TEFLIN Journal: A publication on the teaching and learning of English
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.
Articles
253 Documents
<![CDATA[SOCIAL MEDIA IN A CONTENT COURSE FOR THE DIGITAL NATIVES ]]>
<![CDATA[Anita Lie]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 1 (2013) ]]>
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<![CDATA[Digital technologies and the Internet have revolutionized the way people gather information and acquire new knowledge. With a click of a buttonor a touch on the screen, any person who is wired to the internet can access a wealth of information, ranging from books, poems, articles, graphics, animations and so much more. It is imperative that educational systems and classroom practices must change to serve our 21st century students better. This study examines the use of Edmodo as a social media to teach a course in Pedagogy to a class of digital natives. The media is used as an out-of-class communication forum to post/submit assignments and resources, discuss relevant issues, exchange information, and handle housekeeping purposes. A survey of studentsâ responses and discussions on their participatory process leads to insights on how the social media helps achieve the required competences.]]>
<![CDATA[CRITICAL THINKING SKILLS FOR LANGUAGE STUDENTS ]]>
<![CDATA[Patrisius Istiarto Djiwandono]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 1 (2013) ]]>
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<![CDATA[Recent developments in language teaching increasingly put a stronger importance on critical thinking skills. While studies in this areahave begun to emerge, it is believed that a probe into the learnersâ 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 classmatesâ 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. ]]>
<![CDATA[TEACHERâS PERCEIVED CHARACTERISTICS AND PREFERENCES OF MOTIVATIONAL STRATEGIES IN THE LANGUAGE CLASSROOM ]]>
<![CDATA[Winda Hapsari]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 2 (2013) ]]>
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<![CDATA[Motivated language teachers play a crucial role in building and developing studentsâ motivation in the classroom. This study aims to investigate teachersâmotivational strategies in relation to their characteristics and preferences in Indonesian context of EFL instruction, which is an area that receives scant attention with regard to empirical research. The empirical data were collected through survey questionnaires and interviews. Twenty-eightactive teachers volunteered to participate in the present study. Findings show that most of these English teachers perceive themselves as enthusiastic facilitators as they explore a variety of ways to motivate students in the classroom. The majority of participants prefer assigning various learning activities or tasks in order to energize a learning environment. By doing so, teachers can draw studentsâ attention and get them engaged in the classroom. The teachers also integrate teaching materials with engaging pedagogical techniquesthat involve student interaction and movement.]]>
<![CDATA[POSITIVE VERSUS NEGATIVE COMMUNICATION STRATEGIES IN TASK-BASED LEARNING ]]>
<![CDATA[Siti Rohani]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 2 (2013) ]]>
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<![CDATA[This study aimed at describing how the implementation of Task Based Learning (TBL) would shape or change studentsâ use of oral communication strategies. Studentsâ problems and strategies to solve the problems during the implementation of TBL were also explored. The study was a mixed method, employing both quantitative and qualitative analysis throughmulti-methods of questionnaire, interviews, focus group discussion, learning journals, and classroom observation. Participants were 26 second year students of the State Polytechnic of Malang. Data collection was conducted for one semester. Findingsshow linguistic and non-linguistic problems encountered by students during one-semester implementation of TBL. Students also performedincreased use of positive strategies but reduced use of negative strategies after the implementation of TBL. ]]>
<![CDATA[STUDENTSâ PERCEPTIONS ABOUT PARAPHRASING AND THEIR COGNITIVE PROCESSES IN PARAPHRASING ]]>
<![CDATA[Beleven Khrismawan]]>;
<![CDATA[Utami Widiati]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 2 (2013) ]]>
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<![CDATA[This qualitative study investigates studentsâ perceptions about paraphrasing and their cognitive and meta-cognitive processes in paraphrasing. Four Indonesian advanced EFL students enrolled in Applied Linguistics course of a graduate program in English Language Teaching of a state university in Malang were voluntarily willing to participate in thestudy. These four subjects did a paraphrasing task requiring them to do concurrent verbal reports whileparaphrasing three sentences and one paragraph.Following this, the subjects responded to a questionnaire and then participated in a retrospective interview. The data from the questionnaires were described qualitatively, whereas the verbal reports were transcribed andanalyzed for identification of cognitive and meta-cognitive strategies based on the framework of learning strategies by Chamot and Kupper (1989). The subjectsâ perceptions about paraphrasing appeared to be in line with the widely accepted definition and criteria of proper paraphrases. Additionally, the results of verbal reports show that the subjects used 21 cognitive and seven meta-cognitive strategies, reflecting the fact that most of the cognitive strategies used in the sentence level were applied in the paragraph level with some additions of strategies specific to paragraph development and synthesis such as finding the main idea and summarizing. Â ]]>
