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[AN ANALYSIS OF TEACHER AND STUDENT TALK IN THE CLASSROOM INTERACTION OF THE EIGHTH GRADE OF SMP NEGERI 18 PURWOREJO ]]>
<![CDATA[Sukarni, Semi]]>;
<![CDATA[Ulfah, Siti]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 4, No 2 (2015) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv4i21594
<![CDATA[The aims of this research are fi rstly, to describe the interactionused by the teacher and studentsconducted in the classroomof theeighth grade of SMP Negeri 18 Purworejo in the Academic Year2012/2013; secondly, to know what type of interaction characteris-tics of the teacher-student talk in the classroom interaction; thirdly,to identify languages used in the classroom interaction used duringteaching-learning process.This thesis is a descriptive qualitative study on teacher and stu-dent talk in the classroom interaction, particularly on the partici-pants’ interaction in SMP N 18 Purworejo. The data of this studyare the interaction between the teacher and the students in the class-room. In order to analyze the data, some steps are conducted. Thedata was taken by recording the classroom interaction. The subjectin this research wasthe grade VIIIG of SMP Negeri 18 Purworejo,there were 40 students and one English teacher. The researcher usedobservation and recording for collecting the data. Flanders’ Interac-tion Analysis was used to identify and analyze teacher-student talkin the classroom interaction.The result of this study shows that the teacher was more ac-tive in the interaction. Meanwhile, the student was less active than the teacher. Based on the fi nding, the researcher concludes that theteacher was dominant in the classroom interaction. The percentageof the teacher talk was 78.15%,whereas the students’ participationwas 21.16%.the studentsnot balance between Indonesianand English. Indonesian is 62% while English is only 38%. Itshows that teacher used more Indonesian than English when sheexplains the material. The interaction was in three ways communi-cation: interaction between teacher-students, students-teacher, andstudents-students.]]>
<![CDATA[CONTEXTUAL CLASSROOM EXPERIENCE THROUGH GENRE BASED APPROACH ]]>
<![CDATA[Assidqi, MA Hakim]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 4, No 2 (2015) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv4i21577
<![CDATA[This paper is formulated to elaborate the understanding ofGenre Based Approach as the part of Systemic Functional Lin-guistic infl uence. SFL has been developed by Halliday that focuson function and meaning as the core aspects. Because of its infl u-ence in linguistic, SFL gives inspiration for inventing GBA, as thekind of approach in language learning. The aims of the study areto explore the base understanding of GBA from its historical anddevelopment perspective. In addition, the paper is trying to analyzethe main points of GBA and its impact to improve learner skills inclassroom activity for some skills, they are writing, reading, speakingand listening.]]>
<![CDATA[TEACHER’S QUESTIONS IN EFL CLASSROOM INTERACTION ]]>
<![CDATA[Vebriyanto, Danu Angga]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 4, No 2 (2015) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv4i21595
<![CDATA[Questioning is a basic method implemented by teacher in orderto build interaction in the classroom and also to stimulate the stu-dents to perform their speaking skill in target language. The presentstudy attempted to describe the types of questions that the teacherusually applies in the classroom during teaching and learning pro-cess, to fi nd out the teacher’s purposes of applying those levels ofquestioning, and to describe the effects of applying the levels ofquestioning for the students’ understanding of English, and to iden-tify students’ oral responses towards teacher questions. The datawere collected by recording the teaching and learning process andinterviewing the English teacher. Based on the research fi ndings, itwas discovered that the teacher utilized certain types of questions.Referential-open questions that can elicit longer responses were31%. On the other hand, the percentage of display-closed questionswas 69%. Questions that are categorized as display/closed ques-tions were widely used for checking students’ understanding of thematerials questions that categorized as referential/open questionswere widely used for looking for certain information from the stu-dents. It was found that in all season 70% of students’ responseswere in form of words. The production of words was the effect ofemploying display or closed question. In the other hand, students’responses in form of sentence were 7 sentences. It was the effect ofemploying referential or open question.]]>
<![CDATA[STUDENTS’ MASTERY OF SEMANTIC FIELD (A SEMANTIC RESEARCH AT NONENGLISH DEPARTMENT) ]]>
