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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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ACCOMMODATING WORLD ENGLISHES IN DEVELOPING EFL LEARNERS’ ORAL COMMUNICATION Nur Mukminatien
TEFLIN Journal: A publication on the teaching and learning of English Vol 23, No 2 (2012)
Publisher : TEFLIN

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Abstract

This article aims to discuss issues of World Englishes (WEs) and the implications in ELT. It explores the extent to which WEs are taken into account as emerging English varieties different from inner circle varieties, how WEs should be accomodated by English teachers, and which standard to adopt to accommodate learner’s linguistic needs for international communication. It would help ELT practitioners adjust their current practices through the inclusion of varieties of WEs in developing learners’ oral communication. This offers relevant pedagogical movement to argue that changes should be made about the way English is valued and taught.
WRITING FOR INTERNATIONAL PUBLICATION: AN INTERVIEW WITH NUGRAHENNY T. ZACHARIAS, HANDOYO P. WIDODO AND WILLY A. RENANDYA Board of Editors
TEFLIN Journal: A publication on the teaching and learning of English Vol 23, No 2 (2012)
Publisher : TEFLIN

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Abstract

There is a growing pressure in recent years for people working in institutions of higher learning to get themselves published in peer-reviewed international journals. This is true not only for those working in research-focused universities, but also for those in teaching-intensive universities. For those lacking experience, publishing in international journals can be a daunting task. Some may, in fact, feel that only a select few (e.g., those who hold professorial ranks)can get their work published internationally. Even many believe that writing for an international audience is an impossible task to accomplish. To shed this belief away and to make the idea less daunting, TEFLIN Journal initiates to bring about the experience of Indonesian EFL scholars who are nationally and internationally renowned for their publication and contribution to the field. Starting from this issue an interview will be published every other year with the hope that more and more Indonesian scholars are inspired to publish.This piece is brought together by Flora Debora Floris, one of TEFLIN Journal Editors and also a faculty member of the English Department, Petra Christian University, Surabaya, Indonesia. Three productive TESOL scholars from Indonesia: Nugrahenny T. Zacharias of Satya Wacana Christian University, Handoyo Puji Widodo of Politeknik Negeri Jember (both are still in their mid-thirties) and Willy A Renandya, who currently works at the National Institute of Education, Nanyang Technological University, Singapore, were interviewed to not only showcase their work, but also highlight the joy, the reward, the recognition of having their work accepted and acknowledged by members of the international community, and yes, also the pain of having their work rejected by journal editors. More importantly, the key message being sent through this interview is that there is nothing impossible to achieve. The three scholars being interviewed are very passionate about their works, teaching, learning, writing, and publication. This is not to say that writing and getting published is a smooth-sailing process. But, with a bit of passion and hard work, the writing and publication journey can become a bit less overwhelming and more enjoyable.Their writings and publishing experiences are inspiring. Hopefully, the readers of this journal will be inspired to follow their lead. If they can do it, so can many of us who are embarking on this writing and publishing journey.
COMIC STRIPS:A STUDY ON THE TEACHING OF WRITING NARRATIVE TEXTS TO INDONESIAN EFL STUDENTS Fika Megawati; Mirjam Anugerahwati
TEFLIN Journal: A publication on the teaching and learning of English Vol 23, No 2 (2012)
Publisher : TEFLIN

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Abstract

Comic strips are proposed in the teaching of writing not only because of their appealing forms, but also due to their salient features as media to present content, organization and grammatical aspects of narrative texts. This study investigates the implementation of comic strips in teaching writing through a collaborative classroom action research at MAN Bangil. The procedures included planning, implementing, observing, and reflecting. The results show that teaching writing using comic strips through Process-Genre Based Approach (PGBA) could successfully improve students’ ability in writing. The findings also reveal that comic strips’ effective implementation requires proper stories as well as sufficient teacher’s guidance during the writing process.
GRICEAN MAXIMS AS AN ANALYTICAL TOOL IN TRANSLATION STUDIES: QUESTIONS OF ADEQUACY Rochayah Machali
TEFLIN Journal: A publication on the teaching and learning of English Vol 23, No 1 (2012)
Publisher : TEFLIN

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Abstract

One of the many interests in translation studies is to study how meaning is rendered in the target language text (TLT). This is often observed in terms of ‘equivalence of meaning’ as it is meaning that is being transferred. Equivalence can occur at any level: word, group, sentence, text, and even pragmatic level. On working at the pragmatic level a translator often has to refer to the (immediate) context in order that his/her translation can be understood by the TL readers. When the resulted translation is then analysed in terms of how the ‘pragmatic meaning’ has been rendered in the TLT, one of the analytical tools that can be used is the Gricean Maxims. In recent years, there have been renewed interests in the studies and researches related to the Gricean maxims. However, none has been concerned with Indonesian context. This article is, therefore, a preliminary inquiry into this area, particularly to see how the maxims can be problematic when we are faced with concepts of politeness.
TEACHERS’ AND STUDENTS’ PERCEPTIONS OF MOTIVATIONAL TEACHING STRATEGIES IN AN INDONESIAN HIGH SCHOOL CONTEXT Sri Puji Astuti
TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 1 (2013)
Publisher : TEFLIN

