Beyond Words : a journal on language education, applied linguistics and curriculum & instructions
The demand of continuous academic improvement has urged scholars to do research and share knowledge in writing. Widya Mandala Graduate School accommodates these academic scholarly needs by providing the journal entitled Beyond Words This twice-a-year, refereed, journal accepts a wide variety of both theoretical and practical manuscripts around the following fields applied linguistics, language education and the topics under each theme could vary from general education to classroom language teaching and the role of IT.
Articles
119 Documents
<![CDATA[Metacognitive Strategies of English Department Students in Virtual Speaking Assessment ]]>
<![CDATA[Christina Waso Odung]]>
<![CDATA[ Beyond Words Vol 10, No 2 (2022): November ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/bw.v10i2.3171
<![CDATA[Metacognitive strategies are learners’ strategies to think or organize their learning. There have been a lot of studies conducted on this subject area in which most of them quantitatively found that there were differences in the frequency of using metacognitive strategies between different achievers. This study is specially presented to depict how students deploy their metacognitive strategies especially in facing and executing a language assessment, performing a persuasive speech virtually. The l assessment should be conducted virtually in an English Education study program in Indonesia due to the Covid-19 outbreak. There were 11 participants from a speaking class of the department from different level of achievements took part in the study. The high, middle, and low achiever joined a stimulated recall interview to pour everything in their mind when they were preparing for the persuasive speech assessment, executing it, and evaluating it. Based on the investigation done through stimulated recall interview, the study reveals that there are differences between high, middle, and low achievers in preparing for the final test and in executing it, in which the high performer achievers prepared more comprehensively in the preparation which affect to their performance. The study also confirms that higher achievers have more responsibilities and confidence compared to the low achievers in preparing for their task performances.]]>
<![CDATA[The Discourse Structure of Conclusion Section in Indonesian and International Journals ]]>
<![CDATA[Tiara Azzahra Marpaung]]>;
<![CDATA[Safnil Arsyad]]>;
<![CDATA[Azwandi Azwandi]]>
<![CDATA[ Beyond Words Vol 10, No 2 (2022): November ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/bw.v10i2.4298
<![CDATA[In research articles, the conclusion section has an important role because it provides a summary of the overall study and the significance of the findings. However, authors often consider this section less important than other sections in a journal article. The purpose of this study is to investigate the differences and/or the similarities of the rhetorical structure in the conclusions section used in the national journals written by Indonesian authors, non-native speakers, and international journals written by native speakers. This study used a content analysis method using Yang and Allison's model (2003). The data were collected from 60 journal articles from national and international journals articles in Applied Linguistics. The findings show that Move 1 (the summary of the study results) is categorized as obligatory in both national and international journals. Meanwhile, other moves (Move 2 and 3) are classified as conventional and optional because there are significant differences where the frequency is found. This study provides information about rhetorical structure in the conclusions section of research articles to increase the author's awareness of the importance of the three moves in the conclusion section.]]>
<![CDATA[Exploring EFL Business-Major College Students’ Imagined Communities, Perceptions of English, and Their Agency ]]>
<![CDATA[Pei-Chia Liao]]>
<![CDATA[ Beyond Words Vol 10, No 2 (2022): November ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/bw.v10i2.3361
<![CDATA[Highlighting technology as a site for learners’ agency, this study attempts to contribute new knowledge in EFL learning in out-of-classroom contexts, which is the little-explored area in the TESOL field. This study employs qualitative case studies to explore EFL business college students’ perspectives on English and their imagined communities. It examines how their imagined communities shaped their current language practices and investment in language learning. It also offers an analysis of the interconnectedness of the students’ perspective on English as capital and their agency. The findings demonstrate that for EFL business-major college students, English embodies more than its linguistic power; it is often associated with symbolic and economic value. Taking the students’ personal histories and aspiration into account, the study points that imagined communities played a vital role in shaping the participants’ learning trajectories, as well as inspiring and directing them into who they wanted to be or become. It also shows that the students were highly aware of the resources associated with their target language(s), and they strived to gain those resources. Furthermore, the study reveals that the students exercised their agency using myriad forms of technology to engage in their imagined communities. Implications for language classrooms will also be discussed.]]>
<![CDATA[A Study on the Ideal Amount of Extensive Reading for High Schools in Japan ]]>
<![CDATA[Tekka Chang]]>;
<![CDATA[Christine Dineros]]>
<![CDATA[ Beyond Words Vol 10, No 2 (2022): November ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/bw.v10i2.3737
