Pub Date : 2015-09-03DOI: 10.15639/TEFLINJOURNAL.V16I1/71-78
Lila Musyahda
The writer of this article is interested in examining the strategis competence, i.e., the ability to solve communication problems an inadequate command of the linguistic and sociocultural code because of it, can contribute to the development of an overall communicative competence. The concept of strategic competence is within the general framework of interlanguage development. The article describes two basic types of communication strategies: reduction and achievement, concentrating particularly on the use of achievement strategies at the discourse level for English learners to manage a communication across culture appropriately.
{"title":"Strategic Competence: Bridging the Cross-Cultural Communication","authors":"Lila Musyahda","doi":"10.15639/TEFLINJOURNAL.V16I1/71-78","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V16I1/71-78","url":null,"abstract":"The writer of this article is interested in examining the strategis competence, i.e., the ability to solve communication problems an inadequate command of the linguistic and sociocultural code because of it, can contribute to the development of an overall communicative competence. The concept of strategic competence is within the general framework of interlanguage development. The article describes two basic types of communication strategies: reduction and achievement, concentrating particularly on the use of achievement strategies at the discourse level for English learners to manage a communication across culture appropriately.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"16 1","pages":"71-78"},"PeriodicalIF":0.0,"publicationDate":"2015-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67144597","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.V16I1/110-134
Gillian Perrett
With the development of globalization cultural issues associated with TEFL are inevitably being transformed. In the modern world peoples were grouped within nations and communicated in speech communities largely within their own countries; communication outside the boundaries of the national speech communicty was not the norm for the majority of people. In the post-modern world the position of these vertical boundaries is changing to horizontal and an upper stratum of society (wherever it is located) is able, with computer technology, to communicate relatively freely across national borders. The lingua franca of this communication is English. It is not the English of any particular country and it is developing new cultural norms, especially in the electronic media. In one stratum professional functions dominate and electronic usage closely reflects familiar print genres. In other strata more interpersonal functions occur and at the same time the language is moving away from old standard forms; this is most apparent in email and chat room discourse. Teachers have to save from traditional notions of culture and situation and embrace the new electronic forms, finding ways to help their studens participate fully in the new intercultural situation.
{"title":"Globalization and the de-Anglicization of English","authors":"Gillian Perrett","doi":"10.15639/TEFLINJOURNAL.V16I1/110-134","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V16I1/110-134","url":null,"abstract":"With the development of globalization cultural issues associated with TEFL are inevitably being transformed. In the modern world peoples were grouped within nations and communicated in speech communities largely within their own countries; communication outside the boundaries of the national speech communicty was not the norm for the majority of people. In the post-modern world the position of these vertical boundaries is changing to horizontal and an upper stratum of society (wherever it is located) is able, with computer technology, to communicate relatively freely across national borders. The lingua franca of this communication is English. It is not the English of any particular country and it is developing new cultural norms, especially in the electronic media. In one stratum professional functions dominate and electronic usage closely reflects familiar print genres. In other strata more interpersonal functions occur and at the same time the language is moving away from old standard forms; this is most apparent in email and chat room discourse. Teachers have to save from traditional notions of culture and situation and embrace the new electronic forms, finding ways to help their studens participate fully in the new intercultural situation.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"16 1","pages":"110-134"},"PeriodicalIF":0.0,"publicationDate":"2015-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67144488","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.V12I2/167-183
Asim Gunarwan
The point of departure of this paper is an assumption that the teaching of English in Indonesian public schools has not yielded the minimum expected result: English learners have not been empowered with the reading skill in English, let alone the other skills. Given that English has an elevated role to play in the new millennium, Indonesian learners should be empowered in this language for wider communications. Two approaches are proposed, namely (1) the minimalist approach, in which reading ability is the sole objective of the teaching of English to students in general, the corrolary being the use of the translation method; and (2) the maximalist approach, in which "ordinary" students are taught along the line of the notion of Little English (much discussed in the 60's and 70's), whereas "the cream of the cream" are tutored in a special programme designed to make them English-Indonesian bilinguals. Hence, a new language policy of Indonesia should be developed and English curricula be reviewed and a national commission on the TEFLIN be set up to look into the matter in more depth and to suggest ways in which the teaching of this language in schools can really empower the learners in the context of human resources development.
