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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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Aida and Her Mainstream Classroom: A Case Study of a Young English Language Learners Literacy Development Bambang Yudi Cahyono
TEFLIN Journal: A publication on the teaching and learning of English Vol 14, No 2 (2003)
Publisher : TEFLIN

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Abstract

This article reports a nine-month study of literacy development of Aida, a young English language learner from Indonesia, who was mainstreamed in a Grade 2 classroom in a primary school in the south-eastern part of Australia. This article initially reviews the literature concerning features of the mainstream classroom conducive for second language learning and for literacy development. Following the presentation of methodological issues, it examines English learning activities in Aidas classroom and highlights her literacy development with examples of her work. The results from this study show that Aida developed literacy skills considered important for her second language and learning development. The variety of English learning activities and the encouraging environment in her classroom contributed much to her literacy development.
Interlanguage Errors in English Textbooks for Junior High School Students in Surakarta Endang Fauziati
TEFLIN Journal: A publication on the teaching and learning of English Vol 14, No 2 (2003)
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Abstract

The present study deals with the English textbooks for Junior High School students. It is worth studying because they are marked with a significant number of errors both in the area of vocabulary and grammar. This research is to find proof that the English used is still at the level of interlanguage (IL). Theories on Error Analysis (EA) and Interlanguage (IL) have been used to analyze the data which consist of erroneous sentences taken from the reading texts only. The result reveals that the English used in the textbooks is still at the level of IL. The features of systematicity, permeability, and fossilization of an interlanguage also existed in it.
How Junior High School English Teachers in Bengkulu City Utilise Published Textbooks in the Classroom: A Classroom Observation Study Safnil Safnil
TEFLIN Journal: A publication on the teaching and learning of English Vol 14, No 2 (2003)
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Abstract

The purpose of the study was to find out: (1) how the junior high school English teachers in Bengkulu city exploited the commercially published textbooks for classroom use; (2) if there was a difference in the way the experienced and the inexperienced English language teachers exploited the commercially published textbooks in the classroom; and (3) whether the teachers adapted textbooks or produced their own materials for classroom use. Twelve English teachers (6 experienced and 6 inexperienced teachers) from four different junior high schools or SMPs (2 favourite and 2 non-favourite) in Bengkulu city were the participants in this study. Data were obtained through a questionnaire, classroom observations, and sample lesson plans. The results of the study revealed that: first, the junior high school English language teachers (ET and IT); (1) used the commercially prescribed textbooks to a large extent; (2) there was not much difference between the way experienced teachers and inexperienced teachers exploited the textbooks; (3) both groups of teachers adapted the textbooks or produced their own teaching materials.
Teaching Writing Using Electronic Portfolio in the Multimedia Lab at Widya Mandala Surabaya Catholic University Wuri Soedjatmiko; Johanes Leonardi Taloko
TEFLIN Journal: A publication on the teaching and learning of English Vol 14, No 2 (2003)
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Abstract

This paper attempts to share the teaching of descriptive writing using electronic portfolio (e-portfolio) in the multimedia lab where students can write according to their own pace. Given indivi-dual electronic folders, they can continue writing whenever they want. The students can revise their first draft following comments given by the tutor or peers, or continue to the next assignment put in the tutors folder. Microsoft Word also provides tools, "track changes " and "insert and view comments", which enable students to freely and responsibly accept or reject suggestions given by the tutor. As a result, corrections, comments and revisions have caused improvements in describing things in more detailed ways, and less on the grammar and vocabulary mastery. However, only 25% of the students think their progress relates to an ability to better describe things; the rest believe their improvements are more in grammar and vocabulary mastery. E-portfolio provides a lot of practice, which enables the students to directly read comments and corrections given by the tutor and peers. Another significant finding is that the tutor must use various delivery techniques to cope with students different learning preferences.
Language Learner Language A Case of Seventh Semester Students of the English Department, Faculty of Education, Atma Jaya Catholic University Jakarta Y.M. Harsono
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 language of the language learners- language learner language - especially the pronunciation of the seventh semester students of the English department, Faculty of Education, Atma Jaya Catholic University Jakarta. Four major sub-topics are discussed in this paper which include the definition of interlanguage, the factors affecting interlanguage, some research findings on interlanguage, the result of observation, and the conclusion and suggestion. On the basis of the theoretical background and the result of the observation, it is concluded that: (1) the inaccurate pronunciation of the English of the learners is a natural one from the point of view of SLA, (2) L2 learning differs from first language acquisition in that it is seldom successful, (3) the incorrect pronunciation of the learners should not be considered as something that is not allowed to occur but should be realized as something natural, and (4) the pronunciation specific of the learners is mostly as a result of overgeneralization of the kind of rules of pronouncing the words.
Theoretical Views Underlying the Selection of Classroom Activities: Paying Attention to the Classroom of English Literature in EFL Context Yazid Basthomi
TEFLIN Journal: A publication on the teaching and learning of English Vol 14, No 2 (2003)
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Abstract

