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All Journal Magister Scientiae TEFLIN Journal: A publication on the teaching and learning of English

Agnes Santi Widiati

Widya Mandala Catholic Universty Surabaya

Author-ID : 221108

Education Languange, Linguistic, Communication & Media Physics

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Foreign Language Writing and Translation Wuri Soedjatmiko; Agnes Santi Widiati
TEFLIN Journal: A publication on the teaching and learning of English Vol 14, No 1 (2003)
Publisher : TEFLIN

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In L1 writing, every writer is said to have experienced writers block. To overcome this writers are suggested that they continue writing without stopping to edit typing mistakes or find appropriate words. Using 14 fourth-semester students of the English Department whose L1 is Indonesian as subjects, and consulting experts findings and experience in writing, this study attempts to qualitatively describe the flow of thoughts of the subjects while writing in English, i.e., whether or not they think in bahasa Indonesia and translate it into English. Three steps are employed. The first is by evaluating the subjects first writing draft to see whether or not they choose appropriate words, compose sentences, and put them in coherent paragraphs. Some guiding assumptions are drawn from their work on the strategies utilized to overcome writers block. The second step is checking through open interviews. The last step sees whether or not the strategies are related to the writers language competence as shown by the average of subjects grades in dictation, reading, writing and structure from Semester 1 to Semester 4. The findings show that strategies used whether or not translation is used are not affected by the subjects language competence. Almost all subjects think in bahasa Indonesia and translate their thoughts into English. From the four subjects who claim to always write directly in English, only two write clearly and well-organized writing, and one of them the best of all even says that she does not hesitate to consult dictionary if necessary. This study then suggests the teaching of EFL writing in class encourage students to think in Indonesian. In writing the first draft, students should be allowed or advised to write the Indonesian expressions to maintain the flow of their writing.

Parents’ and Teachers’ Perceptions of the Assessment of the Students’ English Achievement Agustinus Ngadiman; Agnes Santi Widiati; Yohanes Nugroho Widiyanto
Magister Scientiae No 26 (2009)
Publisher : Widya Mandala Surabaya Catholic University

The need for the teaching of English as a foreign language in Indonesia has been felt by almost all levels of society, especially in big cities. Without realizing the schools readiness, society has put a great expectation on the success of the English teaching. In fact, the success of the English teaching is also influenced by the parents’ involvement in the school program. Parents’ involvement will be beneficial when parents and teachers have the same perception about instructional programs, including the assessment of the students’ achievement. The study proves that parents and teachers have similar perceptions of some aspects of the English achievement assessment but different perceptions of other aspects of the assessment. In some respects, such as the function of test, the types of tests used to assess students’ English achievement, parents and English teachers are of the same perception. In other respects, however, such as the level of difficulty, the validity of the test, and the materials covered in the test, they are of different perception. This mismatch of perception may cause problems for the teachers, parents, and students.

The Ability of Grade X Students of A Senior High School in Identifying and Writing Recounts in English Sandhy Leksmana Ligito; Agnes Santi Widiati
Magister Scientiae No 24 (2008)
Publisher : Widya Mandala Surabaya Catholic University

This paper reports the result of a study aimed at finding out the ability of Senior High School students in identifying and writing recount texts. As such, the objectives of the study are to find out whether the students are able to identify a recount texts and its generic structure (orientation, event(s), and re-orientation) and to find out whether they are able to write a recount text with proper generic structure. Fourty three subjects were given questions concerning recount texts and asked to write a recount text. The result shows that most of the students were able to write a recount text with the proper generic structure showing all the elements of a recount text, but many of them had the difficulty in identifying a recount text and its generic structure.

Developing Linear and Rotational Pathways For Self-Access Center Agnes Santi Widiati; Aniek Setiawaty; Davy Budiono
Magister Scientiae No 28 (2010)
Publisher : Widya Mandala Surabaya Catholic University

Self-Access Center is a system which makes materials available for its users so that they can choose to work as they wish. As a bank of materials, it gives freedom for the users to roam in the forest of Self- Access and explore various learning materials with or without teacher's assistance. In this self-directed situation, users have more autonomy and responsibility on their own learning. However, in such situation, they may lose directions in choosing the materials. Therefore users need pathways as a guideline to direct themselves to choose the appropriate materials. Pathways have the capacity to provide routes to make connections between materials so that the real power of self-access is unlocked. Furthermore they direct the users not just through one text-book or worksheet, but through hundreds or thousands of them. The creation of entire webs of such pathways can be developed through rotational and linear types of pathways. This workshop is intended to give the Self- Access staff and English teachers some possible ways in developing Self- Access rotational and linear pathways for their learners.

ANALYSIS OF THE 2014 JUNIOR HIGH SCHOOL ENGLISH NATIONAL EXAMS BASED ON THE MICRO- AND MACRO-SKILLS ASSESSED Hady Sutris Winarlim; Agnes Santi Widiati
Magister Scientiae No 39 (2016)
Publisher : Widya Mandala Surabaya Catholic University

In the past few years, there have been controversial issues regarding the national exams vis-à-vis its legal use as a part of graduation decision, the administration, and the result. The history of the national exam of the elementary and the secondary schools dates back from the late 1960s. Changes of government’s policies concerning the implementation of the national exam and the use of the result should be understood as an effort of the betterment of the education system in Indonesia. Philosophically, the national exam should have the most important characteristics of a test: the validity and accountability. The Ministry of Education and Culture has stipulated that the development and the use of the English National Exam for the junior high school is made in such a way to measure the communicative skill at the functional level in the daily communication which is in line with the goals of the English teaching as contained in framework of the National Examination or Kisi-Kisi Ujian Nasional SMP. This English National Exam consists of 50 multiple choice items covering 45 reading comprehension questions, 3 items of grammar, and 2 items to measure writing skills. As the most items focus on reading comprehension questions, this paper presents the analysis of the questions based on the micro- and macro skills proposed by Brown (2004). The result shows that the levels of the questions tend to be more to measure the macro-skills of reading. As both types of skills are grouped hierarchically, the higher levels of the skills require the manipulation of the lower skills. It is most important for the English teachers to consider this concept when preparing lesson, doing the class activities, especially when guiding students to comprehend texts.

The Levels of Thinking Skills in The Reading Comprehension Questions Given by the English Teachers of The Senior High Schools Agnes Santi Widiati
Magister Scientiae No 31 (2012)
Publisher : Widya Mandala Surabaya Catholic University

The goal of teaching English at the senior hIgh school is to enable students to use English for communication, both oral and written. The focus of the English classes is on the needs for being able to read in English. Reading activity is regarded as a complex process; and thus, requires the manipulation of more high-order thinking skills than low-order thinking skills. Teachers commonly give reading comprehension questions to their students both as reading exercises and tests. This study aims at finding out the levels of thinking skills in the reading questions given by the English teachers of the senior high schools. The source of the data was the questions given by 5 English teachers. The findings show that 28.39% of the total number of the questions require students to use high-order thinking skills to answer them and 71.61% of the total number of questions require students to use low-order thinking skills. As a complex process, reading should not be seen as a linear progression of thinking skills. Hence, students should be trained to jump between various levels of thinking; this means that they should be trained to create meaning as a result of the negotiation between their schemata, the nature of the texts, the writers’ message, and other features of reading. In the reading class, teachers should provide students with various questions which require the manipulation of more high levels of thinking.

Co-Authors Agustinus Ngadiman Aniek Setiawaty Davy Budiono Sandhy Leksmana Ligito Winarlim, Hady Sutris Wuri Soedjatmiko Yohanes Nugroho Widiyanto

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