{"title":"The Minimalist and Maximalist Approaches in the TEFLIN: Towards the Empowerment of the General Indonesian Learners of English","authors":"Asim Gunarwan","doi":"10.15639/TEFLINJOURNAL.V12I2/167-183","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V12I2/167-183","url":null,"abstract":"The point of departure of this paper is an assumption that the teaching of English in Indonesian public schools has not yielded the minimum expected result: English learners have not been empowered with the reading skill in English, let alone the other skills. Given that English has an elevated role to play in the new millennium, Indonesian learners should be empowered in this language for wider communications. Two approaches are proposed, namely (1) the minimalist approach, in which reading ability is the sole objective of the teaching of English to students in general, the corrolary being the use of the translation method; and (2) the maximalist approach, in which \"ordinary\" students are taught along the line of the notion of Little English (much discussed in the 60's and 70's), whereas \"the cream of the cream\" are tutored in a special programme designed to make them English-Indonesian bilinguals. Hence, a new language policy of Indonesia should be developed and English curricula be reviewed and a national commission on the TEFLIN be set up to look into the matter in more depth and to suggest ways in which the teaching of this language in schools can really empower the learners in the context of human resources development.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"12 1","pages":"167-183"},"PeriodicalIF":0.0,"publicationDate":"2015-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67143623","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.V16I1/42-53
J. Mukundan
English Language Teaching (ELT) materials can contribute immensely to cross-cultural understanding in the emerging globalised and borderless world. This is because there are common denominators present when materials are used in the teaching of the language across borders. An attempt to teach a language, for instance, must also consider the ways or the contexts in which it is used. Thus language cannot be detached from culture. The textbook or coursebook has been "standard equipment" for teachers for decades, maybe centuries. However the culture of the target language has hardly ever been associated with the learning of the language within textbooks. This paper discusses the importance in which the essential elements of language and communication and culture in text-books contribute towards language competency and cross-cultural understanding. The writer also discusses the relevance and the importance of the awareness of the connections between language and the cross-cultural understanding amongst curriculum developers and materials developers and users.
{"title":"English Language Teaching Materials and Cross-Cultural Understanding: Are There Bridges or Divides?","authors":"J. Mukundan","doi":"10.15639/TEFLINJOURNAL.V16I1/42-53","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V16I1/42-53","url":null,"abstract":"English Language Teaching (ELT) materials can contribute immensely to cross-cultural understanding in the emerging globalised and borderless world. This is because there are common denominators present when materials are used in the teaching of the language across borders. An attempt to teach a language, for instance, must also consider the ways or the contexts in which it is used. Thus language cannot be detached from culture. The textbook or coursebook has been \"standard equipment\" for teachers for decades, maybe centuries. However the culture of the target language has hardly ever been associated with the learning of the language within textbooks. This paper discusses the importance in which the essential elements of language and communication and culture in text-books contribute towards language competency and cross-cultural understanding. The writer also discusses the relevance and the importance of the awareness of the connections between language and the cross-cultural understanding amongst curriculum developers and materials developers and users.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"97 1","pages":"42-53"},"PeriodicalIF":0.0,"publicationDate":"2015-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67144561","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.V12I2/194-209
C. Sutyarsah
