Pub Date : 2015-09-09DOI: 10.15639/TEFLINJOURNAL.V26I1/97-116
Theresia Tuti Purwanti
Self-assessment has become a means of realizing the goals of learner-centered education. It is conducted to help students grow to be independent learners. With regard to this point, this case study is aimed at investigating the implementation of the self-assessment as a learning tool in writing class. Its purpose is to examine students’ reactions to the use of self-assessment checklist and how it helps them revise their essays. To do this, the data of (1) students’ essays; (2) students’ self-assessment checklist; and (3) students responses to the questionnaires on their attitudes towards self-assessment practice obtained from nine students were analyzed. The findings revealed that most students welcomed the use of self-assessment. Most students found the process of reflecting on one’s own learning to be helpful. After the implementation of self-assessment, the students show that they can revise the essays at phrase level, surface level, content level, and lexical level. However, their grammatical accuracy did not progress significantly.
{"title":"The Implementation of Self-Assessment in Writing Class: A Case Study at STBA LIA Jakarta.","authors":"Theresia Tuti Purwanti","doi":"10.15639/TEFLINJOURNAL.V26I1/97-116","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V26I1/97-116","url":null,"abstract":"Self-assessment has become a means of realizing the goals of learner-centered education. It is conducted to help students grow to be independent learners. With regard to this point, this case study is aimed at investigating the implementation of the self-assessment as a learning tool in writing class. Its purpose is to examine students’ reactions to the use of self-assessment checklist and how it helps them revise their essays. To do this, the data of (1) students’ essays; (2) students’ self-assessment checklist; and (3) students responses to the questionnaires on their attitudes towards self-assessment practice obtained from nine students were analyzed. The findings revealed that most students welcomed the use of self-assessment. Most students found the process of reflecting on one’s own learning to be helpful. After the implementation of self-assessment, the students show that they can revise the essays at phrase level, surface level, content level, and lexical level. However, their grammatical accuracy did not progress significantly.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"26 1","pages":"97-116"},"PeriodicalIF":0.0,"publicationDate":"2015-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67148659","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 : 2015-09-09DOI: 10.15639/TEFLINJOURNAL.V26I1/17-35
Tan Khye Chuin, Sarjit Kaur
This study investigated the types of language learning strategies used by 73 English majors from the School of Humanities in Universiti Sains Malaysia. Using questionnaires adopted from Oxford’s (1990) Strategy Inventory of Language Learning (SILL) and focus group interviews, the study also examined the English major students’ perceptions of using language learning strategies while learning English. The results revealed that the English majors were generally high users of all six types of language learning strategies. The English majors were reported to use metacognitive strategies the most. The least preferred strategies among the English majors were memory strategies. Some of the students’ perceptions were positive as they perceived that language learning strategies developed their language competency and required a conscious and deliberate effort. Conversely, some negative perceptions illustrate that students had low awareness of language learning strategies and they believed that language learning strategies did not develop language competency and the usage did not require conscious effort. Research in this field should not cease from exploration in order to contribute towards the development of self-regulated language learners who have problem solving skills and are able to take control of their learning process.
