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A Classroom-Based Assessment of EFL Academic Essay Writing Class: Who Gets the Benefits? Purnamasari, Asri
JET (Journal of English Teaching) Vol. 4 No. 2 (2018): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Classroom-based assessment (CBA) has been implemented globally at many levels of educational system such as in the United Kingdom, Canada, Australia, New Zealand, USA, Singapore, as well as in Africa. In Indonesia, CBA might effectively be implemented in all stages of education since this way of assessment offers improvement in the teaching and learning process. This essay explores the design and implementation of CBA, which focuses on academic EFL essay writing for teacher trainees in Indonesia. Based on my reflection on taking English as a Foreign Language (EFL) Academic Essay Writing class, I found that applying a classroom-based assessment could give two benefits. The first is for the improvement of the teaching and learning process in order to reach the study objectives. The second is to facilitate the study program for creating qualified and competent English language teachers in the area of producing competent academic essay writings.

Pre-Service EFL Teachers' Perception of Using Facebook Group for Learning Purnamasari, Asri
JET (Journal of English Teaching) Vol. 5 No. 2 (2019): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

The current development of ICT has been revolutionizing education. The revolution has now overflown learning beyond the four walls boundary of the classroom. By using ICT, students today can learn anytime and anywhere. This study aimed to explore pre-service EFL teachers' perception of the use of Facebook Group (FBG) in learning. Employed a mixed methods research designed, quantitative and qualitative data were collected from 56 (29 first-year and 27 second-year) students of the English Education Department of Universitas Kristen Indonesia Jakarta using a questionnaire and interview. The finding revealed that the majority of the participants had positive perception towards using FBG as a learning platform. However, since their experience in the informal language learning environment through FBG was new, their view towards the use of FBG for interpretative communication activates was lower than for interpersonal communication.

What EFL Learners Say about YouTube Use to Improve Pronunciation in a Blended Learning Environment Purnamasari, Asri
JET (Journal of English Teaching) Vol. 4 No. 3 (2018): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

YouTube is the most widely accessed video-sharing platform in the world. It offers not only millions of videos of music, movie, sport, talk shows, and news but also educational videos. Today’s students generally like YouTube. Therefore, it offers great opportunities for students and teachers to enhance EFL learning and teaching, including pronunciation improvement. This article is part of a larger study on EFL learners’ perception of using YouTube to improve English pronunciation in a blended learning environment. It employed the explanatory sequential mixed methods design and involved 26 freshmen majoring in Management at a private university in Jakarta, Indonesia. Data was collected using a questionnaire and interview. The results showed that: (1) the participants were so familiar with YouTube and encountered no difficulty to access and use it; (2) a majority of the participants found YouTube interesting and fun; (3) the participants viewed learning with YouTube advantageous because it presents the instructional materials in letters, sounds, and pictures at once; and (4) most participants found YouTube interesting and motivating, and thus it improved their pronunciation skills.

Pre-Service EFL Teachers and Faculty Members' Views on the Challenges and Complexities of Online Research Supervision amid COVID-19 Pardede, Parlindungan; Purnamasari, Asri
JET (Journal of English Teaching) Vol. 7 No. 3 (2021): 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.v7i3.3370

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.

EFL Pre-Service Teachers' Perceptions of their Experience in Using Short Stories in a Bichronous E-learning Environment Pardede, Parlindungan; Purnamasari, Asri
JET (Journal of English Teaching) Vol. 11 No. 1 (2025): 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.v11i1.6630

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.

The Effectiveness of Using Think Pair and Share Technique on Students’ English-Speaking Performance Apriliani, Meisya Alfiolin; Purnamasari, Asri
JET (Journal of English Teaching) Vol. 10 No. 3 (2024): 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.v10i3.5634

Speaking is very crucial for English as a Foreign Language (EFL) learners. However, many students find it challenging to master due to the use of improper teaching and learning approaches. Research suggests that one teaching method that can effectively help to solve the problem is a strategy of the collaborative learning approach called Think Pair and Share (TPS). This study aimed to determine the effectiveness of using TPS on English-speaking skills for students at SMPN 117 Jakarta. Using a quasi-experimental design, this study involved 72 eleventh graders who were divided equally into the control group and the experimental group. Data was collected using pre-tests and post-tests and analyzed using SPSS version 26. The results showed there was a significant effect of using TPS on students' English-speaking performance but no significant difference between the speaking scores of male and female students, indicating that both male and female students benefit equally from TPS use. Based on the results, EFL teachers are recommended to implement this technique to help students develop their speaking performance.

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