TEFLIN

Abstract: The need to improve the spoken English of kindergarten students in an international preschool in Surabaya prompted this Classroom Action Research (CAR). It involved the implementation of Form-Focused Instruc-tion (FFI) strategy coupled with Corrective Feedback (CF) in Grammar les-sons. Four grammar topics were selected, namely Regular Plural form, Sub-ject Pronoun, Auxiliary Verbs Do/Does, and Irregular Past Tense Verbs as they were deemed to be the morpho-syntax which children acquire early in life based on the order of acquisition in Second Language Acquisition. The results showed that FFI and CF contributed to the improvement of the spo-ken grammar in varying degrees, depending on the academic performance, personality, and specific linguistic traits of the students. Students with high academic achievement could generally apply the grammar points taught after the FFI lessons in their daily speech. Students who were rather talkative were sensitive to the CF and could prov...

Abstract: This study discusses politeness strategies used by teacher and students in two 90-minute English lessons in a senior high school. The data were video-recorded from two different classroom settings where English is the object and the medium of teaching learning process. The analysis is based on Brown and Levinson‘s politeness strategies. The result shows that teacher and students basically employed positive, negative, and bald on-record strategies. Teacher and students’ perception on social distance, the age difference, institutional setting, power, and the limitation of the linguistic ability of the students has contributed to the different choices of politeness strategies. The students tend to use some interpersonal function markers. Linguistic expressions that are used in classroom interaction are addressing, encouraging, thanking, apologizing, and leave–taking. Key word: politeness strategies, pragmatic perspectives, classroom interaction

Teaching and learning to speak English using oral language data drawn from real life communication can be unique experiences for English teachers and students who usually rely on unauthentic written texts of a textbook. This small study focuses on a conversation involving the author and his native speaker counterpart. Entities of the conversation put under analysis and discussion include its register and generic structure, exchanges, prosodic features and communication strategies. The dialogic features of the text are presented in the data collection procedure and description section. The article is expected to provide a perspective for doing similar analysis with other oral data by teachers and advanced learners of English as a second or foreign language. ABSTRAK Mengajar dan belajar berbicara bahasa Inggris menggunakan data bahasa lisan dari komunikasi kehidupan nyata dapat menjadi pengalaman unik bagi guru dan pembelajar yang biasanya bergantung pada teks-teks buku pelajaran yang bersifat tertulis dan tidak otentik. Studi kecil ini difokuskan pada percakapan yang melibatkan penulis dan mitranya seorang pembicara asli bahasa Inggris. Bagian-bagian percakapan yang dianalisis dan dibahas termasuk register dan struktur umum, pertukaran, ciri-ciri prosodik, dan strategi komunikasi. Ciri-ciri dialogis teks disajikan dalam bagian prosedur pengumpulan dan gambaran data. Artikel ini diharapkan memberikan cara pandang untuk melakukan telaah serupa dengan data lisan yang lain oleh guru dan pembelajar tingkat tinggi untuk bahasa Inggris sebagai bahasa kedua atau bahasa asing. Kata Kunci: bahasa lisan kehidupan nyata; pertukaran; prosodi; strategi komunikasi

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 action...

Inspired by the success and informed by the principles of the Extensive Reading (ER) approach, Extensive Listening (EL) and Viewing have started to gain the attention of both L2 researchers and practitioners. The purpose of this paper is to examine the theoretical and research base of EL and the extent to which it is similar to or different from ER, discuss its language learning benefits for L2 students in different learning contexts, and explore different ways EL can be productively implemented in the classroom. Practical suggestions on how to source for freely available EL materials on the Internet and how these can be pedagogically used to enhance language proficiency are also offered. We believe that EL, when systematically implemented, can not only enhance students’ listening skills but also have a positive influence on the students’ overall language development.

One of the many interests in translation studies is to study how meaning is rendered in the target language text (TLT). This is often observed in terms of ‘equivalence of meaning’ as it is meaning that is being transferred. Equivalence can occur at any level: word, group, sentence, text, and even pragmatic level. On working at the pragmatic level a translator often has to refer to the (immediate) context in order that his/her translation can be understood by the TL readers. When the resulted translation is then analysed in terms of how the ‘pragmatic meaning’ has been rendered in the TLT, one of the analytical tools that can be used is the Gricean Maxims. In recent years, there have been renewed interests in the studies and researches related to the Gricean maxims. However, none has been concerned with Indonesian context. This article is, therefore, a preliminary inquiry into this area, particularly to see how the maxims can be problematic when we are faced with concepts of politeness.

