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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 8 Documents
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Search results for , issue " Vol 24, No 1 (2013)" : 8 Documents clear
TEACHERS’ AND STUDENTS’ PERCEPTIONS OF MOTIVATIONAL TEACHING STRATEGIES IN AN INDONESIAN HIGH SCHOOL CONTEXT Sri Puji Astuti
TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 1 (2013)
Publisher : TEFLIN

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Abstract

The primary purpose of this multiple case study is to explore teachers’ and learners’ perceptions of motivational teaching strategies. The data were obtained from two schools in a small town in West Sumatra, Indonesia; one is from an international standard high school and the other is from a local high school. This study is underpinned by Dornyeis (2001) work on motivational teaching practice which consists of four phases on how a teacher motivates students in a language learning classroom, namely: creating motivational components, generating students’ motivation, maintaining motivation, and encouraging positive retrospective self-evaluation. This qualitative case study is intended to contextualise the research within the real life environment of an Indonesian secondary class- room (Yin, 2003). The findings indicate that there are two groups of motivational components. The first is the teachers’ rapport with students, including the encouragement given to students and the building of trust and respect with the students. The second relates to the teachers’ planning decisions such as the selection of classroom activities, the way feedback is given, the management of the classroom, and the choice of learning resources. 
TECHNOLOGY-ENHANCED TEACHING: A REVOLUTIONARY APPROACH TO TEACHING ENGLISH AS A FOREIGN LANGUAGE Alberth Alberth
TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 1 (2013)
Publisher : TEFLIN

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Abstract

The online course offerings have grown exponentially globally since the turn of the 21st century - be they as a primary mode of instruction or as a supplement to traditional face-to-face classroom instruction, and this phenomenon is most noticeable in higher education. More recently, the new technology has also been integrated into the English as a Foreign Language,henceforth called EFL, classrooms. This article argues that the notion of technology-enhanced language learning is not just an intriguing idea – it is a necessity, for it has a great potential to offer in facilitating the development of English language proficiency of EFL learners through computer-mediated communication. Additionally, it contends that the new technology can potentially address most, if not all, of the shortcomings inherent to the EFL classroom including, but not limited to, lack of exposure to the target language, lack of practice, and lack of learning resources. Theoretical implications of technology-enhanced language teaching and learning will also be explored. 
CRITICAL THINKING SKILLS FOR LANGUAGE STUDENTS Patrisius Istiarto Djiwandono
TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 1 (2013)
Publisher : TEFLIN

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Abstract

Recent developments in language teaching increasingly put a stronger importance on critical thinking skills. While studies in this area have begun to emerge, it is believed that a probe into the learners’ mind when they process information can contribute significantly to the effort of identifying exactly how our learners think. This study was conducted partly to seek the answers to the issue. A brief training on critical thinking and critical attitude was given to a group of language learners who were studying Business Correspondence. Questionnaires were then used to capture traces of their thinking as they were preparing to accomplish a learning task and while they were listening to their classmates’ presentation of ideas. The data show the change of their thinking process. After the training there is a tendency from the students to ask more critical questions with slightly higher frequencies. It is concluded then that the brief training has prompted their awareness of critical thinking. 
THE CORRELATION BETWEEN LEARNER AUTONOMY AND ENGLISH PROFICIENCY OF INDONESIAN EFL COLLEGE LEARNERS I Putu Ngurah Wage Myartawan; Mohammad Adnan Latief; Suharmanto Suharmanto
TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 1 (2013)
Publisher : TEFLIN

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Abstract

The present study aimed to investigate the correlation between learner autonomy psychologically defined in the study as a composite of behavioral intentions to do autonomous learning and self-efficacy in relation to autonomous learning, and English proficiency. The sample comprised 120 first semester English-majored students of a state university in Bali, Indonesia. The data were collected from documents and by administering two questionnaires. Multiple linear regression analysis conducted revealed that learner autonomy and English proficiency as defined in the study had a significant, strong, positive relationship. Some suggestions related to the results of the study, especially in the EFL context, are discussed. 
POLITENESS STRATEGIES IN TEACHER-STUDENT INTERACTION IN AN EFL CLASSROOM CONTEXT Senowarsito Senowarsito
TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 1 (2013)
Publisher : TEFLIN

