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All Journal JETS: Jounal of English Teaching Strategies
Aida Fitrianah Zen
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Education Languange, Linguistic, Communication & Media Other

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Teachers’ Reflection towards the Experiences of Teaching English On-Line During Pandemic and Off-Line In New Normal Era Aida Fitrianah Zen
JETS: Journal of English Teaching Strategies Vol. 1 No. 1 (2022): JETS 2022 Vol 1(1)
Publisher : JETS, English Department of University of Uluwiyah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/jets.v1i1.234

Abstract

Instructing amid the Covid-19 widespread is challenging for teachers who have never implemented online or virtual learning. There are many challenges occur according to the implementation of  remote teaching. It is necessary to comprehend the reflection of teachers‘ performance in online teaching as the contribution for school policy makers to develop teachers’ quality through enhancing technology-based learning. The purpose of this study was to investigate the reflections of teachers on online learning during the pandemic and learning in the new normal.  From the results of interviews with several teachers, it is indicated that students’ motivation, the role of parents, an unstable network, supporting devices, the ability to purchase data packages, and geographic location were all shown to be problems during online learning. Furthermore, throughout the pandemic, online learning has an impact on students' English learning achievement, particularly in listening and speaking skills. Teachers also expressed some reflections as a means of improving future learning, such as the need for collaborative efforts between teachers and guidance counselor in motivating and guiding students, the formation of study groups and teacher visits, and the improvement of technology-based learning skills by teachers.  It also found that the barriers of teaching in the new normal is students’ low selfdiscipline and the limited time allocation of learning. Moreover, off-line is more effective than online learning. Offline learning encourages students to comprehend learning context better and offers accessibility to the teachers for monitoring the students ‘ learning performance.     
TEACHERS’ INSTRUCTIONAL STRATEGIES AND STUDENTS’ PERCEPTION TOWARD ENGLISH LEARNING IN THE TAHFIDZ CLASS AT MIN 2 MOJOKERTO Rama Bintang Hendrianto; Aida Fitrianah Zen; Rica Rachmania
JETS: Journal of English Teaching Strategies Vol. 4 No. 1 (2025): JETS 2025 Vol 4 (1)
Publisher : JETS, English Department of University of Uluwiyah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/bf64je31

Abstract

This study describes the teaching strategies used by the English teacher and the students’ perception of English learning in the Tahfidz class at MIN 2 Mojokerto. The research used a qualitative descriptive method with one English teacher and 28 students as participants. Data were collected through observation, interview, and documentation. The results show that the teacher used group discussion, repetition, direct explanation, translation, and question–answer strategies. These methods were chosen to make learning easier for students whose main focus is Qur’an memorization. Students’ perception was both positive and negative. Most students liked interactive activities such as group work and learning new words, but some felt English was still difficult and sometimes hard to focus on. In conclusion, interactive and group-based strategies are effective for Tahfidz students, but more help is needed when lessons rely on direct explanation.
The EFFECT OF USING THE DUOLINGO APPLICATION ON THE ENGLISH LISTENING SKILLS OF EIGHTH-GRADE STUDENTS AT SMPN 2 BALONGBENDO Rama Bintang Hendrianto; Beny Arihakam; Aida Fitrianah Zen
JETS: Journal of English Teaching Strategies Vol. 5 No. 2 (2026): JETS 2026 Vol 5 (2)
Publisher : JETS, English Department of University of Uluwiyah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/gha39n82

Abstract

This quasi-experimental study investigated the effect of using the Duolingo application on the English listening skills of eighth-grade students at SMPN 2 Balongbendo, Sidoarjo, East Java. The study was motivated by listening lessons that mainly relied on single audio playback and worksheet questions, which often caused boredom and low motivation despite students’ widespread smartphone use. A pretest-posttest design was employed with 63 students from two intact classes selected through cluster sampling. The experimental class (31 students) used Duolingo daily for two weeks, while the control class (32 students) received regular teacherled instruction. Listening skill was measured using a 20-item multiple-choice test covering five indicators. The instrument was valid (r = 0.428–0.894) and highly reliable (Cronbach’s Alpha = 0.915). After normality and homogeneity assumptions were met, an Independent Samples ttest showed a significant difference between groups (Sig. = 0.001), with the experimental class achieving a higher post-test mean (74.35) than the control class (64.38). A Paired Samples ttest also showed a significant gain of 13.38 points in the experimental class, t(30) = -6.400, p <.001. The findings indicate that Duolingo effectively improved students’ English listening skills.
Beyond Word: Silent Scaffolding Through Non-Verbal Cues In EFL Speaking Instruction eryna pratiwi; siti khikmiyah; Aida Fitrianah Zen
JETS: Journal of English Teaching Strategies Vol. 5 No. 2 (2026): JETS 2026 Vol 5 (2)
Publisher : JETS, English Department of University of Uluwiyah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/e3nfrk60

Abstract

This study investigated the implementation of silent scaffolding through non-verbal cues in teaching speaking to seventh-grade students at MTsN 3 Sidoarjo. The study employed a qualitative descriptive case study design involving one English teacher and thirty-four seventh-grade students. Data were collected through classroom observations, semi-structured interviews, and documentation, and were analyzed using the interactive model of Miles, Huberman, and Saldaña, including data condensation, data display, and conclusion drawing and verification. The findings revealed that silent scaffolding was consistently implemented through four types of non-verbal cues: gestures, facial expressions, eye contact, and body movement with proximity. These non-verbal cues were integrated into various stages of speaking instruction to explain learning materials, provide classroom instructions, encourage students' participation, maintain classroom interaction, and support students during speaking activities. The findings indicate that silent scaffolding through non-verbal cues provides immediate instructional support without interrupting students' oral communication. This study contributes to the understanding of silent scaffolding as a practical instructional strategy that supports speaking instruction and promotes students' participation in Indonesian EFL classrooms.
Co-Authors Beny Arihakam eryna pratiwi Rama Bintang Hendrianto Rama Bintang Hendrianto Rica Rachmania Siti Khikmiyah