This study was aimed at analyzing the similarities and differences between English and Indonesian essays made by EFL undergraduate students. The problems rise from the transfer of first language (L1) cultural conventions to second language (L2) performance. Three rhetorical aspects: general patterns of thought (linear or non-linear), development of ideas, and coherence were compared and analyzed by using content analysis. The results of the analysis showed that EFL students devoted similar rhetoric features in writing English and Indonesian essays. The rhetoric similarity was shared in the use of linearity and non-linearity of ideas, the development of ideas in the whole essays as well as the coherence quality.

Every year the number of Indonesian English Language Teaching (ELT) specialists and professionals increases. These include thosefrom local Indonesian universities which mostly provide first degrees, and also graduates of universities in English-speaking countries such as Australia, the United States and the United Kingdom. Graduates either hold degrees of a M.A., M.Ed. and Ph.D. in Teaching English as a Foreign Language/Teaching English to Speakers of Other Languages, applied linguistics, and even pure linguistics.

This essay argues that Standard English is one among the varieties of English. Although speaking Standard English, as is the case with speaking other languages or varieties claimed to be the standard, might allow the speakers to gain particular privileges, it should not be readily surmised that this variety is more quality than the rest; difference does not necessarily mean difference in quality. As such, Honey's propagation that Standard English is more quality-thus warrants more attention-should be read on guard. This essay outlines whom Honey refers to as the enemies of Standard English. Subsequent to the outline, the essay presents points disclosing Honey's shaky argument. Critical presentation, against the backdrop of Honey's argumentation, of issues about nonnative speakers of English (if they are parties having the potential to corrupt English) will conclude the article.

This article critically discusses the paradigmatic shift in applied linguistics, resulting in a claim that countless real-world language problems fall within its scope, but in reality they weaken the discipline and make it lack a focus. Then it takes a closer look at the nature of these language problems, and picks out, for analysis, real examples of writing problems in ELT in Indonesian context. It further argues that, by focusing primarily on problems in ELT and SLA, applied linguistics reaffirms its well-defined position and underscores its significant contributions to both disciplines. Finally, it concludes the discussion by adding some notes on the question of autonomy in both applied linguistics and in ELT in Indonesia.

This study aimed to assess pre-service teachers’ knowledge base of teaching and the extent they perceive and reflect its implementation in a microteaching course. Employing mixed-methods design, the study involved pre-service teachers in a state university in Special Territory of Yogyakarta. The quantitative data were collected from a test on the pre-service teachers’ understanding of teacher knowledge base of teaching and a survey of their perceptions towards the implementation of teacher knowledge base of teaching in their microteaching practices. The qualitative data were gathered from the pre-service teachers’ reflections. The findings showed that despite the overall good test score average of the pre-service teachers’ knowledge base of teaching and the generally positive self-rating perceptions, the pre-service teachers’ limited and descriptive reflections did not sufficiently depict their actual implementation of teacher knowledge base of teaching in their microteaching practi...

Our sense of space is part of our experiential universals. However, the incorporation of space into words differs across languages. This paper argues that “space” is lexicalized in English but not in Indonesian. English encodes the sense of location and direction into adverbial particles, producing language-specific xpressions. Together with prepositions, adverbial particles also combine with simple verbs producing phrasal verbsand making a highly familiar verb expand itself into a huge range of meanings. Furthermore, the unique syntactic behavior of phrasal verbs is assumed to be the motivation for the phenomenon of “prepositional stranding” in English. The enormous presence of adverbial particles in English and their absence in Indonesian could be problematic for Indonesian EFL learners. This problem can be viewed from two perspectives: inward & outward.

