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Vision: Journal of Language and Foreign Language Learning
ISSN : 22528385     EISSN : 25414399
VISION: Journal for Language and Foreign Language Learning, published twice a year, this journal, serving as a forum for the study of language teaching learning in Indonesia and other parts of the world within its local and challenging global context, supports focused studies of particular theme and interdisciplinary studies. VISION: Journal for Language and Foreign Language Learning has become a medium of diffusion and exchange of ideas and research findings, so much so that researchers, writers, and readers from various traditions of learning have interacted in the scholarly manner. This journal warmly welcomes contributions from scholars of related disciplines.
Articles
67
Articles
A Teacher’s Beliefs and Practices of Using Video to Teach Speaking: A Case Study At SMA As-Salam Surakarta

Masyhudianti, Ummy Khoirunisya', Masithoh, Hanita, nisa, Khoirun

Vision: Journal for Language and Foreign Language Learning Vol 7, No 1 (2018)
Publisher : Faculty of Teacher Training and Education, Universitas Islam Negeri Walisongo Semarang

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Abstract

In the 21st century era, the implementation of technology in the form of common digital media and resources has been applied by teachers in language teaching and learning process. One of the digital media broadly used in teaching is video. It provides many advantages to promoteand improve students' speaking skill. This study aims to investigate the teacher's beliefs and the practices of using video in teaching speaking at the Ten Grade of SMA As-Salam Surakarta. A qualitative method was employed as the design of this study. An English teacher voluntarily involved as the participant. The data were collected through in depth-interview. The findings were categorized into three majors: 1) Teacher's belief in teaching speaking using video; 2) The reflection of those beliefs in classroom practices; 3) Factors shaping the teacher's beliefs and the practices. The result showed that there is no discrepancy between the teacher's beliefs and teaching practices. This study has a contribution to the development of English foreign language teaching. Hence, it is suggested that the English teacher should highlight their beliefs in order to create effective teaching practices.

A Comparative Study on Group-Based Learning Using STAD and SGD Toward Students’ Writing Achievement of Descriptive Text

Wahyuni, Sri

Vision: Journal for Language and Foreign Language Learning Vol 7, No 1 (2018)
Publisher : Faculty of Teacher Training and Education, Universitas Islam Negeri Walisongo Semarang

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Abstract

This study discusses a comparative study of group-based learning method between STAD and SGD toward students’ writing achievement of descriptive text on the tenth grade of SMK SalafiyahKajen in the academic year of 2017/2018. The purpose of the study was to differentiate those two methods, which were then found the appropriate method between STAD and SGD for learning writing skill. This study used a mixed method by using comparative design. The subject of this study were the students at the tenth grade of SMK SalafiyahKajen, students’ class RPL 2 and TB. The students from both of the class had different treatment which RPL 2 was treated using SGD and TB was treated using STAD. The technique of data collection was a test, observation, and documentation. The test consisted of two tests; they were pre-test and post-test. After collecting the data, it was found that the average score of pre-test of SGD group was 50.06 and for STAD group was 47.75; meanwhile, the average score of post-test of SGD group was 68.70 and for STAD group was 63.10. So, the computation of t count was 5.031, and the t table was 1.69. The t count was higher than t table, which stated that Ha was accepted. It meant that there was a significant difference between students' writing achievement which was taught by using STAD and SGD. The conclusion defined that SGD was better than STAD to be applied in learning writing.

Student Teachers Difficulties in Teaching English to Hotel Staff

Setyarini, Maria Christina Eko

Vision: Journal for Language and Foreign Language Learning Vol 7, No 1 (2018)
Publisher : Faculty of Teacher Training and Education, Universitas Islam Negeri Walisongo Semarang

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Abstract

Professional English teachers often find it difficult when they have to teach English for Specific Purpose (ESP) as they need to do extra works like doing need analysis and creating the specific syllabus before teaching to make sure that the teaching-learning process will go smoothly. Student teachers, who have less experience in teaching, are likely to face greater difficulties in teaching ESP. The study aims at finding out student teachers difficulties in teaching English to hotel staff. Therefore, eight student teachers who recently taught English to hotel staff in their teaching practicum were asked to write about their experience in teaching in form of reflections. The study reveals that the eight student teachers who taught different hotel staff in four customer related divisions, front office, housekeeping, marketing, and food and beverage face similar difficulties. The difficulties are mostly related to the hotel staff. They are teaching facilities, time management, different levels of English proficiency, and low self-efficacy. It is expected that the finding can be useful for student teachers who will do their teaching practicum in hotels, also for those who are interested in studying ESP especially in teaching English to hotel staff.Professional English teachers often find it difficult when they have to teach English for Specific Purpose (ESP) as they need to do extra works like doing need analysis and creating the specific syllabus before teaching to make sure that the teaching learning process will go smoothly. Student teachers, who have less experience in teaching, are likely to face greater difficulties in teaching ESP. The study aims at finding out student teachers difficulties in teaching English to hotel staff. Therefore, eight student teachers who recently taught English to hotel staff in their teaching practicum were asked to write about their experience in teaching in form of reflections. The study reveals that the eight student teachers who taught different hotel staff in four customer related divisions, front office, housekeeping, marketing, and food and beverage face similar difficulties. The difficulties are mostly related to the hotel staff. They are teaching facilities, time management, different levels of English proficiency, and low self-efficacy. It is expected that the finding can be useful for student teachers who will do their teaching practicum in hotels, also for those who are interested in studying ESP especially in teaching English to hotel staff.

