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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 2 (2022)" : 7 Documents clear
PRIVATE SENIOR HIGH SCHOOL TEACHERS’ SELF-EFFICACY IN UNDERSTANDING STUDENTS’ NEEDS DURING THE ONLINE LEARNING Agustine Andriana Ayu Mahardika; Concilianus Laos Mbato
Magister Scientiae Vol 50, No 2 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i2.4170

Abstract

During the pandemic, everyone is required to do activities at home, including the teaching-learning process, which is done online. Students’ needs should be taken seriously by teachers. High self-efficacy is essential, and teachers must regulate their emotions in teaching students online learning. This research aimed to determine teachers’ self-efficacy in understanding students’ needs and strategies for regulating their emotions during online teaching-learning. During the teaching-learning process, teachers may face various students’ characteristics, and sudden situations that happen during the process may stress the teachers. Therefore, teachers need self-efficacy that will help them regulate themselves to execute their actions and solve problems. This qualitative research employed an open-ended questionnaire distributed to five private senior high school teachers, and an in-depth interview was conducted with three private senior high school teachers. The findings revealed that self-efficacy and emotion-regulation strategies were the main factors for teachers to understand their students’ needs during the teaching-learning process. It is recommended that future researchers interested in expanding this topic do extensive research to check its trustworthiness and provide further information about it.
IMPROVING YOUNG LEARNERS SPEAKING SKILL THROUGH ROLE-PLAY Cendana Kriswidyanovita
Magister Scientiae Vol 50, No 2 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i2.3954

Abstract

In improving young learners speaking skill, role-play is one of the techniques that can stimulate students to communicate with fun. The activity will stimulate students to speak English and make learning alive. Role-Play also increases motivations and develops fluency in speaking. This study aims at finding out young learners’s improvement in speaking skill through role-play. The research method was quasi-experimental using non-randomized pre-test and post-test group as her design.  The writer gave two types of techniques in two different groups—Role Play in the experimental group and Presentation in the controlled one.The pretest and post-test was analyzed using t-test. The data shows a significant difference between pre-test and post-test scores among two groups. 
LANGUAGE LEARNING STRATEGIES USED BY LEARNERS IN LEARNING SPEAKING Nawa Malini
Magister Scientiae Vol 50, No 2 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i2.3898

Abstract

Language learning strategies guide language learners to become active learners that can provide their own needs and choose their preference in learning the language. Therefore, this study was done to study the language learning strategies used by high and low achieving students in learning speaking as well as how they apply their strategies. There were 20 participants taking part in this study. They were classified into high and low achievers based on the students speaking score of their speaking performances. SILL questionnaire proposed by Oxford (1990) was adapted in this study to better fit the purpose of this study. The validity and reliability of the questionnaire was also done to measure what it was intended to measure. Besides questionnaire, a semi-structured interview was also used as the instrument to complement the quantitative data. Based on the data gathered through questionnaire, the study revealed that metacognitive strategy as the most frequently used strategy by high and low achieving students. Additionally, the data gathered through interviews also showed that each group of achievers applied all language learning strategies as proposed by Oxford (1990); memory strategy, cognitive strategy, compensation strategy, metacognitive strategy, affective strategy, and social strategy. However, high achiever learners were reported using a higher number (13 strategies) of language learning strategies than low achiever learners (11 strategies). The study confirms that learners who have a higher level of English competence will almost certainly apply wider strategies in their language learning.
STUDENTS’ ATTITUDES TOWARDS QUIZLET IN ENGLISH VOCABULARY LEARNING Erlia Novitasari; V Luluk Prijambodo
Magister Scientiae Vol 50, No 2 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i2.4180

