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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.
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Articles 253 Documents
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REFLECTIVE TEACHING AS ALTERNATIVE ASSESSMENT IN TEACHER EDUCATION: A CASE STUDY OF PRE-SERVICE TEACHERS Gusti Astika
TEFLIN Journal: A publication on the teaching and learning of English Vol 25, No 1 (2014)
Publisher : TEFLIN

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Abstract

 Critical reflective teaching has been a goal of English teacher preparation program. Although many English educators have promoted and carried out reflective teaching in their methodology courses, success of such practice has been limited, not sufficiently reflecting what has been desired. Questions have been raised whether reflective teaching within pre-service English teacher education is a realistic aim. One argument for this has been: reflective teaching can only be learned by beginning teachers working in schools with experienced teachers who value critical reflection. This article examines 40 journals of teaching reflection produced by 40 pre-service English teachers after they completed teaching practicum in schools over a period of three months. The journals were analyzed using a theoretical model developed by Smith (2011) which encompasses different purposes with different forms of reflection: personal, interpersonal, contextual, and critical. The analysis shows that the teaching journals contained more reflection on the personal and contextual domains of teaching, indicating that the pre-service teachers were more concerned with the contextual aspects of teaching which influenced their practices in the classroom. It is recommended that a more balanced reflection be created as an alternative form of assessment in English teacher education involving personal as well as social aspects of teaching. 
UPON THE PREVALENCE OF ENGLISH ON BILLBOARD ADVERTISEMENTS: ANALYZING THE ROLE OF ENGLISH IN INDONESIAN CONTEXTS Anna Marietta da Silva
TEFLIN Journal: A publication on the teaching and learning of English Vol 25, No 1 (2014)
Publisher : TEFLIN

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Abstract

 Looking at the frequently used English words on billboard ads in Jakarta main streets, one may have a presumptive thought that English will dominate Indonesian language. The assumption, though, has led to the analysis of the role of both languages on billboard ads and the possibility of English control over Indonesian. The study presented purposive language uses. English, regardless of its incorrect use, was associated with the Indonesian modern, urban and youth’s lifestyle, hence the prestigious status of English. On the other hand, Indonesian and its dialects, particularly the Betawi-Indonesian, are employed to cover wider and broader range of audience. Indonesian language is a national identity of Indonesians, and has historically gained highest status among hundreds of local languages in Indonesia. Thus, in spite of the presence of English in Indonesian language use, the former will not diminish the latter. As a matter of fact, the two languages serve different types of readers. 
THE ROLE OF OUT-OF-SCHOOL ENGLISH LITERACY ACTIVITIES IN PROMOTING STUDENTS’ ENGLISH LITERACY Lilies Setiasih
TEFLIN Journal: A publication on the teaching and learning of English Vol 25, No 1 (2014)
Publisher : TEFLIN

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Abstract

 This paper reports on a case study of the role of out-of-school English literacy activities in promoting students’ English literacy at an elementary school in Bandung. The study is an attempt to respond to controversy among decision makers about the idea of offering English at elementary schools and the reality that at the school where the research was conducted, English is fully used as a means of instruction for English, Mathematics, and Science. Considering that literacy is shaped in socio-cultural contexts, the researcher assumed that the students acquired and developed their English literacy not only at school but also outside of school. Their out-of-school English literacy activities might contribute to their English literacy development. The research aims were to investigate the students’ English literacy level and to identify their out-of-school literacy activities. The theoretical framework covered the cognitive and socio-cultural theories of literacy. The research results were: 1) the majority of the fourth grade students were in early advanced and advanced levels for the aspects of reading and writing proficiency; and 2) their out-of-school English literacy activities played an important role in building their English literacy. 
ENHANCING THE PRONUNCIATION OF ENGLISH SUPRASEGMENTAL FEATURES THROUGH REFLECTIVE LEARNING METHOD Suwartono Suwartono
TEFLIN Journal: A publication on the teaching and learning of English Vol 25, No 1 (2014)
Publisher : TEFLIN

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Abstract

 Suprasegmental features are of paramount importance in spoken English. Yet, these pronunciation features are marginalised in EFL/ESL teaching-learning. This article reported a study that was aimed at improving the students’ mastery of English suprasegmental features through the use of reflective learning method. The study adopted Kemmis and McTaggart’s model of action research (1986) and involved twenty-four undergraduate students at Muhammadiyah University of Purwokerto, Indonesia as the subjects. The research consisted of two cycles, and data were gathered through observations, recorded conversations, diaries, interviews, and tests. Overall, the study has shown that reflective method using video integrated into communicative activities enhanced students’ pronunciation mastery. Interestingly, some students’ pronunciation to a great extent sounded ‘more English’. 
LANGUAGE PROBLEMS IN APPLIED LINGUISTICS: LIMITING THE SCOPE A. Effendi Kadarisman
TEFLIN Journal: A publication on the teaching and learning of English Vol 25, No 1 (2014)
Publisher : TEFLIN

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Abstract

 This article critically discusses the paradigmatic shift in applied linguistics, resulting in a claim that countless real-world language problems fall within its scope, but in reality they weaken the discipline and make it lack a focus. Then it takes a closer look at the nature of these language problems, and picks out, for analysis, real examples of writing problems in ELT in Indonesian context. It further argues that, by focusing primarily on problems in ELT and SLA, applied linguistics reaffirms its well-defined position and underscores its significant contributions to both disciplines. Finally, it concludes the discussion by adding some notes on the question of autonomy in both applied linguistics and in ELT in Indonesia. 
CRITICAL PEDAGOGY(IES) FOR ELT IN INDONESIA Kasey R. Larson
TEFLIN Journal: A publication on the teaching and learning of English Vol 25, No 1 (2014)
Publisher : TEFLIN

