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[Coaching Program to Develop Teachers’ Pedagogical Competence: a Description of Experience ]]>
<![CDATA[Tarwiyah, Siti]]>;
<![CDATA[Dewi, Nuna Mustikawati]]>;
<![CDATA[Widyaningrum, Lulut]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv7i22966
<![CDATA[The educational practices of Indonesian schools today are executed under the 2013 Curriculum. Although it has been implemented 5 years, problems of its realization are still found. It is partly due to insufficient knowledge and skills of teachers in terms of planning, implementing, assessing and evaluating a sequence learning processes. Coaching is one of professional development programs which may enhance teachers’ skill and will. It emphasizes on good relationship between the coach and the coachee so that they can work as coworkers so that it makes the coachee feel at ease to consult the problems of learning. This paper shares some experiences of a coaching program to develop 7 teachers’ pedagogical competence of 5 Islamic Junior High Schools in Semarang. The implementation covers assessing needs, developing materials, designing assessment, presenting materials, implementing the materials, and making reflection.]]>
<![CDATA[An Analysis of Speech Act Used in London Has Fallen Movie ]]>
<![CDATA[Tutuarima, Zulfa]]>;
<![CDATA[Nuraeningsih, Nuraeningsih]]>;
<![CDATA[Rusiana, Rusiana]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv7i23022
<![CDATA[The most significant thing in speech act is the message that speaker wants to convey. It means when using language is not only produces a sentence but also perform an action. The aims of the research are (i) to find out the kinds of speech act used in London Has Fallen Movie (ii) to find out the way of speech act and the classifications of illocutionary act used in London Has Fallen Movie. This research uses descriptive qualitative research. This research figures out the kinds of speech act and the classifications of illocutionary act used in London Has Fallen Movie. The result of the research shows that: (i) there are 76 utterances of speech act used in London Has Fallen Movie which is the most dominant is illocutinary act consist of 37 utterances. (ii) there are 99 utterances of the classifications of illocutionary act and the most dominant categories are directive with 32 utterances and expressive with 23 utterances.]]>
<![CDATA[The Integration of Dynamic Assessment in L2 Classroom: How Students Perceive it? ]]>
<![CDATA[Kusumaningrum, Widya Ratna]]>;
<![CDATA[Ferri Karma, Prima]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv7i23024
<![CDATA[The present study focuses on the implementation of traditional diagnostic test for speaking skill in the form of an interview with no specific set of corrective procedure. However, it triggers more increasing worries on the significance of standardized test such as not being able to unlock students’ speaking potential. This study highlights on Dynamic Assessment (DA) based on the Vygotsky’s Sociocultural Theory (1978). Fundamentally, DA inserts mediation process such as prompts, hints, and leading questions in its interview process. This study compares the efficacy of Dynamic Assessment (DA) and the standardized diagnostic test/Non-Dynamic Assessment (NDA) in diagnosing and unlocking their potential. Using a quasi-experimental research with non-equivalent group design (NEGD), this study focused on four micro speaking skills including pronunciation, vocabulary, grammar, and fluency. The results suggested that the use of DA was able to identify their current speaking performance and uncover their speaking potential even if some were claimed to have the similar speaking level. While, the standardized test (NDA) emphasized only on the current performance and was not able to elicit their potential.]]>
<![CDATA[Directive Speech Acts in The Movie “The Message†By Moustapha Akkad ]]>
<![CDATA[Yuniati, Asmi]]>;
<![CDATA[Fadhillah, Sayyidatul]]>;
<![CDATA[Annury, Muhammad Nafi]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv7i22803
<![CDATA[This study is aimed to explain the classifications and to explain the contribution of directive speech acts analysis in the "The Message" by Moustapha Akkad to EFL learner in understanding the expression of giving the command. This study used descriptive qualitative which the writer interprets of utterances that contain the types of directive speech acts in this movie and the contribution of this research in EFL Classroom. The result of the study showed that 213 utterances of the directive of speech acts were successfully identified. There are command (182 data or 85.44 %), order (2 data or 0.94 %), request (10 data or 4.70 %), and suggestion (19 data or 8.92 %). So it can be concluded that the dominant directive is a command because this movie contained many commands of the Prophet Muhammad and his friends in the battle of Badr and Uhud. This result of this research is suggested for students. Teacher as a facilitator can use this movie as learning media. By watching this movie, the student can observe the expression of giving a command. Expression of giving command was found in basic competence (3.4 and 4.4).]]>
<![CDATA[The Effect of Task Based Language Teaching on the Teaching Practice of Pre Service English Teacher ]]>
<![CDATA[Ma'mun, Nadiah]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv7i23046
<![CDATA[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.]]>
<![CDATA[Designing A Language Lesson: Pedagogical and Linguistic Perspectives ]]>
<![CDATA[Hidayat, Didin Nuruddin]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv7i22864
<![CDATA[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.]]>
<![CDATA[Directive Speech Acts in The Movie “The Message” By Moustapha Akkad ]]>
<![CDATA[Asmi Yuniati]]>;
<![CDATA[Sayyidatul Fadhillah]]>;
<![CDATA[Muhammad Nafi Annury]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv7i22803
<![CDATA[This study is aimed to explain the classifications and to explain the contribution of directive speech acts analysis in the "The Message" by Moustapha Akkad to EFL learner in understanding the expression of giving the command. This study used descriptive qualitative which the writer interprets of utterances that contain the types of directive speech acts in this movie and the contribution of this research in EFL Classroom. The result of the study showed that 213 utterances of the directive of speech acts were successfully identified. There are command (182 data or 85.44 %), order (2 data or 0.94 %), request (10 data or 4.70 %), and suggestion (19 data or 8.92 %). So it can be concluded that the dominant directive is a command because this movie contained many commands of the Prophet Muhammad and his friends in the battle of Badr and Uhud. This result of this research is suggested for students. Teacher as a facilitator can use this movie as learning media. By watching this movie, the student can observe the expression of giving a command. Expression of giving command was found in basic competence (3.4 and 4.4).]]>
<![CDATA[The Effect of Task Based Language Teaching on the Teaching Practice of Pre Service English Teacher ]]>
<![CDATA[Nadiah Ma'mun]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv7i23046
<![CDATA[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.]]>
<![CDATA[Designing A Language Lesson: Pedagogical and Linguistic Perspectives ]]>
<![CDATA[Didin Nuruddin Hidayat]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
Show Abstract
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Original Source
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DOI: 10.21580/vjv7i22864
<![CDATA[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.]]>
<![CDATA[Coaching Program to Develop Teachers’ Pedagogical Competence: a Description of Experience ]]>
<![CDATA[Siti Tarwiyah]]>;
<![CDATA[Nuna Mustikawati Dewi]]>;
<![CDATA[Lulut Widyaningrum]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv7i22966
<![CDATA[The educational practices of Indonesian schools today are executed under the 2013 Curriculum. Although it has been implemented 5 years, problems of its realization are still found. It is partly due to insufficient knowledge and skills of teachers in terms of planning, implementing, assessing and evaluating a sequence learning processes. Coaching is one of professional development programs which may enhance teachers’ skill and will. It emphasizes on good relationship between the coach and the coachee so that they can work as coworkers so that it makes the coachee feel at ease to consult the problems of learning. This paper shares some experiences of a coaching program to develop 7 teachers’ pedagogical competence of 5 Islamic Junior High Schools in Semarang. The implementation covers assessing needs, developing materials, designing assessment, presenting materials, implementing the materials, and making reflection.]]>
