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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
 1 
Search results for , issue "Vol 50, No 1 (2022)" : 7 Documents clear
DEVELOPING HIGHER-ORDER THINKING SKILLS READING COMPREHENSION QUESTIONS FOR SENIOR HIGH SCHOOL STUDENTS Faisal Novian Hermansah; Agnes Santi Widiati
Magister Scientiae Vol 50, No 1 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (446.379 KB) | DOI: 10.33508/mgs.v50i1.3758

Abstract

This developmental research aims at developing Higher-Order Thinking Skills (HOTS) reading comprehension questions for senior high school students. This is in line with the national educational goal which is to increase the national competitiveness in the global era while manipulating Higher-Oder Thinking Skills (HOTS) in the global communication. This research is supported by the theory that HOTS questions enable students to think critically. The ADDIE model of instructional design is applied in the process of creating the HOTS reading comprehension questions. Two authentic analytical exposition texts and two authentic explanation texts are used as the reading materials. Twenty five multiple-choice questions of the Analyzing, Evaluating, and Creating levels of the cognitive domain of the Revised Bloom’s Taxonomy (RBT) are developed. A blue print is used as the basis for the questions development to ensure the content validity of the questions. Fifteen students did the test and their answers were scored by the writers. K-R21 was applied to examine the reliability coefficient resulted in r=0.68. This is considered as a high reliability. It is expected that this paper would give beneficial insights for teachers and reading material developers that providing HOTS questions are important for students  as reading exercises or tests and that a multiple-choice type of questions can be used. Hence, it is also recommended that other studies be conducted in the use of other types of questions at the level of HOTS to provide more variations of reading programs for students
USING THE REVISED BLOOM’S TAXONOMY TO ANALYZE THE READING COMPREHENSION QUESTIONS IN EFL TEXTBOOK FOR YEAR X OF HIGH SCHOOL Anne Irawan; Veronica Listyani Diptoadi
Magister Scientiae Vol 50, No 1 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (488.133 KB) | DOI: 10.33508/mgs.v50i1.3739

Abstract

Reading skill is an important skill in the mastery of a language as the more the students read, the more exposed they are to the target language. Giving reading comprehension questions that suit the students’ thinking level has been widely known to foster the students’ critical thinking and reading comprehension. This study aimed (1) to explore the cognitive level of the reading comprehension questions found in EFL textbook based on the Revised Bloom’s Taxonomy and (2) to explore appropriate reading comprehension questions to supplement the EFL textbook to meet the Curriculum of 2013. This study analyzed an EFL textbook for year X of high school based on the cognitive domain of the Revised Bloom’s Taxonomy. The findings show that the proportion between LOTS and HOTS questions was 85.5% and 15.5%. Considering that the EFL textbook was dominated by LOTS questions, it was concluded that the EFL textbook was not appropriate for 10th grade students. Therefore, this study proposed 84 appropriate reading comprehension questions to supplement the EFL textbook so as to allow the students to hone their reading skill through various cognitive processes. There was an increase of 20.4% in the percentage of HOTS questions after the addition of the researcher’s supplementary questions, so the proportion between LOTS and HOTS questions became 65.1% (LOTS questions) and 34.9% (HOTS questions).
LEARNERS’ PERCEPTIONS TOWARDS PROJECT-BASED LEARNING IMPLEMENTATION IN CALT COURSE IN THE COVID-19 PANDEMIC SITUATION Angela Veronica Vinchi Atuna; Y.G. Harto Pramono
Magister Scientiae Vol 50, No 1 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (361.969 KB) | DOI: 10.33508/mgs.v50i1.3200

Abstract

Project-Based Learning (PjBL) is the teaching method that is commonly used by lecturers who taught the CALT course, yet given the situation of the COVID-19 pandemic caused the change from offline to online class. Thus, this study tried to find out the learners’ perceptions toward the change situation during the PjBL implementation in CALT course by distributing questionnaires to learners who had joined the CALT course and describe their opinion in this study. This study was described as a Ex Post Facto study since the data were taken in the previous semester of the PjBL implementation in the situation of COVID-19. The result of the questionnaire distributed had shown the positive result from the learners’ perspective that can be seen through tables presented in this study. The learners admitted that they had improved their learning skills in finishing their projects.
STUDENTS’ PERSPECTIVES ON THE USE OF EDMODO IN ‘INTERMEDIATE LISTENING’ CLASS AT STKIP PGRI SIDOARJO J Priyanto Widodo; Endah Alam Sari
Magister Scientiae Vol 50, No 1 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i1.3763

