cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
-
Contact Email
-
Phone
-
Journal Mail Official
-
Editorial Address
-
Location
Kab. sleman,
Daerah istimewa yogyakarta
INDONESIA
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
 1 
Search results for , issue " Vol 25, No 1 (2014)" : 7 Documents clear
ETHICAL CONFLICTS EXPERIENCED BY IRANIAN EFL TEACHERS IN THE CLASSROOM CONTEXT Zahra Alimorad
TEFLIN Journal: A publication on the teaching and learning of English Vol 25, No 1 (2014)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

 Recently, EFL teachers’ ethical conflicts in the situated classroom context have got paramount importance. This paper presents findings from an empirical study of ethical conflicts Iranian EFL teachers encounter while engaged in classroom assessment. Critical incidents generated by 49 practicing teachers revealed that a majority of reported conflicts were related to Do No Harm principle. Most of the conflicts they encountered involved basic values as one of the conflicting elements while two new conflicting elements emerged in the specific context of this study. It was concluded that Iranian educational policy might need to be changed to mitigate some of these conflicts. 
REFLECTIVE TEACHING AS ALTERNATIVE ASSESSMENT IN TEACHER EDUCATION: A CASE STUDY OF PRE-SERVICE TEACHERS Gusti Astika
TEFLIN Journal: A publication on the teaching and learning of English Vol 25, No 1 (2014)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

 Critical reflective teaching has been a goal of English teacher preparation program. Although many English educators have promoted and carried out reflective teaching in their methodology courses, success of such practice has been limited, not sufficiently reflecting what has been desired. Questions have been raised whether reflective teaching within pre-service English teacher education is a realistic aim. One argument for this has been: reflective teaching can only be learned by beginning teachers working in schools with experienced teachers who value critical reflection. This article examines 40 journals of teaching reflection produced by 40 pre-service English teachers after they completed teaching practicum in schools over a period of three months. The journals were analyzed using a theoretical model developed by Smith (2011) which encompasses different purposes with different forms of reflection: personal, interpersonal, contextual, and critical. The analysis shows that the teaching journals contained more reflection on the personal and contextual domains of teaching, indicating that the pre-service teachers were more concerned with the contextual aspects of teaching which influenced their practices in the classroom. It is recommended that a more balanced reflection be created as an alternative form of assessment in English teacher education involving personal as well as social aspects of teaching. 
UPON THE PREVALENCE OF ENGLISH ON BILLBOARD ADVERTISEMENTS: ANALYZING THE ROLE OF ENGLISH IN INDONESIAN CONTEXTS Anna Marietta da Silva
TEFLIN Journal: A publication on the teaching and learning of English Vol 25, No 1 (2014)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

 Looking at the frequently used English words on billboard ads in Jakarta main streets, one may have a presumptive thought that English will dominate Indonesian language. The assumption, though, has led to the analysis of the role of both languages on billboard ads and the possibility of English control over Indonesian. The study presented purposive language uses. English, regardless of its incorrect use, was associated with the Indonesian modern, urban and youth’s lifestyle, hence the prestigious status of English. On the other hand, Indonesian and its dialects, particularly the Betawi-Indonesian, are employed to cover wider and broader range of audience. Indonesian language is a national identity of Indonesians, and has historically gained highest status among hundreds of local languages in Indonesia. Thus, in spite of the presence of English in Indonesian language use, the former will not diminish the latter. As a matter of fact, the two languages serve different types of readers. 
THE ROLE OF OUT-OF-SCHOOL ENGLISH LITERACY ACTIVITIES IN PROMOTING STUDENTS’ ENGLISH LITERACY Lilies Setiasih
TEFLIN Journal: A publication on the teaching and learning of English Vol 25, No 1 (2014)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

