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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 9 Documents
 1 
Search results for , issue " Vol 9, No 1 (1998)" : 9 Documents clear
A Multi-Disciplinary Approach in Teaching Literature Subur Wardoyo
TEFLIN Journal: A publication on the teaching and learning of English Vol 9, No 1 (1998)
Publisher : TEFLIN

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Abstract: This is a personal and qualitative look at the way English Literature is taught at the school where the writer teaches and the way it could be improved by relying not only on the Literature Teach­ers but also on teachers of other disciplines. Basically Literature is not a monolithic discipline which could be read and taught by literary theoriticians only, it is actually a pluralistic discipline which is acces­sible to people of any discipline. In fact, even people with no formal academic qualification can enjoy literary texts as well. It is also the purpose of this article to explore how people with different voices of discipline could offer different readings of a literary text.
Approaches to Teaching Early Reading: Whole Language or Phonic Approach? Didi Sukyadi
TEFLIN Journal: A publication on the teaching and learning of English Vol 9, No 1 (1998)
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Abstract: The impacts of the great debate on early reading instruc­tion, which was started in the late 1960 and early 1970s, remain until today. In our education system, curriculum change also brings about the change of teaching ideology. For teachers, the result sometimes is more threatening than encouraging because they cannot anticipate the quick and inevitable change. They become disempowered and deprived, and that innovation is often difficult to implement. This study aimed to explore the orientation of student teachers and expe­rienced teachers towards reading instruction, namely phonic, skills, and whole language approach. This involved 30 primary student teachers of an Institute of Education in London and 30 experienced teachers teaching at Year 1 and 2 London inner city primary schools. Each of the respondents was sent a questionnaire, and asked to answer an open ended question concerning the best approach of teaching reading. The results revealed that in general there was no difference in teaching reading orientation between student teachers and experienced teachers. Both of them tend to believe that there was no single best method. The competing approaches are seen as comple­mentary. Any approach chosen should take into account child devel­opment, the nature of reading and environmental support. The impli­cations of these findings for teacher empowerment are discussed.
Biolinguistics and the Implication for Teaching Language on Young Learners Abbas Achmad Badib
TEFLIN Journal: A publication on the teaching and learning of English Vol 9, No 1 (1998)
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Abstract: The majority of foreign language teachers tend to believe that there is a significant different approach in terms of a teaching strategy dealing with the first and second language instructions. Can those different approaches be substantiated by our sound justifica­tions based on our proper understanding and essential knowledge of language processes? Generally speaking, our understanding of the nature of language acquisition in terms of biolinguistics is only par­tial. Therefore, this paper attempts to explore the biological aspects of the process of language acquisition by a child and then compare it with the developments of the birth of language. In other words this paper will examine very briefly the micro and macro evolutions of language. Central to this discussion are the neurological develop­ments in the brain, which are responsible for language planning and the speech apparatus responsible for language productions. By ex­amining the two related activities, we can then study how language is actually carried out by human beings, both first and second language acquisitions. After developing a proper understanding of the bio­logical aspects of language, we can thus explore further the best way of language processes. This may constitute a new insight of lan­guage teaching because so far, relying on linguistic theories alone, it is often difficult to obtain the most acceptable information regarding the nature of first and second language teaching.
Form and Function in Grammar Teaching J. E. Lisa Meyer
TEFLIN Journal: A publication on the teaching and learning of English Vol 9, No 1 (1998)
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Abstract :In this paper we promote the integration of form-focused grammar teaching with a communicative approach to language learn­ing. After discussion of several principles of L2 acquisition and their pedagogic implications, we recommend a four-stage lesson plan which helps the teacher to focus on a communicative function while presenting a specific grammatical structure. In the proposed lesson structure, teachers are encouraged to guide student. Exploration, dis­covery, and application of grammatical information during specific lesson stages. This type of lesson should pave the way for students to do more than master practice worksheets. One of the greatest ben­efits of this type of lesson is that it gives teachers the confidence to integrate a grammatical focus into their language lessons without violating the essence of communicative approach.
Guessing as a Word-Solving Strategy: Contributing a Little for Understanding a Text with Unfamiliar Low Frequency Words Siusana Kweldju
TEFLIN Journal: A publication on the teaching and learning of English Vol 9, No 1 (1998)
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Abstract: This paper reports the results of a study that investigated the effectiveness of guessing as a word-solving strategy. Conducted to 32 non-native English language teacher trainees, this study dis­covered that with a vocabulary size of 3526 word families, students were able to recognize high frequency words, but unable to correctly guess the meanings of low frequency ones. In addition, they used inunediate instead of global contexts in their guesses. Consequently, holistic comprehension could not be made. Students were also too confident with their guesses. When they thought that they knew the meaning of a word, they might not know it correctly. This study sug­gests that using dictionaries and contrived learning of vocabulary are crucial for the bredth and the depth of vocabulary. Students also need some training for improving their word guessing strategy.
Profiles and Pauses: Two Practical Activities for the Writing Class Ernest Hall
TEFLIN Journal: A publication on the teaching and learning of English Vol 9, No 1 (1998)
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Abstract : This article describes two classroom activities, "Profiling" and "Pause Analysis", that can be successfully used in ESL writing classes. "Profiling" addresses such problems as poor development of ideas, simplistic ideas, and lack of coherence in written texts. "Pause Analysis" focusses on the thinking processes that students engage in while drafting text, processes such as searching for ideas, evaluat­ing ideas, and postponing ideas. Both activities enable the instructor to assume the role of intervener in the students writing processes, rather than evaluator of the text produced. In drawing The attention of the student write to both product and process, "Profiling" and "Pause Analysis" help them develop an awareness of the relation-ship between ideas in English expository text and the thinking pro­cesses that writers engage in while drafting such text.
THE FUTURE OF LANGUAGE TEACHING METHODOLOGY Ted Rodgers
TEFLIN Journal: A publication on the teaching and learning of English Vol 9, No 1 (1998)
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Abstract : This paper reviews the current state of ELT methodology, particulary in respect to a number of current views suggesting that the profession is now in a "post-methods" era in which previous attention to Methods (Total Physical Response, Silent Way, Natural Approach, etc.) has given way to a more generic approach to ELT methodology. Ten potential future courses of ELT methodology are outlines and three of these are considered in some detail. Particular consideration is given as to how past insights from the "methods era" might be incorporated in possible future approaches to ELT meth­odology.
The Language Learning Strategies and Learning Styles of Beginning and Intermediate Learners in Indonesia Patrisius Istiarto Djiwandono
TEFLIN Journal: A publication on the teaching and learning of English Vol 9, No 1 (1998)
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Abstract. The study aimed at finding out the patterns of strategies and the learning styles of intermediate and beginning learners in fluency and accuracy activities. The subjects were 27 second-year secretarial students at a university in Malang, Indonesia. Their scores on a C-test were used to separate them into two groups differing in English proficiency. Their strategies for learning English for oral communication were elicited by questionnaires, diaries, and inter-view. The analyses using one-way ANOVA showed that intermediate learn­ers were more diverse and more consistent in their strategies for flu­ency activities. They were also less inclined to visual and group learning than the beginning ones. Some implications and sugges­tions for teaching English as a foreign language are then put forward.
Use of the Language Laboratory in the Communicative Methodology Bambang Sugeng
TEFLIN Journal: A publication on the teaching and learning of English Vol 9, No 1 (1998)
Publisher : TEFLIN

