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.
Articles
214 Documents
<![CDATA[WRITER’S WAYS TO INTERACT WITH READERS IN THE TEXTS WRITTEN BY THE STUDENTS OF ENGLISH EDUCATION DEPARTMENT IN MURIA KUDUS UNIVERSITY ]]>
<![CDATA[Perwikasih Utari, Aisyah Ririn]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 5, No 2 (2016) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv5i21038
<![CDATA[Written text is more complex than spoken text. The interac- tion between the sender and the receiver are not intensively reached. Readers can only give response without being known by the writer. This is why the writer should write the text in some consideration of leading the readers to read further or even give comments. This research is a qualitative research, which aims to ï¬nd out the writer’s way to interact with readers in four components: 1) clause structure, 2) terms of address, 3) modality, 4) evaluating phenomena. The data of the research is the writer’s way of interacting with readers and the source is the texts written by the students of English Education Department in Muria Kudus University. The result of the research covers that most of the writers use statements and questions as the clause structure. The terms of address used are “weâ€, “youâ€, and “Iâ€. The modality which is mostly used is medium degree such as “canâ€. The evaluating phenomena are about the sharing of life ex- perience. There are some other ways of writer’s interaction with readers through texts that can be conducted in the next research.]]>
<![CDATA[The Effects of TV Newscast Use in Teaching Writing for the Vocational School Students ]]>
<![CDATA[Effendi, Irfan]]>;
<![CDATA[Riyono, Ahdi]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 6, No 2 (2017) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv6i21797
<![CDATA[Writing ability is a skill that must be mastered by students. One of the media can be applied in teaching writing is TV Newscast. The objective of this research is to find out whether the writing ability of the eleventh-grade students of SMKN 1 Kudus in 2016/2017 academic year after being taught by using TV newscast is better than before. This study is experimental research; in this research, the writer used one group pre-test post-test design. There are two variables; they are TV newscast (independent variable) and the students' writing ability (dependent variable). The population of the research is the eleventh-grade students of SMKN 1 Kudus in 2016/2017 academic year. The writer used random cluster sampling as the technique to take the sample. Then XI AK 1 (accountancy class) consists of 38 students was taken. The research used achievement test as instrument for measuring the students' writing ability before and after being taught by using TV newscast and then the data were analyzed using the statistical formula. Based on the result of this research, the t0 (obtained) was higher than t-critical (20.09 1.56). It showed that t0 (obtained) on the critical area and the null hypothesis (H0) is rejected. Then the conclusion is that the writing ability of the eleventh-grade students of State Vocational School 1 Kudus in 2016/2017 academic year after being taught by using TV newscast is significant.]]>
<![CDATA[The Use of Codenames Game to Help Students in Learning Vocabulary ]]>
<![CDATA[Octaviana, Inggil Tiara]]>;
<![CDATA[Rahmah, Rayinda Eva]]>;
<![CDATA[Puspitasari, Dewi]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 8, No 2 (2019) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv8i23770
<![CDATA[English department students of IAIN Pekalongan have many shortcomings in memorizing vocabulary. This is evidenced by our observations when students are speaking in front of the class. Sometimes, students are confused about conveying information they want to deliver because they are constrained by a lack of memorization of vocabulary. The situation happens when students must use English in active discussions. So far, the students tend to memorize vocabulary. Besides that, vocabulary books are less effective and less interesting because it only relies on the use of language skills. One way to learn vocabulary in a simple way is through codenames game. This game provides many vocabularies that must be guessed by the players in a team. Then, another player should describe the word to be guessed. So, this research’s questions are how the codenames game is implemented due to learning English in a fun way. By reflecting the question, the purpose of this research is to provide information on the implementation of codenames game which helps English department students of IAIN Pekalongan enrich and build their vocabulary through a fun way using game cards. Based on our observation, the result showed that applying the codenames game could enrich the students’ vocabularies, be an alternative entertainer so that the students do not easily get bored, and strengthen the students’ memory. Thus, it can be concluded that playing codenames game promotes a helping way to enrich and build the students’ vocabulary.]]>
<![CDATA[At-Taraduf fi al-'Arabiyah ]]>
<![CDATA[Mufidah, Mufidah]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 3, No 2 (2014) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv3i2296