Abstract

The purpose of this study was to ascertain students’ perspectives toward the use of Edmodo in the 'Intermediate Listening' class of the English Education Study Program at STKIP PGRI Sidoarjo. To accomplish the objective, the researcher employed a questionnaire as the primary instrument and a descriptive quantitative design. The researcher surveyed 37 respondents using 13 closed-ended questionnaires. The questionnaire was divided into three sections. Edmodo as an effective tool in writing class, Edmodo as a Supplementary tool in 'Intermediate Listening' class, and Edmodo as a Supplementary Tool for Learning. The questionnaires were adapted from those used in Manowong (2016). On the basis of the data collected, it can be concluded that: (a) Edmodo is an effective and beneficial tool for teaching and learning English, particularly in the 'Intermediate Listening' class. (b) Edmodo enables lecturers to monitor and maintain their students' progress. (c) Edmodo provides a snapshot of students' progress and accomplishments. Additionally, the results indicated that the majority of students agreed that explanations, quizzes, and other online tasks provided by the lecturer in Edmodo assist students in improving their learning and comprehension of the 'Intermediate Listening' course. The internet-based reference materials, such as links to materials, videos, images, and articles posted by the lecturer, assist students in comprehending the course. Edmodo is one of the most innovative and creative supplemental teaching methods available for enhancing classroom interaction.
THE USE OF RELATIVE CLAUSES AS THE POST MODIFIERS OF THE NOUN PHRASE CONSTRUCTIONS IN THE STUDENTS’ THESIS BACKGROUND Jessica Febrina Haryanto; Hendra Tedjasuksmana
Magister Scientiae Vol 50, No 1 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i1.3313

Abstract

This study concerns on how the undergraduate students of the English Language Education Study Program use relative clauses as the post modifiers of the noun phrases in their thesis background and the errors found and their causes in the noun phrase constructions. Thirty undergraduate students were asked to be the subjects and the data were taken from their thesis backgrounds. The total of 226 noun phrases with relative clauses as the post modifiers were constructed with ten errors found. From the interviews conducted with fifteen subjects, the errors found were caused by (1) the different structures of English grammar point (the noun phrases with relative clauses as the post modifiers) with the Indonesian, (2) the gap time of the teaching and learning activities of the grammar concept that caused the students to forget about the structures, and (3) the pace of the students’ learning which did not match with the lecturers’ teaching pace. The results show that even though the awareness of the students was moderately high, they need to be reminded and encouraged to produce more complex sentences with noun phrases with relative clauses as the post modifiers to improve their thesis background.
CLOZE TECHNIQUE AND READING PROFICIENCY: CAUSAL COMPARATIVE ANALYSIS TO ELEVENTH GRADERS Mega Sanja Imelda; Ary Setya Budhi Ningrum; Sri Wahyuni
Magister Scientiae Vol 50, No 1 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i1.3552

Abstract

The reading proficiency of Indonesian students is still relatively low, especially the reading performance in English as a foreign language. Thus, it needs several explorations on the technique suitable for students with diversities of reading competence. This study describes the effect of implementing the cloze procedure on teaching reading proficiency. The research method employed the design of quantitative causal-comparative. The population is the students of the second grade of senior high school with the samples involving two classes. To collect the data, the pre-test and post-test were applied to the classes. The result of the test was analyzed by using ANCOVA. The result shows that the sig. is higher than 0.05 (0.92 > 0.05). It reveals that the cloze procedure is not significantly effective in teaching reading particularly on hortatory exposition. However, the result shows that both the students who get the cloze technique and those who do not get that procedure, perform an enhancement on their post-test despite the insignificant difference.
SELF-EFFICACY AND INDONESIAN JUNIOR HIGH SCHOOL STUDENTS’ READING ABILITY IN ONLINE CLASSES Anne Yustica Pramesti Sumarsono; Concilianus Laos Mbato
Magister Scientiae Vol 50, No 1 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i1.3347

Abstract

Self-efficacy in reading is considered to be the cause and result of academic achievement, especially in online learning where students need to learn independently. In this study, the researchers attempted to find out the impacts of self-efficacy on the reading ability of 9th-grade students at SMP 5 Purwokerto during online learning. There were 32 students from class 9A who participated in this study.  The research question was: What is the perceived effect of self-efficacy on the reading ability of 9th-grade students at SMP 5 Purwokerto? The researchers used the qualitative method with two research instruments. The results reveal that 9th-grade students have a high level of self-efficacy, can find solutions to every problem, and read a lot of new things from the internet, newspapers, novels, or magazines. Online classes, therefore, bring students’ independence to find solutions from the problems. This study contributes to learning English on reading skills during online school.  

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