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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 16 Documents
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Search results for , issue " Vol 14, No 1 (2003)" : 16 Documents clear
30 Years of TEFL/TESL: A Personal Reflection Jack C Richards
TEFLIN Journal: A publication on the teaching and learning of English Vol 14, No 1 (2003)
Publisher : TEFLIN

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Abstract

This paper tries to answer eight questions, which are as follows. (1) What are the goals of teach English?; (2) What is the best way to teach a language?; (3) What is the role of grammar in language teaching?; (4) What processes are involved in second language learning?; (5) What is the role of the learner?; (6) How can we teach the four skills?; (7) How can we access students learner?; (8) How can we prepare language teachers?
Cross-cultural Understanding: A Dilemma for TEFL E. Sadtono
TEFLIN Journal: A publication on the teaching and learning of English Vol 14, No 1 (2003)
Publisher : TEFLIN

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Abstract

Language is inseparable from culture, consequently when we teach a foreign language we should also teach its culture, it is an axiom. However, as English now belongs to the world as its lingua franca, used as a native language by several different nationalities, the nagging question is ‘Whose culture do we have to learn? In a TEFL country such as Indonesia, teaching cross-cultural understanding is extremely difficult for various reasons and whether it is actually necessary to teach it considering the objectives of TEFL in Indonesia, the limited time allotment for teaching the language itself, the immense amount of materials to be covered, the lack of resources and the teachers questionable competence in handling the subject. This paper will discuss the background of CCU, the problems involved in teaching CCU and offer tentative solutions.
Translation in the Teaching of a Foreign Language As a Means and As an End Suparmin Suparmin
TEFLIN Journal: A publication on the teaching and learning of English Vol 14, No 1 (2003)
Publisher : TEFLIN

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Abstract

In the history of foreign language teaching translation has alternately been praised and condemned. Unfortunately, the praise and condemnation were based on a rather simplistic, biased, and extreme view of the role of translation. In this view no clear, explicit distinction was made between translation as a means and as an end although in practice people already showed a tendency to be more concerned with one aspect than the other. Moreover, in their treatment of translation people tended to take an “either … or …” position. Either take it or leave it. This paper proposes a more explicit, balanced, and moderate attitude towards translation and its two aspects. It is suggested that a clear distinction be made between translation as a means and as an end and that each be treated accordingly in a better programmed way. The treatment should consider the level of instruction. At the beginning level translation should be treated more as a means than as an end. Gradually, as the level of instruction progresses the role of translation as a means is reduced, while its role as an end is increased so that at the more advanced levels translation will be treated more as an end than as a means. Accordingly, translation should not be totally abandoned or too liberally used. However, the use and disuse should be based on a careful and well-prepared program. In line with the idea that translation be treated as an end at the more advanced level, and considering its importance for a developing nation, it is also proposed here that translating be adopted as a “fifth skill” to be pursued.
Education Reform and Its Implication for EFL Teachers Competencies Suwarsih Madya
TEFLIN Journal: A publication on the teaching and learning of English Vol 14, No 1 (2003)
Publisher : TEFLIN

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Abstract

The teaching of English as a foreign language in Indonesia (abbreviated TEFLIN hereafter) takes place within the context of the national education system, which is also influenced by what happens in other major systems of which one is the political system. It follows that whatever change happens in the political system will certainly affect the education system, and whatever happens in the education system will in turn influence TEFLIN. The shift from the centralized to decentralized system of government, as stipulated in Law No. 22 of 1999, has required fundamental changes in the education system. Through an Education Bill, passed on June 11, 2003 by the Parliamnet, major changes have been proposed, with the shift from a highly centralized system to decentralized open system being the most fundamental reform. School-based management requires active participation of all stakeholders in the decision-making processes. All of these changes certainly have implications for TEFLIN in general and EFL teachers competencies in particular.
Trained Peer Response to Develop EFL Students Positive Attitudes toward Peer Response Utami Widiati
TEFLIN Journal: A publication on the teaching and learning of English Vol 14, No 1 (2003)
Publisher : TEFLIN

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Abstract

This article reports part of a broader action-research study on training EFL students in the use of strategies for effective peer response. Surveys using questionnaires were conducted among 20 university students involved in the action research to measure the changes in attitudes toward peer response before and after the classroom-based action research. The findings suggest that significant changes were obtained in all the questionnaire items regarding attitudes toward peer response. The students indicated that classmates oral and written comments helped them enrich the content of their writing, improve the organization of their writing, and improve the language (including grammar and vocabulary) of their writing.
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

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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.

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