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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 1 (2023)" : 8 Documents clear
CONTENT ANALYSIS ON TWO ENGLISH TEXTBOOKS FOR THE EIGHTH GRADER OF JUNIOR HIGH SCHOOL Ary Setya Budhi Ningrum; Uum Midah Lestari; Nurul Retno Murti
Magister Scientiae Vol 51, No 1 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i1.4413

Abstract

This paper reports a study that analyzed the content of two English textbooks used in junior high school in Indonesia. The two textbooks are officially published by Indonesia's Ministry of Culture and Education. The first is "When English Rings a Bell," written by Siti Wachidah, Asep Gunawan, Diyantari, and Yuli Rulani Khatimah and published in 2017, and the second is "Modul Pembelajaran Jarak Jauh pada Masa Pandemi Covid-19 untuk jenjang SMP Mata Pelajaran Bahasa Inggris untuk semester genap kelas VIII” which is published in 2020. The findings revealed similarities and differences between the two textbooks. Two English textbooks differ greatly because they have different goals. The second book is not a revision of the first, but it appears to be the solution to the pandemic. The first textbook is designed to improve language skills through the use of communicative approach, both spoken and written, with English as the medium of communication. However, the second textbook is expected to be beneficial and meaningful for students to achieve the intended competence independently. Despite differences in goal or focus in developing the textbooks, they share similarities in terms of basic competence that students must achieve.
THE USE OF MIND MAPPING TECHNIQUES IN TEACHING WRITING TO EIGHT GRADE STUDENTS USING GOOGLE MEET PLATFORM VIEWED FROM THEIR CREATIVITY Chrissy Andrea Putri; Ngadiso Ngadiso; Lidwina Sri Ardiasih
Magister Scientiae Vol 51, No 1 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i1.4362

Abstract

Writing accelerates students' use of the target language, making it an essential part of classroom preparation. Writing skills can be improved through the use of mind mapping. The following are the research's goals:1) to determine whether teaching writing to eighth-graders using mind mapping or peer review is more effective, 2) to determine whether eighth-graders with higher levels of creativity have better writing skills than those with lower levels of creativity, and 3) to determine whether teaching methods and students' creativity interact when teaching writing to eighth-graders. An experimental study with a 2x2 factorial design is this one. This study uses 48 students as samples. In this study, writing and creativity tests are used to collect data. ANOVA and the Tukey test are used to analyze the data. The data analysis revealed that the mind mapping method is more effective than the peer review method for teaching eighth-grade writing. In the eighth grade, students with high creativity have better writing skills than students with low creativity. There is an interaction between teaching techniques and students' creativity in teaching writing in the eighth grade.
EXPLORING THE USE OF SOCIAL MEDIA FOR LEARNING SPEAKING BY THE ELEVENTH GRADE STUDENTS OF SMAN 3 KEDIRI Siti Nur Khofifah; Ary Setya Budhi Ningrum; Annisa Auliya Saharani
Magister Scientiae Vol 51, No 1 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i1.4414

Abstract

The purpose of this study is to investigate the use of social media for learning to speak, as well as the challenges and motivations for doing so. The subject of this study is the eleventh grade students of SMAN 3 Kediri, which is located on Mauni Street, No. 88 Bangsal, Pesantren, Kediri City. Data collection methods include questionnaires, observation, and interviews. Data analysis processes included data reduction, data organization, and data conclusion. The obtained data is displayed descriptively as a percentage and qualitatively interpreted. The data showed that all participants use social media as a source of knowledge and as an example of practicing speaking. 59% of the 80 participants agreed and 24% strongly agreed that social media can help them improve their speaking fluency. The students also claim that learning to speak through social media presents challenges. Understanding difficult material without the assistance of teachers is one of the most difficult aspects for students. The findings also show that the motivation for using social media to learn to speak comes from both internal and external sources. Furthermore, students can use social media to learn to speak in a variety of ways, and it also provides challenges and motivation for each student.
THE IMPACTS OF CULTIVATING INDONESIAN EFL LEARNERS’ POSITIVE SELF-ESTEEM IN SPEAKING ACTIVITIES Kristian Florensio Wijaya
Magister Scientiae Vol 51, No 1 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i1.4452

Abstract

ABSTRACTWith the accompaniment of positive self-esteem, EFL learners are capable of improving their speaking learning skills to the fullest development and becoming more appreciative of their existing communicative competencies. This present small-scale library study set out to profoundly explore the impacts of cultivating Indonesian EFL learners’ self-esteem in speaking activities. To comply with this study's objectivity, the researcher thematically analyzed the previously-generated research results generated by 30 self-esteem and speaking studies. The in-depth thematic analysis revealed that positive self-esteem can transfigure Indonesian EFL learners into more confident L2 speakers and lead them to obtain more satisfying speaking learning achievements. Thus, this qualitative study affirmed that in the light of positive self-esteem, Indonesian EFL learners can become more proficient L2 speakers as they have been more comfortable with themselves and the specific communicative abilities they are currently possessing. 
AN ANALYSIS OF JUNIOR HIGH STUDENT’S SCIENCE PROCESS SKILLS AFTER COVID-19 Tri Lestari
Magister Scientiae Vol 51, No 1 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i1.4501

