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<![CDATA[The Application of Contextual Teaching Learning Using React in Speaking Practices For Business English Class ]]>
<![CDATA[Elli Setiyo Wahyuni]]>
<![CDATA[ Magister Scientiae No 34 (2013) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i34.603
<![CDATA[The implementation of contextual teaching and learning in speaking to the first semester student of Business Administration in Hang Tuah University aims to investigate the strategies of Contextual Teaching and Learning (CTL) and the advantages of using(REACT) as one of the CTL technique. English for business is given to the students who learn English for Specific Purposes. The target of mastering this second language acquisition is able to perform well in spoken English according to their profession. In addition, The findings revealed that the teaching speaking was successful to improve students’ pronunciation and fluency.The benefits of applying REACT: (1) engaging students in the speaking activity; (2) increasing students’ motivation to participate actively in the speaking class; (3) helping students to solve their problems; (4) providing ways for students to discuss or interact with their friends. Based on these findings, it is recommended that CTL be implemented in teaching speaking.]]>
<![CDATA[Wh-Questions Constructed By The Structure II Students of The English Department of Widya Mandala Catholic University Surabaya ]]>
<![CDATA[Magdalena Indriani Jasi]]>
<![CDATA[ Magister Scientiae No 34 (2013) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i34.604
<![CDATA[A functional syllabus focuses on fluency which may lead to the less attention on grammatical rules. It accounts for grammar errors in producing sentences including in asking questions. This study explored Wh-question errors by using the Surface Strategy Taxonomy. The results show that the students’ ability in constructing Wh-questions in Simple Present Tense, Simple Past Tense and Simple Future Tense was insufficient. The most frequent error in Simple Present Tense was the Wh word; the error consists of 96 errors in misformation; for the Simple Past Tense was verb, the errors consist of: 6 errors in omissions, 59 errors in addition, 64 errors in misformation and 3 errors in misordering, for the Simple Future Tense was the subject, the errors consists of: 6 errors in omission, 2 errors in misformation and 135 errors in misordering.]]>
<![CDATA[Transitional Markers in The Argumentative Compositions of The English Department Students ]]>
<![CDATA[Linda Agustin]]>;
<![CDATA[Agustinus Ngadiman]]>
<![CDATA[ Magister Scientiae No 34 (2013) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i34.605
<![CDATA[Coherence in a composition is achieved when there is a clear transition or link between its major parts. This study is conducted to reveal the kinds and uses of transitional markers signaling reason and conclusion in argumentative compositions. The data source was 16 argumentative compositions of Writing 3 students of an English Department Surabaya. The study reveals that there were 31 (156 frequency of occurrences) transitional markers signaling reason and conclusion found, which consists of 21 (110 frequency of occurrences) markers functioning as reason, and 10 (46 frequency of occurrences) others functioning as conclusion. The forms of transitional markers signaling reason were: word and phrase form. The writer found 7 (83 frequency of occurrences) word and 14 (27 frequency of occurrences) phrase forms of reason transitional markers. She also found 4 (34 frequency of occurrences) word form, 3 (9 frequency of occurrences) phrase form, and 3 (3 frequency of occurrences) clause form of transitional markers signaling conclusion. Among all of those transitional markers, there were 93 times of appropriate and 17 times of inappropriately used transitional markers signaling reason; and 37 times of appropriate and 9 times of inappropriately used transitional markers signaling conclusion. Based on the findings of the analysis above, it can be concluded that the inappropriateness used of the transitional markers found mostly happen in the presence of comma and because of the influence of Bahasa Indonesia.]]>
<![CDATA[Teaching Culture to Adult Indonesian Students in English Classrooms: A Mutual Understanding Approach ]]>
<![CDATA[.J. Hendra Tedjasuksmana]]>
<![CDATA[ Magister Scientiae No 34 (2013) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i34.606
<![CDATA[Culture is often neglected in FL classrooms while it is important to teach it to the students. In the EFL classrooms in Indonesia, teachers should equip their students not only with the English culture but also other ethnic cultures in Indonesia as Indonesia is a multicultural and multiethnic country. It is English that becomes the bridge for the national unity. This paper describes that students get mutual benefits through learning cultures and it is teachers of English who can play a role of an agent to promote a mutual understanding in the multicultural and multiethnic EFL classroom in Indonesia]]>
<![CDATA[English Morphology ]]>
<![CDATA[Damatius Wagiman Adisutrisno]]>
<![CDATA[ Magister Scientiae No 33 (2013) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i33.607
<![CDATA[There is a popular understanding among English learners that meaning lies in words. This is only partially true. In English monomorphemic words meaning lies in the single morphemes which are also the words. However, there are a lot of bimorphemic or polymorphemic words in English. The meaning of these words is determined by the units of meaning that combine into words. These units of meaning are called morphemes. Meaning lies in morphemes. In English the meaning of words lies in free morphemes, bound stems, prefixes, suffixes, and superfixes]]>
<![CDATA[The Strategy and Achievement in Reading Comprehension Of The Second Graders of SMA Muhammadiyah 1 Babat ]]>
<![CDATA[Retno Ekowati]]>
<![CDATA[ Magister Scientiae No 33 (2013) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i33.608
