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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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Wisdom as an Outcome of Critical Thinking in the School Curriculum Towndrow, Phillip A.
Beyond Words Vol 3, No 1 (2015)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v3i1.674

Abstract

Abstract This article considers a way of enacting critical thinking in the school curriculum. An alternative to adopting a formal framework of critical thinking which may not be exhaustive or include desirable components, involves working towards the generation of wisdom—defined as the quality of having the experience, knowledge and insight to think and act aptly in a specific context for a particular purpose—as a way for learners to make meanings that potentially have personal and social significance. The article uses a real-world example to illustrate how critical thinking can be driven by inquiry and underpinned by explanation to demonstrate practical knowledge and understanding in specific circumstances. Keywords: wisdom, critical thinking, curriculum, instruction, task design, classroom practice
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.
Peer Tutoring with QUICK Method vs. Task Based Method on Reading Comprehension Achievement Indrawati, Sri
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.v5i1.1113

Abstract

This study is a quasi-experimental research analyzing the reading comprehension achievement of the eleventh graders of Senior High School in Surabaya. This experimental research is comparing the effects of peer tutoring with QUICK method and task-based method to help the students to increase the students’ reading achievement. Besides for increasing the students’ reading achievement, this study has the main purpose to give a variation in teacher’s teaching reading techniques. This study uses independent samples t-test and paired samples t-test to indicate the students’ significant difference in achieving the reading comprehension in peer tutoring with QUICK method and task based method. Keywords: Peer tutoring with QUICK method, Task-based method, T-test, Reading achievement
Critical Pedagogy in TESL/TEFL: How Far Can We Go? Yumarnamto, Mateus
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.v1i1.368

Abstract

In this post-method era, perspectives and stances gain momentum as postmodernist’ educators highlight teachers’ agency in transforming the students and the society. In this framework, this paper discusses two approaches in teaching English as a second or foreign language (TESL/TEFL). The first perspective is critical pedagogy and the second is pragmatic pedagogy. By discussing the two important perspectives, this paper aims at understanding the path for better practices, both in research and teaching in TESL/TEFL. More importantly, it also discusses its relevance to teaching English in Indonesian.
Teachers’ Management In Planning and Implementing for the Success of EFL Learning Kardena, Absharini
Beyond Words Vol 7, No 2 (2019)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v7i2.1940

Abstract

Group work as one of teaching techniques on the framework of communicative approach is believed to be an effective model for building students’ communicative competence. The process of applying this technique needs high skills of management of an English teacher. The English teacher has autonomy to plan and implement the group work in order to achieve an objective of EFL learning. Since the autonomy handled by the teacher, any decisions and actions taken should be considered for assuring the success of EFL learning. The teachers’ management in planning and implementing group work influenced the successful of this teaching technique. This article, which is derived and further developed based on research conducted in 2013, analyzes and discusses the way the teachers plan and implement group work for the success of EFL learning at MAN Kota Solok. The research was conducted in terms of qualitative research by involving 5 English teachers at MAN kota Solok. The research found that the teachers still needs some guidance and improvements in planning and implementing group work for students at MAN Kota Solok
Student Centered Learning – An Approach to Fostering Democracy in Schools Jacobs, George; Power, Michael A.
Beyond Words Vol 4, No 2 (2016)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v4i2.940

Abstract

After an opening anecdote about a well-functioning small group of students, the article discusses concepts related to democracy. Next, the article defines student centered learning (SCL) and some SCL elements, linking these elements to concepts in democracy. The following section offers various means of implementing SCL. Subsequently, the article looks at issues raised about the use of SCL. To conclude the article, the authors maintain that SCL not only promotes learning but that SCL also fosters democracy
Teacher Personal and Professional Identity Integration: Alsup’s Exploration of Teacher Identity Discourses Yumarnamto, Mateus
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.v2i1.514

Abstract

Dusting Tommy’s and Grace’s Portfolios: A Document Analysis of L2 English Learners’ Language Learning Strategies Lei, Jiun-Iung
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.v6i2.1827

Abstract

In the field of language learning strategies, Griffiths and Oxford (2014) suggested that more qualitative studies need to be conducted as a supplement to the mainstream survey research. These qualitative methods might include interviews, think-aloud protocols, diaries, observation, and so on. Nevertheless, few studies use document analysis as a method. At best, it is marginalized as a supplement to other qualitative methods (Ahmed, 2010). This study intended to depict the process of L2 English learners’ strategy use by utilizing document analysis as a major method. In-depth interviews were conducted to corroborate the document analysis as a means of triangulation. In order to identify the learners’ strategies, the Strategy Inventory for Language Learning (Oxford, R. L., 1990) was employed as the coding scheme. The data from the interviews and documents yielded major themes and case examples.
Lexical Complexity of Decision-Making Writing Tasks: Form-focused Guided Strategic Planning Mahdavirad, Fatemeh
Beyond Words Vol 4, No 1 (2016)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v4i1.801

Abstract

The present study is an attempt to investigate the effect of form-focused guided strategic planning on lexical complexity of learners’ performance in writing tasks. The twenty intermediate level participants of the study performed an unplanned and then a planned decision-making task. In the planned task condition, the participants were provided with form-focused guided strategic planning which contained detailed instructions about how to plan, by being instructed to focus on form. The guidance included an explanation of the necessary structural and lexical patterns employed to express the learners’ views while developing a comparison-and-contrast paragraph in each task. The results of the statistical analysis indicated that the participants produced a written product with a greater lexical complexity in their performance of the task in the form-focused strategic planning condition. The findings emphasize the importance of guided strategic planning as a task condition in syllabus design for task-based language teaching and the necessity of incorporating this task feature for accomplishing lexical complexity in decision-making writing tasks.
Scaffolding in Business English Correspondence Classes at College Level Widjojokoesoemo, Eric Sulindra
Beyond Words Vol 3, No 2 (2015)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v3i2.737

Abstract

Language teaching and education have been so long influenced by developmental psychology, namely constructivism. This idea enlightens the world of language teaching. Constructivism has received both praises and critics. Communicative approach followers claim that the principles in constructivism support their thoughts while the followers of a more traditional approach, namely, Grammar Translation Method, claim that the constructivism is just another experiment in language teaching, just like other methods. This article is based on a classroom action research investigation of how scaffolding instruction, the operational ‘terms’ of constructivism, based on its ‘ZPD’ (Zone of Proximal Development), play roles in language teaching, specifically in Business English Writing. The investigation has perceived several important aspects in scaffolding instruction for teaching Business English Correspondence, such as the importance of modeling or giving examples, as well as corrective and immediate feedback, together with positive reinforcement, to improve the learners’ performance. It showed that modeling or giving examples, peer reviewing, together with immediate feedback, brought significant influence on the learners’ perspective, about their learning performance. Keywords: constructivism, Scaffolding, ZPD, Business English Writing

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