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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 253 Documents
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The Premature Use of English Grammar by EFL Learners Nur Mukminatien
TEFLIN Journal: A publication on the teaching and learning of English Vol 10, No 1 (1999)
Publisher : TEFLIN

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Abstract

The roles of conscious learning and error corrections have been questioned since the development of communicative approaches to language teaching, along with theoritical and empirical insights from Second Language Acquisition (SLA) research. Whether overt learning really helps the learner produce better L2 performance is a mistery. This article describes the premature use of English Grammar by EFL learners as shown on their writing performance. It also reviews theoritical insights from SLA theories to uncover the mystery.
The Functions of The Word “get” in Texts C. Sutarsyah
TEFLIN Journal: A publication on the teaching and learning of English Vol 10, No 1 (1999)
Publisher : TEFLIN

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Abstract

This study investigates the functions of the word ‘get and its use in real communication. The main purposes of this study are to find some patterns and collocation of ‘get in texts, to find their proportion and to discuss the implication of the study for the teaching of English as a foreign language. For this purpose, a number of data from News Bro (Brown corpus), one of the corpora in the computer, was taken as the main data to be analysed and classified. In order to be more accurate, some other data from News Lob (Lob Corpus) were also taken for comparison. Computer software was used to analyse the data in the form of collocations. The result shows that a number of verb patterns of “get” occur more frequently than the others. It also shows that some patterns that are mentioned in the Dictionary do not occur in the data. The result can help teachers of English prepare their teaching material.
Empowering College Student Writers Through Collaboration A. Chaedar Alwasilah
TEFLIN Journal: A publication on the teaching and learning of English Vol 12, No 1 (2001)
Publisher : TEFLIN

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Abstract

This study aimns at describing the effectiveness of collaborative writing as perceived by students of writing course at a university level. This study also aimns at describing the effectiveness of collaborative writing compared with the common practice of writing in high schools. Two groups of students were involved. They were asked to read an opinion article from newspaper published in Indonesia and to critique it in Indonesian. The results show that the respondents are likely to appreciate the experience of mutiple drafting. The students writing become not mere assigments, but the heart and soul of the entire term. As an implication of this study, it is suggested that the students be considered as apprentice writers filled with potential in the process of collaborative writing.
Language Learning Strategies: Classification and Pedagogical Implication Ag. Bambang Setiyadi
TEFLIN Journal: A publication on the teaching and learning of English Vol 12, No 1 (2001)
Publisher : TEFLIN

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Abstract

Many studies have been conducted to explore language learning strategies (Rubin, 1975, Naiman et . al ., 1978; Fillmore, 1979; OMalley et . al ., 1985 and 1990; Politzer and Groarty, 1985; Prokop, 1989; Oxford, 1990; and Wenden, 1991). In the current study a total of 79 university students participating in a 3 month English course participated. This study attempted to explore what language learning strategies successful learners used and to what extent the strategies contributed to success in learning English in Indonesia . Factor analyses, accounting for 62.1 %, 56.0 %, 41.1 %, and 43.5 % of the varience of speaking, listening, reading and writing measures in the language learning strategy questionnaire, suggested that the questionnaire constituted three constructs. The three constructs were named metacognitive strategies, deep level cognitive and surface level cognitive strategies. Regression analyses, performed using scales based on these factors revealed significant main effects for the use of the language learning strategies in learning English, constituting 43 % of the varience in the posttest English achievement scores. An analysis of varience of the gain scores of the highest, middle, and the lowest groups of performers suggested a greater use of metacognitive strategies among successful learners and a greater use of surface level cognitive strategies among unsuccessful learners. Implications for the classroom and future research are also discussed.
Organizational Patterns of english and Foreign Texts for Language Teaching: A Contrastive Analysis Fabiola D. Kurnia
TEFLIN Journal: A publication on the teaching and learning of English Vol 12, No 1 (2001)
Publisher : TEFLIN

