One of the English coursebooks used in the teaching and learning English in Indonesia is English Chest. This study was conducted to answer the questions: (1) To what extent does English Chest series fulfill the criteria of a good English coursebook for young learners in terms of: physical format, subject matter, page layout, vocabulary and structure, graphic elements and content?; and (2) Does this coursebook meet the requirements of the syllabus of teaching English in primary school in Indonesia? The terms were developed and modified based on the criteria proposed by Varella (2014) about the good coursebook for young learners. The design of the study is descriptive qualitative. Ten English teachers using the coursebook were asked to assess it based on a checklist and interviewed. After the data were analyzed, the findings revealed that English Chest coursebook the series is categorized as a good and appropriate English coursebook for EFL young learners. Furthermore, the syllabus proposed by English Chest coursebook the series is in agreement with the syllabus of Kurikulum Tingkat Satuan Pendidikan 2006.
{"title":"AN EVALUATION OF ENGLISH COURSEBOOK FOR YOUNG LEARNERS ENTITLED ENGLISH CHEST","authors":"Nicolaus Henry Supriyanto","doi":"10.33508/mgs.v2i46.2225","DOIUrl":"https://doi.org/10.33508/mgs.v2i46.2225","url":null,"abstract":"One of the English coursebooks used in the teaching and learning English in Indonesia is English Chest. This study was conducted to answer the questions: (1) To what extent does English Chest series fulfill the criteria of a good English coursebook for young learners in terms of: physical format, subject matter, page layout, vocabulary and structure, graphic elements and content?; and (2) Does this coursebook meet the requirements of the syllabus of teaching English in primary school in Indonesia? The terms were developed and modified based on the criteria proposed by Varella (2014) about the good coursebook for young learners. The design of the study is descriptive qualitative. Ten English teachers using the coursebook were asked to assess it based on a checklist and interviewed. After the data were analyzed, the findings revealed that English Chest coursebook the series is categorized as a good and appropriate English coursebook for EFL young learners. Furthermore, the syllabus proposed by English Chest coursebook the series is in agreement with the syllabus of Kurikulum Tingkat Satuan Pendidikan 2006.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116834890","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}
As prospective English teachers, the students of the English department are expected to have sufficient English proficiency especially reading skills since most of the resources in the learning process are printed in English. Responding to the previous demand, the English Department provides a supplementary activity for developing the students’ reading skills. Hence, the focus of this study is on investigating how the students perceived the role of extensive reading activity in Reading A course in motivating them to read more in order to improve their reading skills as well as to enhance other skills and components, such as writing, speaking, and vocabulary. The questionnaire was answered by 29 students to find out their perception on extensive reading activity in Reading A course during the academic year of 2017/2018. In addition to the questionnaire, the lecturer of the course was also interviewed to confirm the students’ responses. After the data analysis, it was discovered that the students’ perception on extensive reading activity was positive.
{"title":"STUDENTS’ PERCEPTION OF EXTENSIVE READING ACTIVITY THROUGH READING LOG","authors":"Gabriella, Veronica L. Diptoadi","doi":"10.33508/mgs.v2i46.2227","DOIUrl":"https://doi.org/10.33508/mgs.v2i46.2227","url":null,"abstract":"As prospective English teachers, the students of the English department are expected to have sufficient English proficiency especially reading skills since most of the resources in the learning process are printed in English. Responding to the previous demand, the English Department provides a supplementary activity for developing the students’ reading skills. Hence, the focus of this study is on investigating how the students perceived the role of extensive reading activity in Reading A course in motivating them to read more in order to improve their reading skills as well as to enhance other skills and components, such as writing, speaking, and vocabulary. The questionnaire was answered by 29 students to find out their perception on extensive reading activity in Reading A course during the academic year of 2017/2018. In addition to the questionnaire, the lecturer of the course was also interviewed to confirm the students’ responses. After the data analysis, it was discovered that the students’ perception on extensive reading activity was positive.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122118302","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}
Sulistyaningsih, Kani Sulam, A. Syakur, L. Musyarofah
Teaching students to learn and to work well with 21st century skills is not only the domain of vocational school (SMK), but also general senior high school (SMA/MA) as well. It is not enough for students to have only core skills in literacy and numeracy in order to succeed as individuals, citizen, or workers. This article deliberates how to implement the 21st century skills as the new learning paradigm for senior high school students. Furthermore, how the result of those implementations to the student’s career and life skills is based on the five elements as the indicators. For the first research question, the study was descriptive and qualitative. For the second research question, the study was descriptive and quantitative. The writers did an observation, which is workplace action research. There is a Career and Life Skills Program for the twelfth grade students of MA NU Walisongo Sidoarjo. The indicators included in the scoring result sheet consist of the five elements of skills that comprise the Career and Life Skills (CLS) domain. They are (1) flexibility and adaptability skills; (2) initiative and self-direction skills; (3) social and cross-cultural skills; (4) productivity and accountability skills; and (5) leadership and responsibility skills. The result of those implementations to the student’s career and life skills based on its five elements is quite good. At the end, they are expected will be job-ready with the skills most in demand in the 21st century.