This essay reviews literature on the theoretical views underlying the selection of activities for classrooms of English literature teaching in EFL context. The review include: 1) literary criticisms, 2) constructivism, and 3) research on students perceptions of classroom activities. One literary criticism, reader-response, is beheld to pose a similar spirit to that of the constructivist mode of teaching. Both reader-response and constructivist teaching perspectives require the teaching of English literature to focus on the students. This requires giving attention to the students ideology, horizon of expectation, and “malumat sabiqoh” (background knowledge) in order to situate the students to actively generate their own meanings, understanding, or knowledge of given literary works offered as class materials. Since the students personal ideology, horizon of expectation, and malumat sabiqoh are influenced or the socio-culture undergirding every student, the teaching of English literature needs to take into account such socio-cultural properties. Another point reviewed is the students perceptions of classroom activities. Consideration of combining the top-down mode of thinking, as offered by the reader-response and constructivism, and bottom-up mode of thinking, as offered by research on students perceptions of classroom activities, constitute the ending part of this essay.
Challenges in Implementing Competency-based English Language Teaching at University Level Angelika Riyandari
TEFLIN Journal: A publication on the teaching and learning of English Vol 15, No 1 (2004)
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Abstract

Competency-based curriculum has been widely implemented by many higher institutions in Indonesia. It is expected that the competency-based curriculum, which puts more emphasis on the needs of job market, prepare students for specified tasks. Competency in a general sense can be seen from the task performance. English language competency is one of the basic competencies which should be acquired by a university graduate in order to enter international market and survive the global competition. The institution which offers English language as part of their curriculum must answer the demand for an English language competent graduate by preparing the best way to teach the language. This article examines the steps to develop a competency-based English language teaching where students attitude and achievement comprise the important segments of evaluation. It focuses on the challenges, which will probably be faced by the teachers in implementing this competency-based teaching at the university level.
Students Age at which EFL is Introduced in Schools and Educational Outcomes Chuzaimah Dahlan Diem
TEFLIN Journal: A publication on the teaching and learning of English Vol 15, No 1 (2004)
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Abstract

This study tries to see the relationship between the age at which EFL is introduced in public schools and educational processes and outcomes. A survey involving 229 students from elementary and junior high schools in Palembang is conducted. The population consists of those who have never taken extra non-formal English courses. These students are given the same English tests comprising mostly vocabulary and reading comprehension followed by a small portion of grammar. It is hypothesized that those who start learning English earlier have better achievement. Curriculum, intensity of instruction, teacher education level, years of ELT experience are considered in the analysis, in addition to class size, students SES and gender. Stepwise regression analysis is applied to identify which variable contributes to students outcomes. The results show there is no correlation between age alone and the students EFL achievement. However, negative significant correlation is found between the students achievement and teacher education level and also between the students achievement and SES. Finally, some implications of research for theory, policy, and practice are suggested.
Setting Up New Standards: A Preview of Indonesias New Competence-Based Curriculum Helena I.R. Agustien
TEFLIN Journal: A publication on the teaching and learning of English Vol 15, No 1 (2004)
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Abstract

This paper aims at describing some theoretical foundations as well as practical considerations underlying the new competence-based curriculum. First, a pedagogically motivated model of communicative competence (CC) suggested by Celce-Murcia et al. (1995) is discussed. Second, a systemic functional view regarding the relations between text, context of situation and context of culture (Halliday 1985) relevant to the production of various genres is also a central issue. Third, literacy levels - performative, functional, informational, epistemic (Wells 1991) - have also been taken into considerations. Fourth, the curriculum regards meanings as its top priority and, metafunctions (Halliday 1978) are of primary importance. Finally, similarities and differences of spoken and written language (Halliday 1986) that tend to be overlooked in the previous/existing curricula are now illuminated.
Developing Standards for Language Teacher Education Programs in Indonesia: Professionalizing or Losing in Complexity? Luciana Luciana
TEFLIN Journal: A publication on the teaching and learning of English Vol 15, No 1 (2004)
Publisher : TEFLIN

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Abstract

Setting standards for language teacher education programs, materials, and evaluation sparks some hope in attempts to improve the quality of the programs. Yet, this very fact augmented by my examination of ten language teacher education programs in Java, Bali, and Lampung (FKIP and PGRI) triggers a critical look at the idea of standard development. In particular, I would like to explore whether it can lead to a better professionalism or we are just lost in the complexity of the standardization itself. This paper consists of four sections. Departing from an overview of language teacher education programs in Indonesia and the theoretical foundations, some major problems in this area are identified. Following this, the discussion is focused on the idea of standard development for language teacher education programs in Indonesia. Eventually, some suggestions are put forth to highlight the need for establishing coherent curriculum framework bridging the two realms of language teacher education and school milieu as well as providing learners with knowledge base that enables them to cope with complex demands of school settings and more essentially, to act as an agent in the social change process.

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