TEFLIN Journal: A publication on the teaching and learning of English
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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<![CDATA[The Teaching of EFL Vocabulary in The Indonesian Context: The State of The Art ]]>
<![CDATA[Bambang Yudi Cahyono]]>;
<![CDATA[Utami Widiati]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006) ]]>
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<![CDATA[There has been extensive literature on the teaching of vocabulary of English as a foreign language (EFL vocabulary) in the Indonesian context. However, a comprehensive analysis on the teaching of EFL vocabulary in this country has been a rare endeavour. This article aims to underpin various issues of the teaching of EFL vocabulary and relate them to a wider context of second/foreign language vocabulary teaching and review results of research as well as current practices of EFL vocabulary teaching and learning in the Indonesian context. It is expected that this article could provide an outline of the teaching of EFL vocabulary and some recommendations for future research and practices.]]>
<![CDATA[Students Age at which EFL is Introduced in Schools and Educational Outcomes ]]>
<![CDATA[Chuzaimah Dahlan Diem]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006) ]]>
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<![CDATA[This article introduces the reader to the theory of a lingual-cultural personality and lingual-cultural types in particular. A lingual-cultural type is a generalized image of personalities whose behavior and values significantly influence the culture in general and is a representative of ethnic and social variety of the society. The type of an American Lawyer is being analyzed, because in the United States of America, unlike any other country, the role of a lawyer has a pervasive shared understanding. The author examines how lawyers are represented in US popular culture, specifically exploring presentations in legal and crime fiction. She also analyzes results from a survey of 100 Russian students, exploring their perceptions of the lingual-cultural type of US lawyers.]]>
<![CDATA[Patterns of SAC Utilization and The Sine Qua Non of The Self-propelled Development Of Students English Proficiency ]]>
<![CDATA[Furaidah Furaidah,]]>;
<![CDATA[Suharmanto Suharmanto]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006) ]]>
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<![CDATA[This article reports on a study intended to find out the patterns of the Self Access Center (SAC) utilization by students of the English Departments, State University of Malang, and to explore the most effective pattern in developing studentsââ¬â¢ English proficiency as well as studentsââ¬â¢ learning autonomy. The study involved 207 students of various years. The data were collected through questionnaires, observations, and interviews. Analyses of the studentsââ¬â¢ responses to the questionnaires resulted in the findings that the more advanced the students were, the less frequently they utilized the SAC; that the studentsââ¬â¢ proficiency was improving along with classes; and that the students were autonomous in their learning. In addition, the study also found out that the materials and activities need to be periodically updated in order for the SAC to better serve the learning needs of the more advanced students.]]>
<![CDATA[The Interactional Approach to The Teaching Of Writing and Its Implications for Second Language Acquisition ]]>
<![CDATA[Lies Amin Lestari]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006) ]]>
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<![CDATA[Writing is a language skill which is relatively difficult to acquire. A number of efforts have been made to develop the studentsââ¬â¢ writing skill, among others is by applying different approaches to the teaching of writing. This article discusses the interactional approach to the teaching of writing and its implications for second language acquisition.]]>
<![CDATA[English Language Teaching in Indonesia: A Continuous Challenge in Education and Cultural Diversity ]]>
<![CDATA[M. Marcellino]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006) ]]>
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<![CDATA[The linguistic situations and conditions in Indonesia are quite complex by their own natures as more than seven hundred vernaculars with their various dialects from a great number of ethnic groups have been used as media of communication in the country. Accordingly, the success of English teaching in Indonesia cannot be freed from the studentsââ¬â¢ cultural backgrounds, values, customs, and beliefs as well as the political standpoint of the government regarding this foreign language. English language teaching has then undergone more than four changes in its curriculum since the countryââ¬â¢s independence and brought no significant impact upon the learning outcomes. This study reveals the substantial unconstructive influence of the studentsââ¬â¢ cultures and the non-conducive language environment affecting their language acquisition. Other aspects related to the teachersââ¬â¢ performance and class preparations equally contribute to the ineffective classroom interactions. This study offers some practical suggestions to cope with those problems.]]>
<![CDATA[Perceptions of The Seriousness of Mispronunciations of English Speech Sounds ]]>
<![CDATA[Moedjito Moedjito]]>;
<![CDATA[ITO Harumi]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006) ]]>
