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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253 Documents
<![CDATA[HUMANISTIC APPROACH IN ACTION:EFL WRITING CLASS ]]>
<![CDATA[Soviyah Soviyah]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 18, No 2 (2007) ]]>
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<![CDATA[After finishing secondary education level, one can hardly expect that he will be able to perform well in English. One cause is that it is assumed that English learning process emphasizes more on the students cognitive rather than on their psychical needs as human beings. Teachers tend to ignore whatââ¬â¢s the so called education from the neck up. Based on the writerââ¬â¢s personal experience during her schooling phase, this paper, therefore tries to offer English teachers the humanistic approach applied in an EFL writing class. This approach is worth considering since its main principle is bringing the learning process towards a more affective situation by combining the subject matter to be learned with the feelings, emotions, experiences, and lives of the students. In this paper, the discussion of what humanistic approach is and why it is worth considering especially in a writing class are elaborated in details. In addition, a model of a classroom application will also be given.]]>
<![CDATA[REVIEWING THE DISCOURSE ON (POTENTIAL) "ENEMIES OF STANDARD ENGLISH" ]]>
<![CDATA[Yazid Basthomi]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 18, No 2 (2007) ]]>
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<![CDATA[This essay argues that Standard English is one among the varieties of English. Although speaking Standard English, as is the case with speaking other languages or varieties claimed to be the standard, might allow the speakers to gain particular privileges, it should not be readily surmised that this variety is more quality than the rest; difference does not necessarily mean difference in quality. As such, Honeyââ¬â¢s propagation that Standard English is more quality-thus warrants more attention-should be read on guard. This essay outlines whom Honey refers to as the enemies of Standard English. Subsequent to the outline, the essay presents points disclosing Honeyââ¬â¢s shaky argument. Critical presentation, against the backdrop of Honeyââ¬â¢s argumentation, of issues about nonnative speakers of English (if they are parties having the potential to corrupt English) will conclude the article.]]>
<![CDATA[ACKNOWLEDGING PEERS DURING DISAGREEMENTS ]]>
<![CDATA[Zuliati Rohmah]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 18, No 2 (2007) ]]>
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<![CDATA[This article describes strategies to promote collaboration applied by students when expressing disagreements. By using Conversational Analysis (CA), the researcher collected and analyzed data from fourteen doctorate classroom discussions. The results show that the students applied four ways of acknowledging peers during disagreements. Suggestions are put forward at the end of the article.]]>
<![CDATA[SEARCHING FOR AN APPROPRIATE EFL CURRICULUM DESIGN FOR THE INDONESIAN PLURALISTIC SOCIETY ]]>
<![CDATA[Suwarsih Madya]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 18, No 2 (2007) ]]>
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<![CDATA[The context of the teaching of English in Indonesia is indeed unique, leading to differences in the ease with which children have access to education. Those with great difficulty in accessing education have been and will be left behind by those without any or with little difficulty. Technology will certainly help in easing those in remote areas. The limited financial capacity, however, has made it impossible to have equity in educational access; the equity problem remains unsolved. Under such a complex environment, a more appropriate curriculum design should be sought. So far the same national standard has to be achieved by children. This paper explores possibilities of having a multi-standards English curriculum design aimed at providing every child to learn according to their abilities and rates of learning. A three-level standard curriculum is then proposed: the instrumental standard for highly advantaged children, the functional standard for those who are fairly advantaged, and the appreciative standard for those who are disadvantaged.]]>
<![CDATA[Literacy: Its Importance and Changes in the Concept and Definition ]]>
<![CDATA[Ratna Rintaningrum]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 20, No 1 (2009) ]]>
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<![CDATA[ Literacy has come to be seen as important aspect in nation development since being functionally literate is fundamental to all forms of both successes in school and in life. In global market, being literate is highly demanded in order that people are able to participate actively in larger society and in International activities such as international conference, research exchange, join research, and business and commerce. Being literate does not only contribute to personal development or personal learning, but being literate also leads to success in school and in life. ]]>
