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221 Documents
<![CDATA[Effects of Process Oriented Approach to Teaching Writing to English Department Students ]]>
<![CDATA[Agustinus Ngadiman]]>
<![CDATA[ Magister Scientiae No 31 (2012) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i31.43
<![CDATA[This study investigated the effects of process oriented approach to teaching writing to the English Department students. It was a one-shot case study. The subjects were English Department students of Widya Mandala Catholic University Surabaya taking the Writing Course I for 14 meetings focusing on the recount, biography and narrative genres in the academic year 2006-2007. The study revealed that the writing processes taken by the students varied according to the types of writers (the good and the poor). The study also proved that to some extent writing processes the students took had significant effects on the English texts they composed]]>
<![CDATA[A Study on Teacher Correction Techniques in Assisting Student to Write English Composition ]]>
<![CDATA[Elli Setiyo Wahyuni]]>
<![CDATA[ Magister Scientiae No 31 (2012) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i31.44
<![CDATA[This study was conducted to find out the teacher correction techniques on students writing composition. There are some techniques that can promote to correct the students composition, and the elements corrected show the errors of students’ sentence pattern commonly appear. Moreover, this study also answers the student perceptions toward the teacher correction. The students’ perceptions are the guideline for the teacher in choosing the most suitable techniques which match with their need for composition revision and the elements corrected also show how the ability of students in mastering sentences pattern, vocabulary, and another skills of languages.]]>
<![CDATA[The Levels of Thinking Skills in The Reading Comprehension Questions Given by the English Teachers of The Senior High Schools ]]>
<![CDATA[Agnes Santi Widiati]]>
<![CDATA[ Magister Scientiae No 31 (2012) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i31.45
<![CDATA[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.]]>
<![CDATA[Pembuatan Simulasi Eksperimen Berbasis Komputer dengan memanfaatkan Tabung Geiger Muller dan Ratemeter sebagai Media Pembelajaran Praktikum Fisika Modern di SMA ]]>
<![CDATA[Herwinarso, Anthony Wijaya Elfrida, Anita Moy]]>
<![CDATA[ Magister Scientiae No 31 (2012) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i31.46
<![CDATA[Teori dan eksperimen merupakan satu kesatuan yang tidak dapat dipisahkan pada proses pembelajaran Fisika. Banyak sekali teori yang dibangun berdasarkan hasil eksperimen, dan tidak sedikit pula teori fisika yang harus digagalkan karena ketidak sesuaian dengan hasil eksperimen. Pada proses pembelajaran Fisika di SMA, tidak sedikit terdengar keluhan dari siswa bahwa Fisika merupakan pelajaran yang penuh rumus, sulit dimengerti dan bersifat abstrak (terutama pada pokok bahasan Fisika Modern). Mengingat keterkaitan antara teori dan eksperimen, maka kegiatan eksperimen di laboratorium Fisika haruslah pula dibuat cukup menarik, mudah dan menyenangkan. Dengan demikian siswa yang telah termotivasi belajar Fisika di kelas akan lebih lebih termotivasi lagi untuk cinta akan Fisika. Namun perlu disayangkan, pada kenyataannya banyak eksperimen yang tidak dapat dilakukan dengan baik di laboratorium karena ketersediaan alat penunjang eksperimen yang kurang memadai sehingga hasil eksperimennya kurang sesuai dengan yang diharapkan, terutama untuk topik-topik yang berkaitan dengan Radioaktivitas. Selain alat-alat yang cukup mahal juga ijin penggunaan unsur radioaktif cukup ketat. Berdasarkan uraian tersebut di atas, telah dibuat simulasi eksperimen yang memanfaatkan tabung Geiger Muller dan Ratemeter berbasis komputer dengan memanfaatkan program makro media flash, dengan maksud agar siswa dapat melakukan eksperimen secara cepat dan dengan hasil yang tepat pula. Ujicoba program simulasi dilakukan kepada siswa-siswi SMA IPIEMS Surabaya. Cara pengujian dilakukan dengan menggunakan angket. Dari data angket yang diperoleh mengidentifikasikan program baik sebanyak 90%. De ngan demikian, media yang telah dibuat untuk melakukan eksperimen radioaktivitas melalui simulasi eksperimen berbasis komputer di SMA dapat dikatakan baik.]]>
<![CDATA[Motivation: A Supporting Factor of the Success in Second Language Acquisition ]]>
<![CDATA[V. Luluk Prijambodo]]>
<![CDATA[ Magister Scientiae No 31 (2012) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i31.47
<![CDATA[Motivation in second language acquisition is one of the influencing factors that determine the success or failure in mastering the language being studied. Since motivation is personal in nature and its intensity is relative, it needs to be kept constant and then promoted. The teachers in the classroom setting, besides the students themselves, play important roles in maintaining and promoting the intensity of motivation. In order to be able to keep constant and increase the intensity of motivation, the nature of motivation is necessary to be understood in depth.]]>
