized more modals, verbs, nouns, adjectives, and adverbs, their counterparts opted for more conditional expressions. Moreover, epistemic and cognition verbs were found to be the most frequently used hedging expressions in both sciences. This study discusses the research and pedagogical implications of the findings in the context of Iranian academia.
Two Approaches for Promoting Student Centered Language Learning: Cooperative Learning and Positive Psychology Jacobs, George; Chau, Meng Huat
Beyond Words Vol 9, No 1 (2021): May
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v9i1.3042

Abstract

This article links two approaches to promoting less competitive, more positive, and more student centered learning environments for language learners: cooperative learning and positive psychology. The article begins by explaining each of these two approaches. First, the article provides background, including research support, for cooperative learning and explains eight cooperative learning principles: maximum peer interactions, equal opportunities to participate, individual accountability, positive interdependence, group autonomy, heterogeneous grouping, teaching collaborative skills, and cooperation as a value. Second, the article supplies similar background, including research support, for positive psychology, including seven principles: relationships with others, responsibility, gratitude, positivity, strengths, kindness, and meaning. The article’s next section explores links between cooperative learning and positive psychology in language education and explains that the use of positive psychology in education frequently uses the name positive education. Then, the article presents an extensive reading activity and explains how the design of the activity draws on the eight cooperative learning principles and the seven positive psychology principles. Finally, the article explains how both cooperative learning and positive psychology support student centered language learning, and presents a student centered intensive reading activity that draws on the same eight cooperative learning principles and seven positive psychology principles.
The Effects of Three L2 Vocabulary Learning Methods Through Reading Activity Kodama, Keita; Shirahata, Tomohiko
Beyond Words Vol 9, No 1 (2021): May
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v9i1.2778

Abstract

This study examines the effectiveness of the three vocabulary learning methods the authors adopted. In search of this research issue, the study used longitudinal experiments with 93 university Japanese learners of English (JLEs) for fifteen weeks. Once a week for six consecutive weeks, participants of the three experiment groups were given different treatments for learning 110 targeted English words when they were mainly reading an English textbook: (i) Group A: the Implicit Vocabulary Learning Group with Questions in English/Answers in English Task, (ii) Group B: the Explicit Vocabulary Learning Group with a Cloze Test Task, and (iii) Group C: the Explicit Vocabulary Learning Group with Multiple-choice Word Test Task. A pretest, immediate posttest, and delayed posttest were conducted. The results showed that (i) all the groups improved their performances at the immediate posttest and almost maintained their performance levels at the delayed posttest, which indicate that all the learning methods were more or less effective. However, the developmental degrees of the vocabulary increase were different: Group C showed the highest improvement among the three. From these findings, the authors claim that using a (multiple-choice) word test is fairly effective for JLEs to develop their knowledge of English words.

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