本研究调查了马来西亚理科大学人文学院73名英语专业学生使用的语言学习策略类型。本研究采用牛津大学(1990)语言学习策略量表(strategic Inventory of Language Learning, SILL)的问卷调查和焦点小组访谈，考察了英语专业学生在学习英语时使用语言学习策略的看法。结果显示，英语专业学生普遍高度使用这六种语言学习策略。据报道，英语专业学生使用元认知策略最多。英语专业学生最不喜欢的策略是记忆策略。一些学生的看法是积极的，因为他们认为语言学习策略可以提高他们的语言能力，需要有意识和深思熟虑的努力。相反，一些消极的看法说明学生对语言学习策略的认识不高，他们认为语言学习策略不能培养语言能力，使用语言学习策略不需要有意识的努力。这一领域的研究不应停止探索，以促进具有解决问题能力和能够控制自己学习过程的自我调节语言学习者的发展。
{"title":"TYPES OF LANGUAGE LEARNING STRATEGIES USED BY TERTIARY ENGLISH MAJORS","authors":"Tan Khye Chuin, Sarjit Kaur","doi":"10.15639/TEFLINJOURNAL.V26I1/17-35","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V26I1/17-35","url":null,"abstract":"This study investigated the types of language learning strategies used by 73 English majors from the School of Humanities in Universiti Sains Malaysia. Using questionnaires adopted from Oxford’s (1990) Strategy Inventory of Language Learning (SILL) and focus group interviews, the study also examined the English major students’ perceptions of using language learning strategies while learning English. The results revealed that the English majors were generally high users of all six types of language learning strategies. The English majors were reported to use metacognitive strategies the most. The least preferred strategies among the English majors were memory strategies. Some of the students’ perceptions were positive as they perceived that language learning strategies developed their language competency and required a conscious and deliberate effort. Conversely, some negative perceptions illustrate that students had low awareness of language learning strategies and they believed that language learning strategies did not develop language competency and the usage did not require conscious effort. Research in this field should not cease from exploration in order to contribute towards the development of self-regulated language learners who have problem solving skills and are able to take control of their learning process.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"26 1","pages":"17-35"},"PeriodicalIF":0.0,"publicationDate":"2015-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67148646","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 : 2015-09-09DOI: 10.15639/TEFLINJOURNAL.V26I2/155-182
E. Emilia, F. A. Hamied
This article reports on the results of a study aiming to investigate whether systemic functional linguistic genre pedagogy (SFL GP) can help students develop their writing ability in English and the students’ opinions about the teaching program using SFL GP. The study was conducted in one semester with 19 student teachers taking a writing course on argumentative texts, in the English Department at a state university in West Java, Indonesia. The texts in focus were Exposition, Discussion and Response to Literary Works, but in the interests of space, the article will centre around Exposition. The study used a qualitative case study research design with data collected from participant observations for 16 meetings, analysis of students’ texts collected over the program, and questionnaires distributed at the conclusion of the program. The results indicate that despite some aspects that still need improvement, SFL GP can generally help students develop their writing ability. Observation data show students’ writing skill improvement supported by students’ texts which depicts good control of the schematic structure and linguistic features of the texts in focus. Finally, questionnaire data reveal students’ consciousness of improved writing skill and positive responses to each activity in the program. Based on the results of the study, it is recommended that SFL GP be implemented in other contexts in Indonesia and other countries.
{"title":"SYSTEMIC FUNCTIONAL LINGUISTIC GENRE PEDAGOGY (SFL GP) IN A TERTIARY EFL WRITING CONTEXT IN INDONESIA","authors":"E. Emilia, F. A. Hamied","doi":"10.15639/TEFLINJOURNAL.V26I2/155-182","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V26I2/155-182","url":null,"abstract":"This article reports on the results of a study aiming to investigate whether systemic functional linguistic genre pedagogy (SFL GP) can help students develop their writing ability in English and the students’ opinions about the teaching program using SFL GP. The study was conducted in one semester with 19 student teachers taking a writing course on argumentative texts, in the English Department at a state university in West Java, Indonesia. The texts in focus were Exposition, Discussion and Response to Literary Works, but in the interests of space, the article will centre around Exposition. The study used a qualitative case study research design with data collected from participant observations for 16 meetings, analysis of students’ texts collected over the program, and questionnaires distributed at the conclusion of the program. The results indicate that despite some aspects that still need improvement, SFL GP can generally help students develop their writing ability. Observation data show students’ writing skill improvement supported by students’ texts which depicts good control of the schematic structure and linguistic features of the texts in focus. Finally, questionnaire data reveal students’ consciousness of improved writing skill and positive responses to each activity in the program. Based on the results of the study, it is recommended that SFL GP be implemented in other contexts in Indonesia and other countries.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"26 1","pages":"155-182"},"PeriodicalIF":0.0,"publicationDate":"2015-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67148692","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 : 2015-09-09DOI: 10.15639/TEFLINJOURNAL.V26I2/209-227
I. N. S. Sanjaya, A. A. R. Sitawati, N. K. Suciani
The study examines whether English and Indonesian research articles written by their respective native speaker scholars are significantly different from each other in terms of the number of hedges used. Hedges are rhetorical features (e.g. may, perhaps, suggest) used to withhold complete commitment to the truth-value of propositions. The ultimate goal of the study is to examine whether Indonesian scholars need special instruction in hedging propositions. The assumption underlying the present study is that when they write in English, Indonesian scholars will deploy rhetorical features inherent in the Indonesian academic writing. Statistical analysis on 52 Applied Linguistics research articles (26 from each language) reveals that English research articles contain significantly more hedges than their Indonesian counterparts (Mann-Whitney U = 68.00, n1 = n2 = 26, p < 0.05, r = - 0.69), suggesting that Indonesian scholars are indeed in need of instruction that specifically focuses on hedging propositions in English.
