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Vision: Journal for Language and Foreign Language Learning
Published by Universitas Islam Negeri Walisongo Semarang
ISSN : 27459667     EISSN : 25414399     DOI : 10.21580/vjv
Core Subject : Humanities, Art,
Arts Humanities
VISION: Journal for Language and Foreign Language Learning, published twice a year, this journal, serving as a forum for the study of language teaching learning in Indonesia and other parts of the world within its local and challenging global context, supports focused studies of particular theme and interdisciplinary studies. VISION: Journal for Language and Foreign Language Learning has become a medium of diffusion and exchange of ideas and research findings, so much so that researchers, writers, and readers from various traditions of learning have interacted in the scholarly manner. This journal warmly welcomes contributions from scholars of related disciplines.
Arjuna Subject : -
Articles 235 Documents
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How Does She Learn English? A Case of a Successful Blind Language Learner Sakineh Jafari; Samaneh Jafari; Reza Kafipour
Vision: Journal for Language and Foreign Language Learning Vol 9, No 2 (2020)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv10i16727

Abstract

This study reports on a case study of a blind EFL learner. The purpose of the study was to explore a detailed situated data to examine to what extent it is feasible to be a successful language learner despite being visually impaired and lacking some learning resources.  Interview data and the narratives of this EFL learner have revealed that her success was mainly based on her agentic interaction with the environment and learning context, her high motivation and strategic behavior, and her sustained efforts. The findings provide further insight into the role of learner in exerting control over contextual resources that frame learning and on how different factors interact with each other in the language learning process in the construction of learner identity and the strategies used by learners.
THE USE OF LITERACY-INSTRUCTIONAL CATEGORY TO IMPROVE STUDENTS’ READING COMPREHENSION Setiarini Setiarini
Vision: Journal for Language and Foreign Language Learning Vol 5, No 1 (2016)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv5i1864

Abstract

This investigation examined the use of Literacy-Instructional Category on students’ reading comprehension. Particularly, there are two objectives of the study. The first is to explore the students’ writing improvement when they engaged in the first cycle of reading activities by employing literacy instructional categories. The second is to explore the students’ reading comprehension by using instructional categories. Thirty students from English Department of IAIN Salatiga participated in the study and they were in the third semester. A classroom action research was employed to answer the research problems. Three cycles were done to complete this action research. Based on the score result gathered from the cycles, the students’ reading comprehension improved. The student’s scores were not more than sixty because they did not understand intensively rereading activities in cycle one. But students’ score increased in cy- cle two and cycle three. In cycle three, rereading activities followed transformed practice (critical framing) lead the better improvement in their reading comprehension.
Male and Female Speech in Pride and Prejudice Novel by Jane Austen and Its Implication in Teaching Speaking Nuria Dhotul Janah; Siti Tarwiyah
Vision: Journal for Language and Foreign Language Learning Vol 6, No 2 (2017)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv6i21793

Abstract

The study of gender is essential to the study of language. It is quite clear that male and female characters are different in many aspects. They not only different in their physical aspect but also in using a language. This research aimed to uncover the differences of a linguistic feature in the speech of male and female characters based on woman’s language theory revealed by Robin Tolmach Lakoff, linguistic features which are dominantly used by male and female characters and its implication in teaching speaking. Lakoff is a linguist who began the research of the feature of woman’s language. The data of this research were taken from conversations of male and female main characters in Pride and Prejudice novel by Jane Austen. Data collection technique used was documentation which was applied two steps they are reading the novel thoroughly and enlisting all speeches uttered by the main characters of the novel. The instrument of this research was Documentation Guideline. The researcher analyzed the data by using analysis technique according to Mile and Huberman, namely data reduction, data display, and verification. This research revealed that male and female character differs in their number of using of linguistic features. Female characters are stated use more lexical hedge, avoidance of strong swear word, rising intonation on declarative, empty adjective, intensifier, emphatic stress and super polite form than male do. Female characters use those features to show their uncertainty toward things; they tend to avoid strong swear word and use more superpolite form. Therefore, female expressions are considered more polite than male. Consequently, they can avoid friction in their conversation and build effective communication across gender. This result is in line with Lakoff theory. The researcher found that the feature which is dominantly used by male and female is an intensifier. Furthermore, the implication of this research in teaching speaking especially complimenting and interrupting expression as the functional expression is the student needs to exposed expressions of complimenting and interrupting appropriately.
Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive Sabarun Sabarun
Vision: Journal for Language and Foreign Language Learning Vol 9, No 1 (2020)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv9i14652