<![CDATA[Puspita Sari, Kharisma]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 4, No 2 (2015) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv4i21596
<![CDATA[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.]]>
<![CDATA[MODERN ART: INTEGRATING SOCIO-AFFECTIVE STRATEGY TO ENHANCE INDONESIAN AND THAI STUDENTS’ INTERACTION IN THE CLASSROOM ]]>
<![CDATA[Wahyu Mustikasari, Rr. Dewi]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 4, No 2 (2015) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv4i21597
<![CDATA[There were some obstacles which happened in my Writing 1classses due to the languages that were being used for communica-tion, and my Indonesian and Thai Students’ were not communica-tive to interact in the classroom. In this paper, I propose the inte-gratation of socio-affective strategy to boost my Indonesian andThai Students’ interaction that can be facilitated by using modertart. Modern art has several interesting points namely it may displaythe real-world activities, use communicative language, foster persua-sive communication, facilitate student to use their socio-affectivestrategy, and provide integrated skills.]]>
<![CDATA[AN ANALYSIS OF FLOUTING MAXIM IN EFL CLASSROOM INTERACTION ]]>
<![CDATA[Dwi E.S., Asri]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 4, No 2 (2015) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv4i21592
<![CDATA[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.]]>
<![CDATA[نمط تÙاعل تعلم اللغة العربية وتعليمها علي أساس المدخل الاتصالي ]]>
<![CDATA[QA, Tuti]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 4, No 2 (2015) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv4i21599
<![CDATA[التعليم هو نشاط اشتراك المدرس ÙÙŠ بناء الÙهم ( مصلØØŒ 2008: 52). ومن ذلك التعري٠– بناء الأرآء Ùˆ إيجاد موق٠الÙكر- Ùعملية التعلم والتعليم تتكون من أربعة عناصر هي الاتصال Ùˆ التÙاعل والعاكسة والتجربة . التÙاعل التربوي هو العلاقة التبادلية بين المدرس والتلاميذ ÙÙŠ نظام التعليم . هو التÙاعل الذي يجري ÙÙŠ الارتباط لأهدا٠التربية والتعليم. ÙÙŠ Ù…ØµØ·Ù„Ø Ø¢Ø®Ø± هو تÙاعل التعلم والتعليم . تÙاعل التعلم والتعليم عامل هام ÙÙŠ Ù…Øاولة إدراك تØقيق موق٠التعلم والتعليم الجيد ÙÙŠ نشاط التعليم . لإيجاد التÙاعل التربوي ثلاثة نواØÙŠ الأساسية، هي عناصر أساسية ÙÙŠ التÙاعل التبوي، Ùˆ تنمية نظام التعليم من Øصة الدرس ÙÙŠ تلك عملية التÙاعل، Ùˆ كي٠يÙعل المدرس ÙÙŠ نشاط التعليم. وأنماط تÙاعل التعلم والتعليم متنوعة معتمدا علي نشاط المدرس ونشاط التلاميذ ÙÙŠ الÙصل والعلاقة بينهما وبين التلاميذ أنÙسهم ÙÙŠ عملية التعليم. لذالك، أنواع تÙاعل التعلم والتعليم يناسب أيضا بالطريقة التعليمية المختارة.                                                                                            المدخل الاتصالي بأنه المدخل علي تصميم خطة درس اللغة، ولتلوود ÙŠÙسره كمدخل الذي يدمج تعليم وظائ٠اللغة والقواعد. وقال ريجاردس ورودغرس عن هذاالمدخل بأنه استخدام الإجراءات التي يوضع تلاميذ لغة الهد٠ÙÙŠ المجموعات تتكون من تلميذان أو أكثر، التي تستخدمون مصادر اللغة المتاØØ© Ù„ØÙ„ المشكلات.                                                                                         أن أنماط تÙاعل تعلم اللغة العربية وتعليمها علي أساس المدخل الاتصالي المناسبة بأنواع التÙاعل السابقة هي : عند سوجانا : الاتصال كالتÙاعل Ùˆ الاتصال كالصÙقة، Ùˆ عند ليغرين هو نمط المدرس – التلاميذ –التلاميذ، Ùˆ نمط المدرس –التلاميذ ØŒ التلاميذ – المدرس، التلاميذ- التلاميذ. وقدر Øركة التلاميذ الذي يناسب بتعليم اللغة العربية علي أساس المدخل الاتصالي هو الØركة المخطوطة المقصودة من جانبي المدرس والتلاميذ، ليس الØركة العرضية .                                           ]]>
<![CDATA[MODERN ART: INTEGRATING SOCIO-AFFECTIVE STRATEGY TO ENHANCE INDONESIAN AND THAI STUDENTS’ INTERACTION IN THE CLASSROOM ]]>
<![CDATA[Rr. Dewi Wahyu Mustikasari]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 4, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv4i21597
<![CDATA[There were some obstacles which happened in my Writing 1classses due to the languages that were being used for communica-tion, and my Indonesian and Thai Students’ were not communica-tive to interact in the classroom. In this paper, I propose the inte-gratation of socio-affective strategy to boost my Indonesian andThai Students’ interaction that can be facilitated by using modertart. Modern art has several interesting points namely it may displaythe real-world activities, use communicative language, foster persua-sive communication, facilitate student to use their socio-affectivestrategy, and provide integrated skills.]]>
<![CDATA[AN ANALYSIS OF FLOUTING MAXIM IN EFL CLASSROOM INTERACTION ]]>
<![CDATA[Asri Dwi E.S.]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 4, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv4i21592
<![CDATA[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.]]>
<![CDATA[نمط تفاعل تعلم اللغة العربية وتعليمها علي أساس المدخل الاتصالي ]]>
<![CDATA[Tuti QA]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 4, No 2 (2015) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv4i21599
<![CDATA[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 . ]]>