该研究考察了英语和印尼语的母语学者所写的研究文章在模糊限制语的使用数量上是否存在显著差异。模糊限制语是用来保留对命题的真值的完全承诺的修辞特征(例如，may, perhaps, suggest)。本研究的最终目的是考察印尼学者在套期保值命题方面是否需要特殊的指导。本研究的假设基础是，当印尼学者用英语写作时，他们会使用印尼学术写作固有的修辞特征。对52篇应用语言学研究论文(各26篇)的统计分析表明，英语研究论文中的模糊限制语明显多于印尼语研究论文(Mann-Whitney U = 68.00, n1 = n2 = 26, p < 0.05, r = - 0.69)，这表明印尼学者确实需要专门关注英语模糊限制语命题的指导。
{"title":"COMPARING HEDGES USED BY ENGLISH AND INDONESIAN SCHOLARS IN PUBLISHED RESEARCH ARTICLES: A CORPUS-BASED STUDY","authors":"I. N. S. Sanjaya, A. A. R. Sitawati, N. K. Suciani","doi":"10.15639/TEFLINJOURNAL.V26I2/209-227","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V26I2/209-227","url":null,"abstract":"The study examines whether English and Indonesian research articles written by their respective native speaker scholars are significantly different from each other in terms of the number of hedges used. Hedges are rhetorical features (e.g. may, perhaps, suggest) used to withhold complete commitment to the truth-value of propositions. The ultimate goal of the study is to examine whether Indonesian scholars need special instruction in hedging propositions. The assumption underlying the present study is that when they write in English, Indonesian scholars will deploy rhetorical features inherent in the Indonesian academic writing. Statistical analysis on 52 Applied Linguistics research articles (26 from each language) reveals that English research articles contain significantly more hedges than their Indonesian counterparts (Mann-Whitney U = 68.00, n1 = n2 = 26, p < 0.05, r = - 0.69), suggesting that Indonesian scholars are indeed in need of instruction that specifically focuses on hedging propositions in English.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"26 1","pages":"209-227"},"PeriodicalIF":0.0,"publicationDate":"2015-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67148766","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 : 2015-09-09DOI: 10.15639/TEFLINJOURNAL.V26I1/1-16
Christina Lhaksmita Anandari
This research examined what causes speech-production-related foreign-language anxiety among Indonesian students majoring in English Language Education. Furthermore, it also looks into whether and how selfreflective activities are able to help these students reduce their anxiety. The data were gathered from a qualitative research conducted on a group of Indonesian students taking a Public Speaking course at Sanata Dharma University. The subjects were given two types of questionnaires to explore the possible causes of their anxiety and their reflection on the process of learning the public speaking skills. The research results show three causes of foreign language anxiety: fear, shyness, and discomfort. The results also demonstrate that self-reflections helped the students deal with foreign language anxiety because they helped the students identify their strengths and weaknesses, conduct problem solving, and increase confidence.
{"title":"INDONESIAN EFL STUDENTS’ ANXIETY IN SPEECH PRODUCTION: POSSIBLE CAUSES AND REMEDY","authors":"Christina Lhaksmita Anandari","doi":"10.15639/TEFLINJOURNAL.V26I1/1-16","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V26I1/1-16","url":null,"abstract":"This research examined what causes speech-production-related foreign-language anxiety among Indonesian students majoring in English Language Education. Furthermore, it also looks into whether and how selfreflective activities are able to help these students reduce their anxiety. The data were gathered from a qualitative research conducted on a group of Indonesian students taking a Public Speaking course at Sanata Dharma University. The subjects were given two types of questionnaires to explore the possible causes of their anxiety and their reflection on the process of learning the public speaking skills. The research results show three causes of foreign language anxiety: fear, shyness, and discomfort. The results also demonstrate that self-reflections helped the students deal with foreign language anxiety because they helped the students identify their strengths and weaknesses, conduct problem solving, and increase confidence.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"26 1","pages":"1-16"},"PeriodicalIF":0.0,"publicationDate":"2015-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67148606","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 : 2015-09-09DOI: 10.15639/TEFLINJOURNAL.V26I2/183-208
Joseph Ernest Mambu
In this article I examine some challenges of assessing character education in the context of Teaching English as a Foreign Language in Indonesia (TEFLIN). Major sources of character education in Indonesia (e.g., Kurikulum 2013) seem to be religious values. However, there are two salient problems. First, in religiously inspired character education, there are concerns about religious values imposition. Second, it is oftentimes vague what types of, and how, character education can be evaluated in English language teaching and learning settings. In the context of an EFL teacher education program in a Christian university that I studied, one Christian student showed her religious dogmatism in classroom interactions or elsewhere in which peers having different religious views were present. Students’ communicative competence in expressing religious values can be assessed by examining their growing self-reflexivity (which problematizes dogmatism), among others, in their discourse. Character education assessment rubrics are developed from the cases reported here, in light of: (1) the Indonesian government’s guidelines for assessing character education; (2) critical ELT; and (3) Celce-Murcia’s (2007) model of communicative competence.