Abstract

The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.
CTL MODEL TO ACTIVATE STUDENTS’ PARTICIPATION IN SPEAKING CLASS AT ENGLISH EDUCATION PROGRAM Semi Sukarni
Vision: Journal for Language and Foreign Language Learning Vol 3, No 2 (2014)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv3i2294

Abstract

In English Education Program Speaking Class starts at Semester I until Semester V. It starts from imitative, intensive, responsive, interactive and extensive speaking. In semester IV the students are expected to be able to communicate in local, national, or even inter- national settings about economic, social, environmental and politic issues.However, speaking skill is not easily obtained. There are some factors that make speaking class is not maximal. It might be caused by class setting, teaching method, teaching materials, students’ knowledge or even students’ interest. Further, getting speaking skills for all students in the classroom is not easy as they often face uneven participation, little talking time as certain students dominate the class. So, it is the lecturer’s role to set the speaking activity that can facilitate both the active speakers and silence speakers. The silence speakers need to practice speaking in low-pressure situation such as in small group before practicing in high-pressure situation like presentation in class.This research aims to describe the way to apply CTL model to activate students’ participation in Speaking Class. Through CTL the lecturer relates the learning materials and students activities that are relevant to their needs in their real life. The reseacher choses issues on economy, social, and environment for the topic of the discussion and she used prolem-solving approach.The population of the research is the fourth semester of English Education Program in the academic year 2013/2014. The total number of population is 210 students which consists of 6 classes. The researcher took 65 students (30%) from class A and B as the sample. The instrument used in the research were classroom observation and questionaire . The data were analyzed through descriptive analysis.Based on the finding and the discussion, the conclusion can be drawn that CTL model is able to activate students’ participation in Speaking Class of the fourth Semester of English Education Program in academic year of 2013/2014.
نمط تفاعل تعلم اللغة العربية وتعليمها علي أساس المدخل الاتصالي Tuti QA
Vision: Journal for Language and Foreign Language Learning Vol 4, No 2 (2015)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv4i21599

Abstract

التعليم هو نشاط اشتراك المدرس في بناء الفهم ( مصلح، 2008: 52). ومن ذلك التعريف – بناء الأرآء و إيجاد موقف الفكر- فعملية التعلم والتعليم تتكون من أربعة عناصر هي الاتصال و التفاعل والعاكسة والتجربة .  التفاعل التربوي هو العلاقة التبادلية بين المدرس والتلاميذ في نظام التعليم  . هو التفاعل الذي يجري في الارتباط لأهداف التربية والتعليم. في مصطلح آخر هو تفاعل التعلم والتعليم .  تفاعل التعلم والتعليم عامل هام في محاولة إدراك تحقيق موقف التعلم والتعليم الجيد في نشاط التعليم  . لإيجاد التفاعل التربوي ثلاثة نواحي الأساسية، هي عناصر أساسية في التفاعل التبوي، و تنمية نظام التعليم من حصة الدرس في تلك عملية التفاعل، و كيف يفعل المدرس في نشاط التعليم. وأنماط تفاعل التعلم والتعليم متنوعة معتمدا علي نشاط المدرس ونشاط التلاميذ في الفصل والعلاقة بينهما وبين التلاميذ أنفسهم في عملية التعليم. لذالك، أنواع تفاعل التعلم والتعليم يناسب أيضا بالطريقة التعليمية المختارة.                                                                                              المدخل الاتصالي بأنه المدخل علي تصميم خطة درس اللغة، ولتلوود يفسره كمدخل الذي يدمج تعليم وظائف اللغة والقواعد. وقال ريجاردس ورودغرس عن هذاالمدخل بأنه استخدام الإجراءات التي يوضع تلاميذ لغة الهدف في المجموعات تتكون من تلميذان أو أكثر، التي تستخدمون مصادر اللغة المتاحة لحل المشكلات.                                                                                           أن أنماط تفاعل تعلم اللغة العربية وتعليمها علي أساس المدخل الاتصالي  المناسبة بأنواع التفاعل السابقة هي : عند سوجانا : الاتصال كالتفاعل و الاتصال كالصفقة، و عند ليغرين هو نمط المدرس – التلاميذ –التلاميذ، و نمط المدرس –التلاميذ ، التلاميذ – المدرس، التلاميذ- التلاميذ. وقدر حركة التلاميذ الذي يناسب بتعليم اللغة العربية علي أساس المدخل الاتصالي هو الحركة المخطوطة المقصودة من جانبي المدرس والتلاميذ، ليس الحركة العرضية .                                            
Designing a Midterm Reading Test for Junior High School Students in Semarang: A Practical Experience of a Master Student in TESOL Waliyadin Waliyadin
Vision: Journal for Language and Foreign Language Learning Vol 8, No 1 (2019)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv8i13313

