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Using Short Stories to Teach Language Skills Pardede, Parlindungan
JET (Journal of English Teaching) Vol. 1 No. 1 (2011): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

The notion that the main objective of EFL teaching is to help students to communicate fluently in the target language cause many teachers still believe that an EFL class should focus on mastering linguistic elements only. However, recent trend in EFL teaching indicates the necessity of integrating literature because of its rich potential to provide an authentic model of language use. Among literary genres, short stories seem to be the most suitable choice for this due to its potential to help students enhance the four skills (listening, speaking, reading and writing) more effectively because of the motivational benefit embedded in the stories. The purpose of this article is to familiarize EFL instructors with the effectiveness of using short stories in EFL instruction. After presenting the criteria for selecting a short story, the discussion is focused on how to exploit a short story for enhancing students' language skills.

Blended Learning for ELT Pardede, Parlindungan
JET (Journal of English Teaching) Vol. 2 No. 3 (2012): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Information and communication technology (ICT) has grown exponentially during the past three decades considerably changed many aspects in industrial and trading sectors. Currently, it is revolutionizing education. One of the most important results of the revolution is the emergent of blended learning, which combines the best of face-to-face and ICT application. This article reviews current ideas, practices, and empirical information concerning the nature of blended learning in general and Computer Assisted Language Learning (CALL), a version of blended learning particularly used in English Language Teaching (ELT), in particular. All of these will hopefully enrich creative ideas for implementing blended learning in ELT to enhance our studentâ€™s achievement.

Integrating the 4Cs into EFL Integrated Skills Learning Pardede, Parlindungan
JET (Journal of English Teaching) Vol. 6 No. 1 (2020): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

The accelerative globalization and digitalization in the 21st century have been growingly changing the way we live, interact, learn and work. Consequently, to thrive in the 21st century, besides knowledge and the basic skills, today’s students should also be equipped with what is called the 4Cs (communication, collaboration, critical thinking, and creativity). To meet the challenges, EFL classrooms should not merely focus on students’ language skills development but also integrate the 4Cs into the learning process. This article reviews current ideas and research findings on integrated skills learning, the 4Cs, significance of blended learning in the 4Cs and integrated skills the integration, and offers practical tips for integrating the 4Cs into integrated skills learning.

Use of Mother Tongue in EFL Classes of Secondary Schools In Jabodebek: Students' and Teachers' Perception Pardede, Parlindungan
JET (Journal of English Teaching) Vol. 4 No. 2 (2018): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

This study aims to investigate senior high school students and teachersâ€™ perception of the use of Indonesian in their English classes. To achieve the objective, two sets of questionnaires were administered to gauge the perceptions of 556 students and 15 teachers of 10 senior high schools in Jabodebek (Jakarta, Bogor, Depok, and Bekasi). The findings revealed: (1) the majority of both students and teachers preferred to use Indonesian in their English classes; (2) they believed Indonesian is helpful in language skills development, language components learning, learning materials understanding and classroom interactions; (3) the students preferred the predominantly use of Indonesian, while the teachers preferred the predominantly use of English during the class hour; (4) the higher their grade, the higher amount of English the students would like to have in their English classrooms; and (5) teachers with longer teaching experience tended to expect the use of bigger proportion of Indonesian in English classrooms.

Improving EFL Students' English Pronunciation by Using the Explicit Teaching Approach Pardede, Parlindungan
JET (Journal of English Teaching) Vol. 4 No. 3 (2018): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Due to several reasons, pronunciation instruction had often been neglected in English as a Foreign Language (EFL) classes. Consequently, many EFL learners always find it difficult to speak confidently because of their poor pronunciation. This study is a three-cycled action research aimed at enhancing EFL students' pronunciation by using the explicit teaching approach. The participants were 21 students majoring in English Education at Universitas Kristen Indonesia who attended Integrated Skills IV class in the even semester of 2015/2016 Academic Year. The participants were provided with special practices on pronunciation, including watching a video or listening to English expressions containing elements of English pronunciation difficult to them, drillings the elements, recording and transcribing their utterances, and comparing the transcriptions with those of native speakers'. Data were collected through tests and questionnaires. The results revealed that the explicit teaching approach enhanced the participants' English pronunciation skills, as shown by the increase in their average scores in the four tests administered during the implementation of the actions. The survey results revealed that for the participants the approach was interesting, helped pronunciation development, and increased self-confidence in English speaking. Keywords: action research, pronunciation, explicit teaching