{"title":"CHALLENGES IN ASSESSING CHARACTER EDUCATION IN ELT: IMPLICATIONS FROM A CASE STUDY IN A CHRISTIAN UNIVERSITY","authors":"Joseph Ernest Mambu","doi":"10.15639/TEFLINJOURNAL.V26I2/183-208","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V26I2/183-208","url":null,"abstract":"In this article I examine some challenges of assessing character education in the context of Teaching English as a Foreign Language in Indonesia (TEFLIN). Major sources of character education in Indonesia (e.g., Kurikulum 2013) seem to be religious values. However, there are two salient problems. First, in religiously inspired character education, there are concerns about religious values imposition. Second, it is oftentimes vague what types of, and how, character education can be evaluated in English language teaching and learning settings. In the context of an EFL teacher education program in a Christian university that I studied, one Christian student showed her religious dogmatism in classroom interactions or elsewhere in which peers having different religious views were present. Students’ communicative competence in expressing religious values can be assessed by examining their growing self-reflexivity (which problematizes dogmatism), among others, in their discourse. Character education assessment rubrics are developed from the cases reported here, in light of: (1) the Indonesian government’s guidelines for assessing character education; (2) critical ELT; and (3) Celce-Murcia’s (2007) model of communicative competence.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"26 1","pages":"183-208"},"PeriodicalIF":0.0,"publicationDate":"2015-09-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67148701","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 : 2015-09-03DOI: 10.15639/TEFLINJOURNAL.V16I1/26-41
Gloria R. Poedjosoedarmo
Differences in cultural perspectives can be one of several possible causes for communication breakdowns in cross-cultural communication. This paper will attempt to classify possible causes for communication breakdown and explore sorts of knowledge and skills students need to avoid these situations, as well as classroom activities that can develop the needed knowledge and skills.
{"title":"Cross-Cultural Communication: Linguistic and Cultural Dimensions - Implications for the Language Classroom","authors":"Gloria R. Poedjosoedarmo","doi":"10.15639/TEFLINJOURNAL.V16I1/26-41","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V16I1/26-41","url":null,"abstract":"Differences in cultural perspectives can be one of several possible causes for communication breakdowns in cross-cultural communication. This paper will attempt to classify possible causes for communication breakdown and explore sorts of knowledge and skills students need to avoid these situations, as well as classroom activities that can develop the needed knowledge and skills.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"16 1","pages":"26-41"},"PeriodicalIF":0.0,"publicationDate":"2015-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67144550","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 : 2015-09-03DOI: 10.15639/TEFLINJOURNAL.V12I2/223-241
G. Sulistyo
The present article aims at presenting several points-commonly not realized by potential TOEFL test takers-that may be utilized to take the paper-and-pencil TOEFL. To these ends, several topics will be presented covering mainly the test format and the scoring scheme. It is under these topics that several technical strategies are discussed with the perspectives on successful paper-based TOEFL test taking.
