Vision: Journal for Language and Foreign Language Learning
VISION: Journal for Language and Foreign Language Learning, published twice a year, this journal, serving as a forum for the study of language teaching learning in Indonesia and other parts of the world within its local and challenging global context, supports focused studies of particular theme and interdisciplinary studies. VISION: Journal for Language and Foreign Language Learning has become a medium of diffusion and exchange of ideas and research findings, so much so that researchers, writers, and readers from various traditions of learning have interacted in the scholarly manner. This journal warmly welcomes contributions from scholars of related disciplines.
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<![CDATA[Grammatical Intricacy on Students’ Writing ]]>
<![CDATA[Ma'mun, Nadiah]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv6i11619
<![CDATA[Grammatical intricacy refers to how often a clause complex in a text in comparison with simple clauses. It is accepted that any text has a different level of intricacy (complexity). This is all related to how much information is introduced in a clause complex which can contain more than one simple clause. Classification of clauses (sentences) applies to the determination of grammatical intricacy (complexity) of a text. If in a text there are more clause complexes than simple clauses, it can be said that the text is more complex in the sense that it presents more information in a condensed way. Consequently, learners are potential to encounter problems. The concept of this article only focuses on the paratactic clause, hypotactic clause construction and the combination among clause constructions used by students.]]>
<![CDATA[The Effectiveness of Written ‘Peer Review’ Towards English 3 Students’ Writing Skill ]]>
<![CDATA[Fadhilah, Ma’rifatul]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv6i11585
<![CDATA[The writer conducted this research because the students of the non-English department, FITK UIN Semarang could not write text well. They still wrote text with random way, and they did not understand the social function, the generic structure and the language feature of the text. Using peer review in writing class, the writer intended to improve students' writing especially recount, descriptive, procedure, and cause and effect texts. The had two problems: 1). How is the implementation of ‘peer review' writing for the FITK students of 2014/2015?; 2). How is the writing improvement of FITK students of 2014/2015 after applying ‘peer review’ writing? There are some texts introduced to the FITK students. The students are expected to be able to write text. Through classroom action research implementing peer review, the students’ writing ability had been improved well.]]>
<![CDATA[How Does the Students’ Readability in Mastering English Material? ]]>
<![CDATA[Rokhayani, Atik]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv6i11579
<![CDATA[In English class, the teachers/lecturers have to take a big chance in managing their students well. Managing the class is not an easy thing to do. The lecturers have to use appropriate techniques to gain the students attention. In university level, the students are the central in English teaching and learning process. They have many different characteristics and readability. From this atmosphere, the lecturer has to be ready for those differences. In selecting the English materials, the lecturer should consider based on the students’ needs. The paper aims at investigating the students’ readability in English class in mastering English material. It focuses on Intermediate Grammar Class. It describes the students who like watching English movies. The material focuses on simple past tense. The method of this study is descriptive qualitative research. This result shows that the mean score from the students who like watching English movies is 77.83. From the mean score, the mastery of simple past tense of the students who like watching English movies can be categorized as good. It can be used as the contribution to English teaching and learning process and reference for further researchers in doing the similar research. ]]>
<![CDATA[Grammatical Cohesion Found in Recount Texts of “Pathway to English†X Grade Curriculum 2013 General Program by Erlangga ]]>
<![CDATA[Masithoh, Hanita]]>;
<![CDATA[Fadlilah, Sayyidatul]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv6i11586
<![CDATA[The role of a textbook in the teaching-learning process is significant since most teachers used it as the source and guidance of teaching materials. In order to know the quality of the textbooks, the teachers should be able to analyze the materials contained inside because the selection of the textbooks determines the quality of the materials which will be delivered to the students. This study aimed to find out the grammatical cohesion of recount text in Pathway to English; English textbook for the tenth grade of senior high school published by Erlangga. The design of this study is a qualitative study using literature review as an approach. The study found that there are three recount texts in Pathway to English. Text 1 and 3 contained three types of grammatical cohesion (reference, ellipsis, conjunction). Text 2 contained complete grammatical cohesion (reference, substitution, ellipsis, conjunction). This textbook categorizes as objective criteria because the percentage of grammatical cohesion is 33%.]]>
<![CDATA[Motivation in a Foreign Language Teaching and Learning ]]>
<![CDATA[Thohir, Lalu]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv6i11580
<![CDATA[In learning English as a foreign language, where learners are separated logistically and psychologically from the target culture, motivation plays a critical role and it is one of the main determining factor in a second/foreign language learning achievement. Motivation is defined as some kind of internal drive which pushes someone to do things in order to achieve something and to achieve success, someone needs to be motivated.Motivation is distinguished into different kinds, such as integrative and instrumental, intrinsic and extrinsic, global, situational and task. However, the most widely cited distinction of motivation is between intrinsic and extrinsic motivation.In the field of language learning, motivation is sometimes distinguished from orientation. As an ideal for self-determined behavior, the intrinsic motivation is considered to be more powerful than extrinsic motivationin the success of learning a language, however, most of learning activities which the language learners do are initiated and driven by extrinsic motivation.There are three areas – goalsand goal setting, learning environment, and interesting classes – in which the language teachers could directly influence the language learners’ motivation and their continuing participation in the classroom. Providing positive feedback and enhancing the autonomous learning are among important means to increase the learners’ motivation. In addition, emphasizing two forms of positive extrinsic motivation – identificationand integration, while minimizing two forms of negative extrinsic motivation – external regulation and introjection could boost the intrinsic motivation of the learners.  ]]>
