Vision: Journal for Language and Foreign Language Learning
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.
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<![CDATA[CHILDHOOD AND LITERACY (A CRITICAL STUDYOF MEDIA EDUCATION AS CONTEMPORARY CULTURE) ]]>
<![CDATA[Annury, Muhammad Nafi]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv4i11634
<![CDATA[Childhood is the phase of where the human beginning to learnabout its surrounding obviously. This phase needs more attentionfrom us as parent however, to make sure that our children keep inthe right path of their development. Therefore, the development ofICT brings many consequences in every aspect of our life; and thiscondition has infl uenced too toward children development anyway.Based on this phenomenon, the writer would like to introduce someproblems relate with childhood and literacy. The literacy of usingthe media education, therefore, teacher and parents should be con-cerned about it to the children. Teacher and parents however, theyhave to give better guidance to children relate with may informa-tion and ICT which are used in the classroom or at home. Childrenshould be given better understanding by teacher and parents every-time they need information. Some experts say that media can givepositive and negative effect obviously. Thus, the writer hopes thatmay give any review by this article.]]>
<![CDATA[FUNCTIONING GRAPHIC ORGANIZER AS ONE OF LITERACY MEDIA ]]>
<![CDATA[Tarwiyah, Siti]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv4i11635
<![CDATA[Graphic organizer may be used as alternative media in literacyclass. GO stimulates students to think of information through someways. Through the use of GO students’ habbit to copy others’ ideaswill be minimized. Students only need to take the key words repre-senting the digest of the information in a text and think of the re-lationship among the words. Some kinds of graphic organizer maybe used are story map, fi shbone or ishikawa diagram, venn diagram,and KWL table.]]>
<![CDATA[USING PEER-RESPONSES AND TEACHER’S WRITTEN FEEDBACK TECHNIQUE THROUGH BLOG IN WRITING II CLASS OF ENGLISH EDUCATION STUDY PROGRAM ]]>
<![CDATA[Astrid, Annisa]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv4i11631
<![CDATA[This article discusses the result of the research undertaken at PBI UIN Raden Fatah Palembang. The sample of the research was 60 students in Writing II Classes. This study included a guided writing instruction and a questionnaire survey.There were two groups of students involved in this study; control and experimental group. Students in the control group were taught using Peer Response Technique, and the experimental one by using Teacher’s written feedback technique. Both groups employed online Blog writing as the means to share feedback. After the treatment done, the students were required to fi ll the questionnaire items in order to assess their attitude toward the use of Blog in their writing class. The results of the research showed that; (1) there was not a signifi cant difference between students writing achievement before being taught with Teacher’s Written Feedback Technique and after being taught with that technique (2) there was a signifi cant difference between students’ writing achievement before being taught by using Peer Response Technique and after being taught by using that technique (3) there was signifi cant difference between students’ writing achievement who were taught by using Peer Response Technique than those who were taught by using Teachers’ Written Feedback and (4) there was positive attitude toward the process of teaching and learning Writing by Using Blog Writing.]]>
<![CDATA[DEVELOPING A WORKBOOK OF BASIC LISTENING COURSE FOR THE THIRD SEMESTER STUDENTS OF ENGLISH DEPARTMENT AT IAIN ANTASARI BANJARMASIN ]]>
<![CDATA[Nor, Hidayah]]>;
<![CDATA[Rahmah, Nur Alfa]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv4i11632
<![CDATA[Work book is one of the principal necessities in the processof teaching and learning second language. A comprehensive work-book will work as step-by-step guidance both for the teacher andstudents; teacher will know what to do to transfer the knowledgeeffectively within very limited time constraint; and students will beprovided clear clue to comprehend required materials and acquirethe necessary skills. Without work book, teacher will have to thinkand work harder in every meeting to measure their students’ needsand adapt the materials to their comprehension capacity.Third semester students of English Teaching Department ofIAIN Antasari Banjarmasin can be classifi ed as beginning learnersof English. For most students who live in a non-speaking Englishcountry such as Indonesia, listening skill is diffi cult to comprehend.Listening skills is seen not only as something valuable for itsown sake but as something that supports the growth of other as-pects of language use, such as speaking and reading. The assump-tions of teaching listening as comprehension are: listening servesthe goal of extracting meaning from messages, the learners have to be taught how to use both bottom up and top down processes inarriving at an understanding of messages, and the language of ut-terances used by speakers are temporary carriers of meaning. Oncemeaning has been identifi ed there is no further need to attend to theform of messages.Students have problems to catch the actual sounds of the for-eign language; understand every word which make them feel wor-ried and stressed; understand fast, natural native-sounding speech;keep up with all the information they get and they cannot predict.To overcome these problems teachers can help students by teachthem how to improve their listening through some skills and teachthe students by using media.Dealing with the purpose of this research in developing work-book for English listening class, the suitable design for this researchis research and development (R D).]]>
<![CDATA[DEVELOPING MOODLE – BASED INTERACTIVE ONLINE MEDIA TO TEACH NARRATIVE READING IN SMA N 13 SEMARANG ]]>
<![CDATA[Nikmah, Miftakul]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv4i11633
<![CDATA[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.]]>
<![CDATA[DEVELOPING MOODLE – BASED INTERACTIVE ONLINE MEDIA TO TEACH NARRATIVE READING IN SMA N 13 SEMARANG ]]>
<![CDATA[Miftakul Nikmah]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv4i11633
<![CDATA[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.]]>