<![CDATA[ENGLISH AS A MEASUREMENT STANDARD IN THE NATIONAL EXAMINATION: SOME GRASSROOTSââ¬â¢ VOICE ]]>
<![CDATA[Gunadi Harry Sulistyo]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 20, No 1 (2009) ]]>
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<![CDATA[ Abstract: The National Examinations, including English as one component, have always implored controversies. And the government has still been determined in its commitment to execute the national examinations backed up with several accompanying arguments as an attempt to ââ¬Ësmarten the life of the nationââ¬â¢. This has not, however, likely been well understood by all parties with a view to gaining communal supports from all. A small survey was conducted to analyze English teachersââ¬â¢ point of view, as frontline agents in the field, concerning issues related with the national examinations. It turns out that in spite of their positive viewpoint in the role of tests, when challenged to accepting responsibility in the context of classroom-based assessment as a part of their autonomous roles, they demonstrate an impression of disinclination.]]>
<![CDATA[CULTURE SHOCK EXPERIENCED BY FOREIGN STUDENTS STUDYING AT INDONESIAN UNIVERSI-TIES ]]>
<![CDATA[Dwi Poedjiastutie]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 20, No 1 (2009) ]]>
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<![CDATA[ Abstract: This study was designed to examine the potential culture shock experienced by foreign students in Indonesian university. There were 10 foreign students who responded to the questionnaires sent by the writer through BIPA (Indonesian for foreigners) in international office of foreign studentsââ¬â¢ universities. It was found that there were three points of academic life that make foreign students experience culture shock, namely: teacherââ¬â¢s roles and attitudes; poorly organized programs; and the local studentsââ¬â¢ attitudes. In social life, it was found that foreign students experienced culture shock in 3 aspects, namely: women-men relationships; different ways of thinking and different habits.]]>
<![CDATA[A STUDY ON THE READING SKILLS OF EFL UNIVERSITY STUDENTS ]]>
<![CDATA[Flora Debora Floris]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 20, No 1 (2009) ]]>
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<![CDATA[ Abstract: The present study attempts to investigate kinds of reading skills that EFL (English as a Foreign Language) University students have difficulty with. For this purpose, two reading tests which covered seventeen kinds of reading skills were developed and administered to ten students of batch 2003 studying at an English Department of a private university in Surabaya, Indonesia. The analysis showed that each reading skill had different level of difficulty for the respondents..]]>
<![CDATA[INVESTIGATING THE PERCEIVED NEEDS OF INTERNATIONAL STUDENTS LEARNING EAP ]]>
<![CDATA[Dedy Setiawan]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 20, No 1 (2009) ]]>
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<![CDATA[ Abstract: The perceived needs of students learning EAP were analysed u-sing a questionnaire which investigated the subjectsââ¬â¢ preference for particular topics and various modes of learning in relation to both the target and present situation. The target situation in the questionnaire was represented by items concerning study skills; while items concerning the present situation were oriented to the contents of the EAP course and its methodology and activities. The findings provide evidence for determining items for inclusion in an EAP programme. They also allow us to identify items as highly, reasonably or not at all recommended for inclusion.]]>
<![CDATA[TRIANGULATING SOME DISCOURSE-RELATED ISSUES IN INDONESIAN EFL PRE-SERVICE TEACHERSââ¬â¢ WRITTEN NARRATIVES ]]>
<![CDATA[Joseph Ernest Mambu]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 20, No 1 (2009) ]]>
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<![CDATA[ Abstract: This paper attempts to document how the notion of discourse was made sense of by EFL teachers from the U.S.A. and by me as an Indonesian who read and commented on 16 narratives written by four male and four female pre-service/student teachers. While the Americans tended to focus on the superficial content and textual organizations, I have found it crucial to appreciate the themes, styles, and philosophies these pre-service teachers presented in their narratives. First, the themes were clustered, thus showing how one pedagogical story relates to or differs from another. Second, the styles of arranging thoughts indicate how Indonesian teachers in this study were overall more indirect so the American readers assumed more responsibility to decipher their implied meanings. From my perspective, however, the salient discourse style is that of philosophizing. In essence, the philosophies in several narratives reflect traces of the ongoing process of believing what these teachers did or practiced as prospective teachers or as colleagues.]]>