<![CDATA[Promoting Multilingualism in the Classroom: A Case Study of ELT Program ]]>
<![CDATA[Annury, Muhammad Nafi]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv6i11587
<![CDATA[The article gives a brief analytical survey of multilingualism practices, its consequences, and its benefits in education and discussions on the appropriate ways towards its achievement in education. Multilingualism refers to speaking more than one language competently. Generally, there are both the official and unofficial multilingualism practices. This study was descriptive qualitative. The subjects of the study were eighty students and divided into two classes. Purposive sampling technique was applied in identifying students who tended to practice multilingualism in education in EFL class. The benefits of multilingualism practices in education were realized by relying on text analysis of the written materials on education and psychology. Personal experience in educational matters especially the educational processes in EFL class is also included. Findings were descriptively presented in continuous prose. Students still had problems on the way they speak and write in English well. However, there were only 1.9% students who felt that they influenced in speaking and even writing English well. It is quite a challenging issue towards students implementing multilingualism within the classroom. Even though, they are already learned English since they were from junior high school, fortunately.]]>
<![CDATA[The Roles of Language Shift in English Language Teaching (A Case Study in the Class of Grammar III in the English Department in Universitas Galuh Ciamis) ]]>
<![CDATA[Febriani, R Bunga]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv6i11583
<![CDATA[This study emphasizes the use of language shift in the English language teaching classroom. Language shift is a common phenomenon in multilingual conversations, in this case, in the teaching and learning process in language classrooms. The purposes of the study are to find out the use and the roles of language shift in EFL classrooms, how the roles contributed to the Teaching English as Foreign Language in the EFL, and how the language shift affects the process of teaching and in the EFL classroom. The study employed a qualitative approach by using interview and classroom observations as the instruments of the research. The study was a case study in the teaching and learning process of Grammar III to the second-grade students of English department in Universitas Galuh Ciamis. The findings of the study revealed that using language shift while learning and teaching English is useful in the process of teaching and learning English as a foreign language, in this case in the subject of Grammar III subject; and that code-switching as one of the kinds of language shift is necessary and inevitable in language classrooms.]]>
<![CDATA[An Analysis of Students’ Errors on Storytelling Presentation in English Department, University of Dehasen Bengkulu ]]>
<![CDATA[Sembiring, Lina Tri Astuty Beru]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv6i11399
<![CDATA[This study was aimed to investigate the kinds of grammatical errors made by English Foreign language learners in presenting storytelling. Since the students were learners who came from a multilingual community, the errors they made were affected by the structure of their daily language form. In this study, students were required to produce a story based on the book “Frog where are you†written by Marcel Mayer. This book contains 29 pictures which tell a story without any texts on it. The writer then audiotaped students’ storytelling and then made a transcription. The storytelling presentations of 5 students of English Departement of Universitas Dehasen Bengkulu were investigated by using the surface structure taxonomy of errors namely, misformation, misordering, addition, and omission. Findings indicated that omission was the highest kind of errors accounted on the total grammatical errors made by the students. It then followed by misformation, addition and also misordering.]]>
<![CDATA[Promoting Students’ Reading Proficiency through Reciprocal Technique ]]>
<![CDATA[Romadlon, Farid Noor]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv6i11584
<![CDATA[Teaching English in High School level (Junior High School and Senior High School) is more exposed in reading and writing skills for the target of final examination (UN).Consequently, students need to sharpen their reading and writing ability. It also must be done by students in a non-formal Senior High School known as KejarPaket C without any exception. Improving reading skill can be done through doing more reading activities in various types of text. This activity will add students’ vocabularies and their knowledge about more topics of the texts. Besides, the way teachers deliver the material deals with techniques, methods, or strategies also contributes in students’ progress of reading skill. Seeing the background of students in KejarPaket C who have various backgrounds and mostly are from low economic level or less motivated students for studying, teachers should concern more in exposing the material through the appropriate and effective technique. Carter (2001) brings an idea about a technique which teacher and students are taking place in dialogue and it resulted in students learning how to construct meaning when they are placed in must-read situations (tests or assignments). This was experimental research which was conducted to find the difference of students’ reading proficiency taught by using a technique called Reciprocal. The study found that the technique contributed significantly in improving students’ reading proficiency after they were taught by using Reciprocal. In brief, Reciprocal technique is an effective way to improve students’ reading proficiency.]]>
<![CDATA[The Roles of Language Shift in English Language Teaching (A Case Study in the Class of Grammar III in the English Department in Universitas Galuh Ciamis) ]]>
<![CDATA[R Bunga Febriani]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 6, No 1 (2017) ]]>
Publisher : <![CDATA[Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv6i11583
<![CDATA[This study emphasizes the use of language shift in the English language teaching classroom. Language shift is a common phenomenon in multilingual conversations, in this case, in the teaching and learning process in language classrooms. The purposes of the study are to find out the use and the roles of language shift in EFL classrooms, how the roles contributed to the Teaching English as Foreign Language in the EFL, and how the language shift affects the process of teaching and in the EFL classroom. The study employed a qualitative approach by using interview and classroom observations as the instruments of the research. The study was a case study in the teaching and learning process of Grammar III to the second-grade students of English department in Universitas Galuh Ciamis. The findings of the study revealed that using language shift while learning and teaching English is useful in the process of teaching and learning English as a foreign language, in this case in the subject of Grammar III subject; and that code-switching as one of the kinds of language shift is necessary and inevitable in language classrooms.]]>