<![CDATA[CHILDHOOD AND LITERACY (A CRITICAL STUDYOF MEDIA EDUCATION AS CONTEMPORARY CULTURE) ]]>
<![CDATA[Muhammad Nafi Annury]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv4i11634
<![CDATA[Childhood is the phase of where the human beginning to learnabout its surrounding obviously. This phase needs more attentionfrom us as parent however, to make sure that our children keep inthe right path of their development. Therefore, the development ofICT brings many consequences in every aspect of our life; and thiscondition has infl uenced too toward children development anyway.Based on this phenomenon, the writer would like to introduce someproblems relate with childhood and literacy. The literacy of usingthe media education, therefore, teacher and parents should be con-cerned about it to the children. Teacher and parents however, theyhave to give better guidance to children relate with may informa-tion and ICT which are used in the classroom or at home. Childrenshould be given better understanding by teacher and parents every-time they need information. Some experts say that media can givepositive and negative effect obviously. Thus, the writer hopes thatmay give any review by this article.]]>
<![CDATA[FUNCTIONING GRAPHIC ORGANIZER AS ONE OF LITERACY MEDIA ]]>
<![CDATA[Siti Tarwiyah]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
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Original Source
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Check in Google Scholar
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DOI: 10.21580/vjv4i11635
<![CDATA[Graphic organizer may be used as alternative media in literacyclass. GO stimulates students to think of information through someways. Through the use of GO students’ habbit to copy others’ ideaswill be minimized. Students only need to take the key words repre-senting the digest of the information in a text and think of the re-lationship among the words. Some kinds of graphic organizer maybe used are story map, fi shbone or ishikawa diagram, venn diagram,and KWL table.]]>
<![CDATA[USING PEER-RESPONSES AND TEACHER’S WRITTEN FEEDBACK TECHNIQUE THROUGH BLOG IN WRITING II CLASS OF ENGLISH EDUCATION STUDY PROGRAM ]]>
<![CDATA[Annisa Astrid]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
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Original Source
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Check in Google Scholar
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DOI: 10.21580/vjv4i11631
<![CDATA[This article discusses the result of the research undertaken at PBI UIN Raden Fatah Palembang. The sample of the research was 60 students in Writing II Classes. This study included a guided writing instruction and a questionnaire survey.There were two groups of students involved in this study; control and experimental group. Students in the control group were taught using Peer Response Technique, and the experimental one by using Teacher’s written feedback technique. Both groups employed online Blog writing as the means to share feedback. After the treatment done, the students were required to fi ll the questionnaire items in order to assess their attitude toward the use of Blog in their writing class. The results of the research showed that; (1) there was not a signifi cant difference between students writing achievement before being taught with Teacher’s Written Feedback Technique and after being taught with that technique (2) there was a signifi cant difference between students’ writing achievement before being taught by using Peer Response Technique and after being taught by using that technique (3) there was signifi cant difference between students’ writing achievement who were taught by using Peer Response Technique than those who were taught by using Teachers’ Written Feedback and (4) there was positive attitude toward the process of teaching and learning Writing by Using Blog Writing.]]>
<![CDATA[DEVELOPING A WORKBOOK OF BASIC LISTENING COURSE FOR THE THIRD SEMESTER STUDENTS OF ENGLISH DEPARTMENT AT IAIN ANTASARI BANJARMASIN ]]>
<![CDATA[Hidayah Nor]]>;
<![CDATA[Nur Alfa Rahmah]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
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Download Original
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Original Source
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Check in Google Scholar
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DOI: 10.21580/vjv4i11632
<![CDATA[Work book is one of the principal necessities in the processof teaching and learning second language. A comprehensive work-book will work as step-by-step guidance both for the teacher andstudents; teacher will know what to do to transfer the knowledgeeffectively within very limited time constraint; and students will beprovided clear clue to comprehend required materials and acquirethe necessary skills. Without work book, teacher will have to thinkand work harder in every meeting to measure their students’ needsand adapt the materials to their comprehension capacity.Third semester students of English Teaching Department ofIAIN Antasari Banjarmasin can be classifi ed as beginning learnersof English. For most students who live in a non-speaking Englishcountry such as Indonesia, listening skill is diffi cult to comprehend.Listening skills is seen not only as something valuable for itsown sake but as something that supports the growth of other as-pects of language use, such as speaking and reading. The assump-tions of teaching listening as comprehension are: listening servesthe goal of extracting meaning from messages, the learners have to be taught how to use both bottom up and top down processes inarriving at an understanding of messages, and the language of ut-terances used by speakers are temporary carriers of meaning. Oncemeaning has been identifi ed there is no further need to attend to theform of messages.Students have problems to catch the actual sounds of the for-eign language; understand every word which make them feel wor-ried and stressed; understand fast, natural native-sounding speech;keep up with all the information they get and they cannot predict.To overcome these problems teachers can help students by teachthem how to improve their listening through some skills and teachthe students by using media.Dealing with the purpose of this research in developing work-book for English listening class, the suitable design for this researchis research and development (RD).]]>
