Pub Date : 2015-08-31DOI: 10.15639/TEFLINJOURNAL.V12I1/132-141
Lloyd Holliday
Indonesian Research Degree Students studying overseas in Australian Universities, ie. those undertaking a PhD, EdD, or Master Degree by Coursework and Minor Thesis, have exactly the same problems in thesis writing as local Australian students. They may have minor problems of language in writing in English as a result of transfer from Bahasa Indonesia. But the major problems of all first time research degree students is learning how to become researchers and how to present their research in a discourse format as a thesis or dissertation that has become the assepted norm internationally. This paper firstly examines some of the common surface written language problems of Indonesian Higher Degree Students. This data is drawn from an analysis of actual drafts of these written over the last ten years by a range of Indonesian students. Secondly, the paper discusses the nature of developing as a researcher and the associated problems of how this influences the presentation of research. And thirdly, the paper reflects on ways in which the process of learning to think and write as a researcher can be facilitated.
{"title":"Thesis and Research Writing In English By Indonesian Higher Degree Students Studying Overseas","authors":"Lloyd Holliday","doi":"10.15639/TEFLINJOURNAL.V12I1/132-141","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V12I1/132-141","url":null,"abstract":"Indonesian Research Degree Students studying overseas in Australian Universities, ie. those undertaking a PhD, EdD, or Master Degree by Coursework and Minor Thesis, have exactly the same problems in thesis writing as local Australian students. They may have minor problems of language in writing in English as a result of transfer from Bahasa Indonesia. But the major problems of all first time research degree students is learning how to become researchers and how to present their research in a discourse format as a thesis or dissertation that has become the assepted norm internationally. This paper firstly examines some of the common surface written language problems of Indonesian Higher Degree Students. This data is drawn from an analysis of actual drafts of these written over the last ten years by a range of Indonesian students. Secondly, the paper discusses the nature of developing as a researcher and the associated problems of how this influences the presentation of research. And thirdly, the paper reflects on ways in which the process of learning to think and write as a researcher can be facilitated.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"12 1","pages":"132-141"},"PeriodicalIF":0.0,"publicationDate":"2015-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67143456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-08-31DOI: 10.15639/TEFLINJOURNAL.V12I1/88-100
Junaidi Mistar
Learning a new language is ultimately to be able to commu nicate 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 strategies at a high frequency, while memory, cognitive, compensation, and affective strategies were exercised at a medium frequency. This finding implies that the learners have acquired some degrees of autonomy because metacognitive 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 to increase their learning autonomy, that is by intensifying the practice of use of the other four strategy categories, which are not yet applied intensively.
{"title":"Maximing Learning Strategies To Pomote Learner Autonomy","authors":"Junaidi Mistar","doi":"10.15639/TEFLINJOURNAL.V12I1/88-100","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V12I1/88-100","url":null,"abstract":"Learning a new language is ultimately to be able to commu nicate 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 strategies at a high frequency, while memory, cognitive, compensation, and affective strategies were exercised at a medium frequency. This finding implies that the learners have acquired some degrees of autonomy because metacognitive 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 to increase their learning autonomy, that is by intensifying the practice of use of the other four strategy categories, which are not yet applied intensively.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"12 1","pages":"88-100"},"PeriodicalIF":0.0,"publicationDate":"2015-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67143570","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-08-31DOI: 10.15639/TEFLINJOURNAL.V11I1/47-65
Gusti Astika
This paper describes a task-based approach to teaching English using an authentic material obtained from a guided tour. It begins with a brief discussion on forms-focused instruction, then follows a discussion on meaning focused and form-focused instruction. This paper also cites theoretical framework and research to justify the implementation of task-based language teaching. It argues that task-based language teaching needs to be modified to accommodate the needs of teaching the language in EFL contexts. At the end of the paper, a procedure is pro-posed for the implementation of task-based language teaching using a sample material from tour guiding.