Abstract

This research reports a study on students’ attitudes towards an online learning platform, Quizlet, in English vocabulary learning. Three research questions were raised, namely: 1) How are the students’ attitudes towards Quizlet in English vocabulary learning? 2) What influence do the students’ attitudes have on their English vocabulary learning using Quizlet? 3) How does Quizlet facilitate the students’ English vocabulary learning? This qualitative study used a questionnaire and an interview to investigate students’ attitudes towards Quizlet in their English vocabulary learning. Twenty students were involved in the questionnaire and six students in the interview. Three major findings are concerned with the students’ attitudes toward Quizlet; the influence of the students’ attitudes towards their English vocabulary learning using Quizlet; and how Quizlet facilitates their English vocabulary learning. Findings indicate that 1) students’ attitudes were all positive, deriving from their opinions, thoughts, feelings, and experiences towards Quizlet; 2) the positive attitudes gave encouragement to their English vocabulary learning; and 3) Quizlet facilitated the students’ English vocabulary learning through its features, namely; Card, Study, Game, and Test modes. Based on these findings, some suggestions are offered. First, for the students to pay more attention to the learning platform they use to learn, such as Quizlet. Second, for the teacher, lecturer, and Study Program Department to pay more attention to the students’ positive attitudes towards a particular learning platform and to utilize more Quizlet for learning. Third, future researchers should investigate how far Quizlet facilitates English vocabulary learning via pretest and posttest.
ONLINE ENGLISH LEARNING DURING COVID-19 PANDEMIC: MOTIVATING AND DEMOTIVATING FACTORS AMONG EFL STUDENTS Priscilla Tabitha; Y. G. Harto Pramono
Magister Scientiae Vol 50, No 2 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i2.4175

Abstract

Since pandemic novel outbreak, almost all educational institutes have transitioned to online learning in order to keep the teaching and learning process going. In Indonesia, the practice of online learning is still relatively, unclearly understood due to the minimum awareness of the ICT (Information and Communication Technology). Some studies revealed that online learning gave positive as well as negative impacts to the students’ learning motivation. Especially, the negative impacts may cause difficulties, stress, and anxiety in learning. Therefore, this present study was intended to reveal the factors affecting motivation and demotivation for students in learning English online, more specifically, during COVID-19 pandemic and to find out which factors were the most motivating and the most demotivating. A survey design was employed in this study. Thirty-six students of an English education study program at a private university were involved. The data were collected using questionnaire and analysed using statistic descriptive technique. The findings revealed that students’ motivation and demotivation could have been influenced by intrinsic and extrinsic factors. In particular, there were 5 motivating factors affecting students’ motivation, namely: students’ intrinsic learning motivation, self-efficacy, teachers’ performances & attitudes, contents & materials, and classmates’ attitudes. Among 5 motivating factors, teachers’ performances & attitudes turned out to be the most motivating factors, followed by contents & materials, and students’ intrinsic learning motivation. Concerning the demotivating factors, only one factor, i.e., technical factor was found to be the only one and most demotivating factor. This study contributes to the learning of  English during online as well as offline schools
AN ANALYSIS OF THE CONTENT FEASIBILITY OF ROLE PLAYS FOR TODAY IN TEACHING SPEAKING Elga Harista Anggreni; Ruruh Mindari
Magister Scientiae Vol 50, No 2 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i2.4156

Abstract

Nowadays, it is undeniable that English has become an international language that many people around the world use for communication. In learning English, speaking skill has become the most important skill to be mastered. One of the most common and important instructional media to master English is textbook. This research was conducted in order to find out to what extend the textbook used by English Department students in Speaking I Course of English Department in the academic year of 2017/2018 meet the criteria of content feasibility of a textbook. Accordingly, both qualitative and content analyses were used to evaluate the data collected from Role Plays for Today as the subject of this research. Based on the analysis of the research findings, 81.25 % of the units taken as sample from Role Plays for Today meet the criteria of textbook content feasibility. It indicates that the textbook is a suitable textbook used as the learning media for Speaking I course.
TEACHING GRAMMAR WITH OSCAR WILDE Basilius Himawan Setyo Wibowo
Magister Scientiae Vol 50, No 2 (2022)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v50i2.3956

Abstract

In English teaching, there has been a dichotomy between language and literature. Literature is sometimes perceived as isolated from language. Teachers of English are reluctant to teach literature feeling that they do not possess the competence in literature. Teachers of literature feel similar reluctance due to the perception that they do not master grammar adequately. This article tries to find a possible way of teaching English grammatical aspects through literary works by adopting Carlson and Tovatt’s way of reading. 

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