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TEFLIN Journal: A publication on the teaching and learning of English

TEFLIN
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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 scholarâ€™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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FROM LOCAL TO GLOBAL: REINVENTING LOCAL LITERATURE THROUGH ENGLISH WRITING CLASSES Ahmad Chaedar Alwasilah
TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006)
Publisher : TEFLIN

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Abstract: Many do not realize that the current practice of teaching English in Indonesia has overlooked the function and potential of local literature. Being a multicultural country, Indonesia is rich in ethnic and minority literature to contribute to the world. However, due to misconceptions among Indonesian educators and decision makers, consciously or unconsciously this local geniusÃÂ has long been marginalized and less appreciated. In many English departments, for example, its value and significance has been underestimated. A survey of collaborative writing classes in English Department of UPI has revealed that the students positively responded the Sundanese literature-based writingÃÂ courses. The course was successful in two ways: developing writing skills through collaborative workshop and raising awareness of their own ethnic literature, which is a bridge to appreciate English literature.

THE STUDENTSÃ¢â¬â¢ COMPETENCY IN WRITING DESCRIPTIVE PARAGRAPH AT ELECTRICAL AND MECHANICAL DEPARTMENT, FACULTY OF ENGINEERING, TRIDINANTI UNIVERSITY PALEMBANG Rusman Roni
TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006)
Publisher : TEFLIN

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Abstract: The purpose of this study was to describe the studentsÃ¢â¬â¢ ability in writing descriptive paragraph at electrical and mechanical department. This study is descriptive in the sense that it aims at describing the knowledge and skill of electrical and mechanical department. The two kinds of data were correlated by applying the Spearman Rank Order Coefficient. The subjects of this study were 45 sample students selected from the students who attended English II at Faculty of Engineering, Tridinanti University. The general results indicate that the majority of the subjects were good at writing a descriptive paragraph. And it was also found that there were a relationship between the studentsÃ¢â¬â¢ knowledge of descriptive paragraph and their performance in writing descriptive paragraph at electrical and mechanical department, Faculty of Engineering, Unanti Palembang ( r=0,831). It implies that an increase in the knowledge in writing descriptive paragraph of the studentsÃ¢â¬â¢ score is accompanied by a corresponding increase in the skill of writing descriptive paragraph.

THE TEACHING OF EFL READING IN THE INDONESIAN CONTEXT: THE STATE OF THE ART Bambang Yudi Cahyono
TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006)
Publisher : TEFLIN

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Abstract: Skills in reading (and learning information from) texts written in English as a foreign language (EFL reading) constitute an important element of the establishment of English curriculum of secondary and tertiary schools (both English and non-English departments) in Indonesia. The need of the learners to be skilled in reading to learn has inspired EFL reading teachers or specialists to apply some techniques in the teaching of EFL reading and to investigate the effects of the techniques on improving Indonesian studentsÃ¢â¬â¢ reading skills, as well as to examine various related aspects such as reading materials, reading strategies, and factors affecting reading comprehension. Our purpose in writing this article is to review recent development in the EFL reading pedagogy and research in Indonesia and to view it from the broader perspective on the theories of reading processÃÂ and ESL/EFL reading instruction. Drawing on the results of this analysis, we will outline the current trends and recommend future direction in the EFL reading pedagogy and research in this country.

READING BASED-CLASSROOM ACTIVITIES: AN EFFORT TOWARD THE INTEGRATION OF LANGUAGE SKILLS IN TEACHING ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA Hadi Hadi
TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006)
Publisher : TEFLIN

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Abstract: This paper proposes the implementation of reading-based classroom activitiesÃÂ for teaching English as a foreign language in Indonesia. Compared to other language skills, reading is viewed to provide a relatively stable foundation for Indonesian students to develop their communicative competenceÃÂ in English. It is argued that reading-focused activities stimulate confidence for Indonesian learners to get involved in listening, speaking, and writing related-activities in ways that are similar to normal daily lifeÃÂ communication. The reasons for the proposed implementation of reading-based classroom activitiesÃÂ in TEFLINÃÂ and the role of reading and its relation with other language skills are presented.

INQUIRING THE NEO-IMPERIAL IDEOLOGY IN THE ENGLISH DEPARTMENT CURRICULUM: TEACHING FOR READING AGAINST THE GRAIN USING READER-RESPONSE Dewi Candraningrum Soekirno
TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006)
Publisher : TEFLIN

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Abstract: The spread of the so-called ‘indispensable language’ for the immersion of English in the global world has mesmerized its victims in the classrooms through the operation of curriculum, material, and teaching methodology. Since the perspective of the traditional/structuralism school could not provide enough ‘reader involvement’, reader-response is one of the alternatives that support teaching against the grain. It provides the students with a more active exploration of the text in relation to their selves. This active engagement is important from the perspective of pedagogy. It enriches ‘student-centered’ methodology. The application, however, must be combined with a critical perspective. This process encourages students to identify the position of power in the literary texts. It allows teachers to explore students’ responses that will obviously become invaluable resources in the teaching-learning process.

