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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 134 Documents
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Exploring the Relationship between Learning Styles and Strategies for Secondary School Students in Thailand Stanescu, Irina Mihaela
Beyond Words Vol 5, No 2 (2017)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v5i2.1595

Abstract

The study explores the meaning of learning styles and strategies and attempts to find a relationship between the two in the context of English language learning. The research is conducted in Thailand with 22 grade six students and it examines some of the definitions and characteristics of learning strategies and learning styles as described by scholars in the field of SLA. The results gathered using qualitative and quantitative data, show that that the majority of the students are visual style learners and multi-modal learners. Based on the data collected, there is no concrete relationship between learning style and the use of learning strategies. Even so, the topic leaves many areas open for exploration, in particular, the learner’s metacognitive awareness of learning style and conscious learning strategy use and how this may improve his second language acquisition. The research also sheds a light on the learning strategies used by secondary school students in their L2 classroom as described by data collected through interviews.
The Effectiveness of Adjunct Class on The Mastery of Vocabulary And Course Content of Students of Accounting Department Djiwandono, Patrisius Istiarto
Beyond Words Vol 2, No 1 (2014)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v2i1.510

Abstract

The paper reports a classroom action research that aimed to determine the impact of a Content and Language Integrated Learning on the mastery of vocabulary and of course contents of a group of students in the Accounting Department of Universitas Ma Chung. It also intended to identify their opinions about the effectiveness of such approach. To achieve these objectives, a Time Series Design was used in a Classroom Action Research framework to introduce an adjunct class to the accounting class. The baseline data in the form of their vocabulary mastery and knowledge of the course contents were gained before the adjunct session was given. Then, the adjunct sessions were given for a period of two months. A few tests were administered to measure their progress in the mastery of vocabulary and course contents. A comparison was then drawn between the scores of the baseline data and the subsequent measures. In general, although they gained better mastery of new words, they failed to utilize them to increase their mastery of the course contents. Further exploration into the interview data reveals that most of them did not feel any significant assistance in mastering the course contents, although many of them admitted the benefit of mastering new vocabulary. There are some possible causes of the results. First, the limited duration of the adjunct sessions was felt to hinder the effectiveness. Second, the explanation in the adjunct sessions were not matched quite well with the focus during the main content course. On the basis of the results, the recommended points are the matching between the emphasis of both classes, and the lengthening of the duration of the adjunct sessions.
Why It’s Good for Groups to Go Off-Task and Other Lessons from When by Daniel Pink Jacobs, George M.
Beyond Words Vol 6, No 2 (2018)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v6i2.1847

Abstract

Why It’s Good for Groups to Go Off-Task and Other Lessons from When by Daniel Pink
Thinking Skills in the 12th Grade English Course book in Timor Leste Hei, Joaninho Xavier
Beyond Words Vol 5, No 1 (2017)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v5i1.1114

Abstract

This study aims to analyze the English course book of (Manual do Aluno INGLÊS 12.o ano de escolaridade/Students’ English Manual for 12th Year Schooling) in Timor Leste. The activities in the reading and listening sections of the course book were performed to determine whether they emphasized on lower or higher levels of cognitive process. The study attempted to answer the following question: Do the cognitive levels of the activities that relate to the focus on reading and listening in the 12th grade English course book sufficiently represent all the six levels of the New Bloom Taxonomy of thinking skills? The objective of this analysis was to discover the reading and listening activities that can sufficiently promote the levels of cognitive process. The activities determined as the criteria for analysis were: Wh-questions, true/false question, yes/no question, multiple choice question, complete the sentence phrase, a chart, matching questions, statement question, and a key word request question. The activities of the questions were gathered, listed with the total numbers of 161 questions and analyzed according to the six levels of New Bloom’s Taxonomy. The results showed that 98 activities emphasized mostly on lower levels cognitive order while only 63 activities emphasized the higher levels of thinking skills. So, the course book mentioned above targeted as a resource for students to learn the language, not as a resource for students to develop thinking skills because it fails to equip learners with the activities requiring higher levels of thinking order. By implication, for the teacher/syllabus designer can be aware to modify their own learning material by integrating more higher-order questions to achieve higher levels of thinking skills. Keywords: Course book Activities Analysis, and New Bloom’s Taxonomy
Encouraging Second Language Use in Cooperative Learning Groups Jacobs, George M; Kimura, Harumi
Beyond Words Vol 1, No 1 (2013)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v1i1.369

Abstract

This article presents, explains and organizes ideas for promoting students’ use of their second language (this term includes foreign language) when they work together in cooperative learning groups. The first part of the article reviews arguments as to whether students of second languages should be encouraged to use their second language with classmates when doing group activities. These arguments are discussed with reference to Second Language Acquisition (SLA) theory. Practical issues are also explored. Next, the majority of the article presents ideas on how to promote second language use during peer interaction. Twenty-nine of these ideas are explained. The ideas are organized into five categories: a role for the L1; understanding the issue; creating a conducive climate; providing language support; and the task. It is recommended that teachers use ideas from the literature on cooperative learning when they ask students to interact.
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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