{"title":"THE IMPLEMENTATION OF 21 ST CENTURY SKILLS AS THE NEW LEARNING PARADIGM TO THE RESULT OF STUDENT’S CAREER AND LIFE SKILLS","authors":"Sulistyaningsih, Kani Sulam, A. Syakur, L. Musyarofah","doi":"10.33508/mgs.v2i46.2229","DOIUrl":"https://doi.org/10.33508/mgs.v2i46.2229","url":null,"abstract":"Teaching students to learn and to work well with 21st century skills \u0000is not only the domain of vocational school (SMK), but also general senior high school (SMA/MA) as well. It is not enough for students to have only core skills in literacy and numeracy in order to succeed as individuals, citizen, or workers. This article deliberates how to implement the 21st century skills as the new learning paradigm for senior high school students. Furthermore, how the result of those implementations to the student’s career and life skills is based on the five elements as the indicators. For the first research question, the study was descriptive and qualitative. For the second research question, the study was descriptive and quantitative. The writers did an observation, which is workplace action research. There is a Career and Life Skills Program for the twelfth grade students of MA NU Walisongo Sidoarjo. The indicators included in the scoring result sheet consist of the five elements of skills that comprise the Career and Life Skills (CLS) domain. They are (1) flexibility and adaptability skills; (2) initiative and self-direction skills; (3) social and cross-cultural skills; (4) productivity and accountability skills; and (5) leadership and responsibility skills. The result of those implementations to the student’s career and life skills based on its five elements is quite good. At the end, they are expected will be job-ready with the skills most in demand in the 21st century.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"47 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116605633","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 Industrial Revolution 4.0 (IR 4.0) signifying manufacturing digitalization has become a major concern around the globe. Not only does it deal with industrialists or engineers, but it also deals with teachers, and education policy makers. This new revolution requires educational institutions to prepare their students to be able to adapt themselves in this new era. English, serving as a global lingua franca, still plays an important role for all students in different majors that need to be mastered. One of the English language skills, reading, must be given sufficient attention by English teachers for their students to be able to read and comprehend English texts in their job fields in the future. This study attempts to reveal the reading comprehension mastery of the Business Administration students in a private university. It examines three series of English proficiency test (EPT) exercises and a final EPT they took as the requirements to complete their study in the university. Among the thirteen micro skills in this kind of test, the students’ most problematic skills are: answering transition questions correctly (25% correctly answered), determining the tone, purpose, or course (37%), and using context to determine meaning of difficult words (42%). Possible causes and recommendations to minimize those problems are also comprehensively presented.
