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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 8 Documents
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Search results for , issue " Vol 15, No 2 (2004)" : 8 Documents clear
The Effect of Giving Feedback to Students Writing Mochamad Zainuddin
TEFLIN Journal: A publication on the teaching and learning of English Vol 15, No 2 (2004)
Publisher : TEFLIN

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Abstract

Although writing is as important as other skills such as listening, speaking, and reading, it needs more special attention. In order to write well, students need a long process to learn to write and they need continous feedback. The aim of this article is to know whether giving feedback to students writing has a significant effect or not. Two groups of students, experimental and control, were involved. The compositions of the first group were given feedback, while those of the second group were not given feedback. The study shows that provision of feedback improves students writing. In light of the result of the study, it is recommended that teachers provide feedback on students writing.
Translating English Idioms and Collocations Rochayah Machali
TEFLIN Journal: A publication on the teaching and learning of English Vol 15, No 2 (2004)
Publisher : TEFLIN

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Abstract

Learners of English should be made aware of the nature, types, and use of English idioms. This paper disensses the nature of idioms and collocations and translation issues related to them
How to Say “Thanks” in English Fachrurrazy Fachrurrazy
TEFLIN Journal: A publication on the teaching and learning of English Vol 15, No 2 (2004)
Publisher : TEFLIN

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Abstract

Thanks is a very common expression in English. However, many English learners do not often use it. Very often, English teachers only teach their students how to pronounce the expression with some samples of situation. They do not explain why and when the native speakers of English say thanks . This article presents the usage and use of the expression, which is much related to the English culture. The discussion includes implications to TEFL.
Comprehensible Output: A Lesson from a Child Acquiring a First Language Patuan Raja
TEFLIN Journal: A publication on the teaching and learning of English Vol 15, No 2 (2004)
Publisher : TEFLIN

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Abstract

The present article is intended to examine what a child acquiring a first language did when he encountered communication block in his interaction with others. More specifically, it examine linguistic output modification attempted by the child when he was not successful in getting his meaning across or in achieving his intended goal. The corpus data, in the form of cards containing naturally occurring utterances together with the context which were collected for one year, starting at age 1;6 and ended at 2;6 were part of a participant observation, parental-diary, naturalistic case study into his early language development. In his attempts to overcome a communication block, the child was found to make phonological, lexical, morphological, and syntactical elaboration, thus producing more comprehensible output. Relevant implications are then forwarded for the teaching of English in Indonesia.
The Paradox of Question and Answer Episode of Thesis Examination Suprihadi Suprihadi
TEFLIN Journal: A publication on the teaching and learning of English Vol 15, No 2 (2004)
Publisher : TEFLIN

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Abstract

The main concern of this research is the exploration of tendencies made by the participants of a thesis examination in enacting their roles through their speech function choices. Interpretation of the data is based on the principle of critical discourse analysis within the systemic functional linguistic. The results show us the paradox of a Question – and – Answer episode of a thesis examination. It lies in the fact that it must operate in an academic atmosphere, be brief and frightening, and the examiners initiate the interaction by demanding information from the student, and yet it is a joint production of conversation in which, while enacting their supportive roles, the examiners contribute to sustaining the interaction, making it half-way between casual and pragmatic conversation. Based on the findings: some suggestions addressed to examiners are made.
Developing a Cloze Procedure as a Reading Comprehension Achievement Test I Ketut Seken
TEFLIN Journal: A publication on the teaching and learning of English Vol 15, No 2 (2004)
Publisher : TEFLIN

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Abstract

The project was concerned with developing a cloze procedure as a reading comprehension achievement test. The subjects were students of the English Department of the Faculty of Letters, State University of Malang, who were halfway in the semester to complete Reading II course. The test was planned and constructed on the foundation of existing theory of cloze test construction. A review of theory concerning reading comprehension, testing reading comprehension, and cloze testing led to the construction of the test, including the decision concerning how to score the test and to interpret the scores. Using a class of 28 students, the test was tried out a week after the mid-semester test was administered by the Reading II teacher. It was found that the test is sufficienty reliable on the basis of a reliability coefficient of .79 through split-half procedure and a coefficient value of .78 by K-R 20. The test also showed high inter-section correlation. The validity of the test was viewed in terms of face, content, and construct. The test scores correlate moderately with those obtained from the mid-semester test by the teacher. Some problems are discussed and a suggestion made with regard to a possible solution to these problems.
Developing a Model of Teaching English to Primary School Students Suwarsih Madya; Bambang Sugeng; Samsul Maarif; Nury Supriyanti; Widyastuti Purbani; Basikin Basikin; Sri Istiqomah
TEFLIN Journal: A publication on the teaching and learning of English Vol 15, No 2 (2004)
Publisher : TEFLIN

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Abstract

Under the auspices of the Centre for Curriculum Decelopment, a three-cycle action research study was carried out in three primary schools in Yogyakarta with the aim of developing a model of teaching English to primary school students. The model consists of five parts: Opening, Content Focus, Language Focus, Communication Focus, and Closing. The model, requiring that learning tasks involve active participation of students, both physically and mentally, supported by the use of media suitable for young learners, was developmentally fully implemented. The results showed that efforts were mostly made to establish teacher-student rapport in the first cycle, in which success in classroom management was gradually reached. This led to the easier second cycle, which was characterized by increasing teacher talk (classroom English), the use of interesting media, and more active students participation in the tasks involving various games which successfully elicited students English. All of this was solidified in the third cycle. The conclusion is that with the three aspects being focused successively, teacher-student good rapport being established, various media being used, and competing and cooperative tasks being assigned in balance, joyful and effective learning is likely to occur.
Redesigning Language Learning Strategy Classifications Ag. Bambang Setiyadi
TEFLIN Journal: A publication on the teaching and learning of English Vol 15, No 2 (2004)
Publisher : TEFLIN

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Abstract

In the current study a total of 79 university students of a 3-month English course participated. This study attempted to explore what learning strategies language Indonesian learners used and how the strategies were classified. To increase the internal consistency of the hypotesized scales, Cronbach Alpha coefficients of internal consistency were computed for each scale of skill-based areas, namely: speaking, listening, reading and writing. Correlation analysis was also conducted to see how variance of speaking, listening, reading and writing in language learning strategy questionnare were correlated. The result shows that each skill-based scale has realatively high reliability with alpha .73, .67, .69, .80 for listening, speaking, reading, and writing respectively. It is also found out that the four scales are significantly and positively correlated. The classification of learning strategies based on the language skills is a new way of learning strategy measurement, which may be worth considering in the Indonesian context in which English is learned as a foreign language.

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