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Magister Scientiae
Published by Universitas Katolik Widya Mandala Surabaya
ISSN : 0852078X     EISSN : 26227959     DOI : https://doi.org/10.33508/mgs
Core Subject : Science, Education,
Education Languange, Linguistic, Communication & Media Physics
Magister Scientiae Journal is published twice annually in March and October. This journal contains articles based on research report and critical analysis in teaching and learning. We only accept manuscripts which have not been published in other media, including personal blogs. The contributing manuscripts should be written in English formatted accordingly with the manuscript direction. Contributors would like to give permission for the editors to edit the manuscript without changing its substance.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 7 Documents
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Search results for , issue "No 28 (2010)" : 7 Documents clear
The Effects of Questioning Strategy in Teaching Simple Poetry in Introduction to English Literature Antonius Gurito; Agustinus Ngadiman
Magister Scientiae No 28 (2010)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (159.419 KB) | DOI: 10.33508/mgs.v0i28.634

Abstract

This study aims at determining the effects of questioning strategy in teaching simple poetry in introduction to English literature. A quasi-experimental study applying a pretest-posttest control group design was employed. A sample of 99 students was purposefully selected from the accessible population of S1 students taking Introduction to English Literature at an English Department Surabaya. The experiment was conducted for 16 weeks. Two types of data were collected: the students’ scores of reading comprehension and the types of questions generated by the students. Two types of test, and objective reading comprehension test and a subjective reading comprehension test were administered. The study proved that both provided and generated questions promote reading comprehension better than reading-only. The study also proved that selfquestioning is the most effective strategy for comprehending selections
The Effect of Teaching Writing Using Process-Based Approach and Product-Based Approach on the Quality Of SMA Students’ Hortatory Writing Hendrik Johanis George Frans; Agustinus Ngadiman
Magister Scientiae No 28 (2010)
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.v0i28.635

Abstract

This research entitled ‘The Effect of Teaching Writing Using Process-Based Approach and Product-Based Approach on the Quality of SMA Students’ Hortatory Exposition’ had been conducted at SMAN 12 Ambon to see how these two approaches took their effect on the samples. The research underwent three major steps: pre-test, treatment, and posttest. The sample of research was two science classes of grade eleven. These two classes chosen as the samples as their previous year achievement on English had closely similar means. Since the data distribution was normal and homogenous then the research continued by taking parametric statistics to analyse post-test so independent t-test was applied for analysing the post-test to see the effect difference. The analysis on the post-test showed that there was no effect difference on the quality of students’ hortatory exposition between the students taught using process-based approach and the students taught using productbased approach. This was caused by students’ low skill and unfamiliarity to English and the short duration of experiment.
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (164.948 KB) | DOI: 10.33508/mgs.v0i28.636

Abstract

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.
Imagery in the Journals Written by the Writing I Students Of the English Department Of Widya Mandala Catholic University Surabaya Nonce Trisnawaty
Magister Scientiae No 28 (2010)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (171.113 KB) | DOI: 10.33508/mgs.v0i28.637

Abstract

Many students think that writing is a daunting task and, therefore, they cannot write a good composition and journal writing is assigned for writing improvement. One of the aspects in writing a journal is imagery. Imagery is the use of concrete words to replace the abstract ones in order to enable the readers to imagine in everything experienced by the author. This study explored the kinds of imagery which are found in the journals written by the Writing I students of Widya Mandala Catholic University Surabaya. The subjects were eleven students of Writing I. Each student submitted 4 journals. A checklist was used to organize the imagery in the journals. Not all writing journals that were analyzed exposed imagery. Visual and auditory imagery were found. There were forty seven examples of visual imagery and six examples of auditory imagery. The olfactory, gustatory and tactile imagery were not found
Considerations in developing and using CAT to assess students' proficiency in English as a foreign language in Indonesia Ignatius Harjanto; Davy Budiono
Magister Scientiae No 28 (2010)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (182.652 KB) | DOI: 10.33508/mgs.v0i28.638

Abstract

The English curriculum for Secondary Schools in Indonesia requires the students to acquire ability in accomplishing tasks adequately, to find solutions, and to realize them in real situations. Such objectives can be achieved if, among others, teachers are qualified. This means that the graduates of teacher training colleges (TTCs) must be competent in the field having knowledge and skills. In case of English education, they must be proficient in the four English skills. To ensure their English proficiency, a test administered institutionally, which varies from one college to another, is not enough. A national test on English proficiency to the graduating students of TTCs is needed so that a national standard of proficiency for teachers can be measured. However, administering a national English proficiency test is expensive and cumbersome as well. A solution to the problem is the application of computer adaptive tests (CAT). This article argues that CAT enables the students to measure their own level of English proficiency inexpensively. Ideas on the rationale, application, and impacts of standardized proficiency test using CAT on students with learning English difficulties in regular schools are shared.
Teaching English to Beginners Dyas Ayu Anindya
Magister Scientiae No 28 (2010)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (163.247 KB) | DOI: 10.33508/mgs.v0i28.639

Abstract

English as a foreign language/international language should be introduced and taught to children from early age. Here the writer is limiting only to the children whose age ranges from 6 to 12 years old, those who are sitting in primary school. Young learners at their tender age have the flexibility in their physical as well as their mental domain to feel and make sense of a language. These children enjoy fun activities that will fit to their unique playing world. In their learning activities, listening and speaking will take most of their hours, without neglecting other language skills, i.e. reading and writing. The materials of the lessons will vary depending on their language competence. In teaching young learners a teacher should take into account: teaching materials, class activities, speed, teaching aids, etc. In short, teaching English to young learners need a thorough preparation and planning.
The Effects of Total Physical Response-Story Telling to Teach Vocabulary to Improve Elementary Students’ Vocabulary Achievement Luh Arumdiah Rosita Dewi
Magister Scientiae No 28 (2010)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (182.893 KB) | DOI: 10.33508/mgs.v0i28.640

Abstract

Having sufficient vocabulary is very important in order to be able to listen, speak, read and write. However, many teachers still neglect it. As a result, many students get difficulty in improving their language skills because of the limited number of vocabulary items they have acquired. Because of that, it is important to enrich students’ vocabulary achievement by implementing an effective technique to teach vocabulary. This study was conducted to find out the effectiveness of Total Physical Response-Story Telling to teach vocabulary to improve Elementary students’ vocabulary achievement. It was a quasi-experimental study. The writer used two groups, pretest-posttest design. The experimental group was taught by using Total Physical Response-Story Telling (TPR-S) while the control group was taught by using translation. The research instrument in this study was the vocabulary test that consisted of 50 multiple-choice items that the students had to finish in 90 minutes. Then, she set the level of significance which was 0.05. Finally, she analyzed the data by using Mann Whitney U Test. From the results of the research, it showed that TPR-S gave significant influence to improve students’ vocabulary development. The students who were taught by using TPR-S obtained higher vocabulary achievement than those who were taught by using translation. Therefore, the research suggested to the teachers of “MIMI” Elementary School use TPR-S as their teaching technique to teach vocabulary in their classroom. It also suggested the students not only to review the new vocabulary they have learned but also to apply it in their daily life so that they will not forget it easily.

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