Articles
<![CDATA[Secondary School Students’ Perception of ICT Use in EFL Classroom ]]>
<![CDATA[Pardede, Parlindungan]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 6 No. 3 (2020): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v6i3.2215
<![CDATA[Its huge potential to facilitate learning has made information and communication technology (ICT) use grow as one of the main advancements in the education sector in the 21st Century. This study aims at exploring secondary school students’ perceptions of ICT use in the EFL classroom. To achieve the objective, 197 students in 15 secondary schools located in Jakarta, Depok, and Bekasi were surveyed using a questionnaire. The data obtained were analyzed employing the descriptive analysis technique. The results showed that the participants’ perception was positive and high in some dimensions of ICT use in learning but low in one dimension. Positive and high perceptions were found in (1) the potentials of ICT use to increase learning interest and motivation; (2) the impacts of ICT use in learning; (3) ICT educational values; and (4) ICT use self-efficacy. It was also found that the participants used ICT more frequently for entertainment and socio-economic purposes than for learning activities. Finally, a majority of the participants thought taking formal ICT training to enable them to effectively use ICT in learning is not necessary.]]>
<![CDATA[A Review of Current Conceptual Research on Short Stories Use in EFL Classrooms ]]>
<![CDATA[Pardede, Parlindungan]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 7 No. 1 (2021): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v7i1.2595
<![CDATA[Literature use in EFL learning and teaching has regained great attention in the last decades, and among all literary genres, short stories are regarded the most effective to fuse in EFL classrooms. Conceptual research exploring the use of short stories has significantly increased. However, reviews identifying the insights and ideas concerning the what, why, and how of using short stories in EFL classrooms in these articles are still rare. Thus this paper aimed to review 14 conceptual research published in 2011-2020 and indexed in Google Scholar focusing on short stories use in EFL learning and teaching to draw a general picture of the underlying reasons and difficulties in using short stories, considerations for selecting short stories, and how to exploit short stories in the classroom. Based on the analysis employing the constant comparative method, this paper reports the results. After discussing the findings, some suggestions are recommended.]]>
<![CDATA[Recent Experimental Research on Short Story Effectiveness in EFL Classrooms: A Review ]]>
<![CDATA[Pardede, Parlindungan]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 7 No. 2 (2021): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v7i2.3033
<![CDATA[In the past decades, there has been a strong belief that short stories are powerful pedagogical tool educators can use to help EFL students optimize their learning, Much has been said about short stories’ effectiveness in the reinforcement of language skills development and language components learning. They are also claimed to be more effective than other materials and tools to empower EFL students to use English in socially and culturally appropriate ways as they facilitate students to engage with rich, authentic target language uses (Cameron, 2001) and offer motivating source to transmit information and ideas, nurture values and beliefs, and convey subliminal messages (King, 2001). Yet, available studies still lack essentials like what specific aspects of EFL learning have profited from short story use and how short story efficacies were exactly measured. This review aims at exploring the trend in 35 experimental research on short stories use in EFL classrooms published in 2011-2020, what they say about short stories efficacy, and the identified gaps that future research needs to address. The results will hopefully provide teachers, researchers, curriculum designers, and policymakers with a clearer understanding of short stories use in EFL classrooms.]]>
<![CDATA[Pre-Service EFL Teachers and Faculty Members' Views on the Challenges and Complexities of Online Research Supervision amid COVID-19 ]]>
<![CDATA[Pardede, Parlindungan]]>;
<![CDATA[Purnamasari, Asri]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 7 No. 3 (2021): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v7i3.3370
