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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 214 Documents
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Developing English Supplementary Materials through Instructional Conversations Nurhidayat, Eka; Rofi'i, Agus
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/vjv8i24431

Abstract

This study aimed to develop English supplementary materials to meet the needs of nursing students on English learning through Instructional Conversation (IC) method. This research was categorized into research and development. The materials were validated by two experts to come to the final product. This research conducted at the Nursing Study Program involving students of the second semester. The data collected from classroom and checklist observation, questionnaire, an interview.  Considering the data collected, the English textbooks available and used in the Nursing Study Program contains English language learning materials that are still common and less specific for students used in the nursing study program. Therefore, English supplementary materials through Instructional Conversation (IC) method should be developed by considering the needs of lecturers and students. English supplementary materials through the Instructional Conversation method were developed by considering several aspects.
IMPROVING ACTIVE LEARNING THROUGH STUDENTS’ POWERPOINT PRESENTATIONS ON REPORT TEXT SPEAKING SKILL Novita, Ahmila
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/vjv5i1861

Abstract

This study was carried out to improve active learning through students’ PowerPoint presentations on report text speaking skill in the third grade students of  class 9A of  SMP N 1 Bandungan2014/2015 academic year. The method used in this study was Classroom Action Research (CAR) which consists of planning, acting, observing, and reflecting. The study was carried out in two cycles. Each cycle consisted of one meeting 200 minutes (block schedule). The data of this study was gathered through: (1) Student’ presentations, (2) observations, and (3) students consultation. The result of the study showed that there was improvement of active learning in the teaching and learning process of class 9A; 100% was active in group work, 100% was active in consulting their difficulties with the teacher, 79.2% was active in finding resources of report text material, 87.5% was active in asking questions and 90% was active in answering questions. From the last two indicators can be seen that there is improvement of  the active learning of  students’speaking skill in asking and answering questions. In conclusion active learning through students’ PowerPoint presentations could increase the active teaching and learning process of class 9A, especially on their report text speaking skill.
FUNCTIONING GRAPHIC ORGANIZER AS ONE OF LITERACY MEDIA Tarwiyah, Siti
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/vjv4i11635

Abstract

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.
IMPROVING STUDENTS’ READING COMPREHENSION BY USING KNOW, WANT TO KNOW, AND LEARN (KWL) TECHNIQUE Eka Wulan, Pancarini Dyah Rahayuningsih
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/vjv3i2291

Abstract

The objective of this research is to identify whether the KWL can improve students’ reading comprehension when used in the teaching and learning process of  reading comprehension in the class. The subject of  the research was the first grade of  SMAN 3 Sragen, Central Java, in the academic year of  2011/2012. The research was conducted in two cycles: the first cycle consisted of three meetings, and so was the second cycle. To collect the data of students’ reading competence, some instruments namely: tests, questionnaire, interview, and class observation were used. To ana- lyze the quantitative data which were taken from the result of stu- dents’ score, the researcher applied a descriptive statictics to know their enhancement in reading. The result of the research shows that KWL technique could enhance students’ reading comprehension in term of raising students’ achievement in the case of finding out: (a) explicit information; (b) reference of pronouns; (c) words meaning; (d) main idea in the paragraph; and (e) implicit information in the text. It means that the KWL can improve the students’ comprehen- sion in comprehending English texts optimally.
TEACHER’S QUESTIONS IN EFL CLASSROOM INTERACTION Vebriyanto, Danu Angga
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/vjv4i21595

Abstract

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.
Attitude of Foreign Language Learners on Nonverbal Communication and Privacy in Communicative Classes Nemati, Azedah
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/vjv8i13269

Abstract

Communication has verbal and nonverbal aspects.It has been estimated that 82% of class communication is nonverbal. While the role of nonverbal behavior in English classes is much it is hitherto an unexplored area. One subpart of nonverbal communication is proxemics or space. Combing nonverbal communication and the right to privacy, this article is aimed at exploring the attitude of foreign language students regarding nonverbal communication and privacy right in English classes. A nonverbal questionnaire along with privacy proposed by the researcher was answered by 107 general English participants. Based on their opinion the major findings were that students like, smiling, tidy and on time teachers who explain and illustrate in English classes. However, they do not like to answer questions regarding their personal life such as personal description, identification, health or background. As a result, their privacy right should be observed in communicative English classes.
Investigating the Effects of Subjective Norms and Trialability on English Teachers` Attitude toward the Use of Technology Davoodi, Somaye; Akbarpour, Leila; Hadipour, Ehsan
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/vjv10i17431