{"title":"Task-based Approach to Teaching English for Tour Guiding Students in EFL Context","authors":"Gusti Astika","doi":"10.15639/TEFLINJOURNAL.V11I1/47-65","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V11I1/47-65","url":null,"abstract":"This paper describes a task-based approach to teaching English using an authentic material obtained from a guided tour. It begins with a brief discussion on forms-focused instruction, then follows a discussion on meaning focused and form-focused instruction. This paper also cites theoretical framework and research to justify the implementation of task-based language teaching. It argues that task-based language teaching needs to be modified to accommodate the needs of teaching the language in EFL contexts. At the end of the paper, a procedure is pro-posed for the implementation of task-based language teaching using a sample material from tour guiding.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"11 1","pages":"47-65"},"PeriodicalIF":0.0,"publicationDate":"2015-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67143819","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-08-31DOI: 10.15639/TEFLINJOURNAL.V12I1/29-48
Fabiola Kurnia
The purpose of this paper is to analyze the organizational patterns of imaginative English and foreign texts in an English speaking community of a mixed cultural literary work. A contrastive list of foreign English text in Galsorthy's Quality and the standard English texts was used as the data. The data were then analyzed 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 ample apractice to recognize the standard of language correctness and the non-standard language variations.
{"title":"Organizational Patterns of English and Foreign Texts for Language Teaching: A Contrastive Analysis","authors":"Fabiola Kurnia","doi":"10.15639/TEFLINJOURNAL.V12I1/29-48","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V12I1/29-48","url":null,"abstract":"The purpose of this paper is to analyze the organizational patterns of imaginative English and foreign texts in an English speaking community of a mixed cultural literary work. A contrastive list of foreign English text in Galsorthy's Quality and the standard English texts was used as the data. The data were then analyzed 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 ample apractice to recognize the standard of language correctness and the non-standard language variations.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"12 1","pages":"29-48"},"PeriodicalIF":0.0,"publicationDate":"2015-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67143503","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-08-31DOI: 10.15639/TEFLINJOURNAL.V11I1/78-87
B. Cahyono
This study was aimed at examining the students' overall proficiency in English composition across university-year cohorts and across academic options. The participants were undergraduate students of Universitas Negeri Malang. They were asked to write persuasive essays on whether violence as exposed on TV programs should be restricted. The essays were evaluated using the ESL Composition Profile. The results showed that that there was a significant difference between the first- and fourth-year students' overall proficiency in English composition. In addition, there was no significant difference between the overall proficiency in English composition of the students taking the thesis option and those taking non-thesis option. The instructional program and writing curriculum appeared to play an important role in developing the students' over-all proficiency in English composition. However, the thesis prerequisite courses provided to prepare the students to write a thesis proposal did not seem to affect their overall proficiency in English composition.
{"title":"The Overall Proficiency in English Composition of Indonesian University Students of EFL","authors":"B. Cahyono","doi":"10.15639/TEFLINJOURNAL.V11I1/78-87","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V11I1/78-87","url":null,"abstract":"This study was aimed at examining the students' overall proficiency in English composition across university-year cohorts and across academic options. The participants were undergraduate students of Universitas Negeri Malang. They were asked to write persuasive essays on whether violence as exposed on TV programs should be restricted. The essays were evaluated using the ESL Composition Profile. The results showed that that there was a significant difference between the first- and fourth-year students' overall proficiency in English composition. In addition, there was no significant difference between the overall proficiency in English composition of the students taking the thesis option and those taking non-thesis option. The instructional program and writing curriculum appeared to play an important role in developing the students' over-all proficiency in English composition. However, the thesis prerequisite courses provided to prepare the students to write a thesis proposal did not seem to affect their overall proficiency in English composition.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"11 1","pages":"78-87"},"PeriodicalIF":0.0,"publicationDate":"2015-08-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67143834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-08-29DOI: 10.15639/teflinjournal.v10i1/63-74
Mulyoso Mulyoso
This paper is primarily based on the assumption that we need theories of literature in order to interpret the literary texts and explain literature as a unique form of communication. The so -- far traditional efforts of treating literary study as an intuitive analysis has contributed to the harsh criticism on the study of literature as merely ' the reading and understanding of literature'. Literature teaching has given too much emphasis on the enjoying and understanding of a literary piece, that is to say that merely by understanding the meaning of the language of a text, its cultural references, one is said to be in a position to respond critically to that text thus there is no need for interpretation beyond that. Therefore, this paper is an attempt to interpret a literary text (mythology in English poetry) beyond its literal level by the use of semiotics of symbolic mode approach which allows the intratextual and intratextual analysis.
