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TEFLIN Journal: A publication on the teaching and learning of English
Published by Association of Teachers of English as a Foreign Language in Indonesia
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
The Journal of International Commercial Law and Technology (JICLT) is a peer-reviewed free open-access scholarly journal dedicated to furthering the understanding of international commercial law and technology. It is published by the International Association of IT Lawyers (IAITL). The journal is a quarterly publication in online formats. By publishing on-line, a scholar’s research is made available more quickly and is available to those who do not have access to a well stocked research library. Submitted articles are reviewed anonymously and are subjected to a rigorous editorial process. The journal aims to stimulate research and become a major publication which will provide an opportunity for academics, practitioners and consultants from different backgrounds to discuss the significant legal developments in commercial law and diverse aspects of information technology. We invite authors to submit original manuscripts for consideration ranging from full articles to book reviews.
Arjuna Subject : -
Articles 7 Documents
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Search results for , issue " Vol 23, No 2 (2012)" : 7 Documents clear
TEACHERS’ ATTITUDES AND TECHNOLOGY USE IN INDONESIAN EFL CLASSROOMS Hilda Cahyani; Bambang Yudi Cahyono
TEFLIN Journal: A publication on the teaching and learning of English Vol 23, No 2 (2012)
Publisher : TEFLIN

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Abstract

The use of technology in education deals with two major aspects: mode and content. Nowadays, second-language teachers have the options to use technology, either web-based or non web-based, to help learners learn the target language (content) successfully. This paper aims at reporting research findings on the types of technology that the teachers use in their classrooms, how they apply them, and why they decide to use them. It also explores the teachers’ attitudes towards the use of technology and the extent to which certain types of technology have affected language learning achievement of their students.
A SURVEY OF THE ENGLISH READING HABITS OF EFL STUDENTS IN INDONESIA Erna Iftanti
TEFLIN Journal: A publication on the teaching and learning of English Vol 23, No 2 (2012)
Publisher : TEFLIN

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Abstract

This article investigated the English reading habits of Indonesian students of EFL. The data were collected through a questionnaire survey and interview validation. The questionnaires were distributed to 546 EFL college students in East Java. Based on the statistical analysis of the data, it is concluded that although the students have read English since elementary school, they do not indicate to have good English reading habits. Only few of them are identified to have good English reading habits as suggested by their eagerness to regularly spend time reading various types of English texts and their high motivation to read English for pleasure. The EFL students read English for some purposes, i.e. for school assignments, for pleasure, and for knowledge and English skills improvement. Their positive belief about reading does not motivate them to read English for pleasure; rather, it is school assignments that appear to be their biggest motivation.
TEAM TEACHING IN JAPAN FROM THE PERSPECTIVES OF THE ALTs, THE JTEs, AND THE STUDENTS Andrea Ann Johannes
TEFLIN Journal: A publication on the teaching and learning of English Vol 23, No 2 (2012)
Publisher : TEFLIN

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Abstract

This case study explores team teaching in Japan from the perspectives of JTEs (Japanese English Teachers), ALTs (Assistant Language Teachers), and students. Special focus is attributed to teachers and students’ perceptions of ALT and JTE roles. To determine the perspectives of all three participants, 112 students, 4 JTES and 2 ALTs from a Japanese high school in Chiba Prefecture were surveyed. Fieldwork was conducted over a ten-day period at the research site in 2009 to collect data in the form of questionnaires, interviews, and class observations. The findings indicate more of a mismatch between students’ perceptions of their teachers’ roles than between teachers. The results also reveal the students prefer a combination of both teachers and find team-taught classes more beneficial to developing their English skills.
BACKWASH EFFECTS OF PORTFOLIO ASSESSMENT IN ACADEMIC WRITING CLASSES Muh Syafei
TEFLIN Journal: A publication on the teaching and learning of English Vol 23, No 2 (2012)
Publisher : TEFLIN