Pre-Service EFL Teachers' Perception of Blended Learning Pardede, Parlindungan
JET (Journal of English Teaching) Vol. 5 No. 1 (2019): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Due to its great prospects to maximize the advantages of both online learning and face-to-face learning, blended learning (BL) has been growing as one of the most important educational advances of the 21st century. Current studies have revealed that BL is very potential to help address students' diverse needs and learning styles, advance students' learning experience by developing their engagement, motivation, and capacity for reflection, and provide learners with direct experience with technology-supported skills essential for 21st-century success style. This study aimed at investigating the perception of pre-service EFL teachers of blended learning in learning English as a foreign language (EFL) setting. Employed a mixed methods research design, quantitative and qualitative data were collected from 32 students of the English Education Department of Universitas Kristen Indonesia Jakarta. The findings revealed that the students' perception of blended learning was positive. The participants also valued learning using the online platform not only because it offers convenience, flexibility, and immediate access but also increases their engagement and independence and develops their technical and information literacy skills. However, they viewed face-to-face instruction more effective for it is more realistic due to the presence of direct interaction, immediate response, and the convenience of reading printed texts.

Print vs Digital Reading Comprehension in EFL Pardede, Parlindungan
JET (Journal of English Teaching) Vol. 5 No. 2 (2019): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Printed texts have long been used as the prime medium of learning to read and reading to learn. However, the ubiquity of technology has emerged digital texts, and the accelerating influx of digital texts requires new comprehension skills and strategies. This article reviews and synthesizes current ideas and research findings on digital reading in EFL context to provide a more solid theoretical basis for digital texts use in reading comprehension programs. Discussion in this article begins with the comparison of the nature of conventional or print reading versus digital reading and the characteristics of printed texts versus digital texts. After that, the discussion proceeds to the findings of relevant studies concerning the effect of digital reading to comprehension, students and instructors' perception of digital texts, and strategies for reading digital texts.

Using Fiction to Promote Students’ Critical Thinking Pardede, Parlindungan
JET (Journal of English Teaching) Vol. 5 No. 3 (2019): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

The importance of critical thinking (CT) to support every individual’s success in academic, personal and social life has long been acknowledged. The accelerating advancement of technology makes the need for CT more crucial. However, due to various factors, CT development through the educational process has not been satisfactory. This article reviews current ideas and studies on the nature of CT, the nature of fiction and their role in developing CT. To get ideas about how to implement using fiction to promote CT, the article ends with the practical description of a step by step of using fiction to promote CT through an instructional model.

Current Studies on the Use of Edmodo in EFL Learning: A Review Pardede, Parlindungan
JET (Journal of English Teaching) Vol. 3 No. 3 (2017): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

The growing interest to integrate Edmodo into EFL classroom since its inception about a decade ago has significantly increased studies exploring it as the research area. However, reviews of these studies are still rare. Thus this paper aimed to review 24 current studies focusing on the integration of Edmodo into EFL learning and teaching to draw a general picture of the research designs employed, insights and ideas concerning the adoption of Edmodo in EFL environments, and who were the participants of these studies. The review was conducted using the constant comparative method. The review results showed that (1) the majority of the studies employed designs related to descriptive qualitative methods; (2) research focuses consisted of effects of Edmodo on EFL learning outcomes, impacts of Edmodo towards students’ learning attitude and motivation, perceptions of Edmodo use, and evaluation on Edmodo implementation in EFL learning; and (3) the participants of the study were mainly university students.

Secondary School EFL Teachers’ Perception of ICT Use in Learning and Teaching: A Case Study in Greater Jakarta Pardede, Parlindungan
JET (Journal of English Teaching) Vol. 6 No. 2 (2020): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/jet.v6i2.1976

The influx of ICT tools into EFL classrooms has provided an increasing range of possible solutions for refining teaching and learning inputs, processes, and outcomes, and their use can benefit students and teachers. However, ICT implementation in the learning process is affected by various factors, among which teachers’ perception is the most significant. This study aimed at investigating teachers’ perceptions of ICT use in EFL learning activities. To attain the aim, data as collected by asking 32 EFL teachers from various junior and senior high schools in Greater Jakarta to fill in a questionnaire consisting of 60 closed-ended questions. To triangulate and elaborate the quantitative data, 5 open-ended questions were asked to 8 of the participants selected as the interviewees. The results indicate that the teachers had a good level of perception of ICT use in EFL learning and teaching activities. The majority of them had integrated ICT in their EFL classrooms. Regarding the issues related to facilities and technical expertise they sometimes encountered, they either asked for help from technicians or colleagues. Many of them also agreed with the importance of attending training to enhance their skills in using ICT in learning and teaching.

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