{"title":"Semiotic of Symbolic Mode in Interpreting Mythology in English Poetry","authors":"Mulyoso Mulyoso","doi":"10.15639/teflinjournal.v10i1/63-74","DOIUrl":"https://doi.org/10.15639/teflinjournal.v10i1/63-74","url":null,"abstract":"This paper is primarily based on the assumption that we need theories of literature in order to interpret the literary texts and explain literature as a unique form of communication. The so -- far traditional efforts of treating literary study as an intuitive analysis has contributed to the harsh criticism on the study of literature as merely ' the reading and understanding of literature'. Literature teaching has given too much emphasis on the enjoying and understanding of a literary piece, that is to say that merely by understanding the meaning of the language of a text, its cultural references, one is said to be in a position to respond critically to that text thus there is no need for interpretation beyond that. Therefore, this paper is an attempt to interpret a literary text (mythology in English poetry) beyond its literal level by the use of semiotics of symbolic mode approach which allows the intratextual and intratextual analysis.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"10 1","pages":"63-74"},"PeriodicalIF":0.0,"publicationDate":"2015-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67143041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-08-29DOI: 10.15639/TEFLINJOURNAL.V20I1/61-82
Joseph Ernest Mambu
This paper attempts to document how the notion of discourse was made sense of by EFL teachers from the U.S.A. and by me as an Indonesian who read and commented on 16 narratives written by four male and four female pre-service/student teachers. While the Americans tended to focus on the superficial content and textual organizations, I have found it crucial to appreciate the themes, styles, and philosophies these pre-service teachers presented in their narratives. First, the themes were clustered, thus showing how one pedagogical story relates to or differs from another. Second, the styles of arranging thoughts indicate how Indonesian teachers in this study were overall more indirect so the American readers assumed more responsibility to decipher their implied meanings. From my perspective, however, the salient discourse style is that of philosophizing. In essence, the philosophies in several narratives reflect traces of the ongoing process of believing what these teachers did or practiced as prospective teachers or as colleagues.
{"title":"TRIANGULATING SOME DISCOURSE-RELATED ISSUES IN INDONESIAN EFL PRE-SERVICE TEACHERS WRITTEN NARRATIVES","authors":"Joseph Ernest Mambu","doi":"10.15639/TEFLINJOURNAL.V20I1/61-82","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V20I1/61-82","url":null,"abstract":"This paper attempts to document how the notion of discourse was made sense of by EFL teachers from the U.S.A. and by me as an Indonesian who read and commented on 16 narratives written by four male and four female pre-service/student teachers. While the Americans tended to focus on the superficial content and textual organizations, I have found it crucial to appreciate the themes, styles, and philosophies these pre-service teachers presented in their narratives. First, the themes were clustered, thus showing how one pedagogical story relates to or differs from another. Second, the styles of arranging thoughts indicate how Indonesian teachers in this study were overall more indirect so the American readers assumed more responsibility to decipher their implied meanings. From my perspective, however, the salient discourse style is that of philosophizing. In essence, the philosophies in several narratives reflect traces of the ongoing process of believing what these teachers did or practiced as prospective teachers or as colleagues.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"20 1","pages":"61-82"},"PeriodicalIF":0.0,"publicationDate":"2015-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67146041","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-08-29DOI: 10.15639/TEFLINJOURNAL.V20I2/169-179
Kun Aniroh
The teaching of ESP so far has been dominated by the belief that linguistic mastery of English is considered sufficient to deliver the contents of the subject matter concerned. This view seems to need a critical overview for verbal communication in general, let alone in ESP, requires both proficiency in the language and the contents. This implies that English teachers in ESP need to be equipped satisfactorily in English as well as the subject matter. An ESP teacher needs to possess a double competency. With this as a framework, the teaching of ESP accordingly will need to shift its focus from English in isolation to English as medium for subject matters exchanges.