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Abstract

 This paper will explore the theoretical underpinnings that present a rationale for the use of critical pedagogy as an English Language Teaching (ELT) approach in Indonesia. A brief description of critical pedagogy is given, followed by a detailed rationale for its use including an overview of critical pedagogy studies done in Asia, an exploration of the curriculum and teaching approach decreed by the Indonesian Ministry of Education and Culture, and calls for critical pedagogy by Indonesian scholars and teachers. This paper will conclude with some beginning steps that can be undertaken by teachers who want to implement a more critical approach to teaching. 
USING INFORMATION AND COMMUNICATION TECHNOLOGY (ICT) TO ENHANCE LANGUAGE TEACHING & LEARNING: AN INTERVIEW WITH DR. A. GUMAWANG JATI Flora Debora Floris
TEFLIN Journal Vol 25, No 2 (2014)
Publisher : TEFLIN

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Abstract

In recent years, information and communication technology (ICT) has become embedded and affected the every aspect of our lives. Rapid development of ICT has changed our language teaching pedagogy at all levels. Teachers, curriculum developers, researchers have been constantly striving to find techniques to use some form of it to both assist and enhance language learning. What is more exciting is that studies have demonstrated positive effects that ICT brings towards students’ learning motivation (Chenoweth, Ushida & Murday, 2006; Stepp- Greany, 2002), students’ personal needs and learning styles (Gimenez, 2000), students’ language mastery (Stepp-Greany, 2002), effective teaching and learning process (Al-Jarf, 2004), etc. Although these studies have shown that ICT has the potential important role in supporting and enhancing language learning, the use of ICT should never be the goal in and of itself. The responsibility for language instruction should be in the hands of qualified teachers who have the knowledge and expertise to manage and to make the best use of it to accomplish learning objectives. This interview highlights the issue of bringing ICT into the English language classrooms. Dr. A. Gumawang Jati, a senior lecturer at Faculty of Arts and Design, Bandung Institute of Technology (ITB) who specializes in the area of Technology and Education, was interviewed to share his experiences and insights on how ICT could be effectively used to support the language development process. 
MOTIVATION AND CONFIDENCE OF INDONESIAN TEACHERS TO USE ENGLISH AS A MEDIUM OF INSTRUCTION Mangasa Aritonang
TEFLIN Journal Vol 25, No 2 (2014)
Publisher : TEFLIN

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Abstract

This research paper investigates the motivation and confidence of Indonesian teachers of non-English to learn English and to use it as a medium of instruction resulting from their participation in a blended learning course. The purpose of the English learning for this particular group of teachers was to enable them to create English-speaking teaching and learning environment. Such environment is perceived as necessary to enhance English language learning and acquisition in some Indonesian vocational schools. The levels of motivation and confidence have been an issue because they potentially either contribute to or hinder English language learners to learn and use English for interactions. This qualitative research was undertaken using an interpretive research paradigm and a case study approach. Qualitative research data were collected from multiple sources such as in-depth interviews, observation notes, online interaction script, and reflective journals of the participants. Quantitative data were collected through surveys to add meaning to the qualitative data. The research revealed varying increase in the levels of motivation and confidence of the participants. Transformation of extrinsic to intrinsic motivations appeared to occur. Contributing factors to the increase of the motivation and confidence are discussed in this paper. 
IMPROVING THE GRAMMATICAL ACCURACY OF THE SPOKEN ENGLISH OF INDONESIAN INTERNATIONAL KINDERGARTEN STUDENTS Imelda Gozali; Ignatius Harjanto
TEFLIN Journal Vol 25, No 2 (2014)
Publisher : TEFLIN

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Abstract

The need to improve the spoken English of kindergarten students in an international preschool in Surabaya prompted this Classroom Action Research (CAR). It involved the implementation of Form-Focused Instruction (FFI) strategy coupled with Corrective Feedback (CF) in Grammar lessons. Four grammar topics were selected, namely Regular Plural form, Subject Pronoun, Auxiliary Verbs Do/Does, and Irregular Past Tense Verbs as they were deemed to be the morpho-syntax which children acquire early in life based on the order of acquisition in Second Language Acquisition. The results showed that FFI and CF contributed to the improvement of the spoken grammar in varying degrees, depending on the academic performance, personality, and specific linguistic traits of the students. Students with high academic achievement could generally apply the grammar points taught after the FFI lessons in their daily speech. Students who were rather talkative were sensitive to the CF and could provide self-repair when prompted. Those with lower academic performance generally did not benefit much from the FFI lessons nor the CF. 
VOICES OF PRE-SERVICE ENGLISH TEACHERS: REFLECTING MOTIVATIONS DURING PRACTICUM LEARNING Paulus Kuswandono
TEFLIN Journal Vol 25, No 2 (2014)
Publisher : TEFLIN

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Abstract

After Dewey (1933) and Schön (1983, 1987), education scholars began to look further at the concepts of reflection for learning. Following these concepts, there have been plenty of studies on reflection, particularly those discussing teachers’ classroom experiences and their endeavour to develop professional skills. However, educational practitioners in Indonesia (as in the rest of the world) often criticise preservice teachers’ (PSTs) lack of content knowledge, which they claim should be ‘prioritised’ during a teacher education course. Such pressing situations may have made it difficult to model or experience reflective practice. Against these odds, this research paper addresses issues related to the identity and professional development of thirteen English PSTs during their campus and school-based practicum in an Indonesian university. This study collected empirical data through PSTs’ reflective journals, questionnaires, individual interviews, focus group discussion, and autobiography. The study examines problems encountered by PSTs, namely their motivations to become teachers. This study signifies that teacher education needs to provide more reflective dialogues to shape PSTs’ identity and professionalism. 

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