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Vision: Journal for Language and Foreign Language Learning
Published by Universitas Islam Negeri Walisongo Semarang
ISSN : 27459667     EISSN : 25414399     DOI : 10.21580/vjv
Core Subject : Humanities, Art,
Arts Humanities
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.
Arjuna Subject : -
Articles 214 Documents
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Analyzing Cohesion Device of Monologue Texts in Students’ Text Book for Eight Grade in Academic Year 2017/2018 Muttaqin, Muhamad Zayyinul
Vision: Journal for Language and Foreign Language Learning Vol 6, No 2 (2017)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv6i21798

Abstract

 This study aimed to describe the types of cohesive devices that were mostly used and also to find out which one the most cohesive text among texts in Students’ texts book (When English Rings a Bell) for Junior High School at eighth grade in the academic year of 2017/2018. The object of this study was monologue texts that are found in students’ texts book for Junior High School at eight grade in the academic year of 2017/2018. This study used qualitative approach. The researcher analyzed the data; First, the data were analyzed by dividing and numbering sentences into clauses, second, putting the number of cohesive devices into tables based on types, third, putting the number of cohesive devices in the form of a percentage, the last, interpreting based on the result.
Interdental Consonant Sound Errors Made by First Semester Students of English Education of Sanata Dharma University Arsanto, Albertus Yordhana; Prawinanto, Adityo; Bram, Barli
Vision: Journal for Language and Foreign Language Learning Vol 8, No 2 (2019)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv8i23816

Abstract

This paper investigated factors influencing students’ pronunciation. Pronunciation is one of the important aspects of the learning of English. When mastering English pronunciation, many non-native English speakers have difficulty pronouncing certain words that contain the phonemes not used in their native languages. This paper also reported several aspects that might influence pronunciation. The pronunciation aspect investigated in this research paper was the English interdental consonants [θ] and [ð], which are not available in the Indonesian language sound system. This qualitative research used interviews as a method for collecting primary data. The researchers interviewed twenty participants from the English Language Education Study Program (ELESP) of Sanata Dharma University, Yogyakarta, Indonesia, related to the pronunciation of the two interdental consonant sounds. The findings showed that the mother tongue, age, and teacher instruction on target language exposures affected the ELESP students’ (mis)pronunciation. Pedagogical implications of the findings are English teachers can assist their students in overcoming pronunciation challenges involving the two interdental consonants and pronunciation textbook writers should  provide more  pronunciation practices focusing on [θ] and [ð] sounds.
COMMUNICATION STRATEGIES IN THE CONVERSATIONS BETWEEN INDONESIAN UNIVERSITY STUDENTS AND A NATIVE SPEAKER Romadlon, Farid Noor
Vision: Journal for Language and Foreign Language Learning Vol 5, No 1 (2016)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv5i1858

Abstract

Practicing conversations or dialogues in various context or situation is as the essential aspect for students because it smoothen their skill in communication and their English mastery. Whenever people use language to interact, one of the things people are do- ing with it is establishing a relationship between them; between the speaker speaking now and the person who will probably speak next. It means, strategies in communicating put an important role to reach the goal of the interaction or the communication.This study is to identify the communication strategies of In- donesian university students, especially students of the English De- partment Education Faculty of Muria Kudus University and native speaker used in communication in natural conversation and to find out the possible factors cause the choice of  the strategies in the conversation. The method applied in this study is descriptive qualitative. The subjects of this study are fourth semester students of English De- partment of Muria Kudus University and one native speaker. The data were obtained by inviting and asking the students and the na- tive speaker to have a conversation for around one hour. Then, the conversation was recorded by using camera. The recorded data were transferred into the printed one as a script. The data analysis was conducted in several ways, among other transcribing the recorded data, identifying each utterance and displaying the result in the table, classifying the utterances based on the type of strategies, and inter- preting the communication or the conversation.The results showed that there were 306 turns in the conver- sation between the students and the native speaker. The types of strategies used in the conversations were Circumlocution (C) for 38.98 % (23), followed by Language Switch (LS) for 15.3 % (9) and Topic Avoidance (TA) for 14.6 % (8), Literal Translation (LT) for 6.8 % (4), Mime (M) for 8.5 % (5), Word Coinage (WC) and Mes- sage Abandonment (MA) for 6.8 % (4), Appeal for Assistance (AA) for 5.6 % (3), and Approximation (A) for 3.39 % (2). The last find- ing showed that there were two main factors that cause the choice of the strategies in the conversations. They were proficiency of the speaker and features of the communicative situation. In the use of communication strategies, both students of Eng- lish Department Muria Kudus University and the native speaker try to have a relative balance of power relation without the domination of one person to others. Some factors which cause the use of the strategies are lack of meaning, social use aspect, speech, voice, and fluency. To improve students’ strategies in communication, they should practice their English more, so their speaking and their strategies will be improved. Besides, lecturers also should apply the contextual teaching in which the environment and culture are inserted into the topic.
DEVELOPING A WORKBOOK OF BASIC LISTENING COURSE FOR THE THIRD SEMESTER STUDENTS OF ENGLISH DEPARTMENT AT IAIN ANTASARI BANJARMASIN Nor, Hidayah; Rahmah, Nur Alfa
Vision: Journal for Language and Foreign Language Learning Vol 4, No 1 (2015)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv4i11632