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Abstract

This study explores politeness strategies used by teacher and students in two 90-minute English lessons in a senior high school. The data were video-recorded from two different classroom settings where English is the object and the medium of teaching learning process. The analysis is based on Brown and Levinson‘s politeness strategies. The result shows that teacher and students basically employed positive, negative, and bald on- record strategies. Teacher and students’ perception on social distance, the age difference, institutional setting, power, and the limitation of the linguistic ability of the students has contributed to the different choices of polite- ness strategies. The students tend to use some interpersonal function markers. Linguistic expressions that are used in classroom interaction are addressing, encouraging, thanking, apologizing, and leave–taking. 
‘CULTURE’ AS A SKILL IN UNDERGRADUATE EFL CLASSROOMS: THE BANGLADESHI REALITIES Faheem Hasan Shahed
TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 1 (2013)
Publisher : TEFLIN

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Abstract

As regards the status of English in today’s globalization era, ‘cul- ture’ has turned out to be an essential component in the teaching and learn- ing of English. Some Applied Linguists have even described it as the fifth skill—after listening, speaking, reading and writing—which must be han- dled adequately in EFL classrooms. By appreciating and acquiring the cultural knowledge, values and skills associated with the different varieties of English, EFL students could develop their cultural sensitivities using English as the medium of instruction despite their resentment motivation. Eventually, students would be able to identify and respond to both culturally significant and inappropriate information and think positively about being a part of international environment. Given the growing importance of EFL teaching in Bangladesh, this study investigated the roles of ‘culture’ in the under- graduate EFL classrooms. That is, the study carefully evaluated the effort and capabilities of the teachers in dealing with culturally sensitive issues in their materials, and the influences of cultural items of English on students’ learning. The study made constructive recommendations for English teachers to have successful implementation of cultural skills in their ELT activities regarding Bangladeshi socio-cultural realities which would make students become effective workforce in this challenging era. 
SOCIAL MEDIA IN A CONTENT COURSE FOR THE DIGITAL NATIVES Anita Lie
TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 1 (2013)
Publisher : TEFLIN

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Abstract

Digital technologies and the Internet have revolutionized the way people gather information and acquire new knowledge. With a click of a buttonor a touch on the screen, any person who is wired to the internet can access a wealth of information, ranging from books, poems, articles, graphics, animations and so much more. It is imperative that educational systems and classroom practices must change to serve our 21st century students better. This study examines the use of Edmodo as a social media to teach a course in Pedagogy to a class of digital natives. The media is used as an out-of-class communication forum to post/submit assignments and resources, discuss relevant issues, exchange information, and handle housekeeping purposes. A survey of students’ responses and discussions on their participatory process leads to insights on how the social media helps achieve the required competences.
CRITICAL THINKING SKILLS FOR LANGUAGE STUDENTS Patrisius Istiarto Djiwandono
TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 1 (2013)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Recent developments in language teaching increasingly put a stronger importance on critical thinking skills. While studies in this areahave begun to emerge, it is believed that a probe into the learners’ mind when they process information can contribute significantly to the effort of identifying exactly how our learners think. This study was conducted partly to seek the answers to the issue. A brief training on critical thinking and critical attitude was given to a group of language learners who were studying Business Correspondence. Questionnaires were then used to capture traces of their thinking as they were preparing to accomplish a learning task and while they were listening to their classmates’ presentation of ideas. The data show the change of their thinking process. After the training there is a tendency from the students to ask more critical questions with slightly higher frequencies. It is concluded then that the brief training has prompted their awareness of critical thinking. 

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