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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 21, No 1 (2010)" : 7 Documents clear
SPACE LEXICALIZED: ITS LINGUISTIC IMPACTS IN ENGLISH AND ITS IMPLICATIONS FOR EFL LEARNING A. Effendi Kadarisman
TEFLIN Journal: A publication on the teaching and learning of English Vol 21, No 1 (2010)
Publisher : TEFLIN

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Abstract

Abstract: Our sense of space is part of our experiential universals.  However, the incorporation of space into words differs across languages.  This paper argues that “space” is lexicalized in English but not in Indonesian.  English encodes the sense of location and direction into adverbial particles, producing language-specific expressions. Together with prepositions, adverbial particles also combine with simple verbs producing phrasal verbs and making a highly familiar verb expand itself into a huge range of meanings. Furthermore, the unique syntactic behavior of phrasal verbs is assumed to be the motivation for the phenomenon of “prepositional stranding” in English. The enormous presence of adverbial particles in English and their absence in Indonesian could be problematic for Indonesian EFL learners. This problem can be viewed from two perspectives: inward & outward.
DOES RETELLING TECHNIQUE IMPROVE SPEAKING FLUENCY? Noor Rachmawaty; Istanti Hermagustiana
TEFLIN Journal: A publication on the teaching and learning of English Vol 21, No 1 (2010)
Publisher : TEFLIN

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Abstract

Abstract: This paper is based on a study on speaking fluency performed by six low level students using retelling technique. The aim of the study is to find out the effect of retelling on the students’ speaking fluency and to know the strategies used by those students while retelling a story. The data were the speaking transcripts which were analyzed to see the progress after six-time treatment was given. The result reveals that the speaking fluency of the students increased in some areas as shown by the improvement on their vocabulary and comprehensibility.
DEVELOPING A MODEL OF TEACHING READING COMPREHENSION FOR EFL STUDENTS Arifuddin Hamra; Enny Syatriana
TEFLIN Journal: A publication on the teaching and learning of English Vol 21, No 1 (2010)
Publisher : TEFLIN

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Abstract

Abstract: This study aimed at designing a model of teaching reading comprehension based on the objectives of teaching reading at the senior high school and the teachers’ understanding of the school curriculum and to describe the implementation of the model. The subject consisted of 24 teachers, 167 students of five SMAs (senior high schools) in South Sulawesi, Indonesia. This developmental study had five steps: analysis, design, development, implementation, and evaluation. The result indicates that the model significantly increases the reading comprehension of EFL students (M = -14.43114), t (166) = -16.155, p
FEMALE EFL LEARNERS’ REQUEST REALIZATION IN RELATION TO THEIR ETHNIC BACKGROUNDS Artanti Puspita Sari
TEFLIN Journal: A publication on the teaching and learning of English Vol 21, No 1 (2010)
Publisher : TEFLIN

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Abstract

Abstract: The choice of strategies and modifications of speech acts in conversational communication may be correlated with sociolinguistic factors, such as ethnicity, social distance and dominance. Requests, as a part of speech acts, provide an interesting focus in this research because requests are face threatening acts. This article was based on a research conducted in the period of April to June 2008. The subjects of the research were female EFL learners of English Education Study Program at Sriwijaya University Inderalaya in South Sumatera Indonesia. The investigation utilized a combination of qualitative and quantitative methods, revealed that: (1) in terms of patterns, the female EFL learners of different ethnic groups performed similar request patterns, (2) in terms of correlation, the subjects’ ethnic backgrounds did not correlate with their strategies, yet, their ethnic backgrounds had correlation with the subjects request modifications, (3) the subjects’ request strategies and modifications did not correlate with social distance and dominance. The information gained can be utilized as a basis for integrating cultures and social dimensions between speakers and hearers into the teaching of EFL as well as EIL to increase students’ intercultural and pragmatic competence.
THE EFFECT OF TEACHER ERROR FEEDBACK ON THE ACCURACY OF EFL STUDENT WRITING Yi-chun Pan
TEFLIN Journal: A publication on the teaching and learning of English Vol 21, No 1 (2010)
Publisher : TEFLIN

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Abstract

Abstract: This study investigated the effect of teacher error feedback on students ability to write accurately. Three male first-year Physics graduate students at a university in Taiwan participated in this study. They were asked to write a 100-word passage about the greatest invention in human history. Within days of the teacher’s grammatical feedback, the students were required to revise their work again based on the teachers suggested revisions. In addition, oral conferencing was conducted in order to help the students obtain a better comprehension of certain grammar points. Four weeks after the oral conferencing, the students were asked, without prior notice, to revise their original passages again. The findings reveal that the students made progress in the revised versions of their passages, but the success was not repeated in their later test versions. In other words, no positive relationship between teacher error feedback and students’ improvement in linguistic accuracy over time was observed. This suggests that teacher error feedback alone may not facilitate the learning of linguistic information. A combination of sufficient exposure to English in reading and writing, plus opportunities to practice the language, for example, may lead to better grammar.
EMPOWERING NON-NATIVE ENGLISH SPEAKING TEACHERS THROUGH CRITICAL PEDAGOGY Nur Hayati
TEFLIN Journal: A publication on the teaching and learning of English Vol 21, No 1 (2010)
Publisher : TEFLIN

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Abstract

Abstract: Critical pedagogy is a teaching approach that aims to develop students’ critical thinking, political and social awareness, and self esteem through dialogue learning and reflection. Related to the teaching of EFL, this pedagogy holds the potential to empower non native English speaking teachers (NNESTs) when incorporated into English teacher education programs. It can help aspiring NNESTs to grow awareness of the political and sociocultural implications of EFL teaching, to foster their critical thinking on any concepts or ideas regarding their profession, and more importantly, to recognize their strengths as NNESTs. Despite the potential, the role of critical pedagogy in improving EFL teacher education program in Indonesia has not been sufficiently discussed. This article attempts to contribute to the discussion by looking at a number of ways critical pedagogy can be incorporated in the programs, the rationale for doing so, and the challenges that might come on the way.
THE USE OF DISCOURSE MARKERS AS AN INTERACTIVE FEATURE IN SCIENCE LECTURE DISCOURSE IN L2 SETTING Akhyar Rido
TEFLIN Journal: A publication on the teaching and learning of English Vol 21, No 1 (2010)
Publisher : TEFLIN

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Abstract

Abstract: The objective of this research is to investigate the function of discourse markers as an interpersonal-interactive feature in a science lecture in second language (L2) setting in Malaysia. This research employs qualitative method while the data are gathered through non-participant observation and video-recording. From the findings, there are various discourse markers found. Macro markers signal the transition of the moves and indicate a shift of one topic/sub-topic to another topic/sub-topic. Meanwhile, micro markers signal the internal or ideational relations within sentences. In conclusion, the use of discourse markers will help students to comprehend a lecture.

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