Article Per Year (5 Year)
p-Index From 2021 - 2026
0
P-Index
This Author published in this journals
All Journal TEFLIN Journal: A publication on the teaching and learning of English
Wuri Soedjatmiko
Widya Mandala Catholic Universty Surabaya
Languange, Linguistic, Communication & Media

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Foreign Language Writing and Translation Wuri Soedjatmiko; Agnes Santi Widiati
TEFLIN Journal: A publication on the teaching and learning of English Vol 14, No 1 (2003)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In L1 writing, every writer is said to have experienced writers block. To overcome this writers are suggested that they continue writing without stopping to edit typing mistakes or find appropriate words. Using 14 fourth-semester students of the English Department whose L1 is Indonesian as subjects, and consulting experts findings and experience in writing, this study attempts to qualitatively describe the flow of thoughts of the subjects while writing in English, i.e., whether or not they think in bahasa Indonesia and translate it into English. Three steps are employed. The first is by evaluating the subjects first writing draft to see whether or not they choose appropriate words, compose sentences, and put them in coherent paragraphs. Some guiding assumptions are drawn from their work on the strategies utilized to overcome writers block. The second step is checking through open interviews. The last step sees whether or not the strategies are related to the writers language competence as shown by the average of subjects grades in dictation, reading, writing and structure from Semester 1 to Semester 4. The findings show that strategies used whether or not translation is used are not affected by the subjects language competence. Almost all subjects think in bahasa Indonesia and translate their thoughts into English. From the four subjects who claim to always write directly in English, only two write clearly and well-organized writing, and one of them the best of all even says that she does not hesitate to consult dictionary if necessary. This study then suggests the teaching of EFL writing in class encourage students to think in Indonesian. In writing the first draft, students should be allowed or advised to write the Indonesian expressions to maintain the flow of their writing.
Teaching Writing Using Electronic Portfolio in the Multimedia Lab at Widya Mandala Surabaya Catholic University Wuri Soedjatmiko; Johanes Leonardi Taloko
TEFLIN Journal: A publication on the teaching and learning of English Vol 14, No 2 (2003)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This paper attempts to share the teaching of descriptive writing using electronic portfolio (e-portfolio) in the multimedia lab where students can write according to their own pace. Given indivi-dual electronic folders, they can continue writing whenever they want. The students can revise their first draft following comments given by the tutor or peers, or continue to the next assignment put in the tutors folder. Microsoft Word also provides tools, "track changes " and "insert and view comments", which enable students to freely and responsibly accept or reject suggestions given by the tutor. As a result, corrections, comments and revisions have caused improvements in describing things in more detailed ways, and less on the grammar and vocabulary mastery. However, only 25% of the students think their progress relates to an ability to better describe things; the rest believe their improvements are more in grammar and vocabulary mastery. E-portfolio provides a lot of practice, which enables the students to directly read comments and corrections given by the tutor and peers. Another significant finding is that the tutor must use various delivery techniques to cope with students different learning preferences.
Foreign Language Writing and Translation Wuri Soedjatmiko
TEFLIN Journal: A publication on the teaching and learning of English Vol 13, No 1 (2002)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: In LI writing, every writer is said to have experienced writers block. To overcome this writers are suggested that they continue writing without stopping to edit typing mistakes or find appropriate words. Using 14 fourth-semester students of the English Department whose LI is Indonesian as subjects, and consulting experts findings and experience in writing, this study attempts to qualitatively describe the flow of thoughts of the subjects while writing in English, i.e., whether or not they think in bahasa Indonesia and translate it into English. Three steps are employed. The first is by evaluating the subjects first writing draft to see whether or not they choose appropriate words, compose sentences, and put them in coherent paragraphs. Some guiding assumptions are drawn from their work on the strategies utilized to overcome writers block. The second step is checking through open interviews. The last step sees whether or not the strategies are related to the writers language competence as shown by the average of subjects grades in dictation, reading, writing and structure from Semester 1 to Semester 4. The findings show that strategies used whether or not translation is used are not affected by the subjects language competence. Almost all subjects think in bahasa Indonesia and translate their thoughts into English. From the four subjects who claim to always write directly in English, only two write clearly and well-organized writing, and one of them the best of all even says that she does not hesitate to consult dictionary if necessary. This study then suggests the teaching of EFL writing in class encourage students to think in Indonesian. In writing the first draft, students should be allowed or advised to write the Indonesian expressions to maintain the flow of their writing.
Co-Authors Agnes Santi Widiati Johanes Leonardi Taloko