Abstract

Despite the availability of many technological resources in academic settings and their determinant effect in the improvement of teaching and learning, it seems that teachers rarely used them. The aim of the present study is to investigate the effect of psychological variables on teachers` attitudes regarding technology use.  In this research, most applicable models like the 'technology acceptance model', 'theory of reasoned action', and 'innovation diffusion theory' are used as the foundation for developing a conceptual framework. Variables such as 'perceived usefulness', 'perceived ease of use', 'trialability', 'subjective norms', and 'attitude' are recaptured from these models. The participants of the present research are high school English language teachers in Shiraz. The researcher uses stratified sampling to identify a representative sample from the population. The present study is administered by using five questionnaires to assess variables. The data are analyzed by means of path analysis. According to the obtained result, perceived ease of use is found to be affected by subjective norms and trialability, which in turn influenced the attitude of teachers toward using technology in their teachings. The results propose that the most influential factor on attitude is trialability (β= 0.38). On the other hand, perceived usefulness has a significant, influential effect on attitude. Subjective norms has an indirect but important effect on attitude.
How Does the Students’ Readability in Mastering English Material? Rokhayani, Atik
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/vjv6i11579

Abstract

In English class, the teachers/lecturers have to take a big chance in managing their students well. Managing the class is not an easy thing to do. The lecturers have to use appropriate techniques to gain the students attention. In university level, the students are the central in English teaching and learning process. They have many different characteristics and readability. From this atmosphere, the lecturer has to be ready for those differences. In selecting the English materials, the lecturer should consider based on the students’ needs. The paper aims at investigating the students’ readability in English class in mastering English material. It focuses on Intermediate Grammar Class. It describes the students who like watching English movies. The material focuses on simple past tense. The method of this study is descriptive qualitative research. This result shows that the mean score from the students who like watching English movies is 77.83. From the mean score, the mastery of simple past tense of the students who like watching English movies can be categorized as good. It can be used as the contribution to English teaching and learning process and reference for further researchers in doing the similar research. 
A Comparative Study on Group-Based Learning Using STAD and SGD Toward Students’ Writing Achievement of Descriptive Text Wahyuni, Sri
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/vjv7i12740

Abstract

This study discusses a comparative study of group-based learning method between STAD and SGD toward students’ writing achievement of descriptive text on the tenth grade of SMK SalafiyahKajen in the academic year of 2017/2018. The purpose of the study was to differentiate those two methods, which were then found the appropriate method between STAD and SGD for learning writing skill. This study used a mixed method by using comparative design. The subject of this study were the students at the tenth grade of SMK SalafiyahKajen, students’ class RPL 2 and TB. The students from both of the class had different treatment which RPL 2 was treated using SGD and TB was treated using STAD. The technique of data collection was a test, observation, and documentation. The test consisted of two tests; they were pre-test and post-test. After collecting the data, it was found that the average score of pre-test of SGD group was 50.06 and for STAD group was 47.75; meanwhile, the average score of post-test of SGD group was 68.70 and for STAD group was 63.10. So, the computation of t count was 5.031, and the t table was 1.69. The t count was higher than t table, which stated that Ha was accepted. It meant that there was a significant difference between students' writing achievement which was taught by using STAD and SGD. The conclusion defined that SGD was better than STAD to be applied in learning writing.
Teachers' Perspective on Strategy for Teaching English Vocabulary to Young Learners Deni, Rahma; Fahriany, Fahriany
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/vjv9i14862

Abstract

Teaching and learning vocabulary is an integral part of foreign language learning since it is the basic sub-skill for someone who wants to learn a foreign language. Thus, it is essential to teach English vocabulary at an early age since students still in the scope of their golden age, and they could learn everything easily. In this case, the teachers' teaching strategy seems essential to be concerned. Moreover, this descriptive qualitative study as a case study is designed to explore the Qur'an Learning Center teachers' perspective on the strategy used to teach vocabulary to young learners. The data were gathered through a semi-structured interview with two English Teachers at the Qur'an Learning Center, one of the elementary schools in Jakarta Selatan. The result of this study revealed that teachers believe that teaching strategy is essential for teaching vocabulary to young learners. Thus, the teachers have various strategies that can be applied for teaching vocabulary to young learners, for example, using games, sing a song, and others. Also, the teachers used interesting media like video, a real thing, pictures, and others. Those strategies are effective in engaging students to learn new vocabulary in English. This study is expected to give reference and knowledge for the English teacher who teaches young learners so they could implement some suitable ways with their real class.

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