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.
{"title":"LANGUAGE LEARNING STRATEGIES USED BY LEARNERS IN LEARNING SPEAKING","authors":"Nawa Malini","doi":"10.33508/mgs.v50i2.3898","DOIUrl":"https://doi.org/10.33508/mgs.v50i2.3898","url":null,"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.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114454110","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"STUDENTS’ ATTITUDES TOWARDS QUIZLET IN ENGLISH VOCABULARY LEARNING","authors":"Erlia Novitasari, V. L. Prijambodo","doi":"10.33508/mgs.v50i2.4180","DOIUrl":"https://doi.org/10.33508/mgs.v50i2.4180","url":null,"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.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131763460","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"TEACHING GRAMMAR WITH OSCAR WILDE","authors":"B. H. S. Wibowo","doi":"10.33508/mgs.v50i2.3956","DOIUrl":"https://doi.org/10.33508/mgs.v50i2.3956","url":null,"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.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"277 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114485185","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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).
{"title":"USING THE REVISED BLOOM’S TAXONOMY TO ANALYZE THE READING COMPREHENSION QUESTIONS IN EFL TEXTBOOK FOR YEAR X OF HIGH SCHOOL","authors":"Anne Irawan, V. L. Diptoadi","doi":"10.33508/mgs.v50i1.3739","DOIUrl":"https://doi.org/10.33508/mgs.v50i1.3739","url":null,"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).","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114915582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"CLOZE TECHNIQUE AND READING PROFICIENCY: CAUSAL COMPARATIVE ANALYSIS TO ELEVENTH GRADERS","authors":"Mega Sanja Imelda, A. S. B. Ningrum, S. Wahyuni","doi":"10.33508/mgs.v50i1.3552","DOIUrl":"https://doi.org/10.33508/mgs.v50i1.3552","url":null,"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.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"72 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133242171","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"LEARNERS’ PERCEPTIONS TOWARDS PROJECT-BASED LEARNING IMPLEMENTATION IN CALT COURSE IN THE COVID-19 PANDEMIC SITUATION","authors":"Angela Veronica Vinchi Atuna, Y. G. H. Pramono","doi":"10.33508/mgs.v50i1.3200","DOIUrl":"https://doi.org/10.33508/mgs.v50i1.3200","url":null,"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.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"192 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132306621","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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
{"title":"DEVELOPING HIGHER-ORDER THINKING SKILLS READING COMPREHENSION QUESTIONS FOR SENIOR HIGH SCHOOL STUDENTS","authors":"Faisal Novian Hermansah, Agnes Santi Widiati","doi":"10.33508/mgs.v50i1.3758","DOIUrl":"https://doi.org/10.33508/mgs.v50i1.3758","url":null,"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","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129061019","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"STUDENTS’ PERSPECTIVES ON THE USE OF EDMODO IN ‘INTERMEDIATE LISTENING’ CLASS AT STKIP PGRI SIDOARJO","authors":"J. Widodo, Endah Alam Sari","doi":"10.33508/mgs.v50i1.3763","DOIUrl":"https://doi.org/10.33508/mgs.v50i1.3763","url":null,"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.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128449881","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"SELF-EFFICACY AND INDONESIAN JUNIOR HIGH SCHOOL STUDENTS’ READING ABILITY IN ONLINE CLASSES","authors":"Anne Yustica Pramesti Sumarsono, C. Mbato","doi":"10.33508/mgs.v50i1.3347","DOIUrl":"https://doi.org/10.33508/mgs.v50i1.3347","url":null,"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.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"46 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121092665","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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.
{"title":"THE USE OF RELATIVE CLAUSES AS THE POST MODIFIERS OF THE NOUN PHRASE CONSTRUCTIONS IN THE STUDENTS’ THESIS BACKGROUND","authors":"Jessica Febrina Haryanto, Hendra Tedjasuksmana","doi":"10.33508/mgs.v50i1.3313","DOIUrl":"https://doi.org/10.33508/mgs.v50i1.3313","url":null,"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.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131109248","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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