| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 53-56 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 12-15 |
| Abstraksi Narasi | : | For many years while directing a university intensive English program, I worked with experienced writing teachers and graduate student teacher-interns. The teacher-interns had completed some TESL methodology courses but had little or no teaching experience. As a master teacher of new writing teachers, I had the opportunity to help many of them implement process writing as described by Leki(1991) and discussed in greater detail by Reid (1993), Like (1992), and White and Arndt (1991). These intensive English program writing teachers offered their students topics that were meaningful to them. The teachers taught prewriting techniques, asked students to write multiple drafts of essays, and gave students multiple opportunities for feedback about their drafts---sometimes through peer editing groups, sometimes through written teacher comments and sometimes through one-to-one conferences with the teacher about their drafts. Often these teachers would ask me for advice on how to respond to students` drafts. I found it helpful to give new teachers commenting guidelines on how to respond effectively. I developed these guidelines while working closely with several experienced California State University, Fresno writing teachers and the recently revised them to make observations more effective and efficient. When following the new guidelines, teachers give focused feedback, consisting of several full sentences, in response to preliminary drafts. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 51-53 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 8-11 |
| Abstraksi Narasi | : | Students at many universities often fail to reach their full potential as English language learners due to low motivation. Some of the factors that effect their motivation relate to the country`s education system in general. Others reflect institutional and cultural views of language learning in particular. Although this article will draw examples from the South Korean context, it is assumed that the problems described and the solutions proposed can be applied to contexts worldwide. |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 50-51 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 30-36 |
| Abstraksi Narasi | : | Even though a large number of universities and colleges teach English and have attracted students from all over the Arab World, the attitude towards acknowledging the `` English`` tradition and the very concept of its role and purpose are changing drastically. At present, there is a heated debate about the issue in general: Are Arab students actually interested in learning language or literature? And how much literature (whether British or American) should be included in the curriculums? Further questions arise such as: What literature is appropriate, poetry or prose, modern or non-modern? Do we teach its history and cultural background, or do we simply teach the text itself ( the words on the page)? Do we need to focus on the text as language or go beyond the text? Attempts to answer these questions generate great amounts of controversy. On top of these unavoidably controversial questions is yet a more complex, challenging, and subtle question: Are not many of the cultural and social values embodied in the English literary tradition alien and opposed to the moral values held by Muslim Arab students? Or, in clearer terms, what kind of relationship is there between non-native literatures and the Arab students` moral character? The question will in turn lead to a cluster of other thematically related questions such as: Is it not rather risky to teach Arab students literature that poses a major moral, cultural, and social problem for English departments? What advantages are there in teaching a foreign literature? What moral effect (or effects) does foreign literary text have on our students? |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 49-50 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 46-47 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 45-46 |
| Abstraksi Narasi | : | - |
| Nama Pengarang | : | - |
| Nama Majalah/Jurnal | : | English Teaching Forum |
| Volume / Nomor Edisi | : | - |
| Nomor Halaman | : | 40-43 |
| Abstraksi Narasi | : | - |
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