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TEFLIN Journal: A publication on the teaching and learning of English
Published by Association of Teachers of English as a Foreign Language in Indonesia
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
The Journal of International Commercial Law and Technology (JICLT) is a peer-reviewed free open-access scholarly journal dedicated to furthering the understanding of international commercial law and technology. It is published by the International Association of IT Lawyers (IAITL). The journal is a quarterly publication in online formats. By publishing on-line, a scholar’s research is made available more quickly and is available to those who do not have access to a well stocked research library. Submitted articles are reviewed anonymously and are subjected to a rigorous editorial process. The journal aims to stimulate research and become a major publication which will provide an opportunity for academics, practitioners and consultants from different backgrounds to discuss the significant legal developments in commercial law and diverse aspects of information technology. We invite authors to submit original manuscripts for consideration ranging from full articles to book reviews.
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Articles 10 Documents
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Search results for , issue " Vol 12, No 1 (2001)" : 10 Documents clear
Empowering College Student Writers Through Collaboration A. Chaedar Alwasilah
TEFLIN Journal: A publication on the teaching and learning of English Vol 12, No 1 (2001)
Publisher : TEFLIN

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Abstract

This study aimns at describing the effectiveness of collaborative writing as perceived by students of writing course at a university level. This study also aimns at describing the effectiveness of collaborative writing compared with the common practice of writing in high schools. Two groups of students were involved. They were asked to read an opinion article from newspaper published in Indonesia and to critique it in Indonesian. The results show that the respondents are likely to appreciate the experience of mutiple drafting. The students writing become not mere assigments, but the heart and soul of the entire term. As an implication of this study, it is suggested that the students be considered as apprentice writers filled with potential in the process of collaborative writing.
Language Learning Strategies: Classification and Pedagogical Implication Ag. Bambang Setiyadi
TEFLIN Journal: A publication on the teaching and learning of English Vol 12, No 1 (2001)
Publisher : TEFLIN

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Abstract

Many studies have been conducted to explore language learning strategies (Rubin, 1975, Naiman et . al ., 1978; Fillmore, 1979; OMalley et . al ., 1985 and 1990; Politzer and Groarty, 1985; Prokop, 1989; Oxford, 1990; and Wenden, 1991). In the current study a total of 79 university students participating in a 3 month English course participated. This study attempted to explore what language learning strategies successful learners used and to what extent the strategies contributed to success in learning English in Indonesia . Factor analyses, accounting for 62.1 %, 56.0 %, 41.1 %, and 43.5 % of the varience of speaking, listening, reading and writing measures in the language learning strategy questionnaire, suggested that the questionnaire constituted three constructs. The three constructs were named metacognitive strategies, deep level cognitive and surface level cognitive strategies. Regression analyses, performed using scales based on these factors revealed significant main effects for the use of the language learning strategies in learning English, constituting 43 % of the varience in the posttest English achievement scores. An analysis of varience of the gain scores of the highest, middle, and the lowest groups of performers suggested a greater use of metacognitive strategies among successful learners and a greater use of surface level cognitive strategies among unsuccessful learners. Implications for the classroom and future research are also discussed.
Organizational Patterns of english and Foreign Texts for Language Teaching: A Contrastive Analysis Fabiola D. Kurnia
TEFLIN Journal: A publication on the teaching and learning of English Vol 12, No 1 (2001)
Publisher : TEFLIN

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Abstract

The purpose of this paper is to analyses the organizational patterns of imaginative English and foreign texts in an English speaking community of a mixed cultural literaty work. A contrastive list of foreign English text in Galsorthys Quality and the standard English texts was used as the data. The data were then analysed according to the organizational patterns of sound systems, grammatical structures, vocabulary system, and cultural features. The analysis suggests that foreign English texts offer a source of systematic preliminary study of language. The conversations in the work of literature provides the learners with sample apractice to recognize the standard of language correctness and the non-standard language variations.
Implementing Task-Based Instruction to Facilitate Language Learning: Moving Away from Theory Aileen Griffiths
TEFLIN Journal: A publication on the teaching and learning of English Vol 12, No 1 (2001)
Publisher : TEFLIN

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Abstract

The use of tasks has gained growing acceptance in the field of language teaching. In the task-based teaching, the organization of th language classroom is learner-centered and the learning activities involve communicative language use. This paper discuss task-based teaching by presenting a brief overview of its underlying rationales. The rationales for incoporating task-based activities are dirived from the psycholinguistic and pedagogical perpectives. Some practical insights in this paper might be useful for English teachers and language experts.
Negotiation of Meaning and Language Acquistion by Indonesia EFL Learners Hery Hery
TEFLIN Journal: A publication on the teaching and learning of English Vol 12, No 1 (2001)
Publisher : TEFLIN