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Abstract

The purpose of this paper is to analyses the organizational patterns of imaginative English and foreign texts in an English speaking community of a mixed cultural literaty work. A contrastive list of foreign English text in Galsorthys Quality and the standard English texts was used as the data. The data were then analysed according to the organizational patterns of sound systems, grammatical structures, vocabulary system, and cultural features. The analysis suggests that foreign English texts offer a source of systematic preliminary study of language. The conversations in the work of literature provides the learners with sample apractice to recognize the standard of language correctness and the non-standard language variations.
Implementing Task-Based Instruction to Facilitate Language Learning: Moving Away from Theory Aileen Griffiths
TEFLIN Journal: A publication on the teaching and learning of English Vol 12, No 1 (2001)
Publisher : TEFLIN

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Abstract

The use of tasks has gained growing acceptance in the field of language teaching. In the task-based teaching, the organization of th language classroom is learner-centered and the learning activities involve communicative language use. This paper discuss task-based teaching by presenting a brief overview of its underlying rationales. The rationales for incoporating task-based activities are dirived from the psycholinguistic and pedagogical perpectives. Some practical insights in this paper might be useful for English teachers and language experts.
Negotiation of Meaning and Language Acquistion by Indonesia EFL Learners Hery Hery
TEFLIN Journal: A publication on the teaching and learning of English Vol 12, No 1 (2001)
Publisher : TEFLIN

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Abstract

This study was aimed at investigating negotiation of meaning among Indonesian learners of EFL in English interaction. It was also intended to examine which type of tasks stimulate the learners to negotiate meaning. Forty undergraduate students were involved in this study. Information gap, jigsaw, and role-play tasks were given to students for dyadic interactions. The results show that the information gap tasks were more productive than the other two types of tasks. The study also shows that more interaction and negotiation of meaning were produced by the learners in the same gender and the same proficiency dyads when they were assigned the information gap and jigsaw tasks.
Maximing Learning Strategies to Promote Learner Autonomy Junaidi Mistar
TEFLIN Journal: A publication on the teaching and learning of English Vol 12, No 1 (2001)
Publisher : TEFLIN

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Abstract

Learning a new language is ultimately to be able to communicate with it. Encouraging a sense of responsibility on the part of the learners is crucial for training them to be proficient communicators. As such, understanding the strategies that they employ in acquiring the language skill is important to come to ideas of how to promote learner autonomy. Research recently conducted with three different groups of learners of English at the tertiary education level in Malang indicated that they used metacognitive and social startegies at a high frequency, while memory, cognitive, conpensation, and affective strategies were exercised at a medium frewuency. This finding implies that the learners have acquired some degrees of autonomy because metacognive strategies requires them to independently make plans for their learning activities as well as evaluate the progress, and social strategies requires them to independently enhance communicative interactions with other people. Further actions are then to be taken increase their learning autonomy, that is by intensifying the practice of use of the other four strategy categories, which are not yet applied intensively.
Should We Teach English Early? (Some Considerations) Patuan Raja
TEFLIN Journal: A publication on the teaching and learning of English Vol 12, No 1 (2001)
Publisher : TEFLIN

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Abstract

English has been introduced in early levels of elementary schools apparently based on the assumption the earlier the better. The present article reviews some literature on the ralation between age and second language acqusition and has to conclude that the assumption does not have solid foundation. It also discusses the implications relevant to Indonesian context, especially concerning amount of instructional time, educational value, and resources.
The effect of Learning Styles to Build Learner Autonomy Ratna Sajekti Rusli; Helena D.; Soegiarto Soegiarto
TEFLIN Journal: A publication on the teaching and learning of English Vol 12, No 1 (2001)
Publisher : TEFLIN

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Abstract

The purpose of this study was to investigate the effect of field-dependent and field-independent cognitive learning styles on learning achievement and the relation between cognitive learning and gender. The subjects were SMU students of Social Science (IPS) and Mathematics and Natural Science (IPA) classes of SMUK Triyana. The scores of summative test od several school subject matters were used as the data. The results show that cognitive learning styles do not have any effect on the students acievement on History subject matter. However, cognitive learning styles influence English learning. This study also shows that gender does not affect achievement.

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