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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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Academic Words in the English Research Article Abstracts: the Coverage and Frequency Jemadi, Fransiskus; Wati, Fatma; Iku, Priska Filomena
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/vjv8i23935

Abstract

The present study aimed at exploring the abstracts of research articles written by non-native English researchers to uncover the specific characteristics of academic vocabulary employed in the English research articles abstracts.It focuses on frequency and coverage distribution of the words from the Academic Word List (Coxhead, 2000) in the abstracts of research articles. The source of data for this corpus study was gathered from 97 abstracts written by the EFL researchers and published by the Journal Pendidikan dan Kebudayaan Missio at STKIP St. Paulus Ruteng from 2015 until 2018. The results of this study revealed that the coverage of K1, the first most frequent 1000 English words, is the most dominant lexical items applied by the researchers. It covered 71.33% of the texts. The representation of lexical items that belong to K2, the second most frequent 1000 English words, covered 5.44% of all the words used by the writers in their abstracts. Moreover, the presence of Academic Word List, which refers to a list of 570 word families that are commonly found in academic texts and Off-list, which refers to the words that do not belong to K1 or K2 because it is related to certain field, has slight difference over all of the texts where the former covers 11.95% and the later covers 11.26%. As far as the findings of the present study are concerned, the room for some improvements on academic words applied in the abstracts need to pay attention.
APPRAISAL DEVICES REALIZING ATTITUDES IN BARACK OBAMA’S INAUGURAL SPEECH Rohmawati, Ida
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/vjv5i1859

Abstract

The purpose of this study was to describe and analyze Obama’s Attitudes  towards  phenomenon  happened  in  America  and  the world realized in the speech using the Appraisal System Analysis. The speech analysis was done by breaking down the speech into several clauses and analyzing them to find out the Appraisal Devices and the types of  Attitudes used. Analyzing the data, it could be inferred that the speech employed three kinds of Attitudes; Affect, Judgement, Appreciation. There were 323 clauses consist of 51 Af- fects, 155 Judgements, and 117 Appreciations. Positive Attitudes in the speech were used more than Negative Attitudes. Obama gave priorities to Positive Attitudes in presenting his speech because he was optimistic that the obstacles in his country would be solved and the condition of America would be better. The study revealed that Obama was a good orator with high capability and wonderful way of thinking.
DEVELOPING MOODLE – BASED INTERACTIVE ONLINE MEDIA TO TEACH NARRATIVE READING IN SMA N 13 SEMARANG Nikmah, Miftakul
Vision: Journal for Language and Foreign Language Learning Vol 4, No 1 (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/vjv4i11633

Abstract

This research employs research and development model.The conducted development was the interactive online mediabased e-learning of English subject with the Moodle applicationin SMA N 13 Semarang. Moodle (Modular Object-Oriented Dy-namic Learning Environment) is a course management system foronline learning using PHP and MySQL. The learning instrumentdevelopment design was carried out using the six steps of Borgand Gall model. They were need analysis, planning, developingpreliminary Moodle-based interactive online media, preliminaryfi eld testing, Moodle-based interactive online media revision, andmain fi eld testing. The data collecting techniques used in this re-search were interview, questionnaire and documentation. The de-veloping result of interactive online media Moodle-based to teachnarrative reading could be accessed at http://www.elen.airybelle.com.
EPISTHEMOLOGICAL STUDY OF TERATAI METHOD: New Offer on Arabic Language Teaching Methodology for Beginner- Intermediate Learner in Indonesia Naifah, Naifah
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/vjv3i225

Abstract

Abstract Even in our modern schools, it is not unusual to Dnd teach- ers whose practice is shaped primarily from their past experiences. In the traditional language teaching methods, teachers offer course materials in a classroom where students listen, take notes, copy ma- terials, execute homework and complete assignments. In many cases lecturers fail to transfer knowledge to students effectively despite personally having sound technical knowledge in the subject area. However, the challenge that faces the education environment has always been to ensure that the teaching and learning process takes place effectively in a classroom environment. This paper focuses on the author s experiences in implementing an active method in Ara- bic language teaching to promote effective student learning. It ex- plores speciDc pedagogical theories combined with school resources to improve the quality of teaching and student learning. A simpli- Ded educational method for improving the quality of the teaching and learning process is presented. The method called “Teratai sug- gested that the effectiveness of the teaching and learning process is depend on the effective facilitation of communication, involvement and interaction among students, teachers and course content. The article is intended to explore episthemological consepts, assump- tions, approaches, constructions, and applications of Teratai method in Arabic language teaching. The purpose of this discussion is to build the awareness of a variety of effective teaching ideas and tech- niques that a lecturer may consider in light of their current teaching styles and personalities. Key words: Teratai Method, language learning methodology, epis- themological study
AN ANALYSIS OF FLOUTING MAXIM IN EFL CLASSROOM INTERACTION Dwi E.S., Asri
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/vjv4i21592