Abstract

Work book is one of the principal necessities in the processof teaching and learning second language. A comprehensive work-book will work as step-by-step guidance both for the teacher andstudents; teacher will know what to do to transfer the knowledgeeffectively within very limited time constraint; and students will beprovided clear clue to comprehend required materials and acquirethe necessary skills. Without work book, teacher will have to thinkand work harder in every meeting to measure their students’ needsand adapt the materials to their comprehension capacity.Third semester students of English Teaching Department ofIAIN Antasari Banjarmasin can be classifi ed as beginning learnersof English. For most students who live in a non-speaking Englishcountry such as Indonesia, listening skill is diffi cult to comprehend.Listening skills is seen not only as something valuable for itsown sake but as something that supports the growth of other as-pects of language use, such as speaking and reading. The assump-tions of teaching listening as comprehension are: listening servesthe goal of extracting meaning from messages, the learners have to be taught how to use both bottom up and top down processes inarriving at an understanding of messages, and the language of ut-terances used by speakers are temporary carriers of meaning. Oncemeaning has been identifi ed there is no further need to attend to theform of messages.Students have problems to catch the actual sounds of the for-eign language; understand every word which make them feel wor-ried and stressed; understand fast, natural native-sounding speech;keep up with all the information they get and they cannot predict.To overcome these problems teachers can help students by teachthem how to improve their listening through some skills and teachthe students by using media.Dealing with the purpose of this research in developing work-book for English listening class, the suitable design for this researchis research and development (R D).
Promoting Multilingualism in the Classroom: A Case Study of ELT Program Annury, Muhammad Nafi
Vision: Journal for Language and Foreign Language Learning Vol 6, No 1 (2017)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv6i11587

Abstract

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.
The Integration of Dynamic Assessment in L2 Classroom: How Students Perceive it? Kusumaningrum, Widya Ratna; Ferri Karma, Prima
Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv7i23024

Abstract

The present study focuses on the implementation of traditional diagnostic test for speaking skill in the form of an interview with no specific set of corrective procedure. However, it triggers more increasing worries on the significance of standardized test such as not being able to unlock students’ speaking potential. This study highlights on Dynamic Assessment (DA) based on the Vygotsky’s Sociocultural Theory (1978). Fundamentally, DA inserts mediation process such as prompts, hints, and leading questions in its interview process. This study compares the efficacy of Dynamic Assessment (DA) and the standardized diagnostic test/Non-Dynamic Assessment (NDA) in diagnosing and unlocking their potential. Using a quasi-experimental research with non-equivalent group design (NEGD), this study focused on four micro speaking skills including pronunciation, vocabulary, grammar, and fluency. The results suggested that the use of DA was able to identify their current speaking performance and uncover their speaking potential even if some were claimed to have the similar speaking level. While, the standardized test (NDA) emphasized only on the current performance and was not able to elicit their potential.
Higher-Order Thinking Skills (HOTS)-based Formative Assessment: A Proposed Model for Language Learning Assessment Wiyaka, Wiyaka; Prastikawati, Entika Fani; Kusumo Adi, AB Prabowo
Vision: Journal for Language and Foreign Language Learning Vol 9, No 2 (2020)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv9i25859

