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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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Bringing Reflections into the TEFL Classrooms M Sri Samiati Tarjana
TEFLIN Journal: A publication on the teaching and learning of English Vol 13, No 2 (2002)
Publisher : TEFLIN

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Abstract: Reflective practice is defined by John Dewey as a proactive, ongoing examination of beliefs and practices, their origins and impacts. In the reflective practice, the teacher and learners are engaged in a continuous cycle of self-observation and self-evaluation in order to understand their own actions and reactions, and thereby develop the teaching-learning process on an on-going basis. While English is regarded as compulsory in the preparation of more qualified human resources for the country, there are still complaints about the low English mastery of the majority of secondary and tertiary education graduates in Indonesia. It seems likely that bringing the reflective practice in the TEFL classrooms will help improve the teaching-learning of English in a more caring and responsive manner. It is expected that this will not only improve the English mastery, but also develop personal talents and capacities of the learners. The features of reflective practice in TEFL and their advantages for personal and professional development will be further discussed.
Teachers Questions in Reading Classes Zuliati Rohmah
TEFLIN Journal: A publication on the teaching and learning of English Vol 13, No 2 (2002)
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Abstract: The present paper discusses an English teachers questions in Reading classes at MAN Malang III. Types of questions, functions of teachers questions, question levels and the strategies applied by the teacher were put as the research problems. Non-participant observa­tion was applied to collect the data with the researcher as the main in­strument aided by field-notes and a tape recorder. It was found that the distribution of the questions did not allow the students to talk longer and to think more analytically. Meanwhile, the strategies applied by the teacher helped the students to respond to the questions previously unanswered. The teacher is suggested to produce more open and refer­ential question as well as inference and evaluation questions as to give more chances for the students to think aloud more.
Come to an Enjoyable Class: EFL Extensive Reading Arwijati Wahjudi
TEFLIN Journal: A publication on the teaching and learning of English Vol 13, No 2 (2002)
Publisher : TEFLIN

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Abstract: This paper argues that an Extensive Reading Class is not a place for reading only, where students read and, therefore, may become better readers. In fact, lots of interaction among students, between student(s) and teacher, can happen, and this happens in an EFL natural situation. The students have something to talk about and are ready to share with the teacher and the other students what they have read. Questions asked are real questions, not comprehension or leading questions. Higher level questions, asking for opinions and feelings, are asked without the students being told to ask these kinds of questions. Students opinions and feelings are expressed simply because they are necessary. Because of its potential as a place where students can exercise somewhat real language with little burden, if any, the writer suggests that Extensive Reading courses be offered at all levels in the English Department, starting from the first year.
Drama Performance: Its Impacts on StudentsProficiency in the EFL Outside the Classroom Setting I Ketut Warta
TEFLIN Journal: A publication on the teaching and learning of English Vol 13, No 2 (2002)
Publisher : TEFLIN

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Abstract: Disability to function in oral and written English has been serious problems among students in higher education learning. This study is an attempt made to find out possible solutions to such problems through drama performance. The study is experimental in which subjects of different groups in the study were provided with different treatments. Data analysis show that students performance level developed from basic to intermediate, from being marginal user to modest.
A Survey Of Teacher and Student Beliefs in Singapores Polytechnics Fazilah Mohamed Ismail
TEFLIN Journal: A publication on the teaching and learning of English Vol 13, No 2 (2002)
Publisher : TEFLIN

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Abstract: Language teaching has been focused mainly on teachers classroom actions and behaviours and their effects on learners. It is acknowledged that teacher knowledge and beliefs form the underlying framework guiding a teachers classroom practices. However, not to be ignored are learners beliefs about teaching and learning which influence how they approach learning. Thus, teachers need to be informed about learners beliefs so that they can better understand and manage their teaching as well as their students learning. The purpose of this study is to investigate similarities and differences between teachers and students beliefs. Sixty-two English language teachers and 164 students from the four polytechnics in Singapore participated in the study. Data for this study came from these teachers and students responses to a survey questionnaire designed to elicit information about some aspects of their beliefs. In this paper, we will report on some pedagogically interesting differences in certain areas of teachers and students beliefs (e.g., What constitutes good teachers/learners, why learners fail to learn English). We will also discuss the implications of these differences for language teaching and learning.
SPACE LEXICALIZED: ITS LINGUISTIC IMPACTS IN ENGLISH AND ITS IMPLICATIONS FOR EFL LEARNING A. Effendi Kadarisman
TEFLIN Journal: A publication on the teaching and learning of English Vol 21, No 1 (2010)
Publisher : TEFLIN