Abstract

The present study concerns with the fl outing maxim occurredin EFL classroom interaction. It was aimed at investigating howthe conversational implicatures especially fl outing maxim are be-ing formed in teacher and students dialog during EFL teaching andlearning process. The present study used qualitative approach. Thedata taken from teacher and students interaction in EFL classroomare being transcribed and analyzed by categorizing utterances basedon the fl outing of maxim theory proposed by H.P. Grice. Based onthe data analysis, it has been discovered that during the conversa-tion, all speakers happen to be successful in observing maxims. Theproportion of non-observance maxim is only 2%. Sorts of maximthat is fl outed by speaker are maxim of quantity, quality and man-ner. The fl out of maxim is done by students because of their lackof linguistic and actional competence.
The Effect of Task Based Language Teaching on the Teaching Practice of Pre Service English Teacher Ma'mun, Nadiah
Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (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/vjv7i23046

Abstract

This present study investigated the effect of Task-Based Language Teaching (TBLT) on the teaching practice of pre-service English teacher. The research method used to study was experimental research with one group design. The sample of the research was 25 students of Microteaching class at English Education Department. The data were collected through the Performance Test of teaching practice as the instrument of the research. After conducting the pre-test of the Performance test of teaching practice and giving the treatment by using TBLT and the post-test. The result of post-test is higher than pre-test. It happened after the researcher gave treatments using TBLT to the pre-service English teacher. The researcher used the t-test formula to discover the significant difference between the teaching practice of the pre-service English teacher and the use of TBLT. The score of t-test was 8.90, higher than t-table. Thus, it could be concluded that there was a significant difference before and after being taught by using TBLT. The result showed that it had a positive effect.
How Does She Learn English? A Case of a Successful Blind Language Learner Jafari, Sakineh; Jafari, Samaneh; Kafipour, Reza
Vision: Journal for Language and Foreign Language Learning Vol 9, No 2 (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/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.
An Analysis of Students’ Errors on Storytelling Presentation in English Department, University of Dehasen Bengkulu Sembiring, Lina Tri Astuty Beru
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/vjv6i11399

Abstract

This study was aimed to investigate the kinds of grammatical errors made by English Foreign language learners in presenting storytelling. Since the students were learners who came from a multilingual community, the errors they made were affected by the structure of their daily language form. In this study, students were required to produce a story based on the book “Frog where are you” written by Marcel Mayer. This book contains 29 pictures which tell a story without any texts on it. The writer then audiotaped students’ storytelling and then made a transcription. The storytelling presentations of 5 students of English Departement of Universitas Dehasen Bengkulu were investigated by using the surface structure taxonomy of errors namely, misformation, misordering, addition, and omission. Findings indicated that omission was the highest kind of errors accounted on the total grammatical errors made by the students. It then followed by misformation, addition and also misordering.
Teacher’s Directive Speech Acts at Kindergarten School Sari, Kharisma Puspita
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/vjv7i12735

Abstract

The research is field research with descriptive qualitative research. The research aims to determine and investigate the teacher's directive speech acts at kindergarten school. The research investigates a teacher in a day of teaching-learning activity at kindergartenschool. Deeply, the research investigates a whole sequence of activity in the class. Actually, there are 6 sessions of the learning activity determined such as; 1) forming in line, 2) circle time, 3) praying up, 4) learning activity, 5) take a rest, 6) learning evaluation and review, 7) praying up, 8) singing a song, 9) closing session. From this sequence of activities, there are three types of directive speech acts which is often used by teacher at certain kindergarten school like requests, requirements, and questions. Specifically, there are several types of directive speech acts in details used by the teacher such as asking, interrogating, inquiring, invite, command, order, hope, suggest, prohibit, advice, and others.
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 : Faculty of Education and Teacher Training, 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.

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