This qualitative study investigates students' perceptions about paraphrasing and their cognitive and meta-cognitive processes in paraphrasing. Four Indonesian advanced EFL students enrolled in Applied Linguistics course of a graduate program in English Language Teaching of a state university in Malang were voluntarily willing to participate in the study. These four subjects did a paraphrasing task requiring them to do concurrent verbal reports while paraphrasing three sentences and one paragraph. Following this, the subjects responded to a questionnaire and then participated in a retrospective interview. The data from the questionnaires were described qualitatively, whereas the verbal reports were transcribed and analyzed for identification of cognitive and meta-cognitive strategies based on the framework of learning strategies by Chamot and Kupper (1989). The subjects’ perceptions about paraphrasing appeared to be in line with the widely accepted definition and criteria of prop...

There are three purposes of this paper, the first of which is to elucidate the theory and principles underlying extensive reading. Long-held principles will be discussed in light of practical classroom and contextual considerations. Secondly, a critical summary of current research on extensive reading that has been conducted in English as a Second Language and English as a Foreign Language contexts and has been published over the last five years will be presented. By highlighting the vast benefits of extensive reading on improving many aspects of L2 learners’ language proficiency, we hope to encourage greater implementation of extensive reading in educational institutions worldwide. Teachers will also become more familiar with future directions in the practice of implementing extensive reading programs such as how to capitalize on the potential of the Internet to monitor and assess learners’ progress in reading extensively. Thirdly, the paper provides directions for future research ...

REGISTER JOURNAL has the perspectives of languages and language teachings. This journal aims at presenting and discussing some outstanding issues dealing with language and language teachings

This journal encompasses original research articles, and short communications, including:

    Phonology
    Morphology
    Syntax
    Semantics
    Pragmatics
    Psycholinguistics
    Sociolinguistics
    Discourse Analysis
    Linguistics in Education
    Linguistics in Literature
    Language Acquisitions
    English Language Teaching (ELT)
    English as Second Language (ESL)
    English as Foreign Language (EFL)
    English for Specific Purpose (ESP)

With the proliferation of online courses nowadays, it is necessary to ask what defines the success of teaching and learning in these new learning environments exactly. This paper identifies and critically discusses a number of factors for successful implementation of online delivery, particularly as far as online language learning is concerned. These include student and teacher characteristics, instructional design, provision of support to instructors and students, technology, and language skills characteristics. I argue that these factors need to be carefully considered when designing online language learning simply because they could potentially impinge on students’ learning and learning experience in these new learning environments.

This article discusses the novel Pygmalionby George Bernard Shaw (1957) which depicts Eliza, a flower girl from East London, who became the subject of an “experiment” by a Professor of Phonetics who vowed to change the way she spoke. The story is an excellent example of a very real and contextual portrait of how language, particularly socio-semantics, play a role in the achievement of communicative competence.

This paper discusses some ideas on activities teachers of young learners make young learners do by way of materials. The paper also gives a number of suggested analyses of selecting or designing an activity to use with young learners. The suggested analyses of the activity deal with goals, input, procedures, outcome, teacher role, learner role and organization. The idea is not only to help young learners understand the language they hear but also to encourage young learners, who developmentally have shorter attention span composed to adults, to learn English naturally.

The need to improve the spoken English of kindergarten students in an international preschool in Surabaya prompted this Classroom Action Research (CAR). It involved the implementation of Form-Focused Instruction (FFI) strategy coupled with Corrective Feedback (CF) in Grammar lessons. Four grammar topics were selected, namely Regular Plural form, Subject Pronoun, Auxiliary Verbs Do/Does, and Irregular Past Tense Verbs as they were deemed to be the morpho-syntax which children acquire early in life based on the order of acquisition in Second Language Acquisition. The results showed that FFI and CF contributed to the improvement of the spoken grammar in varying degrees, depending on the academic performance, personality, and specific linguistic traits of the students. Students with high academic achievement could generally apply the grammar points taught after the FFI lessons in their daily speech. Students who were rather talkative were sensitive to the CF and could provide self-repai...

