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All Journal JET (Journal of English Teaching)
Parlindungan Pardede
Universitas Kristen Indonesia, Jakarta, Indonesia
Humanities Education Languange, Linguistic, Communication & Media

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An Overview of the Study of Language in the History of Philosophy (Renaissance to Postmodern) Parlindungan Pardede
Journal of English Teaching Vol. 9 No. 1 (2023): 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.v9i1.4602

Abstract

To English educators and researchers, having a good grasp of what a language is and how language learning takes place is important. To a certain extent, surveying language study development is a good start to achieving the goal. This article is the second part of a literature review summarizing language studies taking place along the history of philosophy that has lasted for 26 centuries, starting from ancient Greek to the postmodern era. This part includes language studies conducted in Renaissance Period up to the Postmodern Age. Data was collected by surveying relevant and credible textbooks and scientific articles. The findings reveal that unlike language studies in Ancient Greek up to the Middle Ages that focused on various paradigms related to the nature of language and micro-linguistic concepts, the studies in the era of modern philosophy focus on the relationship between language and users and the world. Overall, the changes in the focus of language studies over the 26 centuries indicate that the study of language will keep on going on and on because language is a symbiotic organism that continues to change along with the changes in thinking, experience, life, and human culture as the host of the symbiosis between language and humans.
EFL Students’ Cognitive, Creative, and Affective Needs in Creative Writing Courses Parlindungan Pardede
JET (Journal of English Teaching) Vol. 12 No. 2 (2026): 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.v12i2.5856

Abstract

Creative writing (CW) has recently been infused into English as a foreign language (EFL) curricula worldwide. Yet, its implementation remains challenging due to limited knowledge of students’ needs required to design effective CW instructions. This study explored EFL students’ cognitive, affective, creative, and pedagogical needs in CW courses within Indonesian higher education. Adopting a sequential explanatory design, 40 college students participated. Qualitative data obtained from observations was analyzed thematically, while quantitative data collected using a questionnaire was analyzed using descriptive statistics. Later, the two strands were merged through joint displays and narrative integration. The cognitive domain findings showed students' strong ideation strategies knowledge but high needs for practice, strong feedback approval, and deep revision challenges. Findings in creative and affective domains disclosed students' strong creative openness and motivation through publication, together with struggles with divergent thinking and authentic voice. Pedagogical domain findings revealed preference for scaffolded support and a significant need for problem-solving and peer review skills. All domains interact through learning strategies, scaffolds, and dispositions, shaping students' readiness dynamic. Thus, combining creative expression and cognitive strategy improvement while addressing affective and pedagogical needs through complementary customized supports is crucial in CW courses.
Computational Thinking Integration into EFL Learning: A Systematic Literature Review Parlindungan Pardede
JET (Journal of English Teaching) Vol. 11 No. 3 (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.v11i3.7884

Abstract

Computational thinking (CT), a powerful problem-solving tool, knowledge acquisition optimization, and crucial skill required to engage successfully in the rapidly evolving 21st century, has been increasingly embedded into higher learning and K-12 education curricula across the globe. Since CT incorporation into English as a foreign language (EFL) education is new, the increasing research in this field remains fragmented. This study systematically reviewed 22 empirical studies published from 2015 to 2024 to provide a deeper understanding of the features and trends of CT inclusion in EFL classrooms. Employing a hybrid thematic analysis–constant comparative method across multiple databases, I mapped six EFL focus areas—academic writing, creative writing, reading, vocabulary, grammar, dialogue learning, and sentence structure—and analyzed the distribution of CT skills and cognitive-load levels. Findings demonstrate consistent, positive impacts of CT integration on learner outcomes, with academic writing leading research due to its alignment with high-load CT components such as abstraction and algorithm design. A gap analysis reveals limited teacher involvement and four main barriers: knowledge gaps, time constraints, inadequate professional development, and nascent beliefs. The article ends with some targeted recommendations for policymakers, English educators, and future research.
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