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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 253 Documents
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Vocabulary Analysis On Reading Texts Used By EFL Students C Sutarsyah
TEFLIN Journal: A publication on the teaching and learning of English Vol 12, No 2 (2001)
Publisher : TEFLIN

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Abstract: The vocabulary in the texts is the aspect that needs to identify. It is claimed that the condition of the words in a text has a great influence to readers comprehension. It is also commonly believed that compre­hension depends on the extent that the words in a text are familiar to the readers. This case study was carried out in the English Education De­partment of University of Malang. The aim of the study is to identify and describe the vocabulary in the text and to seek if the text is useful for reading skill development. The reading materials under investigation were a collection of reading passages based on the syllabus (Reading Com­prehension I) and limited to the passages that were used in class during the second semester, 1999. Based on the nature of the investigation, a descriptive qualitative design was applied to obtain the data. For this purpose, some available computer programs were used. They were used to find the description of vocabulary in the texts. The vocabulary analy­ses in the texts reveal some constrains. It was found that the texts, con­taining 7,945 words of 20 different texts, are dominated by low frequency words which account for 16.97% of the words in the texts. In terms of high frequency words occurring in the texts, function words dominate the texts. Of the 50 most frequent words, only two content words (people and say) were found. In the case of word level, it was found that the texts being used have very limited number of words from GSL (General Service List of English Words) (West, 1953). The proportion of the first 1,000 words of GSL only accounts for 44.6%. The data also show that the texts contain too large proportion of words which are not in the three levels (the first 2,000 and UWL). These words account for 26.44% of the run­ning words in the texts. Based on the findings, some conclusions were drawn, it is believed that the constraints are due to the selection of the texts which are made of a series of short-unrelated texts (20 different topics). This kind of text is subject to the accumulation of low frequency words especially those of content words and limited of words from GSL.
Assisting Reluctant Teachers College Students to Autonomously Appreciate a Novel to Read Siusana Kweldju
TEFLIN Journal: A publication on the teaching and learning of English Vol 11, No 1 (2000)
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Abstract This paper is a report of how to make reluctant teachers col­lege students read in a prose course. These students were not interested in fiction and had never read interpretative fiction in English. The teacher sought to know why the students were reluctant to read, and how to make them read, and discovered that it was because of students linguistic de­ficiency and their reluctance to read longer texts. The teacher also dis­covered that in spite of their reluctance they were interested in listening to the teachers explanation about the cultural elements and the analysis of the short stories. Thus, provided with a guideline developed based on cultural and gender elements, students were motivated to autonomously read an assigned Pulitzer-winning novel.
How Universal is Chomskys Universal Grammar? Achmad Effendi Kadarisman
TEFLIN Journal: A publication on the teaching and learning of English Vol 11, No 1 (2000)
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The publication of this book signifies three important things. First, syntactic theory in generative grammar—after nearly five decades of its inception—remains a thriving discipline. In fact, it seems to have been too progressive and dynamic, making some drastic change in a rather unex­pected manner. Considering the proliferation and world-wide fame of the Government-Binding (GB) Theory during the 1980s and early 1990s, Chomsky s publication of The Minimalist Program (1995) might have taken GB syntacticians by surprise, since this book was intended as a major revi­sion of GB syntax. Second, syntax, as ever, remains central and plays the leading role in generative grammar. The creative aspect of human lan­guage, the argument goes, is best explained by syntax—part of the linguis­tic competence which contributes most to accounting for native speakers ability to understand and produce novel utterances in their language. The centrality of syntax also shows up very clearly in the most influential books by Chomsky. Prior to The Minimalist Program, the earlier hallmarks in the generative enterprise are Syntactic Structures (1957), Aspects of the Theory of Syntax (1965), and Lectures on Government and Binding (1981). These books, while dealing with linguistic theory in general, dwelled heavily into syntax. Third, as is "notorious" among students of language, Chomsky re-mains a hard reading. Readers familiar with GB Theory would recall that Chomsky 1981 is intellectually accessible only to well-trained syntacticians. Therefore, during the past two decades syntacticians were busy "translat­ing" GB syntax to make it accessible to language students in general. Works by Cook (1988), Cowper (1992), Radford (1988), and Sells (1985)—to cite just a few examples—are simplified versions of GB syntax intended for beginners. It is along this line of "simplification" that the book now being reviewed was written. In other words, the original version of the Minimalist Program, like that of GB Theory, might be way beyond beginning students of linguistics.