The vocabulary in the texts is the aspect that needs to identify. It is claimed that the condition of the words in a text has a great influence to readers' comprehension. It is also commonly believed that comprehension depends on the extent that the words in a text are familiar to the readers. This case study was carried out in the English Education Department of University of Malang. The aim of the study is to identify and describe the vocabulary in the text and to seek if the text is useful for reading skill development. The reading materials under investigation were a collection of reading passages based on the syllabus (Reading Comprehension I) and limited to the passages that were used in class during the second semester, 1999. Based on the nature of the investigation, a descriptive qualitative design was applied to obtain the data. For this purpose, some available computer programs were used. They were used to find the description of vocabulary in the texts. The vocabulary analyses in the texts reveal some constrains. It was found that the texts, containing 7,945 words of 20 different texts, are dominated by low frequency words which account for 16.97% of the words in the texts. In terms of high frequency words occurring in the texts, function words dominate the texts. Of the 50 most frequent words, only two content words (people and say) were found. In the case of word level, it was found that the texts being used have very limited number of words from GSL (General Service List of English Words) (West, 1953). The proportion of the first 1,000 words of GSL only accounts for 44.6%. The data also show that the texts contain too large proportion of words which are not in the three levels (the first 2,000 and UWL). These words account for 26.44% of the running words in the texts. Based on the findings, some conclusions were drawn, it is believed that the constraints are due to the selection of the texts which are made of a series of short-unrelated texts (20 different topics). This kind of text is subject to the accumulation of low frequency words especially those of content words and limited of words from GSL. This vocabulary condition could defeat the development of students' reading skills and vocabulary enrichment.
文本中的词汇是需要识别的方面。文章中词汇的状态对读者的理解有很大的影响。人们还普遍认为，理解程度取决于读者对文本中单词的熟悉程度。本案例研究在玛琅大学英语教育系进行。这项研究的目的是识别和描述文本中的词汇，并寻求文本是否对阅读技能的发展有用。被调查的阅读材料是基于教学大纲(阅读理解I)的阅读文章集合，仅限于1999年第二学期课堂上使用的文章。根据调查的性质，采用描述性定性设计来获取数据。为此目的，使用了一些可用的计算机程序。它们被用来查找文本中词汇的描述。文章中的词汇分析显示出一些局限性。研究发现，20个不同文本的7945个单词以低频词为主，占文本中单词的16.97%。在语篇中出现的高频词中，虚词占主导地位。在50个最常见的单词中，只有两个实词(people和say)被发现。在单词水平方面，我们发现所使用的文本中来自GSL (General Service List of English words) (West, 1953)的单词数量非常有限。GSL的前1000字占比仅为44.6%。数据还显示，文本中包含的三个级别(前2000和UWL)之外的单词比例过大。这些词占课文运行词的26.44%。根据调查结果，得出了一些结论，认为这些限制是由于文本的选择，这些文本是由一系列不相关的短文本(20个不同的主题)组成的。这种文本受到低频词特别是实词的积累和GSL词汇的限制。这种词汇状况不利于学生阅读技能的发展和词汇的丰富。
{"title":"Vocabulary Analysis On Reading Texts Used By EFL Students","authors":"C. Sutyarsah","doi":"10.15639/TEFLINJOURNAL.V12I2/194-209","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V12I2/194-209","url":null,"abstract":"The vocabulary in the texts is the aspect that needs to identify. It is claimed that the condition of the words in a text has a great influence to readers' comprehension. It is also commonly believed that comprehension depends on the extent that the words in a text are familiar to the readers. This case study was carried out in the English Education Department of University of Malang. The aim of the study is to identify and describe the vocabulary in the text and to seek if the text is useful for reading skill development. The reading materials under investigation were a collection of reading passages based on the syllabus (Reading Comprehension I) and limited to the passages that were used in class during the second semester, 1999. Based on the nature of the investigation, a descriptive qualitative design was applied to obtain the data. For this purpose, some available computer programs were used. They were used to find the description of vocabulary in the texts. The vocabulary analyses in the texts reveal some constrains. It was found that the texts, containing 7,945 words of 20 different texts, are dominated by low frequency words which account for 16.97% of the words in the texts. In terms of high frequency words occurring in the texts, function words dominate the texts. Of the 50 most frequent words, only two content words (people and say) were found. In the case of word level, it was found that the texts being used have very limited number of words from GSL (General Service List of English Words) (West, 1953). The proportion of the first 1,000 words of GSL only accounts for 44.6%. The data also show that the texts contain too large proportion of words which are not in the three levels (the first 2,000 and UWL). These words account for 26.44% of the running words in the texts. Based on the findings, some conclusions were drawn, it is believed that the constraints are due to the selection of the texts which are made of a series of short-unrelated texts (20 different topics). This kind of text is subject to the accumulation of low frequency words especially those of content words and limited of words from GSL. This vocabulary condition could defeat the development of students' reading skills and vocabulary enrichment.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"139 1","pages":"194-209"},"PeriodicalIF":0.0,"publicationDate":"2015-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67143691","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.V12I2/210-222
