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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 6 Documents
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Search results for , issue " Vol 22, No 2 (2011)" : 6 Documents clear
TEST-TAKING STRATEGICNESS IN OPEN BOOK TESTS Suprihadi Suprihadi; Thomas Baharuddin Assyarofi
TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 2 (2011)
Publisher : TEFLIN

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Abstract

Perception about testing and preparation to take a test is usually actualized in what the students do before, during, and after testing. This research involves 50 students and 17 lecturers as respondents, and uses structured questionnaire as its instrument. The results of the analysis show that: 1) the test-taking strategy used by the students of Education Department, the University of Muria Kudus (EED UMK) in open book tests is fair, 2) in α .01 and df 15, there is a significant dependency relationship between students grade and test-taking strategy use in open book tests although there is no exact relationship nature between these two variables.
EIL IN PRACTICE: INDONESIAN AND CHINESE INTERNATIONAL POSTGRADUATE STUDENTS NEGOTIATE MEANING Umar Abdullah
TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 2 (2011)
Publisher : TEFLIN

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Abstract

Interaction in English as an International Language (EIL) setting provides myriad opportunities for negotiation of meaning, arguably beneficial for language acquisition. The present study aims at finding out how meaning is negotiated in EIL interaction among two groups of postgraduate TESOL international students from two Asian countries, Indonesia and People’s Republic of China (PR China). The findings reveal that the students indeed utilized various strategies such as clarification requests, confirmation checks, comprehension checks, word-coinage, and use of approximation, self-repetition, other repetition, self-correction, and non-verbal expression of non-understanding. The relative frequency of strategies used appears to have been influenced by the interaction tasks. The variation of strategies across the three pairs is relatively similar. Some EIL features corresponding to pronunciation and grammatical structures also emerge in the present study. Finally, the study suggests that negotiation strategies need to be included in the English teaching syllabus. Moreover, current foreign or second language teaching methodology needs to pay serious attention to EIL features and to develop learners’ intelligibility and communication strategies by making them aware of standard varieties of English. 
3-Ls: A MODEL FOR TEACHING YOUNG LEARNERS Chuzaimah Dahlan Diem
TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 2 (2011)
Publisher : TEFLIN

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Abstract

The fact that EFL literacy in Indonesia is still low led me to conduct this study to cultivate reading habits and increase literacy skills of young learners. Using the 3-Ls—libraries, literature, and literacy—as an instructional model, the study involved five methods: Informational Text Structures; Online Resources; Partnership with Librarians; Big6; and Literature Circles. The sample consisted of 200 fifth graders divided equally into five groups, each of which was also divided into experimental and control groups. Each of tThe experimental groups was taught for three months using one method. All the students in both groups were given English tests and a questionnaire before and after the experiment. The results showed that the experimental groups outperformed the control groups with a significant mean difference of 21.73 on literacy skills and 10.15 on reading habits. Using regression analysis, it was also found that 3-Ls as a whole had given a significant contribution to both students’ reading habits (R2 0,793) and literacy skills (R 0,943) with the highest percentage contributed by every method was reading skill. However, in spite of demonstrating significant effects on students’ literacy, these methods still did not bring the students’ literacy to an acceptable level. A factor that might contribute to the low achievement of their English literacy was that the 3-Ls model requires optimal facilities.
LEXICAL ANALYSIS OF THE VERB COOK AND LEARNING VOCABULARY: A CORPUS STUDY Priyono Priyono
TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 2 (2011)
Publisher : TEFLIN

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Abstract

English verbs have built-in properties that determine how they behave syntactically and generate appropriate meaning associated. With these inherent properties some verbs can fill in only in certain syntactic structures and some in others. The observation of the verb COOK using English corpus has revealed its lexical properties covering the area of syntax, semantics, and collocation suggesting uniqueness of its behaviours that are distinguishable from other verbs. Having found the lexical properties of COOK, this article concludes that the acquisition of lexicon should include lexical properties that reflect their level of competence. It also argues that the acquisition of lexical properties should be implicit, not through meta-linguistic knowledge. This would render early grammar teaching unnecessary. The acquisition of lexical properties should take place through subconscious process, not explicit grammar instruction. Many of these are grammatical aspects such as word order, sentence construction, grammatical and lexical collocations.
CRITICAL THINKING SKILLS AND MEANING IN ENGLISH LANGUAGE TEACHING Harits Masduqi
TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 2 (2011)
Publisher : TEFLIN

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Abstract

Many ELT experts believe that the inclusion of critical thinking skills in English classes is necessary to improve students’ English competence. Students’ critical thinking skills will be optimally increased if meaning is prioritized in English lessons. Those two inter-related elements can be implemented when teachers do collaborative activities stimulating students’ thinking process and meaning negotiation. Yet, the realization might be counter-productive if they are applied without careful consideration of task purposes and of students’ roles. Based on the consideration, this paper is focused on presenting how critical thinking skills and meaning should be properly incorporated in an English lesson.
LINGUISTIC AND CULTURAL VARIATIONS AS BARRIERS TO THE TEFL SETTINGS IN PAPUA Yohana Susana Yembise
TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 2 (2011)
Publisher : TEFLIN

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Abstract

The article aims at presenting a description of languages and cultures and the effect on the teaching of English as a Foreign Language in schools in Papua. It starts with a general picture of the uniqueness of languages and cultures in Papua: its geography, the originality of the people, and the languages and cultures of both NAN and AN. The word “Papua” (used to be called Irian Jaya) in the above title is the name of the Eastern Province in Indonesia. The article further presents ongoing controversial issues on the impact of linguistic and cultural diversity in Papua towards the educational development including the TEFL program in this province.  It then provides alternative solutions as reflected in the pedagogical implications to be employed in multicultural classrooms particularly in Papua.

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