Abstract

Designing a test is an uneasy task. It is proven by the fact that many teachers find difficulties in designing a good test. The present article attempts to review the English school exam in Indonesia and present an example of the test design of a midterm reading test for junior high school students in Semarang. To this end, firstly, a sample of test script of the school exam for JHS students in Semarang in the academic year 2017/2018 was reviewed. The review of the test shows that creating a good quality of test items still become a concern for English teachers as they made some grammatical errors. Consecutively, a midterm reading test was also designed and administered in a junior high school in Semarang, Central Java. Then, the test designed was evaluated by considering the validity, reliability, and practicality as suggested by (Brown Abeywickrama, 2010).  The administration of the test and evaluation show some weaknesses; therefore, the suggestions for the betterment of the test design are also made, such as revising some test items with a very low facility index and negative discrimination index. This study implicates pedagogically the teachers to train students on how to summarize and paraphrase since these skills underrepresented.
Promoting Students’ Reading Proficiency through Reciprocal Technique Farid Noor Romadlon
Vision: Journal for Language and Foreign Language Learning Vol 6, No 1 (2017)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv6i11584

Abstract

Teaching English in High School level (Junior High School and Senior High School) is more exposed in reading and writing skills for the target of final examination (UN).Consequently, students need to sharpen their reading and writing ability. It also must be done by students in a non-formal Senior High School known as KejarPaket C without any exception. Improving reading skill can be done through doing more reading activities in various types of text. This activity will add students’ vocabularies and their knowledge about more topics of the texts. Besides, the way teachers deliver the material deals with techniques, methods, or strategies also contributes in students’ progress of reading skill. Seeing the background of students in KejarPaket C who have various backgrounds and mostly are from low economic level or less motivated students for studying, teachers should concern more in exposing the material through the appropriate and effective technique. Carter (2001) brings an idea about a technique which teacher and students are taking place in dialogue and it resulted in students learning how to construct meaning when they are placed in must-read situations (tests or assignments). This was experimental research which was conducted to find the difference of students’ reading proficiency taught by using a technique called Reciprocal. The study found that the technique contributed significantly in improving students’ reading proficiency after they were taught by using Reciprocal. In brief, Reciprocal technique is an effective way to improve students’ reading proficiency.
Designing A Language Lesson: Pedagogical and Linguistic Perspectives Didin Nuruddin Hidayat
Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv7i22864

Abstract

Designing a language lesson is a challenging task for teachers. In order to have a good language lesson, teachers cannot just rely on the textbook. They need at least to develop the lesson from the textbook or even to design their own lesson. Teachers also need to consider how they are going to apply the lesson planned in the classroom. Another consideration would be to integrate the specific language skill and/or element with the other skills. This is essential in order to achieve the utmost results of teaching and learning. This paper discusses a language lesson in the area of grammar - Used To  - designed by the author. The lesson is not only intended to expose learners with the structure and rules of grammar, but also allow learners to practice the grammar in use. Hence, the developed grammar lesson aimed to improve the communicative competence of the learners. Considering the wide aspect of teaching analysis, the present article focuses on the application of the lessons in the classroom, the aspects of language skills covered, as well as the linguistic foundation for the exercises. It is hoped that this article can provide insights to language educators in developing grammar lessons that cater to the considerations of pedagogical and linguistic perspectives.
Personality of a Good Language Learner: a Case Study in EFL Context Puji Astuti Amalia; Aridah Aridah
Vision: Journal for Language and Foreign Language Learning Vol 10, No 1 (2021)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv10i18146

Abstract

This case study aims to explore how the personality traits of a good language learner contributed to her success in language learning. Using a case study design, this study involved one student who met the criteria of a good language learner who became a champion of English competitions. This study used the Myers-Briggs Type Indicator personality test and semi-structured interviews to collect the data. The study showed that Meta's extrovert personality was described as talkative, confident, enthusiastic, and assertive. She understood a problem by talking about it and heard others' ideas in solving problems. As a sensing personality, she was objective and made decisions based on logic and facts to decide both sides. As a thinking person, she always worked with plans, and in making plans, she analyzed the pros and cons. She was objective and consistent in doing what she had planned. Her judging personality described how she dealt with their outer world. She had a decided lifestyle that had helped her achieve her goals in language learning by planning her language learning activities.

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