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<![CDATA[THE STUDENT OFFICERS’ VOCABULARY LEARNING STRATEGIES AND THEIR VOCABULARY TYPES MASTERY ]]>
<![CDATA[Ellyana Ismayanti]]>
<![CDATA[ Magister Scientiae No 40 (2016) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i40.1405
<![CDATA[This study investigates the student officers’ vocabulary strategies, vocabulary mastery types and their strategies tendencies. The type of maritime English vocabulary can be divided into academic and technical words type. The instruments used Schmitt’s taxonomy and maritime English vocabulary test. The result found that the students who used determination strategies were not able to master academic and technical words types. The students who used social strategies tended to master technical words type. Then, the students who used memory strategies tended to master technical words type. On the other hand, the students who used cognitive strategies tended to master academic words type. Meanwhile, the students who used metacognitive strategies tended to master two vocabulary types which consist of academic words and technical words.]]>
<![CDATA[STUDENTS’ PERCEPTION OF THE USE OF STORY TELLING TECHNIQUE TO IMPROVE PRONUNCIATION SKILLS ]]>
<![CDATA[Nukmatus Syahria]]>
<![CDATA[ Magister Scientiae No 39 (2016) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i39.1368
<![CDATA[The complexities of skills in the Pronunciation created many hindrances for the students in mastering the Pronunciation Practice subject. Most of the first semester students of Adi Buana University were failed during the mid test since they have very little background knowledge of the Pronunciation skills and they tend to get bored during the teaching and learning activities. The writer tried to apply the story telling technique in the middle of the semester to foster the pronunciation skills to the first semester undergraduate students of English Department as well as to arouse the students’ motivation in learning pronunciation. The result showed a significant progress on the final test score of the students and it also gave a good impact toward the students’ motivation in learning Pronunciation.]]>
<![CDATA[INTERCULTURAL EXPOSURE THROUGH ENGLISH FOR FOREIGN LANGUAGE COURSEBOOK A Closer Look at English in Mind Students Book 3 ]]>
<![CDATA[Tirsana W. Kailola]]>
<![CDATA[ Magister Scientiae No 42 (2017) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v2i42.1725
<![CDATA[As English serves as Lingua Franca in many parts of the world, cultural teaching and developing intercultural awareness have become important issues in EFL teaching. Therefore, cultural presentation and learning in English course book is one important issue to be investigated. This present study analyzes the presentation of culture and types of cultural exposure in a course book entitled English in Mind Students Book 3. The content analysis is based on the theory of Adaskou, et all (1990); Cortazzi & Jin (1999) and Xiao’s (2010), all of which posit that culture learning/teaching and the themes to accomplish this are important for contemporary ELT culture acquisition. The study finds that course book portrays culture mainly in the form of visual illustration. Subsequently, the source culture, the target culture and the international culture are found in unbalanced proportion where the target culture references are more dominant than the source culture and the international culture. There was a strong sense of a hierarchical representation of the inner circle world in which the British and the US cultures served as the supreme source. Investigating the result of cultural domain, small “c’ culture is highlighted over big ”C” culture. However, sixteen themes under big ”C” and small “c” are focused on the target culture. Cultural value and life style are the most frequent themes which appear in the course book.]]>
<![CDATA[CLASSROOM INTERACTION IN AN EYL CLASSROOM ]]>
<![CDATA[Likewati Wibowo]]>
<![CDATA[ Magister Scientiae No 41 (2017) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i41.1562
<![CDATA[This study analyzed the classroom interaction in an EYL classroom by describing its communication contents and patterns of interaction. The data were collected through classroom observation and semi-structured interview for the teacher. The writer observed the spoken communication between the EYL teacher and 39 fifth graders in a national elementary school using the video and audio recorders. Others, teacher’s interview and field notes were the supplementary data. Having been transcribed, the data were analyzed using the adapted form of FLint system. The results showed that asking questions (20.05%), giving information (10.09%), and repeating students response verbatim (6.65%) were the top three of the communication contents expressed by the teacher. On the other hand, the top three of the communication contents expressed by the students were students’ choral response to the teacher (17.61%), individual student response to the teacher (13.27%), student’s nonverbal behavior (4.84%). At last, the pattern of interaction revealed was still teacher-centered since most of the interactions were initiated by the teacher. In other words, the expectation of K13 in this study was not yet fulfilled. However, the students showed active participation during the lesson. This study can give valuable contributions to English teachers by broadening their horizon about EYL classroom interaction.]]>
<![CDATA[THE CORRELATION BETWEEN VOCABULARY SIZE AND THE READING COMPREHENSION OF THE ENGLISH EDUCATION DEPARTMENT STUDENTS ]]>
<![CDATA[Cinthia Astan]]>;
<![CDATA[Siti Mina Tamah]]>
<![CDATA[ Magister Scientiae No 38 (2015) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i38.788
<![CDATA[The study explored the correlation between vocabulary size and the three levels of reading comprehension namely literal, inferential, and critical reading comprehension. The main intention was to discover what the correlation was between vocabulary size and literal reading comprehension, inferential reading comprehension, and critical reading comprehension in terms of direction and magnitude. The subjects were 30 students of the English Department at a university in Surabaya. A Vocabulary Size Test and a Reading Comprehension Test were administered to measure the subjects' vocabulary size and reading comprehension performance. The findings revealed that vocabulary size was positively, strongly, and significantly correlated to literal reading comprehension, inferential reading comprehension and critical reading comprehension.]]>
<![CDATA[IMPROVING STUDENTS’ ABILITY IN TRANSLATING THROUGH ANALYZING ENGLISH WORD EQUIVALENTS INTO INDONESIAN ]]>
<![CDATA[. Sholihin]]>
