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<![CDATA[THE EFFECT OF MIND MAPPING TECHNIQUES ON THE VOCABULARY MASTERY OF SECOND GRADE STUDENTS OF ELEMENTARY SCHOOL ]]>
<![CDATA[Elizabeth Kusuma]]>
<![CDATA[ Magister Scientiae No 39 (2016) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i39.1370
<![CDATA[In this study, the writer used a quasi-experimental non-equivalent-groups pre-test-post-test design. The subjects of this study were the second grade students of Elementary School. The writer used two classes as the sample of this experiment. The experimental group was taught using mind mapping and another was taught using word list. Before that, the writer gave a pre-test, and after the experiment a post-test to both groups. From the calculation of the t-test, the writer found the t-observation of both groups. From the analysis of the pre-test, the writer found out that those two groups had equal ability in vocabulary mastery. From the post-test scores, the writer also found out that those two groups were not significantly different. The t-observation of the two groups was 1.26, while the t-table was 2.08. It means that the null hypothesis which says “there is no significant difference between the vocabulary mastery of the second grade students who were taught by using mind mapping technique and one of those taught by using word list technique” was accepted.]]>
<![CDATA[CREATING A WELCOMING CLASSROOM ENVIRONMENT FOR YOUNG LEARNERS AT MERLION SCHOOL, SURABAYA ]]>
<![CDATA[Hertiki Hertiki]]>
<![CDATA[ Magister Scientiae No 41 (2017) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i41.1564
<![CDATA[One of the biggest obstacles facing teachers of young learners is classroom management. Classroom management is needed to control students’ behavior, movement and interaction during a lesson in class. A good teacher is someone who is kind, patience, and loves the students. Creating a caring classroom environment for young learners is not an easy task for any teacher. Young learners are full of energy and each child is totally different. Maintaining discipline and setting up activities are needed in creating a good atmosphere for the children. Classroom environment for young learners should be fun and also create a safe learning environment where students feel comfortable. This paper briefly explains about classroom management at Merlion School (MS) Surabaya, Indonesia. Here, the teacher uses some classroom management strategies to facilitate a conducive environment in class such as: setting up the classroom rules, the proper seating arrangement, giving rewards, creating students’ birthday cards, providing book corner, assigning weekly leaders, and providing the cubby holes for students.]]>
<![CDATA[IN DEFENCE OF CONTEXT-SENSITIVE SEMANTICS AND CONTEXT-SENSITIVE LINGUISTICS IN PRAGMATICS ]]>
<![CDATA[Damatius Wagiman Adisutrisno]]>
<![CDATA[ Magister Scientiae No 37 (2015) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i37.728
<![CDATA[Kinneavy (1971:23) states that “since pragmatics is viewed as the study of complete discourse, it does not include semantics as such or syntactic as such. These two constitute linguistics, and linguistic analysis is not discourse analysis, though, of course, it can contribute to the understanding of discourse, consequently, syntactic and semantics are beyond the borders of discourse study”. Cook (1990:12) also separates linguistics from discourse analysis. Linguistics is said to be without context or context-free. He further says that semantics is context-free. This paper is to argue that both sentence linguistics and semantics are context sensitive. From the point of view of language acquisition, the syntactic structures word meaning, sentence meaning and knowledge of the world that an informant later uses to produce language, are all based on context and are derived from context. Accordingly, sentence linguistics and semantics are context-sensitive. Key Words: pragmatics, linguistics semantics, context-sensitive]]>
<![CDATA[THE CORRELATION BETWEEN EFL READING MOTIVATION AND READING COMPREHENSION ABILITY ]]>
<![CDATA[Elvina Hartono]]>
<![CDATA[ Magister Scientiae No 39 (2016) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i39.1365
