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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 221 Documents
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Vocational Teachers Challenges in Developing Their Professional Competence in Indramayu Prawiro, Indra Yoga
Vision: Journal for Language and Foreign Language Learning Vol 8, No 2 (2019)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv9i14436

Abstract

As ESP teachers, the teachers are always forced to maintain their knowledge because the development of specific knowledge is changing very fast. The teachers should progressively develop their competence because it will influence the goal of teaching (Latha, 2014). This study focuses on investigating the kinds of challenges that have faced by vocational teachers in developing their professional competence. The research design of this study is a case study. The participants of this study were five vocational teachers who have been teaching in Vocational Schools in Indramayu at least for about two years. The writer used a semi-structured interview to collect the data. The data from the meeting were transcribed and analyzed qualitatively. The result showed that there are three main challenges in developing professional competence. Those challenges are the availability of seminars and workshops in their city, the less support from the institution, and the lack of facilities and infrastructure.
THE GRAMMATICAL ERRORS ON THE PARAGRAPH WRITINGS Ma’mun, Nadiah
Vision: Journal for Language and Foreign Language Learning Vol 5, No 1 (2016)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv5i1862

Abstract

This paper makes a study of grammatical error on paragraph writings of English department students. The students were asked to write the paragraph of writing as their final assignment for paragraph based writing Class. The errors found in the students’ compositions are then classified based on the surface strategy taxonomy on errors of omission, addition, misformation, and misordering. Based on the result of  the research findings whole have been analyzed and the discussions which have been presented, the writer generally concluded that there are four kinds of errors which are omission, addition, misinformation and misordering. The writer found that mostly the students had grammatical error on their writing in mis-information error 43%. They consist of misinformation of adverb, V2, subject-verb agreement, article, modal, passive and word choices. It also can be concluded that most students of intermediate level made Grammatical Error in Omission and Misinformation of their paragraph writing as  Dulaay at.all (1982) said that Omission of to be is common error made by students. Even tough those sentences appear without to be, article or preposition and still have meaning, student must use the Grammar correctly or accurately in writing. Most students made grammatical error in using modal, for example of error in misinformatiom “We  can learning all about English, after modal must be followed by main verb. It mostly happened on students’ writing. The most common types of  errors made  b y  students  are misinformation with  the  number  of  errors  is  15  or  43% and o m i s s i o n  with the number of error is 11 or 31%. The type of errors with the lowest frequency is misordering errors (9%). They consist of misordering of noun phrase and misordering of adverb. These errors seem to be caused by interlingual and intralingual interference.
The Use of Think, Pair, Share Learning Method to Improve Vocabulary Mastery of the Second Class Students of Muhammadiyah Vocational High School, Salatiga in Academic Year 2011/2012 Hidayati, Ida Ubaidah
Vision: Journal for Language and Foreign Language Learning Vol 6, No 2 (2017)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv6i21791

Abstract

The Aim of this research is to what extent does "Think, Pair, Share" use to improve the students' interest in the teaching-learning process for second class students of SMK Muhammadiyah Salatiga. The methodology of the study is classroom action research, where the writer as a teacher in the teaching-learning process, and writer had a partner as observer in learning activities. The objectives of the study are to what extent does "Think, Pair, Share" use to improve the vocabulary mastery, and to what extent does "Think, Pair, Share" use to improve the vocabulary mastery for the second year students of SMK Muhammadiyah Salatiga. The writer applied test, namely pre-test, and post-test. She implemented three cycles. Each consists of planning, implementation of the action, observation, and reflection. The finding shows that Think, Pair, Share learning method can improve vocabulary in teaching-learning process. It can be seen by the result of pretest and posttest in cycle I is 5.49, cycle II is 6.32, and cycle III is 8.03. From the result is greater than t-table with n=33 is 0.42. It means that the use of TPS can improve the student's vocabulary mastery.
The ICT Used by the English Lecturers for Non English Study Program Students at STAIN Curup Apriani, Eka; Hidayah, Jumatul
Vision: Journal for Language and Foreign Language Learning Vol 8, No 1 (2019)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv8i13280

Abstract

This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
THE APPROPRIACY OF ASSESSMENT IN THE JUNIOR HIGH SCHOOL ENGLISH TEXT BOOKBASED ON THE 2013 CURRICULUM Tariwyah, Siti
Vision: Journal for Language and Foreign Language Learning Vol 3, No 2 (2014)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv3i2292

Abstract

Assessment is one of important means to identify the success of learning process, since it gives information about students’ competence, which is in line with learning aims or targetted competence. Information from assessment may be used as the consideration to set the policy of teaching learning process.The 2013 curriculum emphasizes more on authentic assessment, encompassing knowledge, skill, and attitude. Through this assessment, good attitude building as one of the priorities of the curriculum may be realized. cognitive and psychomotoric domains variedly in the student book. But affective domain, as the first priority of the curriculum has not been provided by instrument in the student book and clear instruction on how to proceed it in the teacher book. 
STUDENTS’ MASTERY OF SEMANTIC FIELD (A SEMANTIC RESEARCH AT NONENGLISH DEPARTMENT) Puspita Sari, Kharisma
Vision: Journal for Language and Foreign Language Learning Vol 4, No 2 (2015)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv4i21596

