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<![CDATA[THE EXPERIMENTAL STUDY OF COMPLETE PLATE CAPACITORS FOR DETERMINING A DIELECTRICAL CONSTANTA OF A MATERIAL ]]>
<![CDATA[- Kurniasari]]>
<![CDATA[ Magister Scientiae No 44 (2018) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v2i44.1976
<![CDATA[Experiments and theories are two parts that cannot be separated in studying Physics. Many theories are built on experimental data and many theories fall because they conflict with experimental data. In addition, the role of experiments can also be used to help understand a physics material obtained in class. With this regard, a development research has been carried out to determine the dielectric constant of a material through parallel plate capacitor experiments, and experimental instructions. The research was carried out through stages: literature study, tools testing, experiments: taking and analyzing data, developing practical instruction modules and testing modules to the students. The results showed that through practicum parallel plate capacitors, dielectric constant of a material can be obtained. From the results of the experiment, the value of the dielectric constant was (8.60 ± 0.01) x 10 -1 for air; (2.1 ± 0.2) for plastic; and (4.3 ± 0.2) for glass. Based on the results of testing the module practicum instructions for students of a Physics Education Study Program, it was obtained the fact that students stated that the practicum instruction module was already developed well and could assist in carrying out parallel plate capacitor practicum.]]>
<![CDATA[AN ANALYSIS OF INSTRUCTIONAL PICTURES USED IN PRIMARY ENGLISH COURSEBOOKS ]]>
<![CDATA[Sista Laksita Dewi]]>;
<![CDATA[Harto Pramono]]>
<![CDATA[ Magister Scientiae No 43 (2018) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v1i43.1965
<![CDATA[This study analysed the types and roles of instructional pictures used in selected English coursebooks for elementary schools in Indonesia, and more specifically, the extent to which the pictures corresponded to the characteristics (principled set) of effective instructional pictures. Results of the analysis indicated that the type of pictures mostly belonged to less realistic type which was suitable for supporting the roles the pictures played in accompanying English words/text. The picture roles were mostly for introducing the meanings of new target words they accompanied, i.e., to support students’ comprehension of written text (target words) and for reinforcing and/or establishing the target words that had been introduced by accompanying varied activities represented through the written text (words), i.e., to enhance students’ retention of new target words. Most instructional pictures in the selected coursebooks were considered very effective to support their roles as they met the characteristics of effective instructional pictures (relevance, clarity, familiarity, suitability of picture type, and completeness of pictorial aspects). These findings suggest that selection of instructional pictures used to complement information presented in text should consider such aspects as suitability of types, roles, and characteristics of effective pictures in supporting their roles, in particular, for the purpose of enhancing English learning. Implications in developing and selecting instructional pictures are discussed.]]>
<![CDATA[DEVELOPING ESP SYLLABUS AND TEACHING MATERIALS FOR PORT BUSINESS EMPLOYEES ]]>
<![CDATA[Rizqiliyah Issabella]]>
<![CDATA[ Magister Scientiae No 46 (2019) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v2i46.2226
<![CDATA[This study is aimed to cater the needs of professionals of sea port business to enhance their English speaking proficiency. Due to their limited time to study, the design of the syllabus must focus on the materials they usually use in their daily operation. The syllabus and the materials were designed using ADDIE model which stands for Analyzing, Designing, Developing, Implementing and Evaluating. In the Analyzing stage, ten topics were needed in practicing their English. The program was designed for one term covering fifteen meetings for ninety minutes each. The syllabus and materials had been reviewed by the expert of the port business. The order of the materials presented was based on the scope, from the small to the broad ones. One material was tried out to a specific group of learners resembling the target group, and the learners showed positive remark on both of the materials and the delivery.]]>
<![CDATA[COMPARING THE EFFECTIVENESS OF AUDIO AND VIDEO MATERIALS IN LISTENING COMPREHENSION ]]>
<![CDATA[- Trianawaty]]>
<![CDATA[ Magister Scientiae No 43 (2018) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v1i43.2003