<![CDATA[This study examined to describe the correlation between EFL students’ reading motivation and their reading comprehension ability. The six dimensions from the Motivation for Reading Questionnaire were used to examine students’ motivation. The modified Questionnaire and a reading comprehension test were distributed to forty five grade twelve students in a private school in Surabaya. The Pearson correlation and multiple regression analysis were conducted to answer the research question. The correlation between students; reading motivations and their reading comprehension ability was 0.321. Thus the correlation between students’ reading comprehension was positive but low.]]>
<![CDATA[THE EFFECT OF TOTAL PHYSICAL RESPONSE STORY ON THE VOCABULARY MASTERY OF GRADE SEVEN STUDENTS ]]>
<![CDATA[Paulina Gloria Tobing]]>
<![CDATA[ Magister Scientiae No 42 (2017) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v2i42.1723
<![CDATA[Vocabulary is one of the most important aspects of language developments. Unfortunately, not all students have a good skill of memorizing vocabularies given by the teacher. Apparently, the students receive limited number of vocabulary items. They need a technique to help them easier in learning new vocabulary and keep it for long term memory. This paper discusses the effect of Total Physical Response in teacher’s storytelling on vocabulary mastery at seventh grade students in a private school in Surabaya. It was a quasi-experimental study. The writer used two groups, pretestposttest design. The experimental group was taught by using Total Physical Response-Story while the control group was taught by using translation. The research instrument used in this study is vocabulary test that consisted of 60 multiple-choice items that the students had to finish in 120 minutes. The stories were taken from 30 Teenage Stories by Children's Book Trust, New Delhi, and the participants will be grade seven of junior high school students in a state school in Surabaya. The result reveals that there is a different score between students who are taught by Total Physical Response and those who are taught by translation.]]>
<![CDATA[EFFECT OF PEER AND PAIR FEEDBACK ON STUDENTS’ RECOUNT WRITING ACHIEVEMENT ]]>
<![CDATA[Fransisca Tuti Rahaju Tanuadji]]>
<![CDATA[ Magister Scientiae No 41 (2017) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i41.1560
<![CDATA[This experimental study investigates the effect of peer and pair feedback on students’ recount writing achievement. The subjects of the study consisted of the first semester students of Hotel Management Program in Surabaya. Twenty-six students who were assigned in the Experimental Group received peer feedback treatment while twenty-four students who were assigned in the Control Group received pair feedback treatment. The research used quantitative method with quasi-experiment design. The instruments used in this study were recount writing pre-test and post-test. The data gathered were processed with t-test using SPSS. The result of data analysis showed that there was no statistically significant difference between the writing achievement of the Experimental Group and Control Group as the p value is 0.18˃0.5. The main reason of the result was that all of the students have the same level of writing ability. The participants, however, revealed improvement in their writing skill. In the Experimental Group, the mean score increased 9.18% (6.92 points) which could be seen from the pre-test average mean score 75.42 that reached up to 82.16 for the post-test average mean score. In the Control Group, the mean score increased 9.56% (7.33 points) which could be seen from the pre-test average mean score 76.67 that reached up to 84 for the post-test average mean score.]]>
<![CDATA[CONTEXTUAL CLUES TECHNIQUE TO IMPROVE STUDENTS’ VOCABULARY MASTERY ]]>
<![CDATA[Mohammad Firdus]]>
<![CDATA[ Magister Scientiae No 40 (2016) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i40.1408
<![CDATA[This classroom action research is conducted to improve the students’ achievement on vocabulary through Contextual Clues Technique (CCT). The subject of the study is Class VIIIC students of SMPN I Labang Bangkalan in the academic year of 2013/2014. The class consists of 40 students. This study was conducted in three cycles and in each of the cycles is ended with one additional meeting for vocabulary teacher-made test. In this study, there were two types of data, the quantitative and qualitative data. The quantitative data were collected through pretest, test 1, test 2, and post test. The qualitative data were collected through observation checklist and field note, teacher’s diary, questionnaire, and interview. The quantitative data were analyzed using descriptive statistic to compare the mean scores of each test and also using T-test analysis to find the significance of the improvement. The qualitative data were analyzed using the descriptive analysis to know their improvement toward the use of CCT in learning vocabulary.]]>
