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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 253 Documents
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English is an Asian Language: Do Our Textbooks Reflect This? Toh Knon Peng
TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997)
Publisher : TEFLIN

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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.
Features and Functions of Journals: A Preliminary Study Bambang Yudi Cahyono
TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997)
Publisher : TEFLIN

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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.
How many English Words do the Senior High School Students Acquire per Week? Ari Nurweni
TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997)
Publisher : TEFLIN

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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}).
How the "Meaningful Approach" of Curriculum 1994 can Help Achieve Your Goals - a Newcomers Perspective Wendy Young Palembang
TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997)
Publisher : TEFLIN

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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.
Interlanguage Pragmatics: A Study of the Refusal Strategies of Indonesian Speakers Speaking English Novy Amarien
TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997)
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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.
Out of a Writing Conference: Speaking Writing Connection Utami Widiati
TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997)
Publisher : TEFLIN

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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.
Reading and Responding to "English" Literature Bakdi Soemanto
TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997)
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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.
Superstructure Strategy: Do Indonesian EFL Learners Use It? Evy C Ridwan
TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997)
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Abstract: This paper reports on a study conducted among Indonesian undergraduate students majoring in English as a Foreign Language (EFL). One strategy that learners generally use to understand the main ideas of an expository text is the superstructure strategy (i.e., utilizing the text structure to understand the main ideas). While research in English as First Language reading has demonstrated the benefit of using this strategy, little do we know whether Indonesian EFL learners use this strategy in reading and whether this strategy is beneficial to them or not. Two versions of an expository text were developed: One version had an explicit text structure, with the inclusion of discourse markers, to elicit learners to use the superstructure strategy; the other was without discourse markers. It was hypothesized that learners who read the version with an explicit text structure would utilize the superstructure strategy thereby comprehending main ideas better than those who read the other version. Additionally, to confirm the hypothesis learners were also asked to answer a questionnaire developed from OMalley and Chamot (1993) followed by an interview to find out if EFL learners used other strategies to comprehend main ideas.
Thematic and Integrated Approach to English Material Development I Made Markus
TEFLIN Journal: A publication on the teaching and learning of English Vol 8, No 1 (1997)
Publisher : TEFLIN

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Abstract: This article discusses and gives an example of how English material development should be done using the thematic approach as suggested by the 1994 English curriculum of SMU (high school) and using the integrated approach in which various language exercises (pronunciation, vocabulary, structure and the four skills) are integrated naturally in line with what happens in real life communication. The example given is to develop a unit of English material with the theme of Student Exchange and the sub-theme of Looking for an Accommodation so the students will be able to use English in their effort to find a good accommodation when they have the chance to join a Student Exchange Program in the future. The unit will start with a reading activity (reading advertisements) to find possible accommodation from the newspaper. Then they will have to ring a few landlords who have rooms or apartments to get further information about the accom-modation advertised (speaking/listening practice) and so on until they get the good accommodation they need at the right cost they can afford. In this way, a story line can be constructed for the whole programs (with various themes and sub-themes) to make the program more interesting.
GRAMMAR IN TEFL: A CRITIQUE OF INDONESIAN HIGH SCHOOL TEXTBOOKS Peter Collins
TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006)
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Abstract: The aim of this paper is to critically assess the presentation of English grammar in textbooks used in secondary schools in Indonesia. The influence of the Communicative Approach is in evidence in the books examined, and yet the importance of explicit grammar instruction is not ignored, reflecting the view of many today that grammatical forms cannot be successfully learnt merely on the basis of comprehensible input. Despite recognition of its central role, the grammar instruction presented in the textbooks invites questions as to its linguistic adequacy and accuracy. Writers often seem unwilling to take on board the insights recorded in the influential and authoritative descriptive grammars of recent years, continuing to accept tacitly the principles exposed in Traditional Grammar.

Page 16 of 26 | Total Record : 253

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