<![CDATA[The main purpose of this study was to compare the effectiveness of audio and video materials in students’ listening comprehension. There were two groups of undergraduate students majoring in English who took part in this research. Each of the group consisted of 17 students. Group A was the group of students who were taught using audio-only materials, while Group B was the group of students who were taught using video materials. The data were collected by giving students the same set of questions in the pretest and post-test. The data were then analyzed using t-test formula. Based on the result, it was found that the gained score of the students taught using video was higher than that of the students taught using audio-only materials. However, the finding of this research also showed that there was no significant difference between teaching students using audio and video in listening. It can be seen from the result of to to be 0.67 and the result of ttable was 2.03 with the degree of freedom of 32. Based on the result, the study concluded that the to was lower than ttable which meant that the Null Hypothesis (Ho) was accepted while the Alternative Hypothesis (Ha) was rejected. Therefore, it was implied that there was no significant difference between the students’ results of pre- and post-listening tests after getting different methods (video- and audio-based course).]]>
<![CDATA[ENGLISH EDUCATION DEPARTMENT HIGH ACHIEVERS’ LEARNING STRATEGIES AND THEIR IMPACTS IN WRITING DESCRIPTIVE COMPOSITION ]]>
<![CDATA[Rizky Yoga Abimanyu]]>
<![CDATA[ Magister Scientiae No 43 (2018) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v1i43.1971
<![CDATA[The use of strategies can be useful when students are conscious about their capability in writing. Learners use various strategies as their approaches to deal with difficulties in writing. Oxford (1990) believes that strategies are the conscious steps of behavior used by language learner to enhance the acquisition, storage, retention, recall and new information. Inopportunely, there are still many learners who do not realize the importance of using appropriate strategies in analyzing their writing strategies which later can make the learners be anxious in facing the problems or difficulties in writing enhanced composition. This research is descriptive case – qualitative research dealing with learning strategies of English Education Department students in writing descriptive composition. The research questions were 1). What learning strategies are used by English Education Department high achievers in writing descriptive compositions? and 2). What are the impacts of learning strategies for high achievers’ writing descriptive compositions? To answer the research questions, interviews, observations, and writing analyses were used as research instruments on five English department students as the subjects of this research. Based on the academic data from staff administrator and lecturers, those students are high achievers in their writing course in the department. The researcher attempted to describe the types of participants’ strategies in writing descriptive compositions to find out the high frequency strategies and their impacts in students’ writing descriptive composition. The results demonstrated that the learning strategies used were able to assist the students in composing essays; those strategies are cognitive and compensation strategies. Nonetheless, some students consciously relish to use social strategy. At some points, the data showed that the more strategies used by the students, the better the writing quality will be.]]>
<![CDATA[PREPARING STUDENTS’ READING ABILITY FOR IR 4.0: UNDERSTANDING THEIR MOST PROBLEMATIC READING COMPREHENSION SKILLS AND THE SOLUTIONS ]]>
<![CDATA[Manfredus Muliamarfan Mbangur]]>;
<![CDATA[Johanes Leonardi Taloko]]>;
<![CDATA[- Vincentia SHS]]>
<![CDATA[ Magister Scientiae No 46 (2019) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v2i46.2231
<![CDATA[The Industrial Revolution 4.0 (IR 4.0) signifying manufacturing digitalization has become a major concern around the globe. Not only does it deal with industrialists or engineers, but it also deals with teachers, and education policy makers. This new revolution requires educational institutions to prepare their students to be able to adapt themselves in this new era. English, serving as a global lingua franca, still plays an important role for all students in different majors that need to be mastered. One of the English language skills, reading, must be given sufficient attention by English teachers for their students to be able to read and comprehend English texts in their job fields in the future. This study attempts to reveal the reading comprehension mastery of the Business Administration students in a private university. It examines three series of English proficiency test (EPT) exercises and a final EPT they took as the requirements to complete their study in the university. Among the thirteen micro skills in this kind of test, the students’ most problematic skills are: answering transition questions correctly (25% correctly answered), determining the tone, purpose, or course (37%), and using context to determine meaning of difficult words (42%). Possible causes and recommendations to minimize those problems are also comprehensively presented.]]>
<![CDATA[THE EFFECTS OF KAHOOT! IN TEACHING READING TO TENTH GRADE STUDENTS ]]>
<![CDATA[Dismas Wibisono]]>
<![CDATA[ Magister Scientiae No 45 (2019) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v1i45.2045