{"title":"Several Technical Considerations for Taking the (Paper-and-Pencil-Based) TOEFL Test","authors":"G. Sulistyo","doi":"10.15639/TEFLINJOURNAL.V12I2/223-241","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V12I2/223-241","url":null,"abstract":"The present article aims at presenting several points-commonly not realized by potential TOEFL test takers-that may be utilized to take the paper-and-pencil TOEFL. To these ends, several topics will be presented covering mainly the test format and the scoring scheme. It is under these topics that several technical strategies are discussed with the perspectives on successful paper-based TOEFL test taking.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"12 1","pages":"223-241"},"PeriodicalIF":0.0,"publicationDate":"2015-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67143715","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 : 2015-09-03DOI: 10.15639/TEFLINJOURNAL.V12I2/252-266
Sugeng Hariyanto
Reciprocal teaching (RT) is a teaching procedure for reading comprehension involving direct instruction, modeling, feedback and repeated practice in four cognitive strategies, namely questioning, clarifying, summarizing, and predicting. The focus of Genre-based approach is to show students how meaning can be constructed with language and train them to make use of language to fulfill their needs. This approach proceeds through 4 steps: preparation, modelng, joint construction, independent construction, plus one additional step, publishing. Reciprocal teaching approach (RT) is used because it can incorporate speaking activities. The texts are selected based on the genre that will be used in the work sites, namely in the office setting. This article presents how to apply reciprocal teaching and genre-based approach to teach Business English at non-English Department of university level. This proposed strategy has been tried out at Business Administration Department of State Polytechnic of Malang. A sample lesson plan is given at the end of this article.
{"title":"Reciprocal Teaching and Genre-Based Approach Combination: A Proposed Strategy in Business English Classes","authors":"Sugeng Hariyanto","doi":"10.15639/TEFLINJOURNAL.V12I2/252-266","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V12I2/252-266","url":null,"abstract":"Reciprocal teaching (RT) is a teaching procedure for reading comprehension involving direct instruction, modeling, feedback and repeated practice in four cognitive strategies, namely questioning, clarifying, summarizing, and predicting. The focus of Genre-based approach is to show students how meaning can be constructed with language and train them to make use of language to fulfill their needs. This approach proceeds through 4 steps: preparation, modelng, joint construction, independent construction, plus one additional step, publishing. Reciprocal teaching approach (RT) is used because it can incorporate speaking activities. The texts are selected based on the genre that will be used in the work sites, namely in the office setting. This article presents how to apply reciprocal teaching and genre-based approach to teach Business English at non-English Department of university level. This proposed strategy has been tried out at Business Administration Department of State Polytechnic of Malang. A sample lesson plan is given at the end of this article.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"12 1","pages":"252-266"},"PeriodicalIF":0.0,"publicationDate":"2015-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67143899","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 : 2015-09-03DOI: 10.15639/teflinjournal.v16i1/93-109
Indah Winarni
For years, English has been a compulsory subject for the students of non-English departments (henceforth English for SNED). The success of English for SNED at the tertiary level of education has largely been questioned due to various constraints in all levels of its operation. Related to the large resources involved, overall evaluation is necessary. This can be started with analysis of needs, which, in a large organization like university, should be done in two stages (Coleman, 1988). While the present sudy does not pretend that it could be regarded as Coleman's first stage of needs analysis, it would offere a significant contribution to such an undertaking. Carried out in Brawijaya University, this study was aimed at describing, through a set of questionnaires, the perception of graduates, English instructors and subject lecturers on (1) the aim of English for SNED, and (2) the role of references written in English in the level of study programs. As previous studies suggested, conflicting aims of English for SNED in the perception of respondents were identified. This study delienated four different groups with regards to the use of references written in English in the level of study programs.
{"title":"English for Non English Department at Brawijaya University: How Essential?","authors":"Indah Winarni","doi":"10.15639/teflinjournal.v16i1/93-109","DOIUrl":"https://doi.org/10.15639/teflinjournal.v16i1/93-109","url":null,"abstract":"For years, English has been a compulsory subject for the students of non-English departments (henceforth English for SNED). The success of English for SNED at the tertiary level of education has largely been questioned due to various constraints in all levels of its operation. Related to the large resources involved, overall evaluation is necessary. This can be started with analysis of needs, which, in a large organization like university, should be done in two stages (Coleman, 1988). While the present sudy does not pretend that it could be regarded as Coleman's first stage of needs analysis, it would offere a significant contribution to such an undertaking. Carried out in Brawijaya University, this study was aimed at describing, through a set of questionnaires, the perception of graduates, English instructors and subject lecturers on (1) the aim of English for SNED, and (2) the role of references written in English in the level of study programs. As previous studies suggested, conflicting aims of English for SNED in the perception of respondents were identified. This study delienated four different groups with regards to the use of references written in English in the level of study programs.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"16 1","pages":"93-109"},"PeriodicalIF":0.0,"publicationDate":"2015-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67144622","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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