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Magister Scientiae

Magister_Scientiae
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Published by Universitas Katolik Widya Mandala Surabaya

ISSN : 0852078X EISSN : 26227959 DOI : https://doi.org/10.33508/mgs

Core Subject : Science, Education,

Education Languange, Linguistic, Communication & Media Physics

Magister Scientiae Journal is published twice annually in March and October. This journal contains articles based on research report and critical analysis in teaching and learning. We only accept manuscripts which have not been published in other media, including personal blogs. The contributing manuscripts should be written in English formatted accordingly with the manuscript direction. Contributors would like to give permission for the editors to edit the manuscript without changing its substance.

Arjuna Subject : Ilmu Sosial - Pendidikan

Articles 229 Documents

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STUDENTS’ PERCEPTION TOWARDS GOOGLE CLASSROOM AS E-LEARNING TOOL (A Case Study of Master of English Education of the Second Semester at STKIP PGRI Sidoarjo) J. Priyanto Widodo; Joko Slamet
Magister Scientiae No 48 (2020)
Publisher : Widya Mandala Surabaya Catholic University

E-Learning is a moderately new phenomenon where currently the educators and students are grappling with the idea of its implementation and adaptation. E-learning has contributed to the learning process can be done not only in the classroom but any places and every time, especially within the COVID-19 issue. Google Classroom is one of the tools implemented among e-learning scan be applied. The purpose of this research is to identify the students’ perception of the implementation Google Classroom as a learning tool for students of Master of English Education at STKIP PGRI Sidoarjo. Descriptive quantitative method was applied in conducting the research. Questionnaire which was distributed to the 19 students was the instrument of this research. The results showed google classroom as a tool of e-learning is a useful application can be applied during e-learning within the issue of Covid-19 to the second semester students of Master of English Education (MPBI Batch 5) at STKIP PGRI Sidoarjo in regard it is a solution of e-learning in case it is useful, effective and also helps students in assisting in the e-learning.

ONLINE WRITELOGUE EFFECTIVENESS IN THE STUDENTS’ MASTERY OF THE REDUCED RELATIVE CLAUSES Hendra Tedjasuksmana; Susana Teopilus
Magister Scientiae No 48 (2020)
Publisher : Widya Mandala Surabaya Catholic University

In this pandemic Covid-19 situation, all teaching learning activities are done online from the elementary school up to the universities. What the writers would do is actually implementing a blended learning, but Covid19 makes it impossible so that it is done fully online. Thus, this study would find out that the full-online platform writelogue with its module can improve the students’ ability in using the reduced relative clauses. This module in which the students learn the NP pattern ‘HN (Head Noun) + reduced relative clauses’ is one of a number of NP patterns in the writers’ multi-year research. Using the accessibility of the Learning Manangement System, the writelogue, the students did the pre-test, the exercises and the post-test. Besides, they filled out the questionnaire concerning the usability of the writelogue in terms of language, exercises, tutorial video, and technical operation. The results show that the online writelogue course enhances the pre-test scores of the students in their post-test result, and the students find the benefits of the writelogue course to their learning the reduced relative clause on line.

ERRORS IN LONG VOWEL PRONUNCIATION: A CASE OF ENGLISH LANGUAGE EDUCATION DEPARTMENT STUDENTS Rosalin Ismayoeng Gusdian
Magister Scientiae Vol 49, No 1 (2021)
Publisher : Widya Mandala Surabaya Catholic University

The study aims to investigate the errors in the long vowel realizations committed by students of English Language Education Department. It is a case study of the English Language Education Department students of Universitas Muhammadiyah Malang. The study employed qualitative method. The data were the recorded pronunciation of twenty students from the Speaking for Informal Interaction class at Universitas Muhammadiyah Malang. The data were collected when the students performed a storytelling for three to five minutes. In the data analysis, all of the recordings were carefully listened and the mispronunciation of words containing the targeted long vowels was identified. Upon the long vowel error identification, the students’ long vowel production was phonologically transcribed and assigned into the table of long vowels. The table was set according to the classification of the five types of English long vowels, namely [ɑ:], [ɛ:], [i:], [ɔ:], [u:]. Further, the phonological transcription analysis referred to Received Pronunciation (RP) and General American (GA) as the accepted pronunciation standards. The result shows that the English long vowels [i:], [ɑ:], [ɛ:], [u:], and [ɔ:] are replaced with the short vowels [ʌ], [i], [ɛ], [u], and [ɔ] respectively. The replacement is implemented due to the absence of the targeted sounds in the students native language (Bahasa). This phenomenon is the result of phonological transfer.