工业革命4.0 (IR 4.0)标志着制造业数字化已成为全球关注的主要问题。它不仅涉及实业家或工程师，还涉及教师和教育政策制定者。这场新的革命要求教育机构为学生做好准备，使他们能够适应这个新时代。英语作为一种全球通用语，对于所有需要掌握的不同专业的学生来说仍然扮演着重要的角色。阅读是英语语言技能中的一项，英语教师必须给予足够的重视，以使学生能够在未来的工作领域中阅读和理解英语文本。本研究试图揭示一所私立大学工商管理专业学生的阅读理解能力。它考察了三个系列的英语水平测试(EPT)练习和他们作为完成大学学业要求的期末EPT。在这类测试的13个微技能中，学生的问题最多的技能是:正确回答过渡题(25%正确回答)，确定语气、目的或过程(37%)，以及利用上下文确定难词的意思(42%)。还全面提出了可能的原因和减少这些问题的建议。
{"title":"PREPARING STUDENTS’ READING ABILITY FOR IR 4.0: UNDERSTANDING THEIR MOST PROBLEMATIC READING COMPREHENSION SKILLS AND THE SOLUTIONS","authors":"Manfredus Muliamarfan Mbangur, Johanes Leonardi Taloko, Vincentia Shs","doi":"10.33508/mgs.v2i46.2231","DOIUrl":"https://doi.org/10.33508/mgs.v2i46.2231","url":null,"abstract":"The Industrial Revolution 4.0 (IR 4.0) signifying manufacturing digitalization has become a major concern around the globe. Not only does it deal with industrialists or engineers, but it also deals with teachers, and education policy makers. This new revolution requires educational institutions to prepare their students to be able to adapt themselves in this new era. English, serving as a global lingua franca, still plays an important role for all students in different majors that need to be mastered. One of the English language skills, reading, must be given sufficient attention by English teachers for their students to be able to read and comprehend English texts in their job fields in the future. This study attempts to reveal the reading comprehension mastery of the Business Administration students in a private university. It examines three series of English proficiency test (EPT) exercises and a final EPT they took as the requirements to complete their study in the university. Among the thirteen micro skills in this kind of test, the students’ most problematic skills are: answering transition questions correctly (25% correctly answered), determining the tone, purpose, or course (37%), and using context to determine meaning of difficult words (42%). Possible causes and recommendations to minimize those problems are also comprehensively presented.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"88 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115796428","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 brief study is to see the relationship of peer interaction within class as well as the lecturer in-class attitude affected the students’ motivation and perception in a university education course where English is taught as a foreign language. The lecturers, each functioned as the language class instructor, managed a 100-minute-session in a class consisted of about twenty students ranged from 18 to 21 years old. The setting was the University of Widya Mandala Catholic University Surabaya in which a sort of matriculation program called Intensive Course becomes a compulsory subject for the freshmen. The hypothesis established confirmed that in-class lecturer’s attitude and the peer-interaction affect students’ motivation in learning, compared to the material content being exposed. A set of questionnaire was used as an instrument for data collection and distributed to the sample of class participants of Intensive Course program. It was hoped that the result would contribute beneficial findings that confirm whether interactions happened fostered the learning motivation of the class participants and how it affected them. Result showed that the hypothesis was verified to some extent as the students under study stated that the quality of their peer interaction was one of the grounds that contributed security feeling they need to have in order to freely participate in the learning process without having had to fear of making mistakes. The other ground which is also crucial is the trait of the lecturers that motivate them to persistently continue learning English, found to be challenging to most. Such trait is characterized as being understanding and friendly toward students. It is then hoped that the teachers of English as a Foreign language would realize the importance of having necessary teaching personality that accentuate their classes.