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<!-- /* Style Definitions */ p.MsoNormal, li.MsoNormal, div.MsoNormal {mso-style-parent:""; margin:0cm; margin-bottom:.0001pt; mso-pagination:none; text-autospace:none; font-size:12.0pt; font-family:"Times New Roman"; mso-fareast-font-family:"Times New Roman"; mso-ansi-language:EN-US; mso-fareast-language:EN-US;} @page Section1 {size:612.0pt 792.0pt; margin:72.0pt 90.0pt 72.0pt 90.0pt; mso-header-margin:36.0pt; mso-footer-margin:36.0pt; mso-paper-source:0;} div.Section1 {page:Section1;} --> Abstract : The language laboratory has almost been forgotten lately partly due to intensive implementation of the communicative meth­odology in language teaching. This is unfortunate considering that, as a medium of instruction, the language laboratory is, like all other media, a means of reaching a goal. In this scheme, use of the language lab remains relevant. In order for the language lab to suit the commu­nicative purposes certain requirements need to be fulfilled. First, since the goal of the communicative methodology is directed to communi­cative competence, the use of the language lab should be directed for this purpose. Second, a design should be attempted where use of the language laboratory will expose students with authentic language usc.Third, instructional strategics should be in concord with the com‑ municative principles such as communicative gaps, pre- and post-activities, and othcrs.Finally, lessons should be built integratively. Examples are given illustrating integration of the listening, speaking, reading, and writing skills in lesson units.

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