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Abstract

This paper discusses a study investigating students’ opinions and reflections on backwash effects of portfolio assessments applied in Academic Writing course. To obtain the data, the researcher carried out interviews with 70 students of English Education Department (EED) of Universitas Muria Kudus (UMK) who took Academic Writing I and II courses. A qualitative analysis was then administered by identifying and classifying contents of students’ opinions and reflections expressed in the students’ responses concerning the backwash effects of the portfolio assessment applied in the courses. This investigation concludes the followings. First, all the research subjects support the use of portfolio assessment in Academic Writing Classes. Second, portfolio assessment provides various positive backwash effects on the student learning. Third, the students consider the portfolio assessment a fairer assessment. These findings suggest that the students respond positively to the portfolio assessment. Thus, it is recommended that the application of portfolio assessment in academic writing classes be maintained.
ACCOMMODATING WORLD ENGLISHES IN DEVELOPING EFL LEARNERS’ ORAL COMMUNICATION Nur Mukminatien
TEFLIN Journal: A publication on the teaching and learning of English Vol 23, No 2 (2012)
Publisher : TEFLIN

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Abstract

This article aims to discuss issues of World Englishes (WEs) and the implications in ELT. It explores the extent to which WEs are taken into account as emerging English varieties different from inner circle varieties, how WEs should be accomodated by English teachers, and which standard to adopt to accommodate learner’s linguistic needs for international communication. It would help ELT practitioners adjust their current practices through the inclusion of varieties of WEs in developing learners’ oral communication. This offers relevant pedagogical movement to argue that changes should be made about the way English is valued and taught.
WRITING FOR INTERNATIONAL PUBLICATION: AN INTERVIEW WITH NUGRAHENNY T. ZACHARIAS, HANDOYO P. WIDODO AND WILLY A. RENANDYA Board of Editors
TEFLIN Journal: A publication on the teaching and learning of English Vol 23, No 2 (2012)
Publisher : TEFLIN

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Abstract

There is a growing pressure in recent years for people working in institutions of higher learning to get themselves published in peer-reviewed international journals. This is true not only for those working in research-focused universities, but also for those in teaching-intensive universities. For those lacking experience, publishing in international journals can be a daunting task. Some may, in fact, feel that only a select few (e.g., those who hold professorial ranks)can get their work published internationally. Even many believe that writing for an international audience is an impossible task to accomplish. To shed this belief away and to make the idea less daunting, TEFLIN Journal initiates to bring about the experience of Indonesian EFL scholars who are nationally and internationally renowned for their publication and contribution to the field. Starting from this issue an interview will be published every other year with the hope that more and more Indonesian scholars are inspired to publish.This piece is brought together by Flora Debora Floris, one of TEFLIN Journal Editors and also a faculty member of the English Department, Petra Christian University, Surabaya, Indonesia. Three productive TESOL scholars from Indonesia: Nugrahenny T. Zacharias of Satya Wacana Christian University, Handoyo Puji Widodo of Politeknik Negeri Jember (both are still in their mid-thirties) and Willy A Renandya, who currently works at the National Institute of Education, Nanyang Technological University, Singapore, were interviewed to not only showcase their work, but also highlight the joy, the reward, the recognition of having their work accepted and acknowledged by members of the international community, and yes, also the pain of having their work rejected by journal editors. More importantly, the key message being sent through this interview is that there is nothing impossible to achieve. The three scholars being interviewed are very passionate about their works, teaching, learning, writing, and publication. This is not to say that writing and getting published is a smooth-sailing process. But, with a bit of passion and hard work, the writing and publication journey can become a bit less overwhelming and more enjoyable.Their writings and publishing experiences are inspiring. Hopefully, the readers of this journal will be inspired to follow their lead. If they can do it, so can many of us who are embarking on this writing and publishing journey.
COMIC STRIPS:A STUDY ON THE TEACHING OF WRITING NARRATIVE TEXTS TO INDONESIAN EFL STUDENTS Fika Megawati; Mirjam Anugerahwati
TEFLIN Journal: A publication on the teaching and learning of English Vol 23, No 2 (2012)
Publisher : TEFLIN

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Abstract

Comic strips are proposed in the teaching of writing not only because of their appealing forms, but also due to their salient features as media to present content, organization and grammatical aspects of narrative texts. This study investigates the implementation of comic strips in teaching writing through a collaborative classroom action research at MAN Bangil. The procedures included planning, implementing, observing, and reflecting. The results show that teaching writing using comic strips through Process-Genre Based Approach (PGBA) could successfully improve students’ ability in writing. The findings also reveal that comic strips’ effective implementation requires proper stories as well as sufficient teacher’s guidance during the writing process.

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