A Portrait of Learner’s Autonomy through Metacognitive Strategy on Reading Comprehension (A Study At SMP N 32 Semarang)

Septiningrum, Kartika Ayu, Tarwiyah, Siti, Mariam, Siti

Vision: Journal for Language and Foreign Language Learning Vol 7, No 1 (2018)
Publisher : Faculty of Teacher Training and Education, Universitas Islam Negeri Walisongo Semarang

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Abstract

Autonomy or the capacity to take charge of one's learning is seen not only as a favorite topic but also as a crucial necessity in language learning.In Indonesia, the principle of autonomous learning was implemented in the 2013 curriculum. This research aimed to capture the practice of learner autonomy and its role in the learning process through a strategy which is used in practicing autonomy. Metacognitive strategy, which has a planning process, monitoring process, problem-solving process, and evaluating process is necessary for learners' autonomy. The qualitative research method was used in conducting this research. Three data collection methods were used in capturing the data in all metacognitive's process. Each method has its dimension in collecting the data. A participatory observation was used to collect data from activeness dimension. A student questionnaire was used to find out awareness dimension while an interview was used for responsibility and ability dimensions. The data from these data collection methods were triangulated. This research has the flexibility to be conducted in any institution where the 2013 curriculum is implemented. SMP N 32 Semarang was chosen for this reason. Based on the research, the learners are autonomous, they are active, aware, responsible, and able to take control of their learning in all metacognitive strategy processes (planning, monitoring, problem-solving and evaluating), yet they are not completely free from teacher’s guidance, they need it in making a plan, monitoring, solving problem, and evaluating their learning.

Teacher’s Directive Speech Acts at Kindergarten School

Sari, Kharisma Puspita

Vision: Journal for Language and Foreign Language Learning Vol 7, No 1 (2018)
Publisher : Faculty of Teacher Training and Education, Universitas Islam Negeri Walisongo Semarang

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Abstract

The research is field research with descriptive qualitative research. The research aims to determine and investigate the teacher's directive speech acts at kindergarten school. The research investigates a teacher in a day of teaching-learning activity at kindergartenschool. Deeply, the research investigates a whole sequence of activity in the class. Actually, there are 6 sessions of the learning activity determined such as; 1) forming in line, 2) circle time, 3) praying up, 4) learning activity, 5) take a rest, 6) learning evaluation and review, 7) praying up, 8) singing a song, 9) closing session. From this sequence of activities, there are three types of directive speech acts which is often used by teacher at certain kindergarten school like requests, requirements, and questions. Specifically, there are several types of directive speech acts in details used by the teacher such as asking, interrogating, inquiring, invite, command, order, hope, suggest, prohibit, advice, and others.

Developing Students’ Participation in a Mixed-levels Reading Class via Cooperative Integrated Reading and Composition (CIRC)

Sulistianingsih, Endang

Vision: Journal for Language and Foreign Language Learning Vol 7, No 1 (2018)
Publisher : Faculty of Teacher Training and Education, Universitas Islam Negeri Walisongo Semarang

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Abstract

Students, especially at the higher level need to bean efficient reader to comprehend somereading materials from varied sources associated with their studies. Teaching reading becomes not easy sincethe teacher has to face the problems on how to teach reading in a mixed-levelsreading class? How can all students become motivated more active in reading class? How to promote cooperation among students with divergent competency and motivation? To address such questions, this paper demonstrates how reading skill, participation, and cooperation can be developed through CIRC. The research was a case study where quantitative and qualitative were mixed. The participants of this research were students of communication studies at the Social and Political Science Faculty in higher education. Eighteen students participated in this research. The participant was took using saturation sampling. The data was collected through observation to determine students’ participation and reading comprehension test to measure the student’s reading comprehension level.CIRCwas used as teaching instruction during the intervention.  Through this method, learning reading can increase good interrelationship, individual and group responsibility, interpersonal and small group skills.  Therefore, a presence of cooperation is established, comprehension can be developed, and passive students become active while active students become active. This research is useful for EFL teacher who teaches in a big class where his/her studentshave different levels of reading proficiency.