This article reports on the results of a study concerning the type of texts and their features produced by a student after using mobile technology as a support to improve the development of the students’ writing skills in a second language. The Functional Systemic Linguistic (FSL), Genre Pedagogical Approach (GPA), and mobile learning concepts were employed as theoretical framework. The participant of the research was a freshman student that belongs to an English narrative course in a private university of the Caribbean region, Universidad Del Norte in Barranquilla, Colombia. This case study analyzed the student’s writing during a period of eight-week course, which was then complemented with an interview conducted by the researcher. The results reveal that genre approach can be implemented with mobile technology to increase students’ writing ability. 

This paper was a subset report of a research project on skill-based English learning strategies by Indonesian EFL learners. It focusses on the attempts to reveal: (1) the differences in the use of strategies of learning speaking skill by male and female learners, and (2) the contribution of strategies of learning speaking skill on the learners' speaking proficiency. The data from 595 second year senior high school students from eleven schools in East Java, Indonesia were collected using a 70 item questionnaire of Oral Communication Learning Strategy (OCLS) and a 10 item self-assessment of speaking proficiency. The statistical analysis revealed that gender provided significant effects on the intensity of use of six types of strategies of learning speaking skill – interactional-maintenance, self-evaluation, fluency-oriented, time gaining, compensation, and interpersonal strategies – with female learners reporting higher intensity of use. A further analysis found that four strategy...

The rapid development of digital technology with its likely disruptive impacts on students’ morality and character necessitates teachers to reorient their roles. Teachers need to be skillful in incorporating moral messages and character education in their teaching supported by suitable learning resources. The current research is conducted to fulfill the needs of the English teachers in Islamic junior secondary schools in Indonesia for supplementary materials that can support the integration of Islamic moral messages and values in the teaching of English. These needs were identified from data collected through questionnaires, FGDs, and interviews. The supplementary materials, which were designed based on the needs analysis, underwent expert validation and a pilot study. The final version of the materials consists of ready-to-use-worksheets and teacher's guide and is named the Islamic Life Resource Pack (ILRP).

Abstract: Every language is assumed to be unique, structurally and culturally. Taking this neo-Bloomfieldian assumption at the outset, this paper first points out the inadequacy of sentence grammars for foreign language teaching. Toward this end, the paper further ...

Professional Development (PD) and Professional Learning (PL) are established terms which are used interchangeably but theoretically have notable differences. The former is formally and externally designed while the latter is more informal and self-directed. These differing characteristics have not been observed in the context where PD is normally governed by government policy. As such, there is little to no research on Indonesian English teachers’ practice, preferences and dispositions for PD or PL. A qualitative study was conducted involving four English teachers from Indonesia who demonstrated active participation in professional development and professional learning activities. Developmental interviews were the main source of data. The study showed distinct variance in these teachers’ preference and action for PL through online networks, self-chosen PD and knowledge-sharing interactions with their colleagues. The study observed compliant dispositions and indifferent dispositions ...

It is generally accepted that effective teacher professional development is critical to effective educational improvements and reforms of any educational institution. However, a conventional form of teacher professional development is constrained by time and space and, more often than not, there is a lack of perpetual support to teachers in the wake of a training program. An alternative way of teacher professional development therefore needs to be sought. This article argues that social media and all its facets open up new avenues for sustainable professional development and lifelong learning in which case support can be obtained through virtual learning communities.

Suprasegmentals are of paramount importance in spoken English. Yet, these pronunciation features are marginalised in EFL/ESL teaching-learning. This study was aimed at raising English suprasegmentals through reflective learning method. The Kemmis & Taggart’s model of action research was adopted. The study involved twenty-four undergraduate students at Muhammadiyah University of Purwokerto, Indonesia. The investigation contained two cycles. Data were gathered through observation, recorded conversation, diary, interview, and test. Overall, the study has shown that reflective method using video integrated into communicative activities enhanced students’ pronunciation mastery. Interestingly, some students’ pronunciation to a great extent sounded “more English”.

Indonesian English teachers seem to be very familiar with the term ""communicative approach"". However, they are not well-informed about how this approach has developed in its original context of English as a second language and that there are many forms and types of communicative language teaching (CLT) or communicative approaches used in many different contexts in the world.

There are at least two messages so far concerning the educational visions of the new Minister of National Education Yahya Muhaimin. First, he sees the need to upgrade the quality of Indonesian education so that it can match American standards, in terms of students' creativity development and reading-writing habits.