Online Instructions: Problems and Potentials for the Teaching of English in Indonesia Patrisius Istiarto Djiwandono
TEFLIN Journal: A publication on the teaching and learning of English Vol 11, No 1 (2000)
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Abstract: This paper reports the results of a survey of a one-semester online course for students majoring in Economics, Secretarial, Computer Technology, and Language Education. The teacher created online mate­rials of reading strategies along with the assignment on www.blackboard, corn, and the students were instructed to access the materials, learn them independently, and do some self-evaluated reading assignments. Ques­tionnaires were then distributed to see what obstacles had hampered their efforts in learning from online materials, as well as what advantages they gained from the new instructional approach. The qualitative and quanti­tative data culled from the questionnaires revealed potentials as well as some latent problems in carrying out an online teaching. The general profile that emerged was learners who were enthusiastic about learning through Internet and felt that the new approach had familiarized them with the futures technological tools, but who were mostly hampered by the lack of fund and facilities. These are discussed with special reference to the use of advanced computer technology in the teaching of English in Indonesia.
Task-based Activities in TEFL Fachrurrazy Fachrurrazy
TEFLIN Journal: A publication on the teaching and learning of English Vol 11, No 1 (2000)
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Abstract This article presents a discussion of task-based approach in Communicative Language Teaching. A task is a classroom activity in­volving learners interaction in which the main attention is on the mean­ing more than on the form of the target language. This approach may be applicable to TEFL in Indonesian context.
Task-based Approach to Teaching English for Tour Guiding Students in EFL Context Gusti Astika
TEFLIN Journal: A publication on the teaching and learning of English Vol 11, No 1 (2000)
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Abstract: This paper describes a task-based approach to teaching En­glish using an authentic material obtained from a guided tour. It begins with a brief discussion on forms-focused instruction, then follows a dis­cussion on meaning-focused and form-focused instruction. This paper also cites theoretical framework and research to justify the implementa­tion of task-based language teaching. It argues that task-based language teaching needs to be modified to accommodate the needs of teaching the language in EFL contexts. At the end of the paper, a procedure is pro-posed for the implementation of task-based language teaching using a sample material from tour guiding.
The Advantages of Using an Analytic Scoring Procedure in Speaking Assessment Nur Mukminatien
TEFLIN Journal: A publication on the teaching and learning of English Vol 11, No 1 (2000)
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Abstract: This article describes the advantages of using analytic proce­dure in speaking assessment. An analytic scoring guide, as compared to the impressionistic one, has a double function: as an instrument to mea­sure the learners speaking proficiency and as a diagnostic procedure for remedial teaching. Thus, it provides reliable sources of information in the form of scores of the speaking components and can be used as feed-back for the teacher and learner to identify which component needs im­provement.
The Overall Proficiency in English Composition of Indonesian University Students of EFL Bambang Yudi Cahyono
TEFLIN Journal: A publication on the teaching and learning of English Vol 11, No 1 (2000)
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Abstract: This study was aimed at examining the students overall pro­ficiency in English composition across university-year cohorts and across academic options. The participants were undergraduate students of Uni­versitas Negeri Malang. They were asked to write persuasive essays on whether violence as exposed on TV programs should be restricted. The essays were evaluated using the ESL Composition Profile. The results showed that that there was a significant difference between the first- and fourth-year students overall proficiency in English composition. In ad­dition, there was no significant difference between the overall proficiency in English composition of the students taking the thesis option and those taking non-thesis option. The instructional program and writing curricu­lum appeared to play an important role in developing the students over-all proficiency in English composition. However, the thesis prerequisite courses provided to prepare the students to write a thesis proposal did not seem to affect their overall proficiency in English composition.
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)
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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.

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