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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 7 Documents
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Search results for , issue " Vol 15, No 1 (2004)" : 7 Documents clear
Challenges in Implementing Competency-based English Language Teaching at University Level Angelika Riyandari
TEFLIN Journal: A publication on the teaching and learning of English Vol 15, No 1 (2004)
Publisher : TEFLIN

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Abstract

Competency-based curriculum has been widely implemented by many higher institutions in Indonesia. It is expected that the competency-based curriculum, which puts more emphasis on the needs of job market, prepare students for specified tasks. Competency in a general sense can be seen from the task performance. English language competency is one of the basic competencies which should be acquired by a university graduate in order to enter international market and survive the global competition. The institution which offers English language as part of their curriculum must answer the demand for an English language competent graduate by preparing the best way to teach the language. This article examines the steps to develop a competency-based English language teaching where students attitude and achievement comprise the important segments of evaluation. It focuses on the challenges, which will probably be faced by the teachers in implementing this competency-based teaching at the university level.
Students Age at which EFL is Introduced in Schools and Educational Outcomes Chuzaimah Dahlan Diem
TEFLIN Journal: A publication on the teaching and learning of English Vol 15, No 1 (2004)
Publisher : TEFLIN

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Abstract

This study tries to see the relationship between the age at which EFL is introduced in public schools and educational processes and outcomes. A survey involving 229 students from elementary and junior high schools in Palembang is conducted. The population consists of those who have never taken extra non-formal English courses. These students are given the same English tests comprising mostly vocabulary and reading comprehension followed by a small portion of grammar. It is hypothesized that those who start learning English earlier have better achievement. Curriculum, intensity of instruction, teacher education level, years of ELT experience are considered in the analysis, in addition to class size, students SES and gender. Stepwise regression analysis is applied to identify which variable contributes to students outcomes. The results show there is no correlation between age alone and the students EFL achievement. However, negative significant correlation is found between the students achievement and teacher education level and also between the students achievement and SES. Finally, some implications of research for theory, policy, and practice are suggested.
Setting Up New Standards: A Preview of Indonesias New Competence-Based Curriculum Helena I.R. Agustien
TEFLIN Journal: A publication on the teaching and learning of English Vol 15, No 1 (2004)
Publisher : TEFLIN

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Abstract

This paper aims at describing some theoretical foundations as well as practical considerations underlying the new competence-based curriculum. First, a pedagogically motivated model of communicative competence (CC) suggested by Celce-Murcia et al. (1995) is discussed. Second, a systemic functional view regarding the relations between text, context of situation and context of culture (Halliday 1985) relevant to the production of various genres is also a central issue. Third, literacy levels - performative, functional, informational, epistemic (Wells 1991) - have also been taken into considerations. Fourth, the curriculum regards meanings as its top priority and, metafunctions (Halliday 1978) are of primary importance. Finally, similarities and differences of spoken and written language (Halliday 1986) that tend to be overlooked in the previous/existing curricula are now illuminated.
Developing Standards for Language Teacher Education Programs in Indonesia: Professionalizing or Losing in Complexity? Luciana Luciana
TEFLIN Journal: A publication on the teaching and learning of English Vol 15, No 1 (2004)
Publisher : TEFLIN

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Abstract

Setting standards for language teacher education programs, materials, and evaluation sparks some hope in attempts to improve the quality of the programs. Yet, this very fact augmented by my examination of ten language teacher education programs in Java, Bali, and Lampung (FKIP and PGRI) triggers a critical look at the idea of standard development. In particular, I would like to explore whether it can lead to a better professionalism or we are just lost in the complexity of the standardization itself. This paper consists of four sections. Departing from an overview of language teacher education programs in Indonesia and the theoretical foundations, some major problems in this area are identified. Following this, the discussion is focused on the idea of standard development for language teacher education programs in Indonesia. Eventually, some suggestions are put forth to highlight the need for establishing coherent curriculum framework bridging the two realms of language teacher education and school milieu as well as providing learners with knowledge base that enables them to cope with complex demands of school settings and more essentially, to act as an agent in the social change process.
Teacher Self-Evaluation Models As Authentic Portfolio To Monitor Language Teachers Performance Singgih Widodo
TEFLIN Journal: A publication on the teaching and learning of English Vol 15, No 1 (2004)
Publisher : TEFLIN

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Abstract

Many principals or heads of English departments usually use supervising checklists to monitor or evaluate their teachers performance. As a matter of fact, teachers may not feel satisfied with the feedback they have got from their superiors. This paper aims at inspiring them with ideas of self-learning to improve their own teaching performance for professional development. In this paper, the writer would like to share his own experience as a principal and a head of the English department by exploring self-evaluation models to monitor language teachers performance in the classroom. For this purpose, it is necessary to identify the needs of language teachers and later this teacher portfolio may also help principals or head of the department evaluate their teachers performance.
The Neuropsychological Basis of Lexically-based Language Teaching Siusana Kweldju
TEFLIN Journal: A publication on the teaching and learning of English Vol 15, No 1 (2004)
Publisher : TEFLIN

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Abstract

This paper proposes a lexically-based approach for the teaching of English in Indonesia. To develop the approach, neurolinguistic and psycholinguistic research findings for L2 learning are reviewed because this approach has to consider how human mind stores, processes, recognizes and retrieves words. Neurobiologically, the learning of L1 is different from L2. Thus, the lexically-based approach gives more emphasis on chunking, the learning of formulaic phrases, and conscious awareness of learning.
Designing Classroom Activities for Teaching English to Children Emma Malia
TEFLIN Journal: A publication on the teaching and learning of English Vol 15, No 1 (2004)
Publisher : TEFLIN

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Abstract

This paper discusses some ideas on activities teachers of young learners make young learners do by way of materials. The paper also gives a number of suggested analyses of selecting or designing an activity to use with young learners. The suggested analyses of the activity deal with goals, input, procedures, outcome, teacher role, learner role and organization. The idea is not only to help young learners understand the language they hear but also to encourage young learners, who developmentally have shorter attention span composed to adults, to learn English naturally.

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