<![CDATA[Undergraduate research supervision has long been one of the most intricate learning issues due to its complexities and challenges. The policy to learn from home during COVID 19 pandemic could have increased the complexities and challenges. This study aimed at discovering the nature of problems and challenges of undergraduate research supervision in the English Education Department of Universitas Kristen Indonesia Jakarta, Indonesia. Employing a qualitative method using a content analysis approach, this study was conducted in October to November 2020 involving 5 faculty members and 15 students who participated in the research supervision held amid COVID 19. Data from the faculty members were gathered through a questionnaire and semi-structured interviews, and data from the students were gathered using a questionnaire and focus group discussions. The obtained data were analyzed using the qualitative content analysis technique. The results revealed that the students viewed the online undergraduate supervision during COVID as very complex and challenging due to their limited research and writing skills, inability to access the research fields, inadequate ICT skills for research, absence of face-to-face communication, and ICT constraints. Both supervisees and supervisors generally viewed the online research supervision was more complex and challenging than the traditional face-to-face research supervision.]]>
<![CDATA[Indonesian EFL Students’ Perception of Online Learning as Expressed through Metaphors ]]>
<![CDATA[Pardede, Parlindungan]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 9 No. 2 (2023): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v9i2.5074
<![CDATA[Language learning can get two essential benefits from metaphor, as it is an effective tool for language learning and a useful tool for revealing abstract, obscure, and tacit ideas. One of the most problematic phenomena in education today is online learning (OL). Although all higher learning institutions have adopted it for almost three years, OL is still far from being effective. To get a better understanding of OL, this study aims at exploring EFL students’ experience and perception of OL employing metaphor analysis. Involving 69 students of a private university in Jakarta, Indonesia, data was collected online through Google Form in which the participants were asked to complete a sentence running “Online learning is like … because ….” The gathered metaphors were then analyzed using the content analysis procedures. The results showed the most predominantly metaphors produced by the participants are positive (32 items), followed by negative metaphors (25 items), and neutral metaphors (2 items). Based on the discussions, some suggestions are recommended for further research and OL practices improvement.]]>
<![CDATA[English Education Students' Thesis Abstracts Error Analysis: An EFL Learners’ Corpora Study ]]>
<![CDATA[Pardede, Parlindungan]]>;
<![CDATA[Lustyantie, Ninuk]]>;
<![CDATA[Iskandar, Ifan]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 9 No. 3 (2023): Journal of English teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v9i3.5266
<![CDATA[Over the last decades, applied linguistics and language teaching/learning have investigated language errors committed by learners for both diagnostic and prognostic purposes. Initially, error analysis was conducted manually and involved a limited number of corpus. However, computer software advancement has facilitated much larger amounts of data analysis. This study aimed at analyzing the errors identified in undergraduate thesis abstracts written by 28 students of an English Education study program in Jakarta. Data were analyzed using UAM Corpus Tool. The results show that, successively, the types of errors most frequently committed in the corpus are: (1) grammatical errors; (2) phrasing errors; and (3) punctuation errors; while the rarest errors are pragmatic errors and lexical errors. These findings indicate that the students need to improve their mastery of grammatical rules, ability to prevent their first language interference, and skills to use correct punctuation to empower them to write more effective thesis abstracts.]]>
<![CDATA[Collaborative Writing in EFL Settings: A Review ]]>
<![CDATA[Pardede, Parlindungan]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 10 No. 1 (2024): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v10i1.5631
<![CDATA[Despite the use of various approaches in writing classes, writing is still the most difficult language skill to master for most ESL/EFL learners. To overcome the problem, collaborative writing has been recommended since the 1970's. Since this approach involves learners in the activities of understanding, manipulating, producing, and interacting which facilitates them not only to practice writing, it is believed to be effective in helping the learners become better writers. This article reviews related publications on collaborative writing to provide insights and recent developments in collaborative writing implementation in EFL settings. Research on its implementation in ESL settings does reveal its effectiveness in improving learners' writing skills. However, due to linguistic experience and socio-cultural background differences between ESL and EFL learners, what works effectively in ESL does not automatically work well in EFL. To implement collaborative writing fruitfully in their EFL classes, teachers need to provide a conducive and supportive learning environment and effective guidelines for the entire writing process.]]>