Y. Harsono
The purpose of this paper is to see the universality of the Government/Binding Theory in its concepts of government, the pro-drop parameter, and binding theory. Three languages English, Indonesian, and Javanese are analyzed based on the three concepts. From the analysis it is concluded that in some cases language is universal, but in some other cases every language is specific.
{"title":"Chomsky's Universal Grammar: A Case of Its Concepts of Government/Binding Theory","authors":"Y. Harsono","doi":"10.15639/TEFLINJOURNAL.V12I2/210-222","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V12I2/210-222","url":null,"abstract":"The purpose of this paper is to see the universality of the Government/Binding Theory in its concepts of government, the pro-drop parameter, and binding theory. Three languages English, Indonesian, and Javanese are analyzed based on the three concepts. From the analysis it is concluded that in some cases language is universal, but in some other cases every language is specific.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"12 1","pages":"210-222"},"PeriodicalIF":0.0,"publicationDate":"2015-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67143704","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.V16I1/54-70
K. Kusumarasdyati
The use of movie videos as an instructional aid in the teaching of English as a foreign language (EFL) should be encouraged due to various pedagogical benefits. This article attempts to suggest a technique of utilizing movies in English listening classes in order to improve the aural perception skills of the learners. It comprises three stages:previewing, viewing, and postviewing. In the previewing stage, learners read a bried description of the theme of the movies to activate their prior knowledge, guess the meaning of certain keywords presented in sentential contexts, or familiarize-either with or without any subtitles-and while doing so they are supposed to answer several questions in written form. Finally, the learners are enganged into a postviewing activity in the form of contrasting cultures reflected in the movies. This technique of teaching listening has proved to be effective in developing listening skills in a foreign language and sentizing them to the target culture, which is an inseparable aspect of language learning.
{"title":"Incorporating Culture into Listening Comprehension Through Presentation of Movies","authors":"K. Kusumarasdyati","doi":"10.15639/TEFLINJOURNAL.V16I1/54-70","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V16I1/54-70","url":null,"abstract":"The use of movie videos as an instructional aid in the teaching of English as a foreign language (EFL) should be encouraged due to various pedagogical benefits. This article attempts to suggest a technique of utilizing movies in English listening classes in order to improve the aural perception skills of the learners. It comprises three stages:previewing, viewing, and postviewing. In the previewing stage, learners read a bried description of the theme of the movies to activate their prior knowledge, guess the meaning of certain keywords presented in sentential contexts, or familiarize-either with or without any subtitles-and while doing so they are supposed to answer several questions in written form. Finally, the learners are enganged into a postviewing activity in the form of contrasting cultures reflected in the movies. This technique of teaching listening has proved to be effective in developing listening skills in a foreign language and sentizing them to the target culture, which is an inseparable aspect of language learning.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"16 1","pages":"54-70"},"PeriodicalIF":0.0,"publicationDate":"2015-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67144572","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.V12I2/149-166
Aridah Aridah
Language should be learned in the cultural context of its speakers. This is because the speakers bring an intention in performing a linguistic act. Failure in understanding the intention of the speakers will lead to failure in responding to the intended message and, thus, failure in using the language. The study of how language is used in a particular context or situation is the focus of pragmatics. An important pragmatic issue concerns with politeness, i.e. showing awareness of another person's public self-image. This article highlights the politeness phenomena and the degree of success in learning English. The issues discussed include the definition of politeness, strategies of politeness, politeness in the Oriental cultures, politeness in the context of Indonesian cultures, and the implication of politeness phenomena in the teaching of English.
