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JET (Journal of English Teaching)
Published by Universitas Kristen Indonesia
ISSN : 20809628     EISSN : 26224224     DOI : -
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media
Journal of English Teaching (JET) is a professional, double blind peer-reviewed international journal devoted to promoting dissemination of scholarly knowledge and exchange of academic research and professional findings on all aspects of second or foreign language (L2) learning and teaching. Due attention is paid to the teaching and learning of all languages as a second/foreign language. To this end, the JET publishes theoretical and empirical studies in the form of original research, research reviews, case studies, conceptual frameworks, and innovative educational and social ideas with both regional and global perspectives.
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Articles 8 Documents
 1 
Search results for , issue "Vol. 11 No. 1 (2025): Journal of English Teaching" : 8 Documents clear
University Students’ Perceptions on Note-Taking and Its Impact on Academic Performance Kitjaroonchai, Nakhon; Marshall, Prema; Phasook, Jirapa; Thararuenroeng, Nadtawadee
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.v11i1.6373

Abstract

This study investigated university students’ perceptions of note-taking and its potential impact on academic performance, as well as the factors influencing their note-taking decisions. The participants included 150 students, comprising 75 Thai and 75 non-Thai students enrolled at Asia-Pacific International University, Thailand, during the second semester of the 2023-2024 academic year. The research instrument was a survey questionnaire featuring a five-point Likert scale and an open-ended question to assess students' perceptions of the relationship between note-taking and academic performance, along with the factors affecting their note-taking decisions. The results indicated a widespread belief in the effectiveness of note-taking among participants, suggesting a consensus on its positive role in academic achievement. Additionally, the open-ended responses revealed perceived benefits of note-taking for memory enhancement, improved comprehension, academic achievement, and content simplification. This study highlights the need for further exploration of the nuanced factors influencing student academic success.
Mengeksplorasi Strategi yang Digunakan oleh Guru Bahasa Inggris dalam Pengajaran Menulis untuk Siswa Sekolah Menengah Pertama di Kota Bengkulu Nur Annisa, Meti; Yunita, Wisma
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.v11i1.6447

Abstract

Writing is a fundamental skill in English language learning that requires the application of effective instructional strategies. Various strategies have been implemented in writing classrooms, including writing strategies, summarization, collaborative writing, specific product goals, word processing, sentence combining, prewriting, inquiry activities, the process writing approach, the study of models, and writing for content learning. This study aimed at examining the writing strategies employed by English teachers in junior high schools. To achieve the objective, interviews were conducted with two experienced junior high school English teachers. The interview questions were developed based on the writing instruction framework proposed by Graham and Perin (2007). The data was analyzed descriptively using the content analysis technique. The findings reveal that teachers primarily utilize summarization, collaborative writing, sentence combining, inquiry activities, and the study of models in their writing instructions. Additionally, the teachers emphasized that these strategies are essential and effective in enhancing students' writing skills.
Exploring Master's Students’ Self-Efficacy in Speaking English During Hybrid Learning Yohanes Bagas Nur Setiawan; Paschalis Kurniawan Sanjaya; Martinus Hergirico Riandana; Concilianus Laos Mbato
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.v11i1.6498

Abstract

In the post-pandemic situation, where hybrid learning has become prevalent, effective communication between lecturers and students is very important. Self-efficacy is a crucial factor that affects their communication or speaking in class. Nowadays, research on students’ self-efficacy in speaking has received considerable attention among researchers. However, Self-efficacy in hybrid learning, particularly with a focus on master’s students, remains an underexplored area of research. To fill in the gaps, the researchers aim to know what factors and challenges influence students’ self-efficacy in speaking during hybrid learning. The participants were six English Education Master’s students at Sanata Dharma University. Guided by Bandura’s Social Cognitive and Self-Regulation Theories, this research employed a descriptive qualitative method. Data was collected through in-depth interviews and observations and analyzed using thematic analysis via QDA Miner Lite. The steps consist of transcribing, coding, grouping, and then interpreting the data. The findings showed that some factors that influence students' self-efficacy in speaking are motivation, learning, social environment, and role models. On the other hand, factors that inhibit students' self-efficacy in speaking, namely speaking anxiety, low confidence level, and low content mastery. The research limitations include six participants from specific study programs, limiting generalizability to other contexts or institutions.
The Integration of AI in English for Nursing Instructions: A Systematic Literature Review Puspasari, Atika; Agustina, Noni
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.v11i1.6509

