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All Journal Magister Scientiae TEFLIN Journal: A publication on the teaching and learning of English
Johanes Leonardi Taloko
Widya Mandala Surabaya Catholic University
Education Languange, Linguistic, Communication & Media Physics

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Teaching Writing Using Electronic Portfolio in the Multimedia Lab at Widya Mandala Surabaya Catholic University Wuri Soedjatmiko; Johanes Leonardi Taloko
TEFLIN Journal: A publication on the teaching and learning of English Vol 14, No 2 (2003)
Publisher : TEFLIN

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Abstract

This paper attempts to share the teaching of descriptive writing using electronic portfolio (e-portfolio) in the multimedia lab where students can write according to their own pace. Given indivi-dual electronic folders, they can continue writing whenever they want. The students can revise their first draft following comments given by the tutor or peers, or continue to the next assignment put in the tutors folder. Microsoft Word also provides tools, "track changes " and "insert and view comments", which enable students to freely and responsibly accept or reject suggestions given by the tutor. As a result, corrections, comments and revisions have caused improvements in describing things in more detailed ways, and less on the grammar and vocabulary mastery. However, only 25% of the students think their progress relates to an ability to better describe things; the rest believe their improvements are more in grammar and vocabulary mastery. E-portfolio provides a lot of practice, which enables the students to directly read comments and corrections given by the tutor and peers. Another significant finding is that the tutor must use various delivery techniques to cope with students different learning preferences.
Teacher-Student Classroom Verbal Interaction in Intensive Course Classes of an English Department Student Vincentia S.H.S .; Johanes Leonardi Taloko
Magister Scientiae No 29 (2011)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (189.311 KB) | DOI: 10.33508/mgs.v0i29.585

Abstract

An English education should be delivered using English to form an English atmosphere. In teaching-learning activity, so many interactions happen in the classroom, for example teacher-students, students-students, etc. Since Intensive Course becomes the foundation of the English Department students, how the interaction should be conducted, especially the verbal interaction should get a high attention. Realizing that classroom verbal interaction is important, the writers decided to do a study in it. In line with the introduction, the research questions raised in this study are: What forms of classroom verbal interactions were found in IC classes? Which form of classroom verbal interactions was most commonly used in IC classes? This research was a classroom ethnographic research applying a nonparticipant observation. The data of this study are gained by doing observations. Sitting at the back of the classroom observing the learning-teaching activities, recording the teachers’ and students’ talk secretly, and noting down and analyzing the classroom interaction were done to observe the classroom. Using the theory by Ur (1991), the writers found two forms of classroom interaction in Intensive Course; those were teacher active, students mainly receptive and student active, teacher mainly receptive. The most commonly used form was teacher active, students mainly receptive
English Language Use in English Classrooms in Dutch Secondary Education Schools Johanes Leonardi Taloko
Magister Scientiae No 24 (2008)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (192.486 KB) | DOI: 10.33508/mgs.v0i24.653

Abstract

The Netherlands, like other European Union (EU) countries, concern about their education. They have been trying so hard to improve the quality of their education in all levels. In order to prepare their secondary school level students for internationalization among other EU members, they are interested in investigating what actually happens during the English lessons in all secondary school levels. By knowing all things they need to know, it is hoped that they can increase the quality of English lessons in those schools as well as the quality of student exchange program both inside and outside the country land. This study reports how much time Dutch teachers and students use English language during English lessons in VWO and VMBO.
PREPARING STUDENTS’ READING ABILITY FOR IR 4.0: UNDERSTANDING THEIR MOST PROBLEMATIC READING COMPREHENSION SKILLS AND THE SOLUTIONS Manfredus Muliamarfan Mbangur; Johanes Leonardi Taloko; - Vincentia SHS
Magister Scientiae No 46 (2019)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (153.275 KB) | DOI: 10.33508/mgs.v2i46.2231

Abstract

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.
Co-Authors - Vincentia SHS Manfredus Muliamarfan Mbangur Vincentia S.H.S . Wuri Soedjatmiko