<![CDATA[Reading Test Construction ]]>
<![CDATA[B. Budiyono]]>;
<![CDATA[B. Himawan Setyo Wibowo]]>
<![CDATA[ Magister Scientiae No 31 (2012) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i31.497
<![CDATA[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.]]>
<![CDATA[Teacher’s Enforcing Positive Interdependence: Students’ Perceptions ]]>
<![CDATA[Siti Mina Tamah]]>
<![CDATA[ Magister Scientiae No 31 (2012) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i31.498
<![CDATA[As there is a tendency to regard that a classroom without the label of ‘cooperative learning’ is not a good one, recent instructional practices then often utilize group work to encourage students to gain knowledge from one another – to assist and to seek assistance from their peers in addition to from the classroom teacher. Classrooms have the typical characteristics of small groups. The lock-step mode of instruction has been implicitly discouraged. Group seating in classrooms requires a teacher to keep into consideration the essential components of cooperative learning. One of the two critical components most widely reviewed is Positive Interdependence. With the trend to incorporate cooperative learning in the classroom practices, this Positive Interdependence is undoubtedly to be imposed to obtain the beneficial outcomes of cooperative efforts. Simply put, how can a teacher actively engage their students in their group work? How can a teacher enforce Positive Interdependence when implementing group work? This paper provides a model of enforcing students who are accustomed to having a non-cooperative learning class. It is in fact an attempt of the writer to share her classroom practice – what she has done to make the students really work as a group. To be more particular, this paper is intended to reveal students’ perceptions on the writer’s attempt to enforce the cooperative learning component – Positive Interdependence.]]>
<![CDATA[Using Songs in English Language Teaching ]]>
<![CDATA[Susana Teopilus]]>
<![CDATA[ Magister Scientiae No 25 (2009) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i25.567
<![CDATA[Abstract. In ELT classes, for young learners or adult learners, songs can be used to set a context of a lesson (grammar, vocabulary, pronunciation, reading, listening, writing, and speaking) as they can be incorporated to all language skills and components. Attempting to encourage English teachers to occasionally use songs in their classes, this paper starts by showing the reasons why it is beneficial to use songs in ELT classrooms, continued by the guideline to select suitable songs for ELT and some activities of using songs in ELT classroom. Two models of using songs in ELT are also presented: one model for young learners’ class and one for adults’ class.]]>
<![CDATA[English Teaching in Elementary School: Parents’ Expectation and Reality ]]>
<![CDATA[Agustinus Ngadiman]]>;
<![CDATA[Davy Budiono]]>
<![CDATA[ Magister Scientiae No 25 (2009) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i25.568
<![CDATA[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. Theories on Second Language Acquisition suggest that a foreign language should be taught to children of young age because every individual possesses a language Acquisition Device, regardless of the age (Chomsky, 1962). Lanneberg (Krashen, 1988: 72) claimed that children are biologically capable to learn a language easily due to the elasticity nature of their brain. This elasticity will stop once the lateralization process takes place in a time when children usually begin to enter their puberty period. In accordance to the 1994 National Curriculum, English has been formally introduced to students of Elementary School. Now, at the dawn of the implementation of competence Based Curriculum, elementary schools are reformulating their English syllabuses and materials to respond to parents’ expectations. This paper intends to describe these expectations along with what the schools have done to respond these expectations based on a survey conducted on a number of elementary schools in Surabaya. Furthermore, the paper will also try to verify whether these expectations are realistic or not and suggest several achievement indicators that are in line with these realistic expectations.]]>
<![CDATA[Dynamics of Lava Flows ]]>
<![CDATA[Tjondro Indrasutanto]]>
<![CDATA[ Magister Scientiae No 25 (2009) ]]>
Publisher : <![CDATA[Widya Mandala Surabaya Catholic University ]]>
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DOI: 10.33508/mgs.v0i25.569
<![CDATA[Extensive lava flows, like those of Mount Merapi of Central Java, require thickness only of the order of meters and temperatures only slightly above the melting point to spread over distance of the order of hundreds of meters. Other things being equal the spreading distance is propotional to the cube of the thickness of the flow.]]>