<![CDATA[Abstract When introducing extensive reading, I always had a difficult time in getting everyone to be contented. Starting with the Oxford Bookworms, I prepared over 500 books in the school library in both fiction and non-fiction books. Vocabulary level tests were also conducted to make sure that the books were at the I+1 level, and the author talked to each student to see which genre they may like. While this is a difficult task, I tried to find the ideal amount of weekly reading for science course students in a senior high school in Japan. A quantitative questionnaire was created using the price sensitivity meter method to measure the learners’ ideal weekly reading amount. Results showed that the ideal amount of weekly extensive reading was 1200 words per week at the 500-word level. When asked directly about the amount of ideal reading according to their level, 44% of the students said that reading 2000 words per week was “little or no problem”.]]>
<![CDATA[A Book Review “Becoming Community-Engaged Educators: Engaging Students Within and Beyond the Classroom Walls” ]]>
<![CDATA[Siti Tamah]]>
<![CDATA[ Beyond Words Vol 10, No 2 (2022): November ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/bw.v10i2.4232
<![CDATA[The book under review is a compilation of reflective writings from seven great educators. This book is really worth reading since each educator has included some reflection questions to complement the life narrative they joyfully share. It not only tells stories, but it also prompts my own contemplation. My own reflection has brought about a three-sentence plea: “When teachers teach and students learn, it is just a classroom. When teachers teach and both teachers and students learn, the classroom becomes alive. Yet, when teachers teach and communities are engaged, the classroom is truly revived”. Anita Lie focuses on poverty lessening while Joel Jablon tells how he becomes a ‘radically open’ person. Yoshi Grote highlights the quality of being an admiring teacher. The necessity for religion tolerance is highlighted in Lisa Liss’ story. Linda Ruas shares her love to a wider community of untrained volunteer teachers while Kip Cates provides a gentle reminder for environmental education. George Jacobs introduces quite a current issue on how he implements intersectionality as a life understanding method. If you are seeking for models of life to investigate professional ways to engage communities in order to renew the life you live, this book is not to be missed.]]>
<![CDATA[Two English Teachers’ Narratives of Professional Growth: Major Stories and Critical Events ]]>
<![CDATA[Vivi Prihendriani]]>
<![CDATA[ Beyond Words Vol 11, No 1 (2023): May ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/bw.v11i1.4881
<![CDATA[The academic journey for advanced degree is challenging. It reflects the professional endeavours of those who take the route. This study explored life-stories of two EFL teachers who were pursuing their advanced degree (doctoral degree) for their career advancement. The guiding question for this inquiry is related to the stories and challenges and the impacts of the challenges on the participants’ professional growth. The data were collected in the form of narratives from interviews with the two participants. Supporting documents related to the participants’ experiences were also collected. The data were analysed in the framework of critical event analysis. Thus, the life-stories of the participants were identified in terms of episodes and events. The major stories of challenges were identified by looking at the emerging themes. The transformation and changes in their professional identities were identified by looking at the critical events intertwining in the narratives. The narratives of the two participants indicated that the challenges they faced have contributed to their professional transformation as teachers and researchers.]]>
<![CDATA[English Derivational morphology: Challenges and Teaching Considerations for non-native speakers ]]>
<![CDATA[Brenda Vargas-Vega]]>;
<![CDATA[Irasema Mora-Pablo]]>
<![CDATA[ Beyond Words Vol 11, No 1 (2023): May ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/bw.v11i1.4331
<![CDATA[This paper has a twofold purpose: to raise awareness on the complexity of the acquisition of English derivational morphology, and to suggest ways to approach its teaching in the language classroom. Understanding morphology is important because of its impact on other areas of language; however, some authors posit that its explicit instruction is limited in schools. Based on a thorough but comprehensible description of English morphology, we present eight aspects that may be challenging for English Language Learners followed by pedagogical strategies to address them. This way, we hope to offer linguistic insights that can aid the teaching of English as a foreign language and close the gap between linguistic research and the classroom setting.]]>
<![CDATA[The Effect of Project-Based Learning on Reading Comprehension Achievement of Junior High School Students ]]>
<![CDATA[Nita Ariani]]>
<![CDATA[ Beyond Words Vol 11, No 1 (2023): May ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/bw.v11i1.4190
<![CDATA[This research investigates the effectiveness of project-based learning in enhancing students' understanding abilities in the context of English language learning. Many students face challenges in achieving high levels of proficiency in comprehending written texts. To address this issue, the study explores the impact of project-based learning, which involves authentic tasks, on improving students' overall comprehension skills. Utilizing a quasi-experimental design, the study was conducted with eighth-grade students at a junior high school in Surabaya, East Java. The experimental group received instruction in Collaborative Strategic Reading (CSR), while the control group engaged in Project-Based Learning (PBL). The objective of this investigation was to assess the efficacy of project-based learning in fostering students' comprehension skills through rigorous statistical analysis. The findings reveal a positive influence of project-based learning on students' understanding levels. These results suggest that project-based learning is a recommended approach for teaching language skills, enabling students to enhance their comprehension abilities through engagement in authentic project tasks.]]>