Abstract

This study aimed at investigating categories of semantic fi eldby nonenglish department students. The researcher designed thisresearch as explanatory qualitative research.There are three steps in holding this research. The fi rst stepis to collect the data. The data card is considered as the appropri-ate data. The nonenglish students’ aspirations of semantic fi eld arethe only data. The next step is to analyze the data. The researcherused the Riemer’s theory (the semantics of categorization) to ana-lyze the data. The students’aspiration would be classifi ed accordingto Riemer’s theory. The last step is to present the analysis. The re-searcher classifi ed the data into two categories: a) classical categori-zation, and b) prototype categorization. The dominant classical cat-egorization could be fi nd in the lexical items like house, bathroom,tree, concert, holiday, library, hospital, football competition,and aircraft. The researcher investigated dominant prototype cat-egorization in the lexical items as follows; car, ship, mountain,post offi ce, and minimarket.
Motivation in a Foreign Language Teaching and Learning Thohir, Lalu
Vision: Journal for Language and Foreign Language Learning Vol 6, No 1 (2017)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv6i11580

Abstract

In learning English as a foreign language, where learners are separated logistically and psychologically from the target culture, motivation plays a critical role and it is one of the main determining factor in a second/foreign language learning achievement. Motivation is defined as some kind of internal drive which pushes someone to do things in order to achieve something and to achieve success, someone needs to be motivated.Motivation is distinguished into different kinds, such as integrative and instrumental, intrinsic and extrinsic, global, situational and task. However, the most widely cited distinction of motivation is between intrinsic and extrinsic motivation.In the field of language learning, motivation is sometimes distinguished from orientation. As an ideal for self-determined behavior, the intrinsic motivation is considered to be more powerful than extrinsic motivationin the success of learning a language, however, most of learning activities which the language learners do are initiated and driven by extrinsic motivation.There are three areas – goalsand goal setting, learning environment, and interesting classes – in which the language teachers could directly influence the language learners’ motivation and their continuing participation in the classroom. Providing positive feedback and enhancing the autonomous learning are among important means to increase the learners’ motivation. In addition, emphasizing two forms of positive extrinsic motivation – identificationand integration, while minimizing two forms of negative extrinsic motivation – external regulation and introjection could boost the intrinsic motivation of the learners.  
A Portrait of Learner’s Autonomy through Metacognitive Strategy on Reading Comprehension (A Study At SMP N 32 Semarang) Septiningrum, Kartika Ayu; Tarwiyah, Siti; Mariam, Siti
Vision: Journal for Language and Foreign Language Learning Vol 7, No 1 (2018)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv7i12805

Abstract

Autonomy or the capacity to take charge of one's learning is seen not only as a favorite topic but also as a crucial necessity in language learning.In Indonesia, the principle of autonomous learning was implemented in the 2013 curriculum. This research aimed to capture the practice of learner autonomy and its role in the learning process through a strategy which is used in practicing autonomy. Metacognitive strategy, which has a planning process, monitoring process, problem-solving process, and evaluating process is necessary for learners' autonomy. The qualitative research method was used in conducting this research. Three data collection methods were used in capturing the data in all metacognitive's process. Each method has its dimension in collecting the data. A participatory observation was used to collect data from activeness dimension. A student questionnaire was used to find out awareness dimension while an interview was used for responsibility and ability dimensions. The data from these data collection methods were triangulated. This research has the flexibility to be conducted in any institution where the 2013 curriculum is implemented. SMP N 32 Semarang was chosen for this reason. Based on the research, the learners are autonomous, they are active, aware, responsible, and able to take control of their learning in all metacognitive strategy processes (planning, monitoring, problem-solving and evaluating), yet they are not completely free from teacher’s guidance, they need it in making a plan, monitoring, solving problem, and evaluating their learning.
Blogging in Extensive Reading: Students’ Voice in Blended Learning Classroom Fatimah, Asri Siti; Kardijan, Dian; Sulastri, Fera
Vision: Journal for Language and Foreign Language Learning Vol 9, No 1 (2020)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv9i14847

Abstract

The use of a blog as a platform for extensive reading becomes valuable since it provides the possibility of readership and opportunity for interaction and collaboration. As the online journal facilitating users to display information in chronological order and connected to the Internet, the blog also can help students to get a wide variety of reading materials, which should be conducted in extensive reading activities. However, the use of a blog in this study is integrated with the process of learning in the classroom so that the students can use it for reporting their reading activities and share what they read beyond the classroom. This study is conducted during one semester in one of the universities in Indonesia using six students of the first grade joining an extensive reading course as the participants. In this research, a case study is used as a research method. It aims at analyzing the students' perception of the use of blogs in extensive reading. Findings show that the blog is beneficial for promoting the students' reading interest, building autonomy and creativity, and providing a reflective platform. The blog consists of several features allowing students to get the numerous reading sources that are appropriate with their language level and interest. Therefore, it becomes useful since it can facilitate students to build their responsibility to select their reading material and to reflect the progress of their learning activities.
EFL CLASS FOR IRREGULAR MIGRANTS IN EDUCATIONAL PROGRAM AT RUMAH DETENSI IMIGRASI SEMARANG Islami, M. Risya
Vision: Journal for Language and Foreign Language Learning Vol 5, No 2 (2016)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv5i21039

Abstract

This research describes an EFL class for irregular migrants in educational program at Rumah Detensi Imigrasi. Irregular migrants are foreigners staying in Indonesia without any legal document or im- migration permission. Rumah Detensi Imigrasi is a temporary shelter for irregular migrants during waiting periods for refugee status from UNHCR to come to a destination country like Australia, New Za- eland etc. EFL class is a class for irregular migrants at Rumah Detensi Imigrasi to learn English especially speaking and writing skills. The teaching learning process of  the EFL class uses Grammar trans- lation, Reading and communicative approaches. The materials de- livered are vocabularies, grammar, speaking and writing skills. The class is aimed at providing students with language skills since most of the destinations are English speaking countries.

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