Students’ Perception in Teaching Writing through Facebook Group in EFL Class

Friatin, Lilies Youlia

Vision: Journal for Language and Foreign Language Learning Vol 7, No 1 (2018)
Publisher : Faculty of Teacher Training and Education, Universitas Islam Negeri Walisongo Semarang

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Abstract

This paper is a case study on teaching writing through the Facebook group in EFL class which is intended to examinethe students' perceptions on the use of the Facebook group in teaching and learning EFL writing. Descriptive qualitative by conducting closed-ended questionnaire to 17 students at the twelfth grade of SMAN 2Ciamis which were selected purposively as the respondents. The findings asserted that the students' perceptions toward the use of Facebook group in teaching and learning EFL writing showed the positive influence that the application of Facebook group gave positive effects to the students, it motivated and made the students enjoy in learning writing.

The Integration of Dynamic Assessment in L2 Classroom: How Students Perceive it?

Kusumaningrum, Widya Ratna, Ferri Karma, Prima

Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018)
Publisher : Faculty of Teacher Training and Education, Universitas Islam Negeri Walisongo Semarang

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Abstract

The present study focuses on the implementation of traditional diagnostic test for speaking skill in the form of an interview with no specific set of corrective procedure. However, it triggers more increasing worries on the significance of standardized test such as not being able to unlock students’ speaking potential. This study highlights on Dynamic Assessment (DA) based on the Vygotsky’s Sociocultural Theory (1978). Fundamentally, DA inserts mediation process such as prompts, hints, and leading questions in its interview process. This study compares the efficacy of Dynamic Assessment (DA) and the standardized diagnostic test/Non-Dynamic Assessment (NDA) in diagnosing and unlocking their potential. Using a quasi-experimental research with non-equivalent group design (NEGD), this study focused on four micro speaking skills including pronunciation, vocabulary, grammar, and fluency. The results suggested that the use of DA was able to identify their current speaking performance and uncover their speaking potential even if some were claimed to have the similar speaking level. While, the standardized test (NDA) emphasized only on the current performance and was not able to elicit their potential.

Designing A Language Lesson: Pedagogical and Linguistic Perspectives

Hidayat, Didin Nuruddin

Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018)
Publisher : Faculty of Teacher Training and Education, Universitas Islam Negeri Walisongo Semarang

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Abstract

Designing a language lesson is a challenging task for teachers. In order to have a good language lesson, teachers cannot just rely on the textbook. They need at least to develop the lesson from the textbook or even to design their own lesson. Teachers also need to consider how they are going to apply the lesson planned in the classroom. Another consideration would be to integrate the specific language skill and/or element with the other skills. This is essential in order to achieve the utmost results of teaching and learning. This paper discusses a language lesson in the area of grammar - Used To  - designed by the author. The lesson is not only intended to expose learners with the structure and rules of grammar, but also allow learners to practice the grammar in use. Hence, the developed grammar lesson aimed to improve the communicative competence of the learners. Considering the wide aspect of teaching analysis, the present article focuses on the application of the lessons in the classroom, the aspects of language skills covered, as well as the linguistic foundation for the exercises. It is hoped that this article can provide insights to language educators in developing grammar lessons that cater to the considerations of pedagogical and linguistic perspectives.

Coaching Program to Develop Teachers’ Pedagogical Competence: a Description of Experience

Tarwiyah, Siti, Dewi, Nuna Mustikawati, Widyaningrum, Lulut

Vision: Journal for Language and Foreign Language Learning Vol 7, No 2 (2018)
Publisher : Faculty of Teacher Training and Education, Universitas Islam Negeri Walisongo Semarang

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Abstract

The educational practices of Indonesian schools today are executed under the 2013 Curriculum. Although it has been implemented 5 years, problems of its realization are still found. It is partly due to insufficient knowledge and skills of teachers in terms of planning, implementing, assessing and evaluating a sequence learning processes. Coaching is one of professional development programs which may enhance teachers’ skill and will. It emphasizes on good relationship between the coach and the coachee so that they can work as coworkers so that it makes the coachee feel at ease to consult the problems of learning.  This paper shares some experiences of a coaching program to develop 7 teachers’ pedagogical competence of 5 Islamic Junior High Schools in Semarang. The implementation covers assessing needs, developing materials, designing assessment, presenting materials, implementing the materials, and making reflection.