Expressions of Epistemic Possibility in Academic Writing in English as a Foreign Language Bartholomeus Budiyono
Magister Scientiae No 48 (2020)
Publisher : Widya Mandala Surabaya Catholic University

Epistemic possibility operates with may and interchangeably with might that introduce a direct-unobservable effect in a modalized causal relation that reveals a semantic cause-and-effect compatibility. It also operates with could to introduce a direct-unobservable cause without any authoritative evidential, may to introduce a cause derived from an authoritative (indirect-unobservable) assumption through an informal fallacy. The presence of the possibility level is reinforced by other operators. The operator possible is used to introduce a direct-unobservable cause without any help of an authoritative evidential, a direct-unobservable cause derived from an authoritative assumption through an informal fallacy, a causal relation between direct-observable evidentials as commentary on an authoritative theory after factive causality. The operator seem also introduces direct-unobservable cause, but also falsifies a prima facie perception. In addition to the epistemic uses, the same operators also indicate factivity, i.e., factive may, factive might, factive possibility, neutral-factive could. Finally, there are cases of a simultaneous use of possibility operators. Throughout the analysis of the data, epistemic possibility is characterized with non-factivity and optionality, i.e., proposing a non-factive option or an array of options. It may also be identified as presenting criticism of an assumption, criticism of the data, criticism of the ongoing learning situation, threat, and appreciation of the data. Criticism may be very salient when it is followed by a relevant suggestion.

READINESS OF EARLY CHILDHOOD EDUCATION TEACHERS TO ATTEND TRAINING THROUGH DISTANCE LEARNING Cresensia Dina Candra Kumala Dewi
Magister Scientiae Vol 49, No 2 (2021)
Publisher : Widya Mandala Surabaya Catholic University

Research related to distance learning for students has been widely carried out, contrary to research related to teachers. The lack of opportunities and facilities for early childhood education teachers to develop their competencies is the background for the theme of this research. This article will be focused on explaining the readiness of Early Childhood Education teachers to face training conducted through distance learning. This research was conducted through a survey method by sending questionnaires to 409 participants. Participants are teachers or assistants from SPS, Playgroups and Kindergartens. The results of this study indicate that most of the participants are interested in participating in distance learning. This shows the high motivation of the participants to improve competence through distance learning. Various obstacles that may be faced cause participants to have difficulty accessing distance learning.

DEVELOPING HIGHER-ORDER THINKING SKILLS READING COMPREHENSION QUESTIONS FOR SENIOR HIGH SCHOOL STUDENTS Faisal Novian Hermansah; Agnes Santi Widiati
Magister Scientiae Vol 50, No 1 (2022)
Publisher : Widya Mandala Surabaya Catholic University

This developmental research aims at developing Higher-Order Thinking Skills (HOTS) reading comprehension questions for senior high school students. This is in line with the national educational goal which is to increase the national competitiveness in the global era while manipulating Higher-Oder Thinking Skills (HOTS) in the global communication. This research is supported by the theory that HOTS questions enable students to think critically. The ADDIE model of instructional design is applied in the process of creating the HOTS reading comprehension questions. Two authentic analytical exposition texts and two authentic explanation texts are used as the reading materials. Twenty five multiple-choice questions of the Analyzing, Evaluating, and Creating levels of the cognitive domain of the Revised Bloom’s Taxonomy (RBT) are developed. A blue print is used as the basis for the questions development to ensure the content validity of the questions. Fifteen students did the test and their answers were scored by the writers. K-R21 was applied to examine the reliability coefficient resulted in r=0.68. This is considered as a high reliability. It is expected that this paper would give beneficial insights for teachers and reading material developers that providing HOTS questions are important for students as reading exercises or tests and that a multiple-choice type of questions can be used. Hence, it is also recommended that other studies be conducted in the use of other types of questions at the level of HOTS to provide more variations of reading programs for students

THE EFFECT OF YOUTUBE ON SPEAKING ABILITY OF SENIOR HIGH STUDENTS Zainal Abidin; Agustinus Ngadiman
Magister Scientiae Vol 49, No 2 (2021)
Publisher : Widya Mandala Surabaya Catholic University

YouTube is a rich source for teaching speaking in EFL contexts. You Tube also enables students to learn language of the world. The present study aimed to know whether secondary students in Indonesia who frequently watched You Tube in English speak better that than those who seldom. This was an ex-post-facto study. A questionnaire and speaking test were designed to students speaking ability. T-test and ANOVA were used to measure the different effects of You Tube. The present study revealed that the speaking ability of the subjects who watched You Tube exceeded the speaking ability of those who seldom watched You Tube. Based on the T-test analysis, YouTube gave good effect on students’ speaking ability, however based on the ANOVA analysis, You Tube gave the highest effect on the vocabulary aspect of their speaking ability.Keywords: YouTube, Speaking Skills, EFL Students

