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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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A STUDY OF THE VALIDITY AND RELIABILITY OF SELF-ASSESSMENT Junaidi Mistar
TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 1 (2011)
Publisher : TEFLIN

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Abstract: This study is to investigate whether self-assessment contains construct- irrelevant variances of gender and age, and whether self-assessment correlates with test scores. The data were collected from seventy-eight newly arrived international students at the English Lan­guage Center, Michigan State University, USA. Prior to class com­mencement, they were asked to self-assess their listening, speaking, and interactive skill. Then, a test of listening was administered; finally, they were assigned to perform task-based conversational activities.The statistical findings imply that, firstly, gender and age do not provide construct irrelevant variances to the validity of self-assessment and, se­condly, self-assessment produces reliable scores.
WEB-BASED AUDIO MATERIALS FOR EFL LISTENING CLASS Putu Suarcaya
TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 1 (2011)
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Abstract: The present study aimed at finding out the response of learn­ers in an EFL Listening class to the use of web-based listening tasks and their academic achievement in the class. The subjects of the study were 22 university students. The method employed was mixed method. Data were collected using questionnaire and achievement tests. The results showed that 90.9% of the learners enjoyed and were interested in the on-line activity. The t-test analyses also showed that there was significant difference between the Means of scores of learners in the midterm test and final test on Listening 1 and Listening 2.
TEACHING GRAMMAR FOR ACTIVE USE: A FRAMEWORK FOR COMPARISON OF THREE INSTRUCTIONAL TECHNIQUES Sasan Baleghizadeh
TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 1 (2011)
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Abstract: Teaching grammar in a way that enables students to use grammatical structures correctly in their active use has always been one of the intricate tasks for most practitioners. This study compared the ef­fectiveness of three instructional methods: games, dialogues practiced through role-play, and unfocused tasks for teaching grammar. Forty eight pre-intermediate female students participated in this study. The structures chosen were Conditional Sentence Type 2 and Wish structures for expressing present desires. A posttest was administered to assess the subjects productive knowledge of the grammatical patterns. The results showed that there were no significant differences in the performance of groups. In other words, all three methods were equally effective to boost students grammatical knowledge of the two structures.
JOHN KEATSS SENSUOUS IMAGERY IN"WHEN I HAVE FEARS THAT I MAY CEASE TO BE" Suryo Tri Saksono
TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 1 (2011)
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Abstract: When I have fears that I may cease to be, by John Keats, por­trays the poets fear of dying young and being unable to fulfill his ideal as a writer and loses his beloved. Based on the use of sensuous imagery, it is clear that visual image dominates the use of imagery and there are two major thought groups: 1) Keats expresses his fear of dying young (lines 1-12); he fears that he will not fulfill himself as a writer (lines 1-8) and that he will lose his beloved (lines 9-12); 2) Keats resolves his fears by asserting the unimportance of love and fame in the concluding two and a half lines.
The Development of A Diagnostic Reading Test of English for the Students of Medical Faculty, Brawijaya University lndah Winarni
TEFLIN Journal: A publication on the teaching and learning of English Vol 14, No 2 (2003)
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Abstract: This paper describes the development of a diagnostic test of multiple choice reading comprehension as an initial stage in develop­ing teaching materials for medical students learning English. Sample texts were collected from all the departments in the faculty. Selection of relevant texts involved the participation of some subject lecturers. Sixty one items were developed from fifteen texts to be reduced to forty items after pilot testing. Face validity was improved. The main trial was carried out to twenty nine students and item analysis was car­ried out. The test showed low level of concurrent validity and the in­ternal consistency showed a moderate level of reliability. The low level of concurrent validity was suspected to result from the test being too difficult for the testees as the item analysis had revealed
DEVELOPING INSTRUCTIONAL MATERIALS ON ENGLISH ORAL COMMUNICATION FOR NURSING SCHOOLS Sismiati Sismiati; Mohammad Adnan Latief
TEFLIN Journal: A publication on the teaching and learning of English Vol 23, No 1 (2012)
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The needs survey shows that English communication skill of the students in nursing school speaking classes is not well developed. Consequently, the speaking instructional materials used in the classes need to be advanced. Yalden’s (1987) Language Program Development covering Needs Analysis, Syllabus and Materials Development, Expert Validation, and Try-out is used to produce a speaking syllabus and textbook for nursing students preparing to work at hospitals abroad with the following characteristics: (1) the topics are based on the activities of nurses in hospitals; (2) the vocabulary exercises are based on the nurses’ needs in under- standing the nursing context; (3) the speaking activities are based on the needs to communicate in nursing settings using the principles of CTL; (4) the language functions are explained to support the nursing students to form their own sentences in their speaking practice. The product is found acceptable for nursing students.