<![CDATA[ Magister Scientiae No 37 (2015) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i37.726
<![CDATA[The objective of the research is “ To know the improvement of the students’ ability in translating through analyzing English word equivalent into Indonesian. This research used A Classroom Action Research (CAR). It had conducted two cycles; each cycle consisted of four meetings. A number of subjects of the research were 28 students. The researcher took real data from the school to know the students’ translating text achievement. The instruments of this research were translating test and observation sheet in cycle I and in cycle II. The research findings indicated that the through analyzing on English Words equivalents into Indonesian increased studensts’ translating text ability. It was indicated that there was an increased of the students’ translating text ability achievement from cycle I to cycle II. The students’ test of translating text ability achievement was after giving action by using the analyzing on English Words equivalents into Indonesian indicated that there was a significant increase from cycle I and from that to cycle II. The students’ translating text achievement in cycle I was 61.20 and in cycle II became 73.78 and it is classified as good. While the standard target achievement 70% one which was categorized good. From these findings, there was a significant increase of the students’ translating ability achievement through the analyzing on English Words equivalents into Indonesian. Key Word: analyzing english word equivalent into indonesian, translating.]]>
<![CDATA[MENUMBUH-KEMBANGKAN WAWASAN MASYARAKAT TENTANG DINAMIKA PENYAKIT DIABETES MELLITUS MELALUI MEDIA FILM ]]>
<![CDATA[Y.G. Harto Pramono]]>;
<![CDATA[Inge Wattimena]]>;
<![CDATA[Nurlaila Effendy]]>;
<![CDATA[Michael Seno Rahardanto]]>;
<![CDATA[Finsensius Yuli Purnama]]>
<![CDATA[ Magister Scientiae No 42 (2017) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v2i42.1721
<![CDATA[This paper describes the process and the result of educational film media development research aimed to develop the understandings of the society at Kecamatan Tambaksari, Surabaya about the dynamics of Diabetes Mellitus disease. To produce an optimum and pedagogically interesting film media, this media was designed and developed based on the film educational media concepts and its effective principles. Besides, the media was developed based on the needs assessment and the evaluation by experts and a series of tryouts by target users, and revised in stages based on the input and the result of the evaluation. After it had been validated to fit with the expected standard, the quasi experiment was conducted to find out the influence of the media on the learners’ knowledge of Diabetes Mellitus disease. The research design used was the matching only pretest-post test control group design with 40 participants for each group. The data was calculated with the t-Test. There search finding shows that the film media as an educational media has a significant influence on the increase of the society’s knowledge of Diabetes Mellitus disease.]]>
<![CDATA[INTEGRATING CHARACTER EDUCATION IN TEACHING SPEAKING FOR BUSINESS ADMINISTRATION STUDENTS ]]>
<![CDATA[Chyntia Heru Woro Prastiwi]]>
<![CDATA[ Magister Scientiae No 39 (2016) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i39.1362
<![CDATA[Globalization along with the advancement of information and communication technology has brought tremendous effects on students’ character. Education field as a place of community has to contribute in developing students’ character traits. Integrating character education in curriculum is the key for qualified education. This research aimed to describe the way to integrate character education in teaching speaking for Business Administration students. The data was obtained from teaching and learning process upon Business Administration students of higher education in the first semester of academic year 2015/2016 in Sidoarjo, Indonesia. The research results are expected to be a reference for further educators who are interested in integrating character education into curriculum.]]>
<![CDATA[SUGGESTED CORRECTIONS TO TEXTBOOK ENTITLED: “LANCAR NGOBROL MANDARIN UNTUK WISATA” ]]>
<![CDATA[Sudono Noto Pradono]]>
<![CDATA[ Magister Scientiae No 40 (2016) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i40.1410
<![CDATA[The aim of this article is to suggest corrections to a published book. The writer analyzed a book entitled “Lancar Ngobrol Mandarin untuk Wisata” (“Fluently Speaking Chinese for Tourism”). The writer found many mistakes in this book, which he classified as follows: 1. phonetics, 2. characters, 3. choice of words. The mistakes are discussed and the corrections are suggested. Therefore, the writer suggests that becoming Chinese book writers should have a sufficient knowledge, so that such kind of mistakes will not happen.]]>
<![CDATA[PRAGMATIC FEATURES IN THE SPEAKING SECTIONS OF BAHASA INGGRIS UNTUK SMA/MA KELAS XI SEMESTER 1 ]]>
<![CDATA[Dewi Rosaria Indah]]>
<![CDATA[ Magister Scientiae No 37 (2015) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i37.731
<![CDATA[One of the 21st century challenges is effective oral communication. While at the same time, some senior high school students are considered to be inept to speak English fluently. Their shortcomings in speaking belong to area of pragmatics. This study was intended to evaluate an English course book for senior high school entitled Bahasa Inggris untuk SMA/MA Kelas XI Semester 1 that is widely used by most senior high schools in Surabaya. Based on those rationales, this study investigated Bahasa Inggris untuk SMA/MA Kelas XI Semester 1 to find out what language function is taught and how the language function is delivered as reflected by the four pragmatic features in the speaking sections in the course book under study. The result of the study found first that there were all 8 language functions that were under transactional and interpersonal functions as demanded by the Curriculum 2006 but they were not presented in sequence as what the Curriculum 2006 demanded. Second, that all the four pragmatic features: context, the cooperative principles, and speech acts and politeness were found in the speaking sections and yet two characteristics in Speech Acts were not found. 5 items in Speech Acts and Politeness were not found as well. The arrangement of the four pragmatic features were provided moderately and mostly implied while they should be provided explicitly. Key Words: pragmatic features, language function, speaking sections, context, the cooperative principles, speech acts, politeness, senior high school English course book.]]>