{"title":"Politeness Phenomena as a Source of Pragmatic Failure in English as a Second Language","authors":"Aridah Aridah","doi":"10.15639/TEFLINJOURNAL.V12I2/149-166","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V12I2/149-166","url":null,"abstract":"Language should be learned in the cultural context of its speakers. This is because the speakers bring an intention in performing a linguistic act. Failure in understanding the intention of the speakers will lead to failure in responding to the intended message and, thus, failure in using the language. The study of how language is used in a particular context or situation is the focus of pragmatics. An important pragmatic issue concerns with politeness, i.e. showing awareness of another person's public self-image. This article highlights the politeness phenomena and the degree of success in learning English. The issues discussed include the definition of politeness, strategies of politeness, politeness in the Oriental cultures, politeness in the context of Indonesian cultures, and the implication of politeness phenomena in the teaching of English.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"12 1","pages":"149-166"},"PeriodicalIF":0.0,"publicationDate":"2015-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67143582","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.V12I2/242-251
Fachrurrazy Fachrurrazy
In EFLT settings CLT is now criticized due to the difficulties in its implementation. This article presents the criticisms on CLT and suggests alternative ways for TEFL, especially in Indonesia.
{"title":"What about TEFL without Method","authors":"Fachrurrazy Fachrurrazy","doi":"10.15639/TEFLINJOURNAL.V12I2/242-251","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V12I2/242-251","url":null,"abstract":"In EFLT settings CLT is now criticized due to the difficulties in its implementation. This article presents the criticisms on CLT and suggests alternative ways for TEFL, especially in Indonesia.","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"12 1","pages":"242-251"},"PeriodicalIF":0.0,"publicationDate":"2015-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67143883","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.V16I1/79-92
N. Lengkanawati
This is a report of a study which was intended to respond to criticism of the English curricula used in Indonesia which have been claimed by some as failure to make Indonesian students ready in competing with those from other nations. The study tried to portray EFL teachers' competence in West Java and the implications for teacher education. Using a descriptive method, the study investigated proficiency of English teachers in West Java as a tool to assess their readiness in facing the challenge of the implementation of the 2004 English Curriculum and its implication for teacher education. The data concerning teachers' proficiency in Listening, Structure, and Reading Comprehension were collected using a TOEFL-eq
{"title":"EFL Teachers' Competence in the Context of English Curriculum 2004: Implications for EFL Teacher Education","authors":"N. Lengkanawati","doi":"10.15639/TEFLINJOURNAL.V16I1/79-92","DOIUrl":"https://doi.org/10.15639/TEFLINJOURNAL.V16I1/79-92","url":null,"abstract":"This is a report of a study which was intended to respond to criticism of the English curricula used in Indonesia which have been claimed by some as failure to make Indonesian students ready in competing with those from other nations. The study tried to portray EFL teachers' competence in West Java and the implications for teacher education. Using a descriptive method, the study investigated proficiency of English teachers in West Java as a tool to assess their readiness in facing the challenge of the implementation of the 2004 English Curriculum and its implication for teacher education. The data concerning teachers' proficiency in Listening, Structure, and Reading Comprehension were collected using a TOEFL-eq","PeriodicalId":37036,"journal":{"name":"Teflin Journal","volume":"16 1","pages":"79-92"},"PeriodicalIF":0.0,"publicationDate":"2015-09-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67144610","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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