<![CDATA[USING PEER-RESPONSES AND TEACHER’S WRITTEN FEEDBACK TECHNIQUE THROUGH BLOG IN WRITING II CLASS OF ENGLISH EDUCATION STUDY PROGRAM ]]>
<![CDATA[Astrid, Annisa]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 4, No 1 (2015) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv4i11631
<![CDATA[This article discusses the result of the research undertaken at PBI UIN Raden Fatah Palembang. The sample of the research was 60 students in Writing II Classes. This study included a guided writing instruction and a questionnaire survey.There were two groups of students involved in this study; control and experimental group. Students in the control group were taught using Peer Response Technique, and the experimental one by using Teacher’s written feedback technique. Both groups employed online Blog writing as the means to share feedback. After the treatment done, the students were required to fi ll the questionnaire items in order to assess their attitude toward the use of Blog in their writing class. The results of the research showed that; (1) there was not a signifi cant difference between students writing achievement before being taught with Teacher’s Written Feedback Technique and after being taught with that technique (2) there was a signifi cant difference between students’ writing achievement before being taught by using Peer Response Technique and after being taught by using that technique (3) there was signifi cant difference between students’ writing achievement who were taught by using Peer Response Technique than those who were taught by using Teachers’ Written Feedback and (4) there was positive attitude toward the process of teaching and learning Writing by Using Blog Writing.]]>
<![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[An Analysis of Speech Act Used in London Has Fallen Movie ]]>
<![CDATA[Tutuarima, Zulfa]]>;
<![CDATA[Nuraeningsih, Nuraeningsih]]>;
<![CDATA[Rusiana, Rusiana]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv7i23022
<![CDATA[The most significant thing in speech act is the message that speaker wants to convey. It means when using language is not only produces a sentence but also perform an action. The aims of the research are (i) to find out the kinds of speech act used in London Has Fallen Movie (ii) to find out the way of speech act and the classifications of illocutionary act used in London Has Fallen Movie. This research uses descriptive qualitative research. This research figures out the kinds of speech act and the classifications of illocutionary act used in London Has Fallen Movie. The result of the research shows that: (i) there are 76 utterances of speech act used in London Has Fallen Movie which is the most dominant is illocutinary act consist of 37 utterances. (ii) there are 99 utterances of the classifications of illocutionary act and the most dominant categories are directive with 32 utterances and expressive with 23 utterances.]]>
<![CDATA[Backmatter (Author Guidelines) ]]>
<![CDATA[Rizal, Daviq]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 9, No 1 (2020) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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<![CDATA[IQTHINA' ATH-THALABAH BI KHIDMATI QISMI TA'LIM AL-LUGHAH AL-ARABIYAH FI KULIYYATI ULUM AT-TARBIYAH WA AT-TADRIS BI JAMI'ATI WALISONGO AL-ISLAMIYAH AL-HUKUMIYYAH SEMARANG ]]>
<![CDATA[Amar, Fathul]]>;
<![CDATA[Mawanti, Dwi]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 5, No 2 (2016) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv5i21043
<![CDATA[يهد٠هذا البØØ« العلمي لمعرÙØ© مستوى اقتناع الطلبة بخدمة قسم تعليم اللغة العربية منظررا من الخدمة المشروعة]]>
<![CDATA[A Teacher’s Beliefs and Practices of Using Video to Teach Speaking: A Case Study At SMA As-Salam Surakarta ]]>
<![CDATA[Masyhudianti, Ummy Khoirunisya']]>;
<![CDATA[Masithoh, Hanita]]>;
<![CDATA[nisa, Khoirun]]>
<![CDATA[ Vision: Journal for Language and Foreign Language Learning Vol 7, No 1 (2018) ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang ]]>
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DOI: 10.21580/vjv7i12398
<![CDATA[In the 21st century era, the implementation of technology in the form of common digital media and resources has been applied by teachers in language teaching and learning process. One of the digital media broadly used in teaching is video. It provides many advantages to promoteand improve students' speaking skill. This study aims to investigate the teacher's beliefs and the practices of using video in teaching speaking at the Ten Grade of SMA As-Salam Surakarta. A qualitative method was employed as the design of this study. An English teacher voluntarily involved as the participant. The data were collected through in depth-interview. The findings were categorized into three majors: 1) Teacher's belief in teaching speaking using video; 2) The reflection of those beliefs in classroom practices; 3) Factors shaping the teacher's beliefs and the practices. The result showed that there is no discrepancy between the teacher's beliefs and teaching practices. This study has a contribution to the development of English foreign language teaching. Hence, it is suggested that the English teacher should highlight their beliefs in order to create effective teaching practices.]]>