CULTURAL BIAS IN LANGUAGE TESTING Patrisius Istiarto Djiwandono
TEFLIN Journal: A publication on the teaching and learning of English Vol 17, No 1 (2006)
Publisher : TEFLIN

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Abstract: An issue that has recently been gaining more attention in the domain of language testing is item bias. Defined as the characteristic of an item which causes learners of the same abilities but of different social groups to perform differently, the bias can be present as gender, ethnic, religious, social class, or cultural bias. The paper brings up a discussion in this area of concern by starting off from the concept of culture. It then explains what cultural bias is, how it manifests in items of language tests, and what unfavorable results may happen. It then highlights some examples of cultural bias in some popular standardized tests constructed by both foreign institutions and domestic educational bodies. The paper argues that if language teaching is to foster the development of cross-cultural understanding, attempts should be made to eliminate such bias. It then concludes by discussing Differential Item Functioning, a method that is used for dealing with bias in language tests.

TEXTBOOK ANALYSIS ON COLLEGE ACADEMIC WRITING Handoyo Puji Widodo
TEFLIN Journal: A publication on the teaching and learning of English Vol 18, No 2 (2007)
Publisher : TEFLIN

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Abstract: When no specific materials are available particularly on EFL writing courses, the selection and use of a textbook are of great priority. For this reason, this article analyzes a textbook on college academic writing in an EFL context-Indonesia. In this analysis, I employed the in-depth method using the three phases of the textbook analysis, concerning the three main features of the textbook: (1) goal and organization, (2) contents-inputs, models, and exercises, and (3) the suitability of the textbook viewed from aims, beliefs about writing, the roles of the teacher, the role of the students, and the roles of the textbook as a whole. The extent to which the selected textbook reflected the recent views of the teaching and learning of writing skill was also investigated. The results show that the author echoed his clear goal and organization. The contents of the textbook regarding the inputs, models, exercises, and writing assignments reflected the features of academic writing required for college students.

DEVELOPING LEARNING MATERIALS FOR SPECIFIC PURPOSES Y. M. Harsono
TEFLIN Journal: A publication on the teaching and learning of English Vol 18, No 2 (2007)
Publisher : TEFLIN

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Abstract: Teaching/learning materials is one of the very crucial elements that has to exist to conduct teaching/learning activities. This paper describes teaching/learning materials development for ESP. The description includes the definition, the principles, the procedure, and the practical undertaking of the materials development with the case of developing learning materials for ESP.

News and Views on TESOL at the Start of the 21" Century Barbara Mullock
TEFLIN Journal: A publication on the teaching and learning of English Vol 13, No 2 (2002)
Publisher : TEFLIN

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Abstract: Teachers of English as a Foreign Language can often feel out of touch with developments in TESOL in native English speaking countries. Information about developments may arrive in sporadically, in discontinuous spurts, and they may not be sure about the accuracy of the picture they are getting, or about how they should be teaching. This paper is a personal attempt to trace important developments and issues in TESOL over the last 25 years, and to suggest ways in which these can affect the performance of the classroom EFL teacher. A number of important recent developments and issues discussed here, including the analysis of language (particularly in ESP) and the teaching of grammar, task-based learning, second language acquisition, and Critical Pedagogy.

Developing Standards for EFL in Indonesia as Part of the EFL Teaching Reform Suwarsih Madya
TEFLIN Journal: A publication on the teaching and learning of English Vol 13, No 2 (2002)
Publisher : TEFLIN

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Abstract: The teaching of English in Indonesia has so far been unable to reach its declared goal, which is the students mastery of the English macro skills listening, speaking, reading, writing. Various factors have certainly contributed to this failure, but the highly centralized curriculum has been one of the many to be blamed for it. The new system of regional autonomy gives ample opportunity to schools/ regions to develop their own curricula. This will lead to the need for the establishment of standard of English to ensure the achievement of the ultimate goal of teaching English throughout the country. This paper suggests that the development of standards for English should involve as many parties concerned as possible, including EFL teachers, EFL teacher educators, and users of school graduates. Another suggestion made related to the aspects to be covered in the standards, namely (1) the qualification of EFL policy makers, EFL teacher educators, and EFL teachers; (2) class size, (3) facilities and equipment, and (4) assessment and evaluation.

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