Beyond Words : a journal on language education, applied linguistics and curriculum & instructions
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.
Articles
134 Documents
<![CDATA[English in Indonesia ]]>
<![CDATA[Rini, Julia Eka]]>
<![CDATA[ Beyond Words Vol 2, No 2 (2014) ]]>
Publisher : <![CDATA[Widya Mandala Catholic University Surabaya ]]>
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DOI: 10.33508/bw.v2i2.591
<![CDATA[Abstract Indonesia is a multilingual country with various local languages and language courses on various foreign languages. Among the foreign languages, English and Chinese are the prominent ones. This article aims at portraying the position of English in Indonesia among the languages spoken and used in Indonesia, especially Chinese. The discussion focuses on English in business, education, and pop culture. In the context of Englishes, this article also discusses]]>
<![CDATA[Advantages of Combining Small and Large Groups: Implications for Second Language Education ]]>
<![CDATA[Jacobs, George]]>;
<![CDATA[Farrell, Thomas S. C.]]>
<![CDATA[ Beyond Words Vol 7, No 2 (2019) ]]>
Publisher : <![CDATA[Widya Mandala Catholic University Surabaya ]]>
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DOI: 10.33508/bw.v7i2.2265
<![CDATA[This paper looks at the value of second language students, teachers, and others interacting in very large groups of tens and even 100s of members of the same group. The paper begins by looking at disadvantages of these larger groups and then at their advantages, before providing advice on how to facilitate groups regardless of their sizes. This advice includes dividing resources and roles, promoting a common identity, encouraging rewards and celebrations, using groups of different sizes, taking advantage of communication technology, and paying attention to the development and use of collaborative skills. The authors’ conclusion is that very large groups can be beneficial if those involved carefully attend to the groups’ functioning, such as by dividing those very large groups into much smaller groups, including groups of 2-4 members.]]>
<![CDATA[A Review on Stuttering and Social Anxiety Disorder in Children: Possible Causes and Therapies/Treatments ]]>
<![CDATA[Nathania, Nadia]]>
<![CDATA[ Beyond Words Vol 4, No 2 (2016) ]]>
Publisher : <![CDATA[Widya Mandala Catholic University Surabaya ]]>
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DOI: 10.33508/bw.v4i2.941
<![CDATA[In the past two decades, stuttering and its relation to social anxiety disorder have been researched using different approaches in study fields such as neurolinguistics and neuropsychology. This paper presents a review of research publications about social anxiety disorder in children who stutter. It takes into account studies of stuttering, social anxiety disorders, the possible causes as well as atti-tudes and beliefs towards stuttering. Also, therapies or treatments that have been conducted on both English-speaking children who stutter in the Western context and Mandarin-speaking children stut-terers in Asia, Taiwan in particular; will be looked at]]>
<![CDATA[Pedagogical tasks for collaborative digital storytelling creation: Practical design and implementation ]]>
<![CDATA[Ferdiansyah, Sandi]]>
<![CDATA[ Beyond Words Vol 7, No 1 (2019) ]]>
Publisher : <![CDATA[Widya Mandala Catholic University Surabaya ]]>
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DOI: 10.33508/bw.v7i1.1822
<![CDATA[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.]]>
<![CDATA[The Pragmatic Awareness of Indonesian Nurses in Their Interactions with Foreign In-Patients ]]>
<![CDATA[Anggoro, Sapto Dwi]]>
<![CDATA[ Beyond Words Vol 4, No 1 (2016) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/bw.v4i1.802
<![CDATA[In hospitals, most nurses are responsible not only for caring but also building interpersonal relationships with their patients. Joint Commission International (JCI), nurses encounter foreign in-patients. This study investigated the ability of local nurses to communicate with English speaking patients in the hospital. Pragmatic awareness is the issue that becomes the focus to obtain better understanding on the nurses’ communicative aspects. It discussed how the nurses achieved successful or unsuccessful interactions in using therapeutic principles Audio recording, observations and interviews were used to see how their pragmatic awareness were applied in terms of of pragmatic principles and speech acts. The study also looked after the strategies used when unsuccessful communication with English speaking patients was solved. Some findings showed that the participants of the study could apply 11 out of 16 therapeutic communication techniques during their interactions with foreign in-patients. Meanwhile. 7 (seven) therapeutic techniques were not frequently used. In many cases the nurses avoid to apply some techniques because they were not confident their communication would be successful. A few techniques were reported to have difficulties and led to some misunderstandings. Most of the problems experienced by these nurses was triggered by languagebarrier, or their inability to formulate utterances that suited the constructions of therapeutic communication techniques. Pragmatic awareness was seen to be the major issue. It was indicated by some misunderstandings or pragmatic failure that the nurses made signalled by unexpected perlocutionary force by their foreign in-patients. Recommendations can be made in terms of language training concerning the strategies to formulate utterances in line with therapeutic communication techniques. Furthermore. nurses’ pragmatic awareness needs to be raised by improving language knowledge, especially the one dealing with pragmatic aspects. Subsequently it is recommended that the hospital allow language instructors to assist and monitor the nurses in case misunderstanding and other forms of communication problems occur. It is also important that every nurse is provided with a guide book that allows them to use it as a reference when unexpected miscommunication take place during the caring processes.]]>
<![CDATA[Female Graduate Students on Masculinity: “His girly characteristics worried me and my husband†]]>
<![CDATA[Yumarnamto, Mateus]]>
<![CDATA[ Beyond Words Vol 3, No 2 (2015) ]]>
Publisher : <![CDATA[Widya Mandala Catholic University Surabaya ]]>
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DOI: 10.33508/bw.v3i2.738