Abstract

This research aims to analyze the science process skills of junior high school students after 2 years of distance learning or post-COVID-19. The research method used is a descriptive quantitative method using multiple choice questions with 30 items and 4 answer options with 5 SPS indicators: operationalizing definitions, designing experiments, identifying and controlling variables, formulating hypotheses, and describing and interpreting data. The SPS instrument was given to 28 private junior high school students in Surabaya, 9th grade. The results obtained were that the indicator of operationalizing definitions was 33.40% with a low category, designing experiments was 38.89% with a low category, identifying and controlling variables was 40.00% with a low category, formulating hypotheses was 33.00% with a low category, and describing and interpreting data was 44.00% with a low category. The questions 2 and 4 with the indicators of recognizing and controlling variables and articulating hypotheses yielded the fewest correct answers from the students. On question 25, students with the indicator of detecting and controlling variables received the majority of the right responses.
TEACHERS’ ACADEMIC QUALIFICATIONS AND THEIR LEVELS OF PROFICIENCY ON THE ESSENTIAL TEACHING SKILLS: A SURVEY STUDY AMONG TEACHERS OF EARLY CHILDHOOD EDUCATION PROGRAMS Sindy Anugerah Wati
Magister Scientiae Vol 51, No 1 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i1.4234

Abstract

This paper reports on a study which aims at describing the levels of teaching proficiency among the ECCE (Early Childhood Center Education) teachers based on their essential teaching skills in preparing lesson plans, carrying out teaching and learning activities, and assessing learning. This study involved ECCE teachers having a linear educational background (i.e., a bachelor’s degree in early childhood education) and those having a non-linear educational background (i.e., a non a bachelor’s degree in early childhood education). This study is descriptive quantitative in nature employing a survey design.  There were 170 ECCE teachers in Sawahan, Nganjuk, East Java participated in this study. Of these participants, 120 had a linear educational background and 50 had a non-linear educational background. The research data were collected using a questionnaire with 30 questions. The results of the study showed that among the teachers involved in the study, 85.88% could be said to be very proficient, 2.94% could be said to be proficient, 8.82% teachers could be said to be less proficient and 2.36% of the teachers could be said to be not proficient. There is no difference in the levels of teaching proficiency between teachers who have linear and non-linear educational background because teachers who do not have linear educational background have got competency enrichment opportunities through teacher trainings, seminars, sharing knowledges with colleagues, and practices in ECCE teacher organizations
TIMORESE LANGUAGE STUDENTS’ LEVELS OF METACOGNITIVE AWARENESS OF READING STRATEGIES Manuel Mendonca Araujo; Concilianus Laos Mbato
Magister Scientiae Vol 51, No 1 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i1.4539

Abstract

Reading strategies are crucial in education. This research focused on Timorese language students’ levels of reading strategies. It attempted to answer two research questions; (1) What are the levels of Timorese language students’ metacognitive awareness of reading strategies? and (2) How do Timorese language students apply the reading strategies in their reading experiences? A mixed-method design was adopted. Mokhtari & Sheorey’s (2002) Survey of Reading Strategies (SoRS) was used to collect quantitative data. The findings revealed two high levels; global reading strategies, with a mean value M=3.86, SD=1.1837, and support reading strategies, with a mean value of M=3.79 SD=1.2120. Problem-solving strategies were medium-level, with a mean value M=3.61, SD=1.1718. Highlighting keynotes, using google, discussing, controlling speed were revealed in the qualitative data as adopted reading strategies. Language teachers could use this research to improve language students’ reading strategies, and future researchers should do extensive research to provide more findings.   Keywords: awarenes, metacognitive, reading strategies.  
“I GOT STUCK NOT ONLY IN THE FIRST ESSAY”: A NARRATIVE INQUIRY ON STUDENTS’ WRITING DIFFICULTIES Rachel Gisela Purba; Susana Teopilus
Magister Scientiae Vol 51, No 1 (2023)
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/mgs.v51i1.4522

Abstract

Writing, one of the language skills, seems to be the most difficult skill for students to master. There are five aspects used to evaluate students’ writing abilities: content, organization, vocabulary, language use, and mechanics. This current narrative inquiry research aims to find out students’ difficulties in writing expository essays, the factors that cause them to have difficulties, and the strategies they use to overcome them. The data of this research were taken from the students taking Writing Expository and Argumentative Essays course in the English Department of Widya Mandala Surabaya Catholic University. The data of this study were collected from interviews, observations, and documents. Three participants with   middle-achievement levels were interviewed in three interview sessions, and observations in the writing class were conducted two times. Besides, two essays of each participant were analyzed.The findings show that in relation to the five writing aspects, the major difficulty that the participants had was in the content aspect. Then, the common factor that caused all of the participants to have difficulties was a lack of reading habit. Besides, the common strategy that all participants used to overcome their difficulties was to search on Google.

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