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<![CDATA[The present study attempts to investigate Indonesian EFL teachersââ¬â¢ and native English speakersââ¬â¢ perceptions of mispronunciations of English sounds by Indonesian EFL learners. For this purpose, a paper-form questionnaire consisting of 32 target mispronunciations was distributed to Indonesian secondary school teachers of English and also to native English speakers. An analysis of the respondentsââ¬â¢ perceptions has discovered that 14 out of the 32 target mispronunciations are pedagogically significant in pronunciation instruction. A further analysis of the reasons for these major mispronunciations has reconfirmed the prevalence of interference of learnersââ¬â¢ native language in their English pronunciation as a major cause of mispronunciations. It has also revealed Indonesian EFL teachersââ¬â¢ tendency to overestimate the seriousness of their learnersââ¬â¢ pronunciations. Based on these findings, the study makes suggestions for better English pronunciation teaching in Indonesia or other EFL countries.]]>
<![CDATA[Studying In Australia To Improve English Speaking Competence: Revisited ]]>
<![CDATA[Munir Ahmad]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006) ]]>
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<![CDATA[This study investigates Indonesian postgraduate studentsââ¬â¢ perceptions about their improvement in English speaking competence during their period of study in Australia. Statistical tests show that the students who had spent more than one year in Australia perceived their English speaking competence as higher than those who had stayed for less than a year. However, the respondents expressed uncertainty as to whether their English would improve, even if they were to extend their stay in this English speaking country because of their Indonesian circles. They believed that they have improved their confidence in speaking English because of their stay in Australia. Finally, learning from this study some suggestions for the students learning English in Indonesia are proposed.]]>
<![CDATA[GRAMMAR IN TEFL: A CRITIQUE OF INDONESIAN HIGH SCHOOL TEXTBOOKS ]]>
<![CDATA[Peter Collins]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006) ]]>
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<![CDATA[ Abstract: The aim of this paper is to critically assess the presentation of English grammar in textbooks used in secondary schools in Indonesia. The influence of the Communicative Approach is in evidence in the books examined, and yet the importance of explicit grammar instruction is not ignored, reflecting the view of many today that grammatical forms cannot be successfully learnt merely on the basis of comprehensible input. Despite recognition of its central role, the grammar instruction presented in the textbooks invites questions as to its linguistic adequacy and accuracy. Writers often seem unwilling to take on board the insights recorded in the influential and authoritative descriptive grammars of recent years, continuing to accept tacitly the principles exposed in Traditional Grammar. ]]>
<![CDATA[FROM LOCAL TO GLOBAL: REINVENTING LOCAL LITERATURE THROUGH ENGLISH WRITING CLASSES ]]>
<![CDATA[Ahmad Chaedar Alwasilah]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006) ]]>
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<![CDATA[ Abstract: Many do not realize that the current practice of teaching English in Indonesia has overlooked the function and potential of local literature. Being a multicultural country, Indonesia is rich in ethnic and minority literature to contribute to the world. However, due to misconceptions among Indonesian educators and decision makers, consciously or unconsciously this local geniusÃÂ has long been marginalized and less appreciated. In many English departments, for example, its value and significance has been underestimated. A survey of collaborative writing classes in English Department of UPI has revealed that the students positively responded the Sundanese literature-based writingÃÂ courses. The course was successful in two ways: developing writing skills through collaborative workshop and raising awareness of their own ethnic literature, which is a bridge to appreciate English literature.]]>
<![CDATA[THE STUDENTSââ¬â¢ COMPETENCY IN WRITING DESCRIPTIVE PARAGRAPH AT ELECTRICAL AND MECHANICAL DEPARTMENT, FACULTY OF ENGINEERING, TRIDINANTI UNIVERSITY PALEMBANG ]]>
<![CDATA[Rusman Roni]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006) ]]>
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<![CDATA[ Abstract: The purpose of this study was to describe the studentsââ¬â¢ ability in writing descriptive paragraph at electrical and mechanical department. This study is descriptive in the sense that it aims at describing the knowledge and skill of electrical and mechanical department. The two kinds of data were correlated by applying the Spearman Rank Order Coefficient. The subjects of this study were 45 sample students selected from the students who attended English II at Faculty of Engineering, Tridinanti University. The general results indicate that the majority of the subjects were good at writing a descriptive paragraph. And it was also found that there were a relationship between the studentsââ¬â¢ knowledge of descriptive paragraph and their performance in writing descriptive paragraph at electrical and mechanical department, Faculty of Engineering, Unanti Palembang ( r=0,831). It implies that an increase in the knowledge in writing descriptive paragraph of the studentsââ¬â¢ score is accompanied by a corresponding increase in the skill of writing descriptive paragraph.]]>