<![CDATA[From the last-three-year document of national exam of English which emphasizes more reading comprehension, it can be known that some students scored high, some others scored low. The difference in achieving such a score may be influenced by the strategy use in reading. To know comprehensively reading strategy use and the reading comprehension achievement, this study aimed to find out: the reading strategies used by the high achieving students and the low achieving students, the most frequently used strategy by the students, and whether there is significant correlation between reading strategy and the reading comprehension achievement This non experimental study involves 56 second graders of the exact sciences program of SMA Muhammadiyah 1 Babat. Reading comprehension test and Survey of Reading Strategy (SORS) were used to collect the data. Data analyzing used tally and Pearson product moment. The findings are, the high achieving students used more reading strategies than low achieving students; the most frequently used strategy by among groups is problem solving, global, and support strategy; there is significant correlation between reading strategy and reading comprehension achievement by high achieving students and low achieving students. It means the better reading strategy used, the better reading achievement wil be and vice versa]]>
<![CDATA[Some Cars in Indonesia Have ‘Names’: A Linguistically Creative Use of Rebus ]]>
<![CDATA[V. Luluk Prijambodo]]>
<![CDATA[ Magister Scientiae No 33 (2013) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i33.609
<![CDATA[The practice of name giving differs from language to language. A name can be given to a person, place or thing. Therefore, there are person names, place names, thing names. The fact, however, a person may be named after a place or even an animal name. The phenomenon discussed in this article shows another practice of name giving not to a person, place or thing, but to a car. That is a car is named after its owner. It is the implication beyond the name giving that this article intends to uncover.]]>
<![CDATA[Penentuan Panjang Gelombang Berbagai Filter Warna pada Lampu TL dan Wolfram dengan Spektrometer Kisi Difraksi untuk Menunjang Eksperimen Efekfotolistrik ]]>
<![CDATA[Herwinarso .]]>;
<![CDATA[Tjondro Indrasutanto]]>
<![CDATA[ Magister Scientiae No 33 (2013) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i33.610
<![CDATA[Telah dilakukan penelitian untuk menentukan nilai panjang gelombang berbagai filter warna dengan menggunakan percobaan kisi difraksi. Dipilih percobaan kisi difraksi karena variabel kesalahannya relatif lebih sedikit dibandingkan dengan eksperimen lainnya. Tujuan dari penelitian ini adalah untuk membantu siswa sekolah menengah/mahasiswa dalam melakukan eksperimen efekfotolistrik, sehingga dapat menghasilkan nilai konstanta Planck yang cukup baik (paling tidak mempunyai orde yang sama yaitu 10-34) dengan menggunakan panjang gelombang filter warna. Hasil penelitian adalah nilai panjang gelombang dari 3 filter warna (merah jingga dan hijau) dari sumber cahaya lampu TL dan wolfram, karena filter warna lainnya seperti biru dan ungu tidak tampat hasil difraksinya pada teleskop spectrometer meski telah menggunakan lampu dengan daya 100 watt. Nilai panjang gelombang filter merah untuk lampu TL 6.4024x10-7 m dan lampu wolfram 6.4968x10-7 m, filter jingga untuk lampu TL 6.2065x10-7 m dan lampu wolfram 6.2936x10-7 m, filter hijau untuk lampu TL 5.3280x10-7 m dan lampu folfram 5.0738x10-7 m. Dan setelah diujicobakan pada eksperimen efekfotolistrik, untuk lampu TL diperoleh nilai konstanta Planck 5,1797x10-34 Js dan untuk lampu wolfram 4,5443x10-34 Js. Dengan demikian panjang gelombang filter warna merah, jingga dan hijau yang diperoleh masih belum tepat sesuai harapan, hal ini disebabkan karena ada beberapa nilai panjang gelombang yang tidak terdeteksi pada teleskop spectrometer. Namun demikian nilai panjang gelombang tersebut masih dapat digunakan untuk digunakan dalam eksperimen efekfotolistrik karena nilai konstanta Planck yang diperoleh masih dalam orde 10-34.]]>
<![CDATA[The Quality of Word Choice In The Narrative Compositions of the English Department Students ]]>
<![CDATA[Sherly Since]]>;
<![CDATA[Stefanus Laga Tukan]]>;
<![CDATA[Agustinus Ngadiman]]>
<![CDATA[ Magister Scientiae No 33 (2013) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i33.611
<![CDATA[This study was an attempt to answer the questions: Are the words used in the compositions of Writing I students specific and appropriate? Are the nouns, adjectives, verbs, and adverbs used in the compositions under study specific and appropriate? The data source of the study was the students’ Writing I final test papers of academic years 2006/2007 (15 papers) and 2008/2009 (15 papers). The results are the words made by the students from both academics are specific and appropriate in which the score is 3. There are 20 essays scored 3 or in good quality, 7 essays with excellent score (4), and 3 essays are scored 2 (fair). The nouns used are specific (good score of 3) while the verbs and the modifiers used are somewhat specific (fair score of 2). All four classwords are used appropriately in which the score is 4 (excellent). Based on the results, it is suggested the EESP authorities include vocabulary section in Writing I syllabus that is treated as equally important as any other elements of Writing. The Writing I lecturers are expected to teach the students to master and use specific and appropriate words. The students themselves are encouraged to enrich their vocabularies by reading books.]]>
<![CDATA[The Effecto of Using Deductive Approach and Inductive Approach in Teaching English to Students on Their Conditional Sentence Mastery (An Experimental Study) ]]>
<![CDATA[Limris Gorat]]>;
<![CDATA[V. Luluk Prijambodo]]>
<![CDATA[ Magister Scientiae No 33 (2013) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i33.612
<![CDATA[This study investigates the effect of using deductive and inductive approach in teaching English to students on their conditional sentence mastery. This study also intends to describe the students’ perception toward deductive or inductive teaching approach. This study was a queasy experimental study which compares the effectiveness of deductive and inductive approach in teaching conditional sentences. The sample of this study is 64 SMK students in the academic years of 2012-2013. The students consist of two classes and each class comprises 32 students. The findings indicate that inductive teaching approach is more effective than deductive approach when used to teach conditional sentences. The result of the questionnaire indicates that students like the inductive approach and they are satisfied taught using inductive approach]]>