<![CDATA[This paper explores the masculinity discourses appearing in an internet discussion forum in a graduate class. The discussion forum itself is a part of a course related to contemporary issues, media, and identity in literature for children and young adults. In the forum the students are required to respond to the weekly readings, especially the ones related to children and young adult literature. This study is aimed at understanding how masculinity discourses are presented by the members of the forum. There are two main thematic discourses found in the discussion forum. The first one is the dominant discourses of masculinity in which boys should be boys by showing their macho sides. The second one is the subordinate discourse of masculinity—the feminine sides of men. Beyond the texts and academic discussions, these findings show that the hegemonic masculinity persists and unconsciously has influenced many members of the forum. Keywords: masculinity, children literature, readers’ response, discussion forum]]>
<![CDATA[Metacognitive Strategies in Teaching Reading to Primary Students ]]>
<![CDATA[Tandean, Diana]]>
<![CDATA[ Beyond Words Vol 8, No 2 (2020): November ]]>
Publisher : <![CDATA[Widya Mandala Catholic University Surabaya ]]>
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DOI: 10.33508/bw.v8i2.2320
<![CDATA[This study is aimed to cater to the needs of professionals in raising young learners’ awareness of their own reading comprehension, educators can implement metacognitive strategy as one of the solutions. Therefore this study aims to know the effectiveness of metacognitive strategy in teaching reading to primary students. The grand theory employed in this study is the six sequential reading strategies proposed by Brown, Palinscar and Armbruster’s (1984). The research method is pre-experimental study with three groups of third graders as the participants. The researcher designed a reading assignment for each treatment, as well as a reading test as the research instrument. The pre-test and post-test data was analyzed using paired t-test. The data shows a significant difference between pre-test and post-test scores among all three groups.]]>
<![CDATA[The Effect of Three Different Types of Corrective Feedback on Students’ Academic Writing in Higher Education ]]>
<![CDATA[Dewi, Finita]]>;
<![CDATA[Jati, Anuncius Gumawang]]>
<![CDATA[ Beyond Words Vol 5, No 2 (2017) ]]>
Publisher : <![CDATA[Widya Mandala Catholic University Surabaya ]]>
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DOI: 10.33508/bw.v5i2.1118
<![CDATA[This present study compared three different modes of corrective feedback – peer corrective feedback, teacher-written corrective feedback and video-based corrective feedback – to investigate which mode was more beneficial for students’ academic writing skill. The participants were 120 first semester university students taking academic writing course. An Analysis of Variance (ANOVA) was performed to determine the relationship between students’ academic writing performance and the mode of corrective feedback they experienced with. In addition, a post hoc Tukey’s HSD test was conducted to explore the differences among the corrective feedback given to the students. The result shows that corrective feedbacks provided by teachers – written and video-based – were statistically significant in assisting students’ academic writing performance. In addition, it is also revealed that teacher-written feedback is still regarded as the most beneficial mode of feedback for students’ writing.]]>
<![CDATA[EFL Secondary Students’ Perceptions on Native and Nonnative English-Speaking Teachers ]]>
<![CDATA[Tjokrokanoko, Angelia]]>;
<![CDATA[Tedjasuksmana, Hendra]]>
<![CDATA[ Beyond Words Vol 1, No 1 (2013) ]]>
Publisher : <![CDATA[Widya Mandala Catholic University Surabaya ]]>
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DOI: 10.33508/bw.v1i1.374
<![CDATA[This study examined the secondary students’ perceptions towards NESTs and NNESTs in an English course in Surabaya regarding the teachers’ teaching competence, cultural knowledge of English language teaching, teaching style, and classroom management. Most secondary students perceived both teacher groups were good at most categories. Using questionnaires distributed to 96 secondary school students of an English course who participated in this study, the researchers found that 38 students took part in doing a focus group interview. The interview was done to capture deeper perceptions that could be gained. The study reported that cultural knowledge of the English language teachers, especially the NESTs, exceeded that of the NNESTs. This research finding also proved that students perceived NESTs to be as good as NNESTs in such areas as teaching grammar, listening, reading, and writing. Furthermore, both NESTs and NNESTs were perceived to be not able to understand the students’ special needs since teachers at the the English course under study handled one level for about twelve meetings only.]]>
<![CDATA[Chinese University EFL Students’ Perceptions of Learner Autonomy in Language Learning ]]>
<![CDATA[Wei, Qiwei]]>;
<![CDATA[Siriyothin, Peerasak]]>;
<![CDATA[Lian, Andrew-Peter]]>
<![CDATA[ Beyond Words Vol 6, No 1 (2018) ]]>
Publisher : <![CDATA[Widya Mandala Catholic University Surabaya ]]>
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DOI: 10.33508/bw.v6i1.1674
<![CDATA[This paper explores Chinese university EFL students’ perceptions of learner autonomy in language learning through a digital storytelling intervention. The survey aims to investigate whether students’ learner autonomy was developed through the intervention and compared the perceptions of students of two different language performance levels. The principal measuring instruments were a questionnaire, a pretest, a posttest and student diaries. The results of the survey indicated that students’ learner autonomy was developed to some extent through the intervention and that there were significant differences between successful and less successful learners, as regards their opinions of learner autonomy. It is worth noting that after the intervention, a large proportion of students were in favor of autonomous approaches than before. A significant number of students expressed the desire, in their diaries, to work autonomously rather than study passively. The survey reflects that success is related to autonomy. Autonomy therefore means success. Success is created by autonomy and vice versa.]]>
