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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 8 Documents
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Search results for , issue "Vol 51, No 2 (2023)" : 8 Documents clear
TRANSMITTING REFLECTIVE TEACHING PRACTICE INTO INDONESIAN EFL EDUCATORS’ PROFESSIONAL JOURNEYS Kristian Florensio Wijaya
Magister Scientiae Vol 51, No 2 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i2.4613

Abstract

It is principal to understand that EFL educators’ professional journeys are affected by varied internal and external factors such as school policies, particular curriculums, and educational cultures. From this stance, reflective teaching practice can act as one of the promising solutions to transfigure EFL educators into more well-rounded and thoughtful learning facilitators, which in turn is helpful to improve their entire teaching qualities. The researcher initiated this current small-scale qualitative library study to exhaustively investigate the influential impacts of transmitting reflective teaching practice into Indonesian EFL educators’ professional journeys. To fully attain this main study objective, the researcher employed a thematic analysis in reviewing the specifically-obtained research results derived from 25 reflective teaching studies. Based on the thematic analysis, it was deduced that through the constant internalization of reflective teaching practice, EFL educators can gradually transform into more professional language learning facilitators who are capable of promoting better-facilitated English learning enterprises.
UNLEASHING ENGLISH FLUENCY: HARNESSING TIKTOK'S POWER FOR SPEAKING SKILLS Abdur Romsi; J. Priyanto Widodo; Hasan Basri; Yuliyanto Sabat; Sipulyono .
Magister Scientiae Vol 51, No 2 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i2.5032

Abstract

English fluency is essential for effective communication in today's globalized world. Traditional language learning methods are primarily classroom-based, but technological advances and the ubiquity of social media platforms have opened up new avenues for language acquisition. This study aimed to explore TikTok outstanding potential, a popular platform (social media) lately, as a tool to improve English skills. The study applies a qualitative research design and uses a phenomenological lens to explore the EFL Teacher and learner experience and evaluate TikTok’s effectiveness to improve the fluency in English speaking skills. Moreover, results from an interview with an EFL teacher and focus group interviews with students highlight TikTok's positive impact on integrating authentic content in language learning. Additionally, the EFL teacher has found TikTok helpful in providing content relevant to the national curriculum. Besides, students report that their English vocabulary, pronunciation, and motivation to practice their English speaking have improved, and they were so happy with TikTok. However, barriers identified include limited internet and mobile phone access for some students. Overall, TikTok is an effective tool for improving English skills, allowing learners to expose themselves to great content and materials across the globe. These findings contribute to the field of language teaching, providing insights for educators and learners looking for innovative ways to improve English proficiency by leveraging technology development.
AN EVALUATION OF SPEAKING MATERIALS IN “LIFE” TEXTBOOK FROM THE PERSPECTIVES OF EFL STUDENTS AND LECTURERS Eunike Aurelia; Y.G. Harto Harto Pramono
Magister Scientiae Vol 51, No 2 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i2.5047

Abstract

“Life” B1+ English textbook published by National Geographic Learning has been used for some years by the English Language Education Study Program, Faculty of Teacher Education, Widya Mandala Surabaya Catholic University as the main learning resource for the English Integrated Course (EIC). One of the language skills taught in EIC is speaking. Therefore, it is important to evaluate the appropriateness of the materials for supporting speaking skills. Moreover, so far, no study has investigated this issue. Thus, this study evaluated speaking materials from the perspectives of students and lecturers. The evaluation was performed on the basis of an evaluation checklist adapted from Bao (2013). It contains seven aspects: linguistic support, content-based learning, affective support, skills support, variety of materials, flexibility of materials, and overall expectations of students and lecturers. The students and lecturers were asked to choose from the 4 options provided whether they strongly disagreed, disagreed, agreed, or strongly agreed with the evaluation indicators in the checklist. The results of the study revealed that the speaking materials in the “Life” textbook are appropriate according to the perspectives of students and lecturers.  The students and lecturers agreed that the speaking materials were relevant to students’ needs to improve their speaking skills and increase their interest in further English learning. The study concludes that the speaking materials in the “Life” B1+ English textbook are appropriate and recommended for future use.
CULTURAL INTERFERENCE FROM INDONESIAN-TO-ENGLISH TRANSLATION Marini Wijayanti Majaputri
Magister Scientiae Vol 51, No 2 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i1.4846

Abstract

This paper investigates the implementation of cultural interference from Indonesian-to English translation to students of sixth semester in English Department of a university in Surabaya. Study Case was employed by cultural context which was rendered from Indonesian as source language to English as the target language. There were most significant things how the university students as participants produced translation products. They were ideology of translation, translation methods, and techniques of translation. The ideology of translation, the translation methods, and the techniques of translation which were chosen by the participants influenced readers’ readability and acceptability. The findings indicate that (1) each participants implemented different ideology of translation, translation methods, and translation techniques; (2) translation products were influenced by participants’ knowledge; (3) most participants kept the original words of SL and 1 participant translated the original one; (4) most participants compared their translation to their colleges then chose the best one and the other kept to translate based on their own interpretation without involving their colleagues; (5) most participants determined the purpose of translation and target reader but only 1 participant did not; (6) any participants answered irrelevant, most did not have much knowledge about Western culture whose English as a mother tongue, and the other only had general knowledge about it; (7) to make target readers understand most participants made the simple translation by keeping the meaning as natural as possible, some of them adopted the target culture, and the rest ones gave irrelevant questions; (8) most participants kept the original words of SL and the others translated them to TL; (9) The difficulties were found in rendering cultural aspect from Indonesian-English were most participants could not find relevant words in TL and the rest were grammar and idiom; (10) when translating cultural context but the participants did not understand well the culture of TL, most participant would browse and asking people who know well about it and the rest kept the cultural word then gave explanation.
ANTI BULLYING PROJECT “STOP BULLYING EVERYWHERE, EVERY TIME, AND FOR EVERYONE ” TO STRENGTHEN THE PANCASILA STUDENT PROFILE Yulianti Yulianti; Maulana Fajar Wandhiro; Endang Setyaningsih
Magister Scientiae Vol 51, No 2 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i2.4852

