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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.
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Articles 6 Documents
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Search results for , issue " Vol 18, No 1 (2007)" : 6 Documents clear
EDUCATION POLICY AND EFL CURRICULUM IN INDONESIA: BETWEEN THE COMMITMENT TO COMPETENCE AND THE QUEST FOR HIGHER TEST SCORES Anita Lie
TEFLIN Journal: A publication on the teaching and learning of English Vol 18, No 1 (2007)
Publisher : TEFLIN

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Abstract

Education policies and curricula provide the context and specific expectations that drive student learning and achievement towards a sustainable future. The underlying policies and practices in the EFL classrooms do not always match consistently. There is an emerging need to counterbalance the power of policymakers in ensuring that balanced, pedagogically sound education policies and EFL curriculum are produced, carried out, and monitored. As one of civil society organizations, TEFLIN is well positioned to serve that mission. TEFLIN may take the initiative to engage in the EFL curriculum review project, EFL curriculum design, and reform in EFL teacher education and certification.
READING UP THE VERSE PATTERN OF ELIZABETH BARRETT BROWNING’S HOW DO I LOVE THEE? Ariya Jati
TEFLIN Journal: A publication on the teaching and learning of English Vol 18, No 1 (2007)
Publisher : TEFLIN

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Abstract

Reading a poem is systematic, distinctive and patterned. Written as a sonnet, How do I Love Thee? is akin to neither Shakespearean nor Petrarchan sonnet. The verse pattern of the sonnet is typical: it is composed of two quatrains and one sestet, rhyming in abba abba ababab. Each iambic pentameter line of the sonnet is isochronous. The alliteration and assonance associate the words deployed to express the greatness of Elizabeth Barrett Browning’s feeling of love.
CONSTRUCTIONS AND OBSTRUCTIONS OF TEACHER EXPLANATION TO STUDENTS’ LEAR-NING: PERSPECTIVES OF STIBA SATYA WACANA STUDENTS Debora Tri Ragawanti
TEFLIN Journal: A publication on the teaching and learning of English Vol 18, No 1 (2007)
Publisher : TEFLIN

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Abstract

This study investigated learners’ perspectives on how a teacher explanation can facilitate or hinder their learning. The results suggested that teacher’s use of mixed L1 and L2 in an explanation is preferred by most student-respondents since it can expedite their learning. Using only L2 is also preferred because students believe that it gives them more exposure to English and as English department students, they have to use English. It, however, can impede learning when teachers use difficult words or complicated grammar. In this condition, using simple language helps students understand an explanation. Despite teacher’s use of language, learners’ perspectives on teacher’s behaviors when explaining showed that rapid speaking rate can hinder the process of internalizing an explanation. Conversely, slowing down speech rate can promote a comprehensible input. Toward the use of examples, using examples from daily life is more preferred than the ones presented in the text book since such examples are easy to remember and understand. Lastly, teacher’s use of humor is perceived to motivate student’s learning through relaxed and enjoyable atmospheres. It also helps remember language chunks through which it will be an intake. However, humor can obstruct learning if students focus more on the humor than the lesson.
THOUGHT PATTERNS REFLECTED IN THE LINGUISTIC FEATURES IN INDONESIAN AND ENGLISH LETTERS WRITTEN BY INDONESIANS Eddy Subandrijo; Susilo Susilo
TEFLIN Journal: A publication on the teaching and learning of English Vol 18, No 1 (2007)
Publisher : TEFLIN

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Abstract

This is a report of a qualitative study on contrastive thought patterns of Indonesian bilingual writers. The data are the thought patterns reflected in the linguistic features in English and Indonesian letters. The results reveal that rhetorical organizations developed and organized in both letters are similar in three ways. The paragraphs in both letters indicate similarities in terms of coherence. Three ways of sentence construction are found; four different shifts in grammatical style are made by the writers. The diction shows that for the English letters, in addition to using the colloquial lexemes, two kinds of lexemes are found: (a) jargon, and (b) attitudinal. For the Indonesian letters, three kinds of lexemes are found: (a) jargon, (b) attitudinal, (c) for-mality. In general, the results show that a large number of Indonesian letters follow quasi-linear thought patterns (QL), while a small number still follow the non-linear thought patterns (NL). For the English letters, the results reveal that the most percentage is converged on the line of category linear (L); less percentage is on category QL.
ARCHETYPAL EFL READERS: PRELIMINARY EMPIRICAL EVIDENCE SUBSTANTIATED FROM SELECTED DISCRIMINATING VARIABLES Gunadi H. Abd. Sulistyo; Suharmanto Suharmanto
TEFLIN Journal: A publication on the teaching and learning of English Vol 18, No 1 (2007)
Publisher : TEFLIN

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Abstract

The study is an attempt to empirically examine factors that differentiate EFL readers with different EFL reading proficiency levels. Four selected factors believed to play a role in reading comprehension are considered, namely: linguistic knowledge, reading strategies, text structure knowledge, content and world background knowledge. Discriminant analysis was employed to scrutinize the data collected on these variables. The analysis wraps up, revealing that advanced EFL readers, while they are sufficiently equipped with formal schemata that necessarily embrace both linguistic knowledge and text structure knowledge, can be speculated to consist of three groups: those who fail to activate their relevant schemata, those who fail to use their reading strategies, and those who can function both content and world background knowledge and their reading strategies with ease.
THE SECOND LANGUAGE ACQUISITION OF ENGLISH CONCORD ( Hendro Setiawan Husada
TEFLIN Journal: A publication on the teaching and learning of English Vol 18, No 1 (2007)
Publisher : TEFLIN

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Abstract

This study investigated the types and causes of errors in learning the English concord among Indonesian students of English. The errors would be focused on the students’ interlingual (mother tongue) as well as intralingual (learning strategies) interference. The data were all collected from the students at Satya Wacana Christian University, Indonesia. Two research questions were answered: 1) between interlingual and intralingual errors, which one did the participants make more in learning English concord? 2) Among intralingual errors, which source of errors was the most evident? Fifteen students (n = 15) participated in this study. In regard to the data collection and analysis, I used the steps suggested by Corder (1974, in Ellis and Barkhuizen, 2005). The results of this study suggest that the intralingual errors were more significant than interlingual ones in the acquisition of the concord. The results were in line with some of the previous findings found by Bataineh (2005), Chan (2004), Duskova (1983), Lim (2003), and Richards (1983). They also supported the claim in the field of SLA that acquisition of a foreign language is determined by the nature of the language that the learners are learning, rather than through contrast between the learners’ first language and the target language.

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