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Abstract

Abstract: Our sense of space is part of our experiential universals.  However, the incorporation of space into words differs across languages.  This paper argues that “space” is lexicalized in English but not in Indonesian.  English encodes the sense of location and direction into adverbial particles, producing language-specific expressions. Together with prepositions, adverbial particles also combine with simple verbs producing phrasal verbs and making a highly familiar verb expand itself into a huge range of meanings. Furthermore, the unique syntactic behavior of phrasal verbs is assumed to be the motivation for the phenomenon of “prepositional stranding” in English. The enormous presence of adverbial particles in English and their absence in Indonesian could be problematic for Indonesian EFL learners. This problem can be viewed from two perspectives: inward & outward.
DOES RETELLING TECHNIQUE IMPROVE SPEAKING FLUENCY? Noor Rachmawaty; Istanti Hermagustiana
TEFLIN Journal: A publication on the teaching and learning of English Vol 21, No 1 (2010)
Publisher : TEFLIN

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Abstract: This paper is based on a study on speaking fluency performed by six low level students using retelling technique. The aim of the study is to find out the effect of retelling on the students’ speaking fluency and to know the strategies used by those students while retelling a story. The data were the speaking transcripts which were analyzed to see the progress after six-time treatment was given. The result reveals that the speaking fluency of the students increased in some areas as shown by the improvement on their vocabulary and comprehensibility.
DEVELOPING A MODEL OF TEACHING READING COMPREHENSION FOR EFL STUDENTS Arifuddin Hamra; Enny Syatriana
TEFLIN Journal: A publication on the teaching and learning of English Vol 21, No 1 (2010)
Publisher : TEFLIN

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Abstract: This study aimed at designing a model of teaching reading comprehension based on the objectives of teaching reading at the senior high school and the teachers’ understanding of the school curriculum and to describe the implementation of the model. The subject consisted of 24 teachers, 167 students of five SMAs (senior high schools) in South Sulawesi, Indonesia. This developmental study had five steps: analysis, design, development, implementation, and evaluation. The result indicates that the model significantly increases the reading comprehension of EFL students (M = -14.43114), t (166) = -16.155, p
FEMALE EFL LEARNERS’ REQUEST REALIZATION IN RELATION TO THEIR ETHNIC BACKGROUNDS Artanti Puspita Sari
TEFLIN Journal: A publication on the teaching and learning of English Vol 21, No 1 (2010)
Publisher : TEFLIN

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Abstract: The choice of strategies and modifications of speech acts in conversational communication may be correlated with sociolinguistic factors, such as ethnicity, social distance and dominance. Requests, as a part of speech acts, provide an interesting focus in this research because requests are face threatening acts. This article was based on a research conducted in the period of April to June 2008. The subjects of the research were female EFL learners of English Education Study Program at Sriwijaya University Inderalaya in South Sumatera Indonesia. The investigation utilized a combination of qualitative and quantitative methods, revealed that: (1) in terms of patterns, the female EFL learners of different ethnic groups performed similar request patterns, (2) in terms of correlation, the subjects’ ethnic backgrounds did not correlate with their strategies, yet, their ethnic backgrounds had correlation with the subjects request modifications, (3) the subjects’ request strategies and modifications did not correlate with social distance and dominance. The information gained can be utilized as a basis for integrating cultures and social dimensions between speakers and hearers into the teaching of EFL as well as EIL to increase students’ intercultural and pragmatic competence.
THE EFFECT OF TEACHER ERROR FEEDBACK ON THE ACCURACY OF EFL STUDENT WRITING Yi-chun Pan
TEFLIN Journal: A publication on the teaching and learning of English Vol 21, No 1 (2010)
Publisher : TEFLIN

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Abstract: This study investigated the effect of teacher error feedback on students ability to write accurately. Three male first-year Physics graduate students at a university in Taiwan participated in this study. They were asked to write a 100-word passage about the greatest invention in human history. Within days of the teacher’s grammatical feedback, the students were required to revise their work again based on the teachers suggested revisions. In addition, oral conferencing was conducted in order to help the students obtain a better comprehension of certain grammar points. Four weeks after the oral conferencing, the students were asked, without prior notice, to revise their original passages again. The findings reveal that the students made progress in the revised versions of their passages, but the success was not repeated in their later test versions. In other words, no positive relationship between teacher error feedback and students’ improvement in linguistic accuracy over time was observed. This suggests that teacher error feedback alone may not facilitate the learning of linguistic information. A combination of sufficient exposure to English in reading and writing, plus opportunities to practice the language, for example, may lead to better grammar.

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