cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
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 253 Documents
 13   14   15   16   17 
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)
Publisher : TEFLIN

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

Abstract

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)
Publisher : TEFLIN

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

Abstract

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)
Publisher : TEFLIN

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

Abstract

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)
Publisher : TEFLIN

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

Abstract

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)
Publisher : TEFLIN

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

Abstract

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)
Publisher : TEFLIN

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

Abstract

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

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

Abstract

<!-- /* 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.
A Sociolinguistic Analysis of "Greeting" and "Introducing": A Preliminary Study of Texts in English Textbooks Used at Junior High School Lies Amin Lestari
TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997)
Publisher : TEFLIN

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

Abstract

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.
Computerized Adaptive Testing in Reading Comprehension Lim Tock Keng, Ho Wah Kam
TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997)
Publisher : TEFLIN

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

Abstract

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.
Content Area Reading: Principles and Strategies to Promote Independent Learning Bachrudin Musthafa
TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997)
Publisher : TEFLIN

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

Abstract

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.

Page 15 of 26 | Total Record : 253

 13   14   15   16   17 

Filter by Year

1997 2014


Reset
Filter By Issues
All Issue Vol 25, No 2 (2014) Vol 25, No 1 (2014) Vol 24, No 2 (2013) Vol 24, No 1 (2013) Vol 23, No 2 (2012) Vol 23, No 1 (2012) Vol 22, No 2 (2011) Vol 22, No 1 (2011) Vol 21, No 2 (2010) Vol 21, No 1 (2010) Vol 20, No 2 (2009) Vol 20, No 1 (2009) Vol 19, No 2 (2008) Vol 19, No 1 (2008) Vol 18, No 2 (2007) Vol 18, No 1 (2007) Vol 17, No 2 (2006) Vol 17, No 1 (2006) Vol 16, No 2 (2005) Vol 16, No 1 (2005) Vol 15, No 2 (2004) Vol 15, No 1 (2004) Vol 14, No 2 (2003) Vol 14, No 1 (2003) Vol 13, No 2 (2002) Vol 13, No 1 (2002) Vol 12, No 2 (2001) Vol 12, No 1 (2001) Vol 11, No 1 (2000) Vol 10, No 1 (1999) Vol 9, No 1 (1998) Vol 8, No 1 (1997) More Issue