Abstract

The integration of artificial intelligence (AI) in English for Nursing instruction has become increasingly important as healthcare becomes more technologically driven and globally connected. This systematic review analyzes 28 studies published between 2022-2024 to examine the current state of AI implementation in nursing ESP education. The findings reveal three distinct categories of technological integration: basic digital tools (54%), intermediate AI integration (32%), and advanced AI applications (14%). While the analysis shows promising benefits in personalized learning and authentic communication practice, significant challenges persist in infrastructure, teacher expertise, and resource allocation. The review identifies a notable gap between available AI technologies and their practical classroom implementation, with 82% of studies reporting infrastructure limitations. These findings suggest that while AI integration shows great potential for transforming nursing ESP education, substantial work remains to bridge the gap between technological capabilities and practical implementation.
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

Abstract

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.
Translating Causative Have and Get: A Comparative Study between Google Translate Translation and Human Translation Sbastian, Daniel; Waang, Gloria Pratiwi
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.v11i1.6652

Abstract

Technological advances have made the ability to translate no longer exclusively belong to humans. Today, machine translation has turned into a tool with superior performance to convert text between languages without the need for human intervention. One of the translation research foci is the studies of causative translation, especially from English to several other languages. Yet, it might be interesting to compare the translation of that topic by human and machine translation. This study investigates the comparison of Google Translate and humans in terms of causative translation from English into Indonesian. The data were obtained from six English novels and their translations in Indonesian. To analyze the data, 100 clauses with causative have and get were selected from English novels and translated by Google Translate into Indonesian. The result showed that the translation and strategies used between Google Translate of causative have and get had similarity with human translation in relation to causative-to-causative translation. Through the investigation, the result is expected to be beneficial for further studies in the translation of causative have and get related to their translations into Indonesian analytic or morphological causative. Furthermore, the result of strategies compared is expected to be beneficial to the translation study regarding machine and human translation in causative, especially from English into Indonesian.
“Mistakes help us improve”: Beliefs of high school students on English language learning Wilang, Jeffrey; Anthoney, Jebamani; Sulankey, Alvina
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.v11i1.6717

Abstract

This study examines high school students' beliefs about studying English, particularly their perceptions of language intelligence, aptitude, and age sensitivity in language learning. A total of 87 Year 12 students from a boys' school in Northeastern Thailand voluntarily participated in a pre- and post-intervention online language mindset questionnaire adapted from Lou and Noels' Language Mindset Inventory and wrote a reflective journal to capture their insights on English language learning. The intervention, the Language Mindset Toolkit, was a structured program designed to promote a growth mindset in language learning through six sessions primarily conducted in English with Thai subtitles. The quantitative results indicated that students maintained strong growth-oriented beliefs regarding language intelligence and aptitude, with only minor and statistically insignificant changes after the intervention. However, beliefs about age sensitivity in language learning declined, suggesting that students became more aware of potential challenges in learning languages at different life stages. Despite minimal quantitative shifts, qualitative findings revealed that students valued encouragement, self-efficacy, and the role of mistakes in learning. Many students reported increased confidence and motivation, reinforcing that growth mindset principles contribute to resilience and engagement in language learning. The study highlights the need to continuously reinforce growth mindset principles through instructional practices and teacher feedback. Future research should explore long-term interventions and contextual factors that influence students’ language mindset development, particularly in multilingual educational settings where language learning challenges vary widely.
Students' Perception of English Reading Practice Using LINE Webtoon Application Padma, Dharmasari; Male, Hendrikus; Naibaho, Lamhot
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.v11i1.5648

Abstract

This study investigated students' perceptions of English reading practice using the LINE Webtoon application. The study employed a quantitative survey research design, involving 65 students of the English Language Education Study Program of Universitas Kristen Indonesia Jakarta. Data were collected in June 2023 using an online questionnaire via Google Forms distributed to the participants via WhatsApp. The questionnaire comprised 30 items designed to gauge students’ perceptions across seven indicators: access to the Webtoon application, Webtoon application features, content engagement, interest in using the application and reading comics, duration of Webtoon reading, curiosity about Webtoon, and language use within the application. The data was analyzed using descriptive statistical analysis. The findings showed that most participants had a positive perception of English reading practice through LINE Webtoon application. The factors contributing to this positive perception included the attractive and up-to-date illustrations, the engaging and unique storylines, and the flexibility of access that allows students to read anytime and anywhere.

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