USING THE REVISED BLOOM’S TAXONOMY TO ANALYZE THE READING COMPREHENSION QUESTIONS IN EFL TEXTBOOK FOR YEAR X OF HIGH SCHOOL Anne Irawan; Veronica Listyani Diptoadi
Magister Scientiae Vol 50, No 1 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Reading skill is an important skill in the mastery of a language as the more the students read, the more exposed they are to the target language. Giving reading comprehension questions that suit the students’ thinking level has been widely known to foster the students’ critical thinking and reading comprehension. This study aimed (1) to explore the cognitive level of the reading comprehension questions found in EFL textbook based on the Revised Bloom’s Taxonomy and (2) to explore appropriate reading comprehension questions to supplement the EFL textbook to meet the Curriculum of 2013. This study analyzed an EFL textbook for year X of high school based on the cognitive domain of the Revised Bloom’s Taxonomy. The findings show that the proportion between LOTS and HOTS questions was 85.5% and 15.5%. Considering that the EFL textbook was dominated by LOTS questions, it was concluded that the EFL textbook was not appropriate for 10th grade students. Therefore, this study proposed 84 appropriate reading comprehension questions to supplement the EFL textbook so as to allow the students to hone their reading skill through various cognitive processes. There was an increase of 20.4% in the percentage of HOTS questions after the addition of the researcher’s supplementary questions, so the proportion between LOTS and HOTS questions became 65.1% (LOTS questions) and 34.9% (HOTS questions).

A COMPARATIVE STUDY BETWEEN INDONESIAN UNDERGRADUSTE AND GRADUATE STUDENTS’ PERCEIVED ANXIETY AND SELF-EFFICACY IN CRITICAL WRITING Fidelia Ratih Widya Wardani; Concilianus Laos Mbato
Magister Scientiae Vol 49, No 2 (2021)
Publisher : Widya Mandala Surabaya Catholic University

This study aimed to investigate students’ perception on their writing anxiety and how they employed their writing self-efficacy as well as the relationship between writing anxiety and writing efficacy. This research was conducted toward 29 students from undergraduate and graduate EFL students in Yogyakarta who were taking critical writing course. This study used mixed-method research employing a close-ended questionnaire and interview to gather the data. The writing anxiety questionnaire statements were adopted from Cheng (2004), while the writing efficacy statements were adopted from Eby (2018). The data results were analysed using SPSS version 25 then described statistically, whilst the interview data were analysed using thematic analysis. The results showed that both undergraduate and graduate students have a high self-efficacy and anxiety in writing. A correlation test was conducted and described in the discussion section to see the relationship between writing anxiety and writing efficacy indicates that all aspects of writing anxiety had a negative correlation but not significant with writing ability and behavior. However, not all aspects of writing anxiety such as somatic anxiety, avoidance behaviour, and cognitive anxiety had a negative correlation with writing ideas, writing conventions and self-regulation in writing. The interview result showed that the students who had good self-efficacy in writing felt anxiety as a means to explore themselves and foster a positive mindset to continue progressing in writing. The implication of this research is to expand knowledge related to writing practice in EFL context and educational psychology.

LEARNERS’ PERCEPTIONS TOWARDS PROJECT-BASED LEARNING IMPLEMENTATION IN CALT COURSE IN THE COVID-19 PANDEMIC SITUATION Angela Veronica Vinchi Atuna; Y.G. Harto Pramono
Magister Scientiae Vol 50, No 1 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Project-Based Learning (PjBL) is the teaching method that is commonly used by lecturers who taught the CALT course, yet given the situation of the COVID-19 pandemic caused the change from offline to online class. Thus, this study tried to find out the learners’ perceptions toward the change situation during the PjBL implementation in CALT course by distributing questionnaires to learners who had joined the CALT course and describe their opinion in this study. This study was described as a Ex Post Facto study since the data were taken in the previous semester of the PjBL implementation in the situation of COVID-19. The result of the questionnaire distributed had shown the positive result from the learners’ perspective that can be seen through tables presented in this study. The learners admitted that they had improved their learning skills in finishing their projects.

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Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name Vincentius Widya Iswara

Contact Email vincentius@ukwms.ac.id

Phone +6231-3893933

Journal Mail Official magister-scientiae@ukwms.ac.id

Editorial Address Jl. Kalijudan 37, Surabaya 60114

Location Kota surabaya, Jawa timur INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

Abstract

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Abstract

Contact Name
Vincentius Widya Iswara

Contact Email
vincentius@ukwms.ac.id

Phone
+6231-3893933

Journal Mail Official
magister-scientiae@ukwms.ac.id

Editorial Address
Jl. Kalijudan 37, Surabaya 60114

Location
Kota surabaya,

Jawa timur

INDONESIA