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[A Sociolinguistic Analysis of "Greeting" and "Introducing": A Preliminary Study of Texts in English Textbooks Used at Junior High School ]]>
<![CDATA[Lies Amin Lestari]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997) ]]>
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<![CDATA[ Abstract: The introduction of the 1994 Curriculum and its meaningfulness approach (Pendekatan Kebermaknaan) encourages textbook writers and publishers to publish textbooks in order to meet the needs of both teachers and students for the learning process. That is why at present textbooks of any subjects, including English, are flooding the market. There are some criteria that need to be considered before choosing a textbook for an English class; among others are the authenticity of the language as it is used by the native speakers and its cultural appropriateness (flicker, 1975). This article attempts to analyze three textbooks which are widely used at junior high schools in Surabaya and its nearby towns from the sociolinguistic point of view. The findings show that there are some words or sentences that are sociolinguistically inappropriate and unacceptable eventhough as a whole the textbooks are good and can be used for teaching.]]>
<![CDATA[Computerized Adaptive Testing in Reading Comprehension ]]>
<![CDATA[Lim Tock Keng, Ho Wah Kam]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997) ]]>
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<![CDATA[ Abstract: A Computerized Adaptive Testing (CAT) project in reading comprehension was established to develop multiple choice tests across four grade levels, Primary 3 and 5, and Secondary I and 3. CAT is interactive and allows participants to select their own entry points to the test and gives feedback on their performance. Building a CAT system required the development of an item bank, selection of item and items order to be presented in a test, and evaluating the test for difficulty. The creation of the item bank involved the specifying reading comprehension skills, writing items, field testing, item analysis and calibration. The software, MICROCAT, was used to develop an item bank, to select items and item order to be presented in a test, and to evaluate the test for difficulty. The project is currently at the stage of field testing.]]>
<![CDATA[Content Area Reading: Principles and Strategies to Promote Independent Learning ]]>
<![CDATA[Bachrudin Musthafa]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997) ]]>
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<![CDATA[ Abstract: Since the formal education cannot be expected to provide individuals with sufficient knowledge to last a lifetime, educators need to help learners develop knowledge, skills, and predispositions essential for independent learning. Reading in content areas whose primary purpose is to help learners acquire content literacy or the ability to use reading (and) writing for the acquisition of new knowledge from materials required in their subject is one way of preparing students to be independent learners.]]>
<![CDATA[English is an Asian Language: Do Our Textbooks Reflect This? ]]>
<![CDATA[Toh Knon Peng]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997) ]]>
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<![CDATA[ Abstract: Because of the economic boom, the extensive use of English, and the vital process of acculturation, English is now used in South East Asia to communicate amongst South East Asians, to express sociocultural meanings. Hence English should not be treated as a foreign language and learners of English should be firmly grounded in their own culture, traditions and values.]]>
<![CDATA[Features and Functions of Journals: A Preliminary Study ]]>
<![CDATA[Bambang Yudi Cahyono]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997) ]]>
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<![CDATA[ Abstract: This study is intended to describe the features and functions of journals written by EFL learners. The features described include the contents and organization of the journals. The functions examined in this study include sense of purpose and sense of audience in writing. The subjects of the study were students of the first semester who took English intensive course at the English Department of IKIP MALANG. The results of content analysis indicate that journals that the students write contain various themes. Analysis on paragraph organization indicates that paragraphs in the journals generally show adequate development. This study also shows that the student journals reflect sense of purpose and sense of audience in writing.]]>
<![CDATA[How many English Words do the Senior High School Students Acquire per Week? ]]>
<![CDATA[Ari Nurweni]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997) ]]>
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<![CDATA[ Abstract: The 1984 SMA English curriculum states that SMA graduates are expected to master 4000 words. The curriculum also specifies the topics and then umber of words to be exposed to SMA students for each week (30 words per week). If it is accepted that each semester consists of 15 weeks, and each week the students actually learn 30 different words, then SMA graduates only learn about 2700 different words during their study at senior high school. Therefore, in my opinion the number of 4000 words also includes the words that should have been learnt by the them at SMP, that is, 1500 words according to the updated 1975 SMP English curriculum. However, Nababan (1984) states that we tend to forget about 40% of the words we have learned. If this is accepted, theoretically SMA graduates will only acquire about 2520 of the 4200 words (if the students only learn 2700 and 1500 at SMA and SMP respectively). The figure suggests that on average the students acquire about 14 different words per week during their study at SMP and SMA (2520 words divided by {12 semesters x 15 weeks}).]]>
<![CDATA[How the "Meaningful Approach" of Curriculum 1994 can Help Achieve Your Goals - a Newcomers Perspective ]]>
<![CDATA[Wendy Young Palembang]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997) ]]>
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<![CDATA[ Abstract :This paper looks at the goals of an English teacher and some ways in which we can achieve those goals using "Pendekatan Kebermaknaan" or the "Meaningful Approach" of Curriculum 1994. The linkage between "Pendekatan Kebermaknaan" and the "Com-municative Method" is also noted. The paper refers particularly to the concept of "integration" of the elements of language - such as structure, grammar and vocabulary - with the macro-skills - listening, speaking, reading and writing - as advocated by Curriculum 1994.]]>
<![CDATA[Interlanguage Pragmatics: A Study of the Refusal Strategies of Indonesian Speakers Speaking English ]]>
<![CDATA[Novy Amarien]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997) ]]>
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<![CDATA[ Abstract. This is a pilot study investigating the interlanguage pragmatics of the refusal strategies (RSs) of Indonesian Speakers Speaking English (ISSE). The aims of the study are to investigate strategies ISSE use in their refusals of, specifically, offering and requesting initiation acts (IAs). Data were taken from 30 Discourse Completion Tasks undertaken by five males and females in the following groups: Indonesian speakers Speaking Indonesian (ISSI), ISSE and Australian Speakers Speaking English (ASSE). The study revealed that ISSE strategies in refusing offers were `intercultural, that is apparently uninfluenced by L1 patterns and yet not characteristic of L2 patterns. Pragmatic transfer was not in evidence. The data in this study could be the basis for further research in Indonesian interlanguage pragmatics.]]>
<![CDATA[Out of a Writing Conference: Speaking Writing Connection ]]>
<![CDATA[Utami Widiati]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997) ]]>
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<![CDATA[ Abstract: In our TEFL situation, it is simply in the classroom that we expect our students to get the language exposures as much as possible since the language is not used outside the classroom. Therefore, every opportunity in the teaching learning process should be geared towards the students using the target language.This paper highlights how oral communication skills can be encouraged even in a writing class. With a paradigmatic change in the teaching of writing, teachers do not value only `the product but also `the process. When translated into the classroom, one of the features of this new paradigm, the writing process approach, is `the conference, which occurs between teacher and students as well as between students. As Mol (1992) states, writing conference provides students with immediate, meaningful responses to their writing, developing students ability to reflect upon their own writing and the writing of others in a critical and constructive way. Looking back at our own experience in teaching writing, the conference does not only scaffold the students in the process of meaning-making but also creates an atmosphere where they are actively engaged in a `more focused talk. This is of paramount importance since our students tend to speak in their native language even in the classroom.]]>
<![CDATA[Reading and Responding to "English" Literature ]]>
<![CDATA[Bakdi Soemanto]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997) ]]>
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<![CDATA[ Abstract: Literature is a performance in words, something to experience to see, hear, smell, feel and taste. It is a human, mental experience, a process of familiarizing the unfamiliar. In teaching literature let students be involved in the experience and let them observe life more closely.]]>