<![CDATA[KURIKULUM BERBASIS KOMPETENSI DAN PENDIDIKAN KECAKAPAN HIDUP (LIFE SKILL EDUCATION) ]]>
<![CDATA[Tjondro Indrasutanto]]>
<![CDATA[ Magister Scientiae No 23 (2008) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i23.1399
<![CDATA[Peningkatan mutu pendidikan di Indonesia selalu dilakukan oleh pemerintah RI beserta jajaran yang terkait dalam bidang pendidikan, namun ironisnya kuantitas dan kualitas rata-rata pendidikan siswa di Indonesia masih jauh dari harapan sehingga hal ini merupakan problem multinasional yang dihadapi oleh negara RI. Kemunculan Kurikulum Berbasis Kompetensi (KBK) merupakan komitmen bersama yang harus dilakukan oleh para pendidik demi peningkatan mutu pendidikan sebagai upaya untuk menanamkan modal dasar pembangunan pendidikan bangsa. Perubahan kurikulum ini untuk membekali kebutuhan siswa di masa sekarang, yang akan datang dalam menghadapi tantangan kehidupan secara mandiri, cerdas, kritis, rasional dan kreatif. Dalam perkembangannya KBK perlu disempurnakan dengan komplemen kecakapan hidup (life skill) melalui pendekatan pendidikan berbasis luas (Broad Based Education) yang sangat memungkinkan untuk dilaksanakan di setiap jenjang pendidikan tanpa penambahan beban mata pelajaran yang baru. Di setiap jenjang pendidikan mengakomodasi berbagai kebutuhan masyarakat dan atau dunia kerja serta kebutuhan siswa baik yang akan melanjutkan atau tidak melanjutkan ke jenjang pendidikan yang lebih tinggi. Lulusan yang dihasilkan diharapkan dapat memiliki kemampuan akademik dan kecakapan khusus yang mengacu pada standar lokal, nasional maupun internasional mencakup bidang-bidang ilmu dasar, bahasa asing, keteranpilan, lingkungan hidup, teknologi informasi, seni, olahraga prestasi serta kepribadian yang dilandasi oleh budi pekerti dan ajaran agama yang diyakini para siswa.]]>
<![CDATA[ERRORS OF PASSIVE VOICE CONSTRUCTION FOUND IN THE EXPLANATION COMPOSITION OF ENGLISH DEPARTMENT STUDENTS ]]>
<![CDATA[Melisa Kristina]]>;
<![CDATA[Agustinus Ngadiman]]>
<![CDATA[ Magister Scientiae No 41 (2017) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i41.1565
<![CDATA[Writing is a course provided for the English Department students since it is one of important skills that must be mastered. However, the process of writing itself is not easy so errors easily appear. In order to decrease the number of errors in writing, types of the errors and the possible causes are sought. By knowing types of errors and the possible causes, it is hoped that teachers can apply some crucial things suggested in this study in order to make the students’ understanding about passive voice construction more complex. This study reports what kinds of errors of passive voice construction found in the explanation composition of English Department students and the possible causes of the errors.]]>
<![CDATA[THE USE OF MULTIMODALITY IN “AXE” TV COMMERCIALS TO COMMUNICATE MASCULINITY ]]>
<![CDATA[Novita Magdalena Srikandiati]]>;
<![CDATA[V. Luluk Prijambodo]]>
<![CDATA[ Magister Scientiae No 38 (2015) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i38.791
<![CDATA[Advertisements in the digital era creatively make use of writing, speech, images, and music to promote goods and services. This multimodality is used to persuade customers. Likewise, TV commercials have adopted multimodality for “a creatively communicative interaction” to support the goods and services advertised. Some studies on multimodality on media have been conducted but those on advertisements are still scarcely done, especially in Indonesia. Importantly, advertisements as sample of short functional texts belongs to curriculum aspects of the English subject for the students of the ninth grade in Indonesia (the Ministry of Education and Culture, 68, 2013). The TV commercials of “Axe” perfume product attracted the writer to conduct a research on multimodality. The English version of “Axe” TV commercials was chosen as the case under study. The analysis done indicated that “Axe” TV commercials contained a set of chronologically effective organization of multimodality which represented a set of creative sequence of the use of language, images and music to signify a persuasive, advertisement discourse attribute.]]>
