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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.
Arjuna Subject : -
Articles 7 Documents
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Search results for , issue " Vol 13, No 2 (2002)" : 7 Documents clear
News and Views on TESOL at the Start of the 21" Century Barbara Mullock
TEFLIN Journal: A publication on the teaching and learning of English Vol 13, No 2 (2002)
Publisher : TEFLIN

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Abstract: Teachers of English as a Foreign Language can often feel out of touch with developments in TESOL in native English speaking countries. Information about developments may arrive in sporadically, in discontinuous spurts, and they may not be sure about the accuracy of the picture they are getting, or about how they should be teaching. This paper is a personal attempt to trace important developments and issues in TESOL over the last 25 years, and to suggest ways in which these can affect the performance of the classroom EFL teacher. A number of important recent developments and issues discussed here, including the analysis of language (particularly in ESP) and the teaching of grammar, task-based learning, second language acquisition, and Critical Pedagogy.
Developing Standards for EFL in Indonesia as Part of the EFL Teaching Reform Suwarsih Madya
TEFLIN Journal: A publication on the teaching and learning of English Vol 13, No 2 (2002)
Publisher : TEFLIN

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Abstract

Abstract: The teaching of English in Indonesia has so far been unable to reach its declared goal, which is the students mastery of the English macro skills listening, speaking, reading, writing. Various factors have certainly contributed to this failure, but the highly centralized curriculum has been one of the many to be blamed for it. The new system of regional autonomy gives ample opportunity to schools/ regions to develop their own curricula. This will lead to the need for the establishment of standard of English to ensure the achievement of the ultimate goal of teaching English throughout the country. This paper suggests that the development of standards for English should involve as many parties concerned as possible, including EFL teachers, EFL teacher educators, and users of school graduates. Another suggestion made related to the aspects to be covered in the standards, namely (1) the qualification of EFL policy makers, EFL teacher educators, and EFL teachers; (2) class size, (3) facilities and equipment, and (4) assessment and evaluation.
Bringing Reflections into the TEFL Classrooms M Sri Samiati Tarjana
TEFLIN Journal: A publication on the teaching and learning of English Vol 13, No 2 (2002)
Publisher : TEFLIN

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Abstract

Abstract: Reflective practice is defined by John Dewey as a proactive, ongoing examination of beliefs and practices, their origins and impacts. In the reflective practice, the teacher and learners are engaged in a continuous cycle of self-observation and self-evaluation in order to understand their own actions and reactions, and thereby develop the teaching-learning process on an on-going basis. While English is regarded as compulsory in the preparation of more qualified human resources for the country, there are still complaints about the low English mastery of the majority of secondary and tertiary education graduates in Indonesia. It seems likely that bringing the reflective practice in the TEFL classrooms will help improve the teaching-learning of English in a more caring and responsive manner. It is expected that this will not only improve the English mastery, but also develop personal talents and capacities of the learners. The features of reflective practice in TEFL and their advantages for personal and professional development will be further discussed.
Teachers Questions in Reading Classes Zuliati Rohmah
TEFLIN Journal: A publication on the teaching and learning of English Vol 13, No 2 (2002)
Publisher : TEFLIN

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Abstract: The present paper discusses an English teachers questions in Reading classes at MAN Malang III. Types of questions, functions of teachers questions, question levels and the strategies applied by the teacher were put as the research problems. Non-participant observa­tion was applied to collect the data with the researcher as the main in­strument aided by field-notes and a tape recorder. It was found that the distribution of the questions did not allow the students to talk longer and to think more analytically. Meanwhile, the strategies applied by the teacher helped the students to respond to the questions previously unanswered. The teacher is suggested to produce more open and refer­ential question as well as inference and evaluation questions as to give more chances for the students to think aloud more.
Come to an Enjoyable Class: EFL Extensive Reading Arwijati Wahjudi
TEFLIN Journal: A publication on the teaching and learning of English Vol 13, No 2 (2002)
Publisher : TEFLIN

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Abstract: This paper argues that an Extensive Reading Class is not a place for reading only, where students read and, therefore, may become better readers. In fact, lots of interaction among students, between student(s) and teacher, can happen, and this happens in an EFL natural situation. The students have something to talk about and are ready to share with the teacher and the other students what they have read. Questions asked are real questions, not comprehension or leading questions. Higher level questions, asking for opinions and feelings, are asked without the students being told to ask these kinds of questions. Students opinions and feelings are expressed simply because they are necessary. Because of its potential as a place where students can exercise somewhat real language with little burden, if any, the writer suggests that Extensive Reading courses be offered at all levels in the English Department, starting from the first year.
Drama Performance: Its Impacts on StudentsProficiency in the EFL Outside the Classroom Setting I Ketut Warta
TEFLIN Journal: A publication on the teaching and learning of English Vol 13, No 2 (2002)
Publisher : TEFLIN

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Abstract: Disability to function in oral and written English has been serious problems among students in higher education learning. This study is an attempt made to find out possible solutions to such problems through drama performance. The study is experimental in which subjects of different groups in the study were provided with different treatments. Data analysis show that students performance level developed from basic to intermediate, from being marginal user to modest.
A Survey Of Teacher and Student Beliefs in Singapores Polytechnics Fazilah Mohamed Ismail
TEFLIN Journal: A publication on the teaching and learning of English Vol 13, No 2 (2002)
Publisher : TEFLIN

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Abstract

Abstract: Language teaching has been focused mainly on teachers classroom actions and behaviours and their effects on learners. It is acknowledged that teacher knowledge and beliefs form the underlying framework guiding a teachers classroom practices. However, not to be ignored are learners beliefs about teaching and learning which influence how they approach learning. Thus, teachers need to be informed about learners beliefs so that they can better understand and manage their teaching as well as their students learning. The purpose of this study is to investigate similarities and differences between teachers and students beliefs. Sixty-two English language teachers and 164 students from the four polytechnics in Singapore participated in the study. Data for this study came from these teachers and students responses to a survey questionnaire designed to elicit information about some aspects of their beliefs. In this paper, we will report on some pedagogically interesting differences in certain areas of teachers and students beliefs (e.g., What constitutes good teachers/learners, why learners fail to learn English). We will also discuss the implications of these differences for language teaching and learning.

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