<![CDATA[Side-synchronizing between English reading teaching and learning and latest technology are encouraged to happen nowadays to get better learning achievements. The purposes of this study were to identify the effect of Kahoot! in reading comprehension test scores. This study was carried out among 50 students from a senior high school in Surabaya. Data were analysed and presented using descriptive statistics in the form of frequency, means, standard deviation and independent t – test. From this study, it was found that the students’ reading comprehension test scores were higher when they were taught using Kahoot! on the learning process. Besides, their learning attitudes on cognitive, psychomotor and affective showed some significant positive effects. From these findings, it can be suggested that online media like Kahoot! Is strongly recommended to be used in the teaching and learning process of English reading. It is expected that the finding of this study would enlighten the relevant literature of the area.]]>
<![CDATA[THE COMPATIBILITY OF READING QUESTIONS IN THE ENGLISH COURSEBOOK FOR GRADE 8 WITH THE LEVEL OF THINKING SKILLS ]]>
<![CDATA[Niswatul Mustafidah]]>
<![CDATA[ Magister Scientiae No 44 (2018) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v2i44.1978
<![CDATA[Coursebook is an effective media which contains instructions to enhance teaching and learning activities. There are several reasons proposed by Robert O’Neill (O'Neill, 1982) in using the coursebook. However, the educators especially teachers have to be clever in choosing a good coursebook. Some experts have certain criteria in choosing a good coursebook, but mostly they refer to the curriculum. Curriculum is the guideline of the national education. Nowadays, Indonesia uses a new curriculum called K-13 which stands for Curriculum 2013. Moreover, the government has published a coursebook entitled “When English Rings a Bell”. In the document of K-13, there is a competence achievement that should be achieved by the students in every level. The competence achievement refers to Revised Bloom Taxonomy (RBT) and the level of thinking skills which was proposed by Bloom. There are six levels in the level of thinking skills, which are remembering, understanding, applying, analyzing, evaluating and creating. According to the Curriculum 2013 – or K-13, the cognitive level that must be achieved by junior high school is in the domain of analyzing. This research would like to employ a checklist to analyze the reading questions in the coursebook. It is a valuable instrument to determine the cognitive level of the questions. In order to strengthen the data and make it valid, the researcher also applied data triangulation. The present study will analyze the compatibility of reading questions in the English coursebook grade 8 with the level of thinking skill.]]>
<![CDATA[COHERENCE STRATEGIES AND DEVICES IN EFL ACADEMIC WRITING INTRODUCTIONS ]]>
<![CDATA[Vincentia Sri Harti Siswanti]]>;
<![CDATA[Ignatius Harjanto]]>
<![CDATA[ Magister Scientiae No 43 (2018) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v1i43.1966
<![CDATA[The study was intended to describe the coherence strategies and devices used by the graduate students of Widya Mandala Catholic University Surabaya in writing Introduction section to achieve coherence. This discourse analysis study described the internal relationship of form and meaning by applying textual analysis with a multimodal analysis. The researcher found non-deductive and neither deductive nor non-deductive strategy in this study. The non-deductive strategy consisted of three elements: context establishment, further focus, and thesis statement. The neither deductive nor non-deductive strategy did not have any complete elements, so those writings were categorized as incoherent introductions. Beside those strategies, there were 6 coherence devices identified; they were repetition of key nouns, the definite article ‘the’, parallelism, purpose signals, substitution, and transitional signals.]]>
<![CDATA[APPLICATION OF FIVE CHARACTER VALUES IN CHILDREN AGED 4-6 YEARS ]]>
<![CDATA[. Kristianingsih]]>
<![CDATA[ Magister Scientiae No 45 (2019) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v1i45.2040
<![CDATA[This study aims to describe: (1) the application of five character values in children aged 4-6 years and (2) the supporting and inhibiting factors for the application of five character values in children aged 4-6 years in Kanisius Kotabaru Kindergarten, Yogyakarta. This research is a qualitative research with a phenomenological approach. Data collection was done through observation, interviews, and documentation. The data were validated using an extension of participation, perseverance of observation and triangulation. The results of the study are (1) the application of five character values was done through: (a) systematic and procedural planning, (b) implementation that is integrated with each learning activity, and (c) evaluations which are carried out every day with a focus on three children, with the teacher giving report cards each semester as a result of one semester’s evaluation. (2) The supporting and inhibiting factors in implementing the five character values are as follows. (a) The support factors consist of exemplary teachers, teachers directly taking action against negative actions of children, parents participating in children's activities, and parents obeying the school rules. (b) The inhibiting factors in the application of five character values are: teachers who sometimes does not focus on the child when giving and replying to greetings, the teacher leaving the class during learning to meet guests, teachers who do not teach according to RPPH, parents who are too busy and parents who pay less attention to character education.]]>