Abstract

The integration of higher-order thinking skills (HOTS) in language learning assessments has become a crucial issue in 21st-century learning. However, not many teachers are aware of the need to incorporate HOTS in assessments due to their insufficient knowledge and the absence of good examples. Further, there is not much research and literature on HOTS-based formative assessment that can be used as references. This research aims to fill the existing gap by providing a model of higher-order thinking skills (HOTS)-based formative assessments for English learning, especially in junior high schools. By employing research and development design, this research describes the validation of the assessment model. The proposed model of assessment may be used as a prototype for assessing language learning. 
THE IMPOLITENESS IN THE CHARLIE PIPPIN: A PRAGMATIC STUDY Waliyadin, Waliyadin
Vision: Journal for Language and Foreign Language Learning Vol 5, No 2 (2016)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv5i21044

Abstract

The conflict because of impoliteness in using language hap- pens recently in the school and family context. The case encourages the researcher to investigate the phenomena of impoliteness in communication. The types of impoliteness and the strategies used by a person in producing impolite utterance are investigated. Due to the lack of data sources depicted the conflict in the school and family naturally, the novel Charlie Pippin by Candy Dawson Boyd (1987) is used as the data sources. Culpeper’s models of super strategies impoliteness (1996, 2005) are used as the theoretical framework. The finding shows that each character in the novel used different strategy of impoliteness according to their social level. The character has high social level often used bald on record impoliteness and positive impoliteness. This research support the previous research conducted by Mohammed (2016).
Student Teachers Difficulties in Teaching English to Hotel Staff Setyarini, Maria Christina Eko
Vision: Journal for Language and Foreign Language Learning Vol 7, No 1 (2018)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv7i12456

Abstract

Professional English teachers often find it difficult when they have to teach English for Specific Purpose (ESP) as they need to do extra works like doing need analysis and creating the specific syllabus before teaching to make sure that the teaching-learning process will go smoothly. Student teachers, who have less experience in teaching, are likely to face greater difficulties in teaching ESP. The study aims at finding out student teachers difficulties in teaching English to hotel staff. Therefore, eight student teachers who recently taught English to hotel staff in their teaching practicum were asked to write about their experience in teaching in form of reflections. The study reveals that the eight student teachers who taught different hotel staff in four customer related divisions, front office, housekeeping, marketing, and food and beverage face similar difficulties. The difficulties are mostly related to the hotel staff. They are teaching facilities, time management, different levels of English proficiency, and low self-efficacy. It is expected that the finding can be useful for student teachers who will do their teaching practicum in hotels, also for those who are interested in studying ESP especially in teaching English to hotel staff.Professional English teachers often find it difficult when they have to teach English for Specific Purpose (ESP) as they need to do extra works like doing need analysis and creating the specific syllabus before teaching to make sure that the teaching learning process will go smoothly. Student teachers, who have less experience in teaching, are likely to face greater difficulties in teaching ESP. The study aims at finding out student teachers difficulties in teaching English to hotel staff. Therefore, eight student teachers who recently taught English to hotel staff in their teaching practicum were asked to write about their experience in teaching in form of reflections. The study reveals that the eight student teachers who taught different hotel staff in four customer related divisions, front office, housekeeping, marketing, and food and beverage face similar difficulties. The difficulties are mostly related to the hotel staff. They are teaching facilities, time management, different levels of English proficiency, and low self-efficacy. It is expected that the finding can be useful for student teachers who will do their teaching practicum in hotels, also for those who are interested in studying ESP especially in teaching English to hotel staff.
Exploring Students’ Motivation and Vocabulary Achievement through Labeling Method Kainta, Erwin; Rombot, Jerry Elfindo
Vision: Journal for Language and Foreign Language Learning Vol 9, No 1 (2020)
Publisher : Faculty of Education and Teacher Training, Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv9i14509

Abstract

Motivation provides energies for students to decide efforts and they pursue it hardly. It is important to build students' motivation in learning English. Researcher's preliminary study toward the fourth grade of MIS Azzikir Kalialia in February 2019 indicated students' motivation was in the low category, while the result of the pre-test showed 35% of students did not achieve success standard in learning vocabulary. The objectives of the study is to explore how students are motivated by using labelling method and to improve students' vocabulary achievement by using labelling method. The number of the subject is 20 students. The instruments are the test, questionnaire, and observation under the Classroom Action Research method. After treatment, the questionnaire indicates students' motivation in high motivation and whole students achieve the standard of vocabulary achievement. Therefore, the labelling method promotes a way of English language teaching to build students' motivation and to improve vocabulary achievement in elementary grade.

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