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Abstract

This study was aimed at investigating negotiation of meaning among Indonesian learners of EFL in English interaction. It was also intended to examine which type of tasks stimulate the learners to negotiate meaning. Forty undergraduate students were involved in this study. Information gap, jigsaw, and role-play tasks were given to students for dyadic interactions. The results show that the information gap tasks were more productive than the other two types of tasks. The study also shows that more interaction and negotiation of meaning were produced by the learners in the same gender and the same proficiency dyads when they were assigned the information gap and jigsaw tasks.
Maximing Learning Strategies to Promote Learner Autonomy Junaidi Mistar
TEFLIN Journal: A publication on the teaching and learning of English Vol 12, No 1 (2001)
Publisher : TEFLIN

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Abstract

Learning a new language is ultimately to be able to communicate with it. Encouraging a sense of responsibility on the part of the learners is crucial for training them to be proficient communicators. As such, understanding the strategies that they employ in acquiring the language skill is important to come to ideas of how to promote learner autonomy. Research recently conducted with three different groups of learners of English at the tertiary education level in Malang indicated that they used metacognitive and social startegies at a high frequency, while memory, cognitive, conpensation, and affective strategies were exercised at a medium frewuency. This finding implies that the learners have acquired some degrees of autonomy because metacognive strategies requires them to independently make plans for their learning activities as well as evaluate the progress, and social strategies requires them to independently enhance communicative interactions with other people. Further actions are then to be taken increase their learning autonomy, that is by intensifying the practice of use of the other four strategy categories, which are not yet applied intensively.
Should We Teach English Early? (Some Considerations) Patuan Raja
TEFLIN Journal: A publication on the teaching and learning of English Vol 12, No 1 (2001)
Publisher : TEFLIN

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Abstract

English has been introduced in early levels of elementary schools apparently based on the assumption the earlier the better. The present article reviews some literature on the ralation between age and second language acqusition and has to conclude that the assumption does not have solid foundation. It also discusses the implications relevant to Indonesian context, especially concerning amount of instructional time, educational value, and resources.
The effect of Learning Styles to Build Learner Autonomy Ratna Sajekti Rusli; Helena D.; Soegiarto Soegiarto
TEFLIN Journal: A publication on the teaching and learning of English Vol 12, No 1 (2001)
Publisher : TEFLIN

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Abstract

The purpose of this study was to investigate the effect of field-dependent and field-independent cognitive learning styles on learning achievement and the relation between cognitive learning and gender. The subjects were SMU students of Social Science (IPS) and Mathematics and Natural Science (IPA) classes of SMUK Triyana. The scores of summative test od several school subject matters were used as the data. The results show that cognitive learning styles do not have any effect on the students acievement on History subject matter. However, cognitive learning styles influence English learning. This study also shows that gender does not affect achievement.
Thesis and Research Writing in English by Indonesian Higher Degree Students Studying Overseas Lloyd Holliday
TEFLIN Journal: A publication on the teaching and learning of English Vol 12, No 1 (2001)
Publisher : TEFLIN

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Abstract

Indonesian Research Degree Student studying overseas in Australian Universities, ie. those undertaking a PhD, EdD, or Master Degree by Coursework and Minor Thesis, have exactly the same problems in thesis writing as local Australian students. They may have minor problems of language in writing in English as a result of transfer from Bahasa Indonesia. But the major problems of all first time research degree students is learning how to become researchers and how to present their research in a discourse format as a thesis or dissertation that has become the assepted norm internationally. This paper firstly examines some of the common surface written language problems of Indonesian Higher Degree Students. This data id drawn from an analysis of actual drafts of these written over the last ten years by a range of Indonesian students. Secondly, the paper discusses the nature of developing as a researcher and the associated problems of how this influences the presentation of research. And thirdly, the paper reflects on ways in which the process of learning of think and write as a researcher can be facilitated.
The Use of Bahasa Indonesia in the ELT Classroom Baharuddin Pasaribu
TEFLIN Journal: A publication on the teaching and learning of English Vol 12, No 1 (2001)
Publisher : TEFLIN

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Abstract

This paper presents a survey of use of Bahasa Indonesia in ELT classroom. The respondents of this survey were 265students from various private universities in Bogor . It was assumped that all respondents who answered the questionnsires understood the aims of the survey. The results show, among others, that many of the students stated that Bahasa Indonesia should be used in ELT classroom and almost half the number of the students liked their teachers use of Bahasa Indonesia. Some required conditions to use Bahasa Indonesia include the difficultly of the concepts to be explained, the degree of comprehension of the students, and class administration.

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