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Abstract

The primary purpose of this multiple case study is to explore teachers’ and learners’ perceptions of motivational teaching strategies. The data were obtained from two schools in a small town in West Sumatra, Indonesia; one is from an international standard high school and the other is from a local high school. This study is underpinned by Dornyeis (2001) work on motivational teaching practice which consists of four phases on how a teacher motivates students in a language learning classroom, namely: creating motivational components, generating students’ motivation, maintaining motivation, and encouraging positive retrospective self-evaluation. This qualitative case study is intended to contextualise the research within the real life environment of an Indonesian secondary class- room (Yin, 2003). The findings indicate that there are two groups of motivational components. The first is the teachers’ rapport with students, including the encouragement given to students and the building of trust and respect with the students. The second relates to the teachers’ planning decisions such as the selection of classroom activities, the way feedback is given, the management of the classroom, and the choice of learning resources. 
TECHNOLOGY-ENHANCED TEACHING: A REVOLUTIONARY APPROACH TO TEACHING ENGLISH AS A FOREIGN LANGUAGE Alberth Alberth
TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 1 (2013)
Publisher : TEFLIN

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Abstract

The online course offerings have grown exponentially globally since the turn of the 21st century - be they as a primary mode of instruction or as a supplement to traditional face-to-face classroom instruction, and this phenomenon is most noticeable in higher education. More recently, the new technology has also been integrated into the English as a Foreign Language,henceforth called EFL, classrooms. This article argues that the notion of technology-enhanced language learning is not just an intriguing idea – it is a necessity, for it has a great potential to offer in facilitating the development of English language proficiency of EFL learners through computer-mediated communication. Additionally, it contends that the new technology can potentially address most, if not all, of the shortcomings inherent to the EFL classroom including, but not limited to, lack of exposure to the target language, lack of practice, and lack of learning resources. Theoretical implications of technology-enhanced language teaching and learning will also be explored. 
CRITICAL THINKING SKILLS FOR LANGUAGE STUDENTS Patrisius Istiarto Djiwandono
TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 1 (2013)
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Abstract

Recent developments in language teaching increasingly put a stronger importance on critical thinking skills. While studies in this area have begun to emerge, it is believed that a probe into the learners’ mind when they process information can contribute significantly to the effort of identifying exactly how our learners think. This study was conducted partly to seek the answers to the issue. A brief training on critical thinking and critical attitude was given to a group of language learners who were studying Business Correspondence. Questionnaires were then used to capture traces of their thinking as they were preparing to accomplish a learning task and while they were listening to their classmates’ presentation of ideas. The data show the change of their thinking process. After the training there is a tendency from the students to ask more critical questions with slightly higher frequencies. It is concluded then that the brief training has prompted their awareness of critical thinking. 
THE CORRELATION BETWEEN LEARNER AUTONOMY AND ENGLISH PROFICIENCY OF INDONESIAN EFL COLLEGE LEARNERS I Putu Ngurah Wage Myartawan; Mohammad Adnan Latief; Suharmanto Suharmanto
TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 1 (2013)
Publisher : TEFLIN

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Abstract

The present study aimed to investigate the correlation between learner autonomy psychologically defined in the study as a composite of behavioral intentions to do autonomous learning and self-efficacy in relation to autonomous learning, and English proficiency. The sample comprised 120 first semester English-majored students of a state university in Bali, Indonesia. The data were collected from documents and by administering two questionnaires. Multiple linear regression analysis conducted revealed that learner autonomy and English proficiency as defined in the study had a significant, strong, positive relationship. Some suggestions related to the results of the study, especially in the EFL context, are discussed. 
POLITENESS STRATEGIES IN TEACHER-STUDENT INTERACTION IN AN EFL CLASSROOM CONTEXT Senowarsito Senowarsito
TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 1 (2013)
Publisher : TEFLIN

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Abstract

This study explores politeness strategies used by teacher and students in two 90-minute English lessons in a senior high school. The data were video-recorded from two different classroom settings where English is the object and the medium of teaching learning process. The analysis is based on Brown and Levinson‘s politeness strategies. The result shows that teacher and students basically employed positive, negative, and bald on- record strategies. Teacher and students’ perception on social distance, the age difference, institutional setting, power, and the limitation of the linguistic ability of the students has contributed to the different choices of polite- ness strategies. The students tend to use some interpersonal function markers. Linguistic expressions that are used in classroom interaction are addressing, encouraging, thanking, apologizing, and leave–taking. 
‘CULTURE’ AS A SKILL IN UNDERGRADUATE EFL CLASSROOMS: THE BANGLADESHI REALITIES Faheem Hasan Shahed
TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 1 (2013)
Publisher : TEFLIN

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Abstract

As regards the status of English in today’s globalization era, ‘cul- ture’ has turned out to be an essential component in the teaching and learn- ing of English. Some Applied Linguists have even described it as the fifth skill—after listening, speaking, reading and writing—which must be han- dled adequately in EFL classrooms. By appreciating and acquiring the cultural knowledge, values and skills associated with the different varieties of English, EFL students could develop their cultural sensitivities using English as the medium of instruction despite their resentment motivation. Eventually, students would be able to identify and respond to both culturally significant and inappropriate information and think positively about being a part of international environment. Given the growing importance of EFL teaching in Bangladesh, this study investigated the roles of ‘culture’ in the under- graduate EFL classrooms. That is, the study carefully evaluated the effort and capabilities of the teachers in dealing with culturally sensitive issues in their materials, and the influences of cultural items of English on students’ learning. The study made constructive recommendations for English teachers to have successful implementation of cultural skills in their ELT activities regarding Bangladeshi socio-cultural realities which would make students become effective workforce in this challenging era. 

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