<![CDATA[The Strands and Findings of Recent Research on Technology-enhanced Collaborative Writing in EFL Settings: A Systematic Review ]]>
<![CDATA[Pardede, Parlindungan]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 10 No. 2 (2024): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v10i2.6035
<![CDATA[More and more researchers and educators have recently focused their attention to technology-enhanced collaborative writing (TECW) in English as a Foreign Language (EFL) setting. Yet, the updated review focusing on research in this field is meager. This study aims at helping researchers and educators get a deeper understanding of the features and development tendencies of recent research on TECW in EFL setting. It systematically reviewed 45 empirical studies published from 2014 to 2023, focusing on strands and findings. In terms of research strands, the results showed the writing process, outcomes, and students and teachers’ perceptions and attitudes. In terms of research findings, the review results showed that TECW was effective in enhancing students’ writing performance, developing a sense of community, engagement, motivation, collaboration, and satisfaction. The studies’ findings also revealed that students and teachers demonstrated a strong disposition towards TECW practices.]]>
<![CDATA[Synchronous Vs. Asynchronous Online Language Learning Post-Covid-19 ]]>
<![CDATA[Pardede, Parlindungan]]>;
<![CDATA[Angelianawati, Luh]]>
<![CDATA[ Pioneer: Journal of Language and Literature Vol 16 No 2 (2024) ]]>
Publisher : <![CDATA[Faculty of Letters, Universitas Abdurachman Saleh Situbondo ]]>
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DOI: 10.36841/pioneer.v16i2.4227
<![CDATA[The concepts of EFL learners’ perceptions of online learning in current literature were generated by research conducted before and amid the COVID-19 pandemic. Due to the different status of online learning post-COVID-19, these concepts might have been unfashionable. This explanatory sequential mixed methods study aimed to uncover pre-service EFL teachers’ perceptions of asynchronous online learning (AOL) and synchronous online learning (SOL) post-COVID-19 pandemic to fill in the gap. Involving 34 pre-service EFL teachers at Universitas Kristen Indonesia, data were collected and triangulated using a survey and a semi-structured interview. The results revealed that the participants had positive perceptions of AOL and SOL. However, their perception of AOL was higher in terms of engagement, interaction, collaboration, and advantages than that of SOL. The latter was higher only in social presence, indicating the AOL’s superiority over SOL. The participants also believed that, if designed well and supported by high-quality tools, an internet connection, and bandwidth, both AOL and SOL can facilitate a robust learning environment for EFL learning and teaching. Thus, future research should focus on instructional designs of both AOL and SOL (or their combination) that can optimize their power for delivering learning materials and experiences.]]>
<![CDATA[EFL Pre-Service Teachers' Perceptions of their Experience in Using Short Stories in a Bichronous E-learning Environment ]]>
<![CDATA[Pardede, Parlindungan]]>;
<![CDATA[Purnamasari, Asri]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 11 No. 1 (2025): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v11i1.6630
<![CDATA[Short stories and e-learning are two effective tools for EFL learning and teaching due to their potential to promote language, communication, cultural understanding, and thinking skills and to facilitate enjoyable, interesting, and encouraging learning. Yet, studies exploring students' experience in using literature and EFL e-learning environments are still meager. This study aimed at exploring the perceptions of eight EFL pre-service teachers at Universitas Kristen Indonesia. Jakarta of their experience in using short stories in an EFL e-learning environment. To elucidate their voices of their experiences, data collected employing FGDs and semi-structured interviews was analyzed using the content analysis technique. The results revealed that the majority of the participants had a positive perception of using short stories to learn English in a bichronous (combination of synchronous and asynchronous) e-learning environment. They viewed that short stories use through a bichronous e-learning platform in the course effectively developed their language skills, honed their research skills, made learning convenient and interesting, and broadened their knowledge and cultural understanding. Many of them were even encouraged to keep on reading online short stories for pleasure. Thus, short stories can be an effective tool for enhancing the performance of EFL learners studying through bichronous e-learning.]]>