 This paper reports on a case study of the role of out-of-school English literacy activities in promoting students’ English literacy at an elementary school in Bandung. The study is an attempt to respond to controversy among decision makers about the idea of offering English at elementary schools and the reality that at the school where the research was conducted, English is fully used as a means of instruction for English, Mathematics, and Science. Considering that literacy is shaped in socio-cultural contexts, the researcher assumed that the students acquired and developed their English literacy not only at school but also outside of school. Their out-of-school English literacy activities might contribute to their English literacy development. The research aims were to investigate the students’ English literacy level and to identify their out-of-school literacy activities. The theoretical framework covered the cognitive and socio-cultural theories of literacy. The research results were: 1) the majority of the fourth grade students were in early advanced and advanced levels for the aspects of reading and writing proficiency; and 2) their out-of-school English literacy activities played an important role in building their English literacy. 
ENHANCING THE PRONUNCIATION OF ENGLISH SUPRASEGMENTAL FEATURES THROUGH REFLECTIVE LEARNING METHOD Suwartono Suwartono
TEFLIN Journal: A publication on the teaching and learning of English Vol 25, No 1 (2014)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

 Suprasegmental features are of paramount importance in spoken English. Yet, these pronunciation features are marginalised in EFL/ESL teaching-learning. This article reported a study that was aimed at improving the students’ mastery of English suprasegmental features through the use of reflective learning method. The study adopted Kemmis and McTaggart’s model of action research (1986) and involved twenty-four undergraduate students at Muhammadiyah University of Purwokerto, Indonesia as the subjects. The research consisted of two cycles, and data were gathered through observations, recorded conversations, diaries, interviews, and tests. Overall, the study has shown that reflective method using video integrated into communicative activities enhanced students’ pronunciation mastery. Interestingly, some students’ pronunciation to a great extent sounded ‘more English’. 
LANGUAGE PROBLEMS IN APPLIED LINGUISTICS: LIMITING THE SCOPE A. Effendi Kadarisman
TEFLIN Journal: A publication on the teaching and learning of English Vol 25, No 1 (2014)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

 This article critically discusses the paradigmatic shift in applied linguistics, resulting in a claim that countless real-world language problems fall within its scope, but in reality they weaken the discipline and make it lack a focus. Then it takes a closer look at the nature of these language problems, and picks out, for analysis, real examples of writing problems in ELT in Indonesian context. It further argues that, by focusing primarily on problems in ELT and SLA, applied linguistics reaffirms its well-defined position and underscores its significant contributions to both disciplines. Finally, it concludes the discussion by adding some notes on the question of autonomy in both applied linguistics and in ELT in Indonesia. 
CRITICAL PEDAGOGY(IES) FOR ELT IN INDONESIA Kasey R. Larson
TEFLIN Journal: A publication on the teaching and learning of English Vol 25, No 1 (2014)
Publisher : TEFLIN

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

 This paper will explore the theoretical underpinnings that present a rationale for the use of critical pedagogy as an English Language Teaching (ELT) approach in Indonesia. A brief description of critical pedagogy is given, followed by a detailed rationale for its use including an overview of critical pedagogy studies done in Asia, an exploration of the curriculum and teaching approach decreed by the Indonesian Ministry of Education and Culture, and calls for critical pedagogy by Indonesian scholars and teachers. This paper will conclude with some beginning steps that can be undertaken by teachers who want to implement a more critical approach to teaching. 

Page 1 of 1 | Total Record : 7

 1 

Filter by Year

2014 2014


Reset
Filter By Issues
All Issue Vol 25, No 2 (2014) Vol 25, No 1 (2014) Vol 24, No 2 (2013) Vol 24, No 1 (2013) Vol 23, No 2 (2012) Vol 23, No 1 (2012) Vol 22, No 2 (2011) Vol 22, No 1 (2011) Vol 21, No 2 (2010) Vol 21, No 1 (2010) Vol 20, No 2 (2009) Vol 20, No 1 (2009) Vol 19, No 2 (2008) Vol 19, No 1 (2008) Vol 18, No 2 (2007) Vol 18, No 1 (2007) Vol 17, No 2 (2006) Vol 17, No 1 (2006) Vol 16, No 2 (2005) Vol 16, No 1 (2005) Vol 15, No 2 (2004) Vol 15, No 1 (2004) Vol 14, No 2 (2003) Vol 14, No 1 (2003) Vol 13, No 2 (2002) Vol 13, No 1 (2002) Vol 12, No 2 (2001) Vol 12, No 1 (2001) Vol 11, No 1 (2000) Vol 10, No 1 (1999) Vol 9, No 1 (1998) Vol 8, No 1 (1997) More Issue