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B. Budiyono
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Education Languange, Linguistic, Communication & Media Physics

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 1 
Reading Test Construction B. Budiyono; B. Himawan Setyo Wibowo
Magister Scientiae No 31 (2012)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (294.187 KB) | DOI: 10.33508/mgs.v0i31.497

Abstract

The importance of reading skills accounts for a number of credits to reading courses. It also accounts for a variety of formats of assessment such as weekly assessment and end-of-term tests. For that reason, Barrett’s taxonomy proposes itself to be a reference for reading test construction. It suggests operational skills to be tested.
Predictive Validity of the Intensive Course to Language Skills B. Budiyono
Magister Scientiae No 29 (2011)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (156.746 KB) | DOI: 10.33508/mgs.v0i29.579

Abstract

Through the coefficient of correlation, we can measure the degree or extent of the correlation between two variables. On the basis of the coefficient of correlation we can also determine whether the correlation is positive or negative and also its degree or extent. In order to prove the existence of correlation between IC to language skill courses, the correlation coefficient was examined by the Pearson product at the significant level of. 05. the computation of the predictive validity of IC to the listening course is 0,8837459 (high and positive) ; the computation of the predictive validity of IC to speaking is 0,73469 (moderate and significant).The computation of the predictive validity of IC to reading is 0,60041( moderate and significant); the computation of the predictive validity of IC to writing is 0,70172( moderate, significant). The coefficient of the IC to listening is high; the others are moderate
SELF-REPORTED READING STRATEGIES B. Budiyono
Magister Scientiae No 38 (2015)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (81.45 KB) | DOI: 10.33508/mgs.v0i38.792

Abstract

It is important for EFL readers to realize that they use certain strategies when they find difficulties in reading comprehension. These strategies have to be explored and selected for training for better comprehension. This exploration administered the MARSI reading questionnaire to identify university students’ reading strategies and their frequency of use. The global and support strategies turned to be the strategies of the medium level of use whereas the problem-solving strategies were at the high level of use. An interesting finding is that there was enough familiarity with the global and support strategies. The high-level of frequency of the problem-solving strategies indicate that there were a lot of difficulties in reading comprehension and the problem-solving strategies are worth training. To be more convincing, these findings would have to be supported by think-aloud protocols in real reading.
Speech Modification by Science Teachers in Presenting Science Using English Ivonny Rakhmawati Pellondo"u; B. Budiyono
Magister Scientiae No 27 (2010)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (325.301 KB) | DOI: 10.33508/mgs.v0i27.646

Abstract

This case study was conducted to explore the speech modification by science teachers in presenting science in English. There were two subjects, science teachers at the third and fourth grade levels. The data were collected by recording the teachers’ voice while they were teaching science in their class and interview protocols. The findings show that the teachers have done some points as theoretically claimed. In focus on key words, the teachers in all meeting did not introduce the new words more than twelve. Sometimes the teachers used words with personal reference in presenting the materials. Shorter and less complex sentences were also found in their teaching even though sometimes they also used complex or long sentences. Repeating or paraphrasing sentences did not show too much. The teachers asked intersperse questions almost in all the meeting to dig students’ prior knowledge or sometimes just to review the previous lesson. Most of the feedbacks were shown when students mispronounced the words or they did not know how to spell the words. As a conclusion, when the science teachers made their language more comprehensible to their students by modifying how they talked in a number of ways, the learning process becomes effective.
Errors in Writing B. Budiyono
Magister Scientiae No 32 (2012)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (0.036 KB) | DOI: 10.33508/mgs.v0i32.619

Abstract

Errors in language learning may be analyzed by means of the combination of surface and linguistic strategies. The errors in this paper were collected from the end-of-term test of Writing II of group A. The data were classified as addition, omission, and substitution. No ordering errors were found. There are many, however, data of errors about Indonesian food names.
Co-Authors B. Himawan Setyo Wibowo Ivonny Rakhmawati Pellondo"u