Abstract

The limited understanding of teachers in implementing the project method in strengthening the profile of Pancasila students has an impact on the implementation of learning in class. The impact that occurs in the classroom is the lack of formation of the character profile of Pancasila students such as mutual cooperation and global diversity. This study aims to describe the project " No Bullying happens everywhere, everytime, and to anyone" as a strengthening of the profile of Pancasila students. This research uses a type of qualitative research with a descriptive approach. The research subjects were teachers, parents and children of class VI. Two teachers became participants who were selected through a purposive sampling technique. Data collection techniques used are interviews, observation, and documentation. Data analysis techniques use the Miles and Huberman models. The results of the study show that the project " no bullying happens everywhere, everytime, and to anyone" arises when children experience bullying trauma which often happens to them and their classmates, they feel uncomfortable at school so they want to find solutions to problems by discussing and identifying bullies . The mutual cooperation character is stimulated when children can work together to identify, discuss activities and students are able to show concern for fellow friends and are willing to share experiences in dealing with bullying. Meanwhile, the attitude of global diversity can be seen in the attitude of understanding each other's language, the cultural accent of each friend, being able to collaborate with anyone and being friends with everyone.
HEUTAGOGY AS A TRAINING APPROACH FOR TEACHERS IN THE ERA OF SOCIETY 5.0 Ettyani Ettyani; Eka Fadilah; Yuliyanto Sabat
Magister Scientiae Vol 51, No 2 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i2.5030

Abstract

In the age of the 5.0 society era, a teacher's job description should include lifelong learners, learning leaders, instructors of learning resources, network builders, and communication facilitators. This study are to identify the difficulties that the 5.0 society era poses and present a heutagogical approach to teacher preparation and an overview of the implementation process. To achieve the goals, a thorough analysis of the literature was conducted. The findings showed that training programmes using a heutagogical approach should be taken into account because it is a self-determined learning process, and its implementation steps include enhancing digital literacy, developing a full and trustworthy learning management system platform, and implementing heutagogical teacher training. It is envisaged that heutagogy can be a substitute method of teacher preparation to create instructors who are ready for the learning difficulties of the society era 5.0. 
ENGLISH TEACHERS' IDENTITY INFLUENCE ON EMOTIONS AND BELIEFS: A NARRATIVE INQUIRY INTO PRIVATE AND STATE SCHOOL TEACHERS Intan Clara Briliant Mallisa; Concilianus Laos Mbato
Magister Scientiae Vol 51, No 2 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i2.4872

Abstract

Teacher identity, emotions, and beliefs are all interconnected aspects of a teacher's professional self-concept and are essential to effective teaching. Therefore, this study aims to find and prove that teacher identity is very influential with emotions and beliefs. The writer used qualitative research from the life experiences of two junior high school English teachers from private and public schools in Tarakan, Nort Kalimantan. This research used a narrative inquiry method with in-depth interviews. An in-depth interview was the primary data, and the support data were collected from some journals and online resources relevant to this study. Furthermore, the results of the interview showed that both teachers had strengths and weaknesses in forming their teachers' identities, emotions, and beliefs.  However, the best and most prominent is the teacher's answer from the private school.
STUDENTS' DIFFICULTIES IN WRITING EXPOSITORY ESSAY: A PHENOMENOLOGICAL STUDY Ivanna Maria Long; Susana Teopilus
Magister Scientiae Vol 51, No 2 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i2.4823

Abstract

Writing, one of the language skills, is considered difficult for some students, especially EFL students. The present research, a phenomenological study, aims to find out the students’ difficulties, the factors affecting their difficulties, and the strategies for overcoming their difficulties in writing expository essays. The participants were three students, taken by using purposive sampling, in a private university in Surabaya. The instruments used in this research were observational fieldnotes, rubrics, Focus Group Discussion guidelines, and Interview protocols. The research findings show that the research participants had difficulties in the five components of writing, namely content, vocabulary, language use, mechanics, and organization. The common difficulties the participants faced were related to word choice, finding and developing ideas, verb tense, run-on sentences, spelling, punctuation, and writing the thesis statements and topic sentences. There were internal and external factors that affected their difficulties, but most of the factors were internal. The most common factors were that the participants did the assignments at the last minute or in a hurry, felt sleepy and lazy, and were afraid of plagiarism. Some ways of overcoming their difficulties were finding more ideas and materials on the Internet, discussing the topic and content with their friends and lecturers, writing the ideas in Indonesian before translating them into English, using common vocabulary, learning new vocabulary, finding the opposites and synonyms of some words, doing paraphrase, using Grammar-checking tools, learning from the previous mistakes, paying more attention to the essay structure, making an outline, learning more basic English grammar, revising the mistakes based on the lecturer’s feedback, and listening to music when writing the essays.

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