<![CDATA[A GENRE-BASED ANALYSIS ON THE INTRODUCTIONS OF RESEARCH ARTICLES WRITTEN BY INDONESIAN ACADEMICS ]]>
<![CDATA[Safnil Safnil]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 2 (2013) ]]>
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<![CDATA[The main purpose of this study was to search for the occurrence of communicative and subcommunicative units and to identify the linguistic features commonly used by the authors to realize the communicative and subcommunicative units. Three groups of English RAs by Indonesian speakers were chosen for this study: 10 RAs from engineering science, ten from science and ten from medical science journals. This study used genre-based method to investigate the communicative units in the text by using Swalesâ CARS as a model. The results show that 1) only 11 out of 30 (36.66%) RA introductions have a âniche establishmentâ, 2) out of 11 RA introductionwith a niche establishment none is of counter claiming type, and 3) the discourse markers often used in the niche establishment are of the contradictory type and the linguistic features used are of lexical negation and negation of the phrasal verb. The findings confirm those of previous relevant studies that discourse styles and linguistic features of English RA introductions by Indonesianspeakers are different from the ones by English native speakers.]]>
<![CDATA[MULTI-STRUCTURAL CLASS: WHAT AND HOW IT IS PERCEIVED ]]>
<![CDATA[Siti Mina Tamah]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 2 (2013) ]]>
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<![CDATA[The perception of âstudentsâ learning which equals studentsâ being given knowledgeâ has brought about the theatrical mode of classroom instruction which is typically characterized by whole-class presentational techniques in which teachers perform most of the talking in order to transferthe knowledge to the students. Since this mode was âattackedâ quite relentlessly,teachers have been continually challenged to make a professionalchange. The professional demand is fortunately facilitated by the existence of innovations in teaching approaches, one of which is cooperative learning. Argued implicitly and/or explicitly in some references (e.g. Kagan et al., 1985; Kaye & Rogers, 1968; Sharan, 1994; Slavin, 1994; Tinzmann et al.,1990) is that it is not a good idea to rely on the exclusive use of cooperative classroom. This article is then intended to provide a model of multistructural class design. It is in fact the exemplification of what the writer has implemented in her reading class of university students. Simply stated, the class which is designed to be multi-structural will be depicted and the studentsâ perception will, too.]]>
<![CDATA[ORAL DISCOURSE GENERATED THROUGH PEER-INTERACTION WHILE COMPLETING COMMUNICATIVE TASKS IN AN EFL CLASSROOM ]]>
<![CDATA[Golda J. Tulung]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 2 (2013) ]]>
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<![CDATA[Drawing on qualitative observation data from a case study of an EFL classroom for pre-medical students in an Indonesian university, this article examines the oral discourse generated through peer interaction while completing two types of communicative tasks in terms of how much language was generated, includingthe amount of the L2 generated and the useof the L1. Findings indicate that the use of communicative tasks in this specific EFL context appears to provide students with opportunities for L2 production and to diminish L1 use in class. This is largely determined by the communicative tasks used and the EFL context. ]]>
<![CDATA[CONSTRUCTIVISM AND REFLECTIVISM AS THE LOGICAL COUNTERPARTS IN TESOL: LEARNING THEORY VERSUS TEACHING METHODOLOGY ]]>
<![CDATA[Abdullah al Mahmud]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 24, No 2 (2013) ]]>
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<![CDATA[The gist of the entire constructivist learning theory is that learners are self-builders of their learning that occurs through a mental process in a social context or communication setting, and teachers as facilitators generate learning by creating the expected environment and/or utilizing the process. This article theoretically proves reflectivism as the logical counterpart of constructivism through establishing their complete interdependence andthen suggests certain strategies of reflection to be used in language teaching for ensuring the best possible constructivist learning of language learners. In doing so, Â the basic tenets of constructivism and reflective thoughts are elaborated, examining their mutual connection thoroughly in terms of constructivist recommendations. The research also focuses on three case studies to depict how the theory of constructivist learning principles comes into practice through judicious reviews or reflective process.]]>
<![CDATA[ETHICAL CONFLICTS EXPERIENCED BY IRANIAN EFL TEACHERS IN THE CLASSROOM CONTEXT ]]>
<![CDATA[Zahra Alimorad]]>
<![CDATA[ TEFLIN Journal: A publication on the teaching and learning of English Vol 25, No 1 (2014) ]]>
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<![CDATA[ Recently, EFL teachersâ ethical conflicts in the situated classroom context have got paramount importance. This paper presents findings from an empirical study of ethical conflicts Iranian EFL teachers encounter while engaged in classroom assessment. Critical incidents generated by 49 practicing teachers revealed that a majority of reported conflicts were related to Do No Harm principle. Most of the conflicts they encountered involved basic values as one of the conflicting elements while two new conflicting elements emerged in the specific context of this study. It was concluded that Iranian educational policy might need to be changed to mitigate some of these conflicts. ]]>
