Hendra Tedjasuksmana
English Education Department Faculty of Teacher Training and Education Widya Mandala Catholic University Surabaya

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COGNITIVE LEARNING STRATEGIES OF NON-ENGLISH DEPARTMENT STUDENTS ON NOUN STRUCTURE Tedjasuksmana, Hendra; Yappy, Shierly Novalita
k@ta Vol 8, No 1 (2006): JUNE 2006
Publisher : Institute of Research and Community Outreach - Petra Christian University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (71.575 KB) | DOI: 10.9744/kata.8.1.51-67

Abstract

Learning English for non-English department students is not as easy as it seems. Besides, as much as it is necessary to know how successful learners learn, not less important is to know how less successful learners learn. Using think aloud method, this study aims at finding out the cognitive strategies used by the engineering department students in answering incorrectly problems on TOEFL noun structure-the grammar point in which students made the most errors. Findings uncover the students strategies and reasoning upon which pedagogical implications can be put forth so that more effective and fruitful instruction can be tailored.
The Variations of the English Noun Postmodifiers in The Undergraduate Students’ Compositions Ariwibowo, Seto; Tedjasuksmana, Hendra
BEYOND WORDS Vol 6, No 1 (2018)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1194.449 KB)

Abstract

This study investigated the acquisition of English noun post-modifiers in the compositions written by Writing III students of the English Department of Widya Mandala Catholic University Surabaya. It sought to discover the variations of English noun postmodification constructions, their complexity level, their accuracy, and their efficiency found in the end-of-term compositions of the students of Widya Mandala Catholic University Surabaya. The types of noun postmodifications, their complexity level, their accuracy, and efficiency of use may reflect the students’ level acquisition of the structures of the English noun post-modifications. The result showed eight of the nine types of postmodifiers were present, while one type was absent. The preposition phrase was the most dominant type postmodifier with 65.235% of occurrences. The embedding of the postmodified nouns was dominated by the zero embedding, while the rate of the single postmodification was also significantly high. Such dominances of preposition phrase, the zero embedding, and single postmodification, and the presence of such cases of lengthy and ambiguous structures noun postmodification indicate the students’ level of complexity of the structure of English noun postmodification, accuracy, and efficiency of the English noun postmodifications.
EFL Secondary Students’ Perceptions on Native and Nonnative English-Speaking Teachers Tjokrokanoko, Angelia; Tedjasuksmana, Hendra
BEYOND WORDS Vol 1, No 1 (2013)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (392.655 KB)

Abstract

This study examined the secondary students’ perceptions towards NESTs and NNESTs in an English course in Surabaya regarding the teachers’ teaching competence, cultural knowledge of English language teaching, teaching style, and classroom management. Most secondary students perceived both teacher groups were good at most categories. Using questionnaires distributed to 96 secondary school students of an English course who participated in this study, the researchers found that 38 students took part in doing a focus group interview. The interview was done to capture deeper perceptions that could be gained. The study reported that cultural knowledge of the English language teachers, especially the NESTs, exceeded that of the NNESTs. This research finding also proved that students perceived NESTs to be as good as NNESTs in such areas as teaching grammar, listening, reading, and writing. Furthermore, both NESTs and NNESTs were perceived to be not able to understand the students’ special needs since teachers at the the English course under study handled one level for about twelve meetings only.
Teachers’ Implementations of Teaching Techniques for Young Learners Diptoadi, Veronica Listyani; Mindari, Ruruh; Tedjasuksmana, Hendra
Celt: A Journal of Culture, English Language Teaching & Literature Vol 18, No 1: July 2018, Nationally Accredited
Publisher : Soegijapranata Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1026.524 KB) | DOI: 10.24167/celt.v18i1.836

Abstract

Although often taking part in seminars and workshops on how to teach English to their students, it seems that elementary school teachers of English (though not all) do not really implement what they have received in their classrooms. The seminar that the English Department of Widya Mandala Surabaya Catholic University held on the 8th of August 2015 was a workshop where the participants, the elementary school teachers of English, were trained to demonstrate how to use drama, storytelling, games and songs as techniques in teaching English to their students. They were expected to be able to use these techniques in their respective classrooms. The techniques became the alternatives to the current techniques being practiced at schools to enliven the learning atmosphere. Therefore, this study which is the third level or the last level of our project on developing an English handbook for English teachers at elementary schools, is in the form of an observational study describing how the teachers implemented the techniques -- drama, storytelling, games and songs -- in their respective classrooms, students’ responses and   what problems took place when the teachers were carrying out the techniques. The results show that the teachers were able to teach those techniques in their classes, students actively took part more actively in their English class, and they liked games and songs much.
Using Computer-Based Timeline Media to Teach English Tenses Teopilus, Susana; Tedjasuksmana, Hendra; Lestariningsih, Diana
Beyond Words Vol 7, No 1 (2019)
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (618.664 KB) | DOI: 10.33508/bw.v7i1.1833

Abstract

The difference between English and Indonesian in the aspect of verb forms poses a big problem to Indonesian learners in learning the English Tenses. Indonesian learners are often unaware of the English time concept which affects verb forms. To overcome the problem, in this three-year research, Teopilus et al. have developed computer-based timeline media to teach the English Tenses. To find out the effectiveness of the developed media, 251 students from 4 (four) different senior high schools were given the instructions of the English Tense(s) using the timeline media. These subjects were given a pretest prior to the instruction and a posttest after it. The pretest scores and the posttest scores were statistically compared using the t-test formula. To obtain the users’ opinions on the developed media, a questionnaire was distributed to 7 (seven) English teachers. The results of the data analysis yield the following findings: (1) There is a significant increase from the average of the subjects’ pre-test scores to their post-test scores, and (2) The results of the users’ questionnaires also give positive responses to the developed timeline media. This implies that the computer-based timeline media developed in this research helps Indonesian learners comprehend the English Tenses better