Garuda - Garba Rujukan Digital

Article Per Year (5 Year)

All

ASIAN TEFL

asiantefl
Website

Published by Pusat Pelatihan, Riset, dan Pembelajaran Bahasa Samarinda

ISSN : 25275038 EISSN : 25032569 DOI : -

Core Subject : Education,

Education Languange, Linguistic, Communication & Media

ASIAN TEFL; e-ISSN: 2503-2569, p-ISSN: 2527-5038; Journal of Language Teaching and Applied Linguistics, a peer-reviewed journal, is an interdisciplinary publication of original research on ELTand Linguistics. The journal aims to provide a forum for scholarly understanding and promote the process of knowledge, values, and skills. The journal encompasses research articles, original research report, reviews, and scientific commentaries in Language Learning and linguistics.

Arjuna Subject : -

Articles 5 Documents

Search results for , issue "ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 1 (1), 2016" : 5 Documents clear

The Secondary School Students’ Usage of English Learning Websites to Self-Correct Writing Errors Alia Nur Dodgson Bt Tariq; Masdinah Alauyah Md. Yusof
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 1 (1), 2016
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

Corrective feedback (CF) is an inevitable teaching strategy carried out by educators, especially in an English Language classroom. Past studies have shown that corrective feedback is effective; however, indirect corrective feedback seems to have a variety of issues that has caused it to be unsuccessful. Some studies found that one of the setbacks of indirect corrective feedback is students are still having difficulties in dealing with and learning from the indirect corrective feedback itself. Students could not rectify their errors as they do not have sufficient linguistic knowledge to facilitate them, especially when they have to deal with complex linguistic errors all by themselves. Hence, this research was carried out to address this problem via the utilization of the English Language learning websites as the reference materials for the students to deal with complex linguistic errors. It was hoped that the students would be able to deal with indirect corrective feedback and successfully self-correct their errors. The qualitative research approach was employed in this research, where participants recorded their usage of the English Language learning websites in a logbook. Five randomly selected participants were interviewed to obtain a more comprehensive understanding of their experience, feedback and comments. The results showed that there were positive reactions and comments which indicated that the use of the English Language learning websites has been successful in assisting the participants in dealing with indirect corrective feedback and in doing self-correction. However, there were also negative reactions to be taken into account. Thus, this presentation will highlight some insights from the research.

Diversifying Tasks in the English Language Classroom Ramiaida Darmi; Fariza Puteh Behak; Yuslina Mohamed
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 1 (1), 2016
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

The use of tasks in the language classroom has been one of the current trends in language teaching. According to Edwards and Willis (2005), task-based language teaching (TBLT) provides contexts for activating learner acquisition processes and promotes second language (L2) learning. This paper reports a study that explores a diverse use of tasks in the English language classroom. The aim of the paper is to describe a task designed for low proficiency L2 learners’, and to explore learners’ task performance and their use of the L2 in the tasks. The study took place in a tertiary setting in Malaysia, and involved fourteen L2 learners. The task was designed based on Cummins’ (1981) framework, which focuses on the role of context and cognitive demands in language development. Learners’ worked in pairs, and were observed in the classroom. Each pair of learners’ discussions was audio-recorded, which were later analysed for their L2 use. Results indicated that learners’ L2 use increased when contextual support is high and cognitive demands is low. This suggests that designing tasks with higher order thinking is a challenge for teachers especially when it involves tertiary learners and requires learners to communicate more in their L2.

Challenges in the Application of Genre Theory to Improve L2 Academic Writing: Effective Reports and Assessment Maria Martinez Lirola; Derek S. Irwin
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 1 (1), 2016
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

This paper examines the application of a systemic-functional linguistic (SFL) Genre Theory approach to an L2 classroom in Spain, where English systems and their formal and functional characteristics were explicated in the teaching-learning process in order to help students improve their writing skills. It analyses various facets of the effectiveness of this approach through a careful consideration of student report writing, first by analysing the assessors’ marking parameters and concentration, and second by thoroughly going through the papers themselves to summarise the nature and quantity of the various writing issues, paying particular attention to areas in which the existing assessment was questionable, incorrect, or not indicating errors in standard English.

The Quality of Essay Writing of Indonesian EFL Learners Qonitatun Qonitatun
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 1 (1), 2016
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

There is an assumption that the writing ability of the forth semester students have been improved because the students have learned about how to develop paragraph in writing I, writing II, and writing III subject, so they are expected able to develop an essay. The purposes of the study are to describe the organization of the essay developed by the students of Widyagama University and to know the grammar problems found in the sentences of the essay developed by the students of Widyagama University. Based on finding and discussion of the research, the researcher concludes that the organization of the essays that developed by the research subjects is poor. Only one essay has a complete organization. The developing paragraph of each essay is also poor. Most of the paragraphs don’t have concluding sentence. Generally, the essays had covered four types of the sentences; simple sentence, compound sentence, complex sentence, and compound-complex sentence. However, the essays are dominated by only one type of sentences, simple sentence. The grammar problems that found are fragment sentence, the errors of subject-verb agreement, and the errors in using coordinating conjunction

Psychological Factors Affecting EFL Students’ Speaking Performance Ariyanti Ariyanti
ASIAN TEFL Journal of Language Teaching and Applied Linguistics ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 1 (1), 2016
Publisher : Lecturer Association of Linguistics, Language Teaching, and Literature Studies in Indonesi

Speaking has become one of important skills in learning a language especially English. Particularly, to speak in English for EFL student is not easy and need much effort to produce acceptable utterances in English. This article is aimed to investigate psychological barriers faced by Indonesian students which affect their speaking performance. Moreover, as this research is a qualitative study, direct observation is done to capture all of phenomenon happened in the speaking class in natural setting. In addition, interview is also conducted by the researcher to know what psychological factors influence their oral performance in the class. The research findings from observation and interview show that the students tend to feel anxious when performing their speaking because they are afraid of making mistakes. The feeling of fear of making mistakes, somehow related to the students’ lack of self-esteem in using English so that they often combine their speaking with their mother tongue. Psychological barriers also appear in discussion session, where in this case some students do not want to participate because they are too afraid of making mistakes, lack of self-esteem and motivation so they prefer to keep silent in the class. From the natural phenomenon happened in the speaking class, it can be concluded that psychological factors which hinder the students in performing their speaking are possibly caused by the feeling of too worried of making mistakes and the lack of self-esteem which are related to shyness and their anxiety level. By looking at this phenomenon, it is better for teacher to give their students assistance so that they can perform their English speaking better

Page 1 of 1 | Total Record : 5

Filter by Year

2016 2016

Filter By Issues

All Issue ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 5(1), 2020 ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 4(2), 2019 ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 4(1), 2019 ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 3(2), 2018 ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, VOL 3(1), 2018 ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 2(2), 2017 ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 2(1), 2017 ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 1 (2), 2016 ASIAN TEFL: Journal of Language Teaching and Applied Linguistics, Vol 1 (1), 2016

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota samarinda,

Kalimantan timur

INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Home Page

OAI Link

Editorial Team

Contact

Reviewer

Google Scholar

Contact Name -

Contact Email -

Phone -

Journal Mail Official -

Editorial Address -

Location Kota samarinda, Kalimantan timur INDONESIA

Abstract

Abstract

Abstract

Abstract

Abstract

Contact Name
-

Contact Email
-

Phone
-

Journal Mail Official
-

Editorial Address
-

Location
Kota samarinda,

Kalimantan timur

INDONESIA