本研究旨在探讨以英语为外语的大学教育课程中，课堂上的同伴互动以及讲师的课堂态度对学生学习动机和认知的影响。每位讲师都是语言课的讲师，他们在一个由大约20名18到21岁的学生组成的班级里管理了100分钟的课程。在泗水威迪雅曼陀罗天主教大学(University of Widya Mandala Catholic University Surabaya)，一门名为“强化课程”(Intensive Course)的预科课程成为新生的必修课。所建立的假设证实了课堂上讲师的态度和同伴互动比暴露的材料内容更能影响学生的学习动机。采用一套问卷作为数据收集的工具，并将其分发给强化课程的班级参与者样本。我们希望这个研究结果能够提供有益的发现，以证实课堂上发生的互动是否培养了课堂参与者的学习动机，以及它是如何影响他们的。结果表明，该假设在一定程度上得到了验证，因为被研究的学生表示，他们的同伴互动的质量是贡献安全感的基础之一，他们需要有安全感，以便自由地参与学习过程，而不必担心犯错误。另一个同样重要的原因是讲师的特点，这激励他们坚持不懈地继续学习英语，这对大多数人来说是具有挑战性的。这种特质的特点是对学生理解和友好。因此，希望作为外语的英语教师能够认识到具有必要的教学个性以突出其课堂的重要性。
{"title":"In-Class Interaction and Students' Motivation in Intensive Course Classes","authors":"M. J. K. Sriemulyaningsih","doi":"10.33508/mgs.v0i36.625","DOIUrl":"https://doi.org/10.33508/mgs.v0i36.625","url":null,"abstract":"This brief study is to see the relationship of peer interaction within class as well as the lecturer in-class attitude affected the students’ motivation and perception in a university education course where English is taught as a foreign language. The lecturers, each functioned as the language class instructor, managed a 100-minute-session in a class consisted of about twenty students ranged from 18 to 21 years old. The setting was the University of Widya Mandala Catholic University Surabaya in which a sort of matriculation program called Intensive Course becomes a compulsory subject for the freshmen. The hypothesis established confirmed that in-class lecturer’s attitude and the peer-interaction affect students’ motivation in learning, compared to the material content being exposed. A set of questionnaire was used as an instrument for data collection and distributed to the sample of class participants of Intensive Course program. It was hoped that the result would contribute beneficial findings that confirm whether interactions happened fostered the learning motivation of the class participants and how it affected them. Result showed that the hypothesis was verified to some extent as the students under study stated that the quality of their peer interaction was one of the grounds that contributed security feeling they need to have in order to freely participate in the learning process without having had to fear of making mistakes. The other ground which is also crucial is the trait of the lecturers that motivate them to persistently continue learning English, found to be challenging to most. Such trait is characterized as being understanding and friendly toward students. It is then hoped that the teachers of English as a Foreign language would realize the importance of having necessary teaching personality that accentuate their classes.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133229865","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 complexities of skills in the Pronunciation created many hindrances for the students in mastering the Pronunciation Practice subject. Most of the first semester students of Adi Buana University were failed during the mid test since they have very little background knowledge of the Pronunciation skills and they tend to get bored during the teaching and learning activities. The writer tried to apply the story telling technique in the middle of the semester to foster the pronunciation skills to the first semester undergraduate students of English Department as well as to arouse the students' motivation in learning pronunciation. The result showed a significant progress on the final test score of the students and it also gave a good impact toward the students' motivation in learning Pronunciation.
{"title":"Students' Perception of the Use of Story Telling Technique to Improve Pronunciation Skills","authors":"Nukmatus Syahria","doi":"10.33508/mgs.v0i39.1368","DOIUrl":"https://doi.org/10.33508/mgs.v0i39.1368","url":null,"abstract":"The complexities of skills in the Pronunciation created many hindrances for the students in mastering the Pronunciation Practice subject. Most of the first semester students of Adi Buana University were failed during the mid test since they have very little background knowledge of the Pronunciation skills and they tend to get bored during the teaching and learning activities. The writer tried to apply the story telling technique in the middle of the semester to foster the pronunciation skills to the first semester undergraduate students of English Department as well as to arouse the students' motivation in learning pronunciation. The result showed a significant progress on the final test score of the students and it also gave a good impact toward the students' motivation in learning Pronunciation.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130722540","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}
There is a popular understanding among English learners that meaning lies in words. This is only partially true. In English monomorphemic words meaning lies in the single morphemes which are also the words. However, there are a lot of bimorphemic or polymorphemic words in English. The meaning of these words is determined by the units of meaning that combine into words. These units of meaning are called morphemes. Meaning lies in morphemes. In English the meaning of words lies in free morphemes, bound stems, prefixes, suffixes, and superfixes.
{"title":"English Morphology","authors":"D. W. Adisutrisno","doi":"10.33508/mgs.v0i33.607","DOIUrl":"https://doi.org/10.33508/mgs.v0i33.607","url":null,"abstract":"There is a popular understanding among English learners that meaning lies in words. This is only partially true. In English monomorphemic words meaning lies in the single morphemes which are also the words. However, there are a lot of bimorphemic or polymorphemic words in English. The meaning of these words is determined by the units of meaning that combine into words. These units of meaning are called morphemes. Meaning lies in morphemes. In English the meaning of words lies in free morphemes, bound stems, prefixes, suffixes, and superfixes.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130605231","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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