{"title":"FROM ENGLISH AS A GENERAL SCHOOL SUBJECT ONTO ENGLISH AS A MEDIUM FOR LEARNING SPECIFIC SUBJECTS: THE NEED TO SHIFT IN THE TEACHING ORIENTATION","authors":"Kun Aniroh","doi":"10.15639/TEFLINJOURNAL.V20I2/169-179","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V20I2/169-179","url":null,"abstract":"The teaching of ESP so far has been dominated by the belief that linguistic mastery of English is considered sufficient to deliver the contents of the subject matter concerned. This view seems to need a critical overview for verbal communication in general, let alone in ESP, requires both proficiency in the language and the contents. This implies that English teachers in ESP need to be equipped satisfactorily in English as well as the subject matter. An ESP teacher needs to possess a double competency. With this as a framework, the teaching of ESP accordingly will need to shift its focus from English in isolation to English as medium for subject matters exchanges.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"45 1","pages":"169-179"},"PeriodicalIF":0.0,"publicationDate":"2015-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67146267","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-08-29DOI: 10.15639/TEFLINJOURNAL.V20I1/37-47
Flora Debora Floris, M. Divina
The present study attempts to investigate kinds of reading skills that EFL (English as a Foreign Language) University students have difficulty with. For this purpose, two reading tests which covered seventeen kinds of reading skills were developed and administered to ten students of batch 2003 studying at an English Department of a private university in Surabaya, Indonesia. The analysis showed that each reading skill had different level of difficulty for the respondents.
{"title":"A STUDY ON THE READING SKILLS OF EFL UNIVERSITY STUDENTS","authors":"Flora Debora Floris, M. Divina","doi":"10.15639/TEFLINJOURNAL.V20I1/37-47","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V20I1/37-47","url":null,"abstract":"The present study attempts to investigate kinds of reading skills that EFL (English as a Foreign Language) University students have difficulty with. For this purpose, two reading tests which covered seventeen kinds of reading skills were developed and administered to ten students of batch 2003 studying at an English Department of a private university in Surabaya, Indonesia. The analysis showed that each reading skill had different level of difficulty for the respondents.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"35 1","pages":"37-47"},"PeriodicalIF":0.0,"publicationDate":"2015-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67145976","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-08-29DOI: 10.15639/TEFLINJOURNAL.V20I1/83-103
K. P. Subagyo
The American literary canons, mainly those of the nineteen fifties and the nineteen sixties, had consistently portrayed women as subservient citizens. Women in the American culture had been put under men's domination and thus lost their identity and been unable to determine their own fate. They played roles long prescribed by men, both in the home and in their social milieu. As products of the era, a number of Sylvia Plath's poems depict confrontation against this phenomenon of patriarchy in which women have been inferior to and abused by men; they fight for freedom and to regain their true roles as women and human beings.
{"title":"CONFRONTED PATRIARCHY IN SYLVIA PLATH'S POEMS","authors":"K. P. Subagyo","doi":"10.15639/TEFLINJOURNAL.V20I1/83-103","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V20I1/83-103","url":null,"abstract":"The American literary canons, mainly those of the nineteen fifties and the nineteen sixties, had consistently portrayed women as subservient citizens. Women in the American culture had been put under men's domination and thus lost their identity and been unable to determine their own fate. They played roles long prescribed by men, both in the home and in their social milieu. As products of the era, a number of Sylvia Plath's poems depict confrontation against this phenomenon of patriarchy in which women have been inferior to and abused by men; they fight for freedom and to regain their true roles as women and human beings.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"467 1","pages":"83-103"},"PeriodicalIF":0.0,"publicationDate":"2015-08-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67146088","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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