TEST-TAKING STRATEGICNESS IN OPEN BOOK TESTS Suprihadi Suprihadi; Thomas Baharuddin Assyarofi
TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 2 (2011)
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Perception about testing and preparation to take a test is usually actualized in what the students do before, during, and after testing. This research involves 50 students and 17 lecturers as respondents, and uses structured questionnaire as its instrument. The results of the analysis show that: 1) the test-taking strategy used by the students of Education Department, the University of Muria Kudus (EED UMK) in open book tests is fair, 2) in α .01 and df 15, there is a significant dependency relationship between students grade and test-taking strategy use in open book tests although there is no exact relationship nature between these two variables.
EIL IN PRACTICE: INDONESIAN AND CHINESE INTERNATIONAL POSTGRADUATE STUDENTS NEGOTIATE MEANING Umar Abdullah
TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 2 (2011)
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Interaction in English as an International Language (EIL) setting provides myriad opportunities for negotiation of meaning, arguably beneficial for language acquisition. The present study aims at finding out how meaning is negotiated in EIL interaction among two groups of postgraduate TESOL international students from two Asian countries, Indonesia and People’s Republic of China (PR China). The findings reveal that the students indeed utilized various strategies such as clarification requests, confirmation checks, comprehension checks, word-coinage, and use of approximation, self-repetition, other repetition, self-correction, and non-verbal expression of non-understanding. The relative frequency of strategies used appears to have been influenced by the interaction tasks. The variation of strategies across the three pairs is relatively similar. Some EIL features corresponding to pronunciation and grammatical structures also emerge in the present study. Finally, the study suggests that negotiation strategies need to be included in the English teaching syllabus. Moreover, current foreign or second language teaching methodology needs to pay serious attention to EIL features and to develop learners’ intelligibility and communication strategies by making them aware of standard varieties of English. 
3-Ls: A MODEL FOR TEACHING YOUNG LEARNERS Chuzaimah Dahlan Diem
TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 2 (2011)
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The fact that EFL literacy in Indonesia is still low led me to conduct this study to cultivate reading habits and increase literacy skills of young learners. Using the 3-Ls—libraries, literature, and literacy—as an instructional model, the study involved five methods: Informational Text Structures; Online Resources; Partnership with Librarians; Big6; and Literature Circles. The sample consisted of 200 fifth graders divided equally into five groups, each of which was also divided into experimental and control groups. Each of tThe experimental groups was taught for three months using one method. All the students in both groups were given English tests and a questionnaire before and after the experiment. The results showed that the experimental groups outperformed the control groups with a significant mean difference of 21.73 on literacy skills and 10.15 on reading habits. Using regression analysis, it was also found that 3-Ls as a whole had given a significant contribution to both students’ reading habits (R2 0,793) and literacy skills (R 0,943) with the highest percentage contributed by every method was reading skill. However, in spite of demonstrating significant effects on students’ literacy, these methods still did not bring the students’ literacy to an acceptable level. A factor that might contribute to the low achievement of their English literacy was that the 3-Ls model requires optimal facilities.
LEXICAL ANALYSIS OF THE VERB COOK AND LEARNING VOCABULARY: A CORPUS STUDY Priyono Priyono
TEFLIN Journal: A publication on the teaching and learning of English Vol 22, No 2 (2011)
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English verbs have built-in properties that determine how they behave syntactically and generate appropriate meaning associated. With these inherent properties some verbs can fill in only in certain syntactic structures and some in others. The observation of the verb COOK using English corpus has revealed its lexical properties covering the area of syntax, semantics, and collocation suggesting uniqueness of its behaviours that are distinguishable from other verbs. Having found the lexical properties of COOK, this article concludes that the acquisition of lexicon should include lexical properties that reflect their level of competence. It also argues that the acquisition of lexical properties should be implicit, not through meta-linguistic knowledge. This would render early grammar teaching unnecessary. The acquisition of lexical properties should take place through subconscious process, not explicit grammar instruction. Many of these are grammatical aspects such as word order, sentence construction, grammatical and lexical collocations.

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