cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Wuri Soedjatmiko
Contact Email
wuri.soedjatmiko@ukwms.ac.id
Phone
+6231 - 5678478
Journal Mail Official
info-gradschool@ukwms.ac.id
Editorial Address
Program Pascasarjana - Program Studi Magister Pendidikan Bahasa Inggris Lantai 5 Gedung Agustinus, Unika Widya Mandala Jl. Dinoyo no. 42-44, Surabaya
Location
Kota surabaya,
Jawa timur
INDONESIA
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 2 (2021): November" : 5 Documents clear
Developing English Rubric for Describing the Student’s Basic Language Skill Competence in Student’s Report Card Metekohy, Johannes
Beyond Words Vol 9, No 2 (2021): November
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v9i2.2531

Abstract

As a subject of learning, English also needs to be considered for its aspects. One of them is the assessment. Assessment of English should cover all language skills. The content to be taught involves this implicitly. A more detailed and uniqueness of the scores given to each student should reflect the student’s achievement in a certain cycle of learning. However, the way of reporting a student’s achievement doesn’t really imply all of the aspects. It is only reported as a single score with a very limited description verbally. This research, through its methodology, gathers some data related to the lack of student’s score description, starting from the parents’ questions about it until some experts’ comments on it. The answer is about reporting student’s achievement in the form that involves the aspects of teaching learning English in the classroom using a certain tool. This tool is made using some parameters including the basic competence, indicator of it, score range and the rubric. The final result is a complete description of student’s score for each cycle of language skill and description about the scores. This way, it is expected stake holder and the student can have a complete explanation of their assessment distinctively.
Cooperative Learning: A Foundation for Project Work Chau, Meng Huat; Jacobs, George M
Beyond Words Vol 9, No 2 (2021): November
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v9i2.3426

Abstract

This article has one theme and two parts. The theme is that we humans can do more and do it more enjoyably when we cooperate. The first part of the article explains eight principles from cooperative learning, a methodology that facilitates students learning in groups of two-four members, along with the learning they do with teachers and by studying on their own. The second part describes four cooperative learning techniques, as a way to bring to life the eight principles from the first part, and also to provide readers of the article with ready-made ideas for using cooperative learning in their own teaching. This article suggests that shorter cooperative learning activities can prepare students for doing projects, and that students can do shorter cooperative learning activities as part of the work they do on projects.
Pedagogical Competencies in The Prescribed and Enacted Curriculum for Graduate Students Tondoprasetyo, Fransisca Kristanti
Beyond Words Vol 9, No 2 (2021): November
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v9i2.2525

Abstract

TThis case study is aimed to find out far the curriculum in a teacher education institute has integrated these pedagogical competencies in both their prescribed and enacted curriculum using the Actor Network Theory (ANT). ANT is applied in this research to see the network formed in both the prescribed and enacted curriculum so as to find out how students master the pedagogical competencies in the coursenet of three investigated courses, namely Principles of English Language Teaching, Teaching Reading and Writing, and Teaching Listening and Speaking. Therefore, this research analyzes how the human and nonhuman entities influence each other in both prescribed and enacted curriculum in two perspectives: 1) to what extent are the pedagogical competencies intended for graduate students in TEFL program? 2) to what extent are the pedagogical competencies delivered to the graduate students in TEFL program?  The result of the study shows that most pedagogical competencies are delivered in the three investigated courses. Lecturers and students are human entities in the network formed in the courses while the nonhuman entities involved within the network are noises, light, class settings, and class location. Lecturers then become key actors that impact upon the actants–students– to act upon the translation process to master the pedagogical competencies. As for the non-human entities, they influence the learning atmosphere in which graduate students in TEFL are situated as they learn to master the pedagogical competencies. The coursenet formed within the three investigated courses have shown that evaluation and improvement need to be done by the education institution to enhance the quality of teachers’ education curriculum
Screencast-O-Matic to Support EFL Teaching and Learning Amidst the COVID-19 Pandemic Yustinus Calvin Gai Mali; Made Hery Santosa
Beyond Words Vol 9, No 2 (2021): November
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v9i2.3360

Abstract

The COVID-19 situation causes a sudden and unexpected shift of face-to-face pedagogy to emergency remote teaching mode. In that transition, teachers often do not have enough space and time to explore various technology to support their teaching and learning practices that should be done flexibly in multiple places and times. In response, the primary purposes of this article are to introduce a technology tool called Screencast-O-Matic (SOM), its potentials, and possible practices of using SOM that EFL lecturers might adopt for their teaching and learning purposes, specifically in the current pandemic era. Some of the practices discussed in this paper are the use of SOM to: record a video lecturer on how to write a paper following an APA format, give video-based feedback to students’ work, make a digital video presentation, and be a digital mirror that helps students review their speaking performance before they do an actual video presentation. The discussions of the paper are supported by some of the authors’ actual experiences in using SOM in their classrooms, related research findings, and literature. Ideas for future research are presented.
Teaching English Vocabulary to Young Learners via Augmented Reality Learning Media Agata, Dias; Yuniarti, Heny; Adison, Ahmelia Ayu Pratiwi
Beyond Words Vol 9, No 2 (2021): November
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v9i2.2772

Abstract

This research aims to investigate the effect of teaching English vocabulary to young learners via Augmented Reality learning media. The subject of this research was 12 students of grade 1 elementary school. Due to strict health protocols during COVID-19 outbreak, the testing phase was done in students' respective homes accompanied by their parents using cell phones. Vocabulary illustrated in 30 three-dimensional objects and their written form were generated through cell phone’s scanning. A quiz consisted of 54 multiple choice questions was provided after the interactive learning experience. Both the vocabulary and quiz were refer to Thematic English Exploration for Grade 1 book. The results showed that learning vocabulary using AR application was able to increase the mean evaluation score by 0.77%. This application is effective in helping students improve their English language skills as approved by 76% of parents. The AR application was also approved by 59% of parents that it was easy to use. The AR application is proven to be convenience for students to learn English vocabulary interactively and feasible to be used as learning media.

Page 1 of 1 | Total Record : 5

 1 

Filter by Year

2021 2021


Reset
Filter By Issues
All Issue Vol 12, No 2 (2024): November Vol 12, No 1 (2024): May Vol 11, No 2 (2023): November Vol 11, No 1 (2023): May Vol 10, No 2 (2022): November Vol 10, No 1 (2022): May Vol 9, No 2 (2021): November Vol 9, No 1 (2021): May Vol 8, No 2 (2020): November Vol 8, No 1 (2020): May Vol 7, No 2 (2019) Vol 7, No 1 (2019) Vol 6, No 2 (2018) Vol 6, No 1 (2018) Vol 5, No 2 (2017) Vol 5, No 1 (2017) Vol 4, No 2 (2016) Vol 4, No 1 (2016) Vol 3, No 2 (2015) Vol 3, No 1 (2015) Vol 2, No 2 (2014) Vol 2, No 1 (2014) Vol 1, No 1 (2013) More Issue