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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.
Arjuna Subject : -
Articles 6 Documents
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Search results for , issue "Vol. 4 No. 3 (2018): Journal of English Teaching" : 6 Documents clear
The Effects of Implementing Vocabulary Journals into Main Course Classes on Student Success at a Private University Turnuk, Tulin
JET (Journal of English Teaching) Vol. 4 No. 3 (2018): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (808.713 KB) | DOI: 10.33541/jet.v4i3.855

Abstract

Vocabulary learning is one of the most difficult components of foreign language education. Therefore, students are in need of some strategies to cope with it and keeping vocabulary journals is one of these particular strategies. This study examined the vocabulary journals kept by the preparatory school students of a private university to determine the effects of them on learner success and learner autonomy as well as the attitudes of students and instructors towards them. A mixed method approach in which qualitative data was supported by quantitative data was applied to totally 346 participants. The findings of the study provide relevant information and insight for the instructors and administrators who aim to enhance vocabulary learning and plan to implement vocabulary journals into their own educational systems. Keywords: vocabulary journal, vocabulary learning, retention, learner autonomy, homework
The Effectiveness of Short Story Use On Students' Speaking Skill Development at SMPN 160 Jakarta Ompusunggu, Retta Mestika
JET (Journal of English Teaching) Vol. 4 No. 3 (2018): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (822.818 KB) | DOI: 10.33541/jet.v4i3.856

Abstract

The use of short story as an essential component of second and foreign language teaching has recently been resurrected. Current studies also indicated that short story can facilitate effective learning of speaking. This study aimed at investigating whether short stories use was effective to develop students’ speaking in English as a foreign language (EFL) context. To achieve the aim, a pretest-posttest experiment design using two groups of experimental (n=30) and control (n=30) was conducted at SMPN 160 Jakarta. The control group was taught speaking using short stories, while the control group was taught speaking in the routine procedure of the English classes. The experiment occurred in six weeks, two forty-five-minutes-sessions per week. Data was collected using tests administering the interview technique. The results of the hypothesis test employing SPSS22.00demonstrated that short story use had a significant effect on the participants' speaking skills improvement. It was, therefore, recommended to use short story to help students develop their speaking performance. Keywords: EFL, short story, speaking skills
Improving EFL Students' English Pronunciation by Using the Explicit Teaching Approach Pardede, Parlindungan
JET (Journal of English Teaching) Vol. 4 No. 3 (2018): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (852.835 KB) | DOI: 10.33541/jet.v4i3.852

Abstract

Due to several reasons, pronunciation instruction had often been neglected in English as a Foreign Language (EFL) classes. Consequently, many EFL learners always find it difficult to speak confidently because of their poor pronunciation. This study is a three-cycled action research aimed at enhancing EFL students' pronunciation by using the explicit teaching approach. The participants were 21 students majoring in English Education at Universitas Kristen Indonesia who attended Integrated Skills IV class in the even semester of 2015/2016 Academic Year. The participants were provided with special practices on pronunciation, including watching a video or listening to English expressions containing elements of English pronunciation difficult to them, drillings the elements, recording and transcribing their utterances, and comparing the transcriptions with those of native speakers'. Data were collected through tests and questionnaires. The results revealed that the explicit teaching approach enhanced the participants' English pronunciation skills, as shown by the increase in their average scores in the four tests administered during the implementation of the actions. The survey results revealed that for the participants the approach was interesting, helped pronunciation development, and increased self-confidence in English speaking. Keywords: action research, pronunciation, explicit teaching
Interference of Compensatory Strategies in Oral Production of English Language Student in an ESL Classroom: Does Compensatory Strategy Play a Role in Academic Performance? Rubis, Novalyn M.; Dumlao, Remart
JET (Journal of English Teaching) Vol. 4 No. 3 (2018): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (887.612 KB) | DOI: 10.33541/jet.v4i3.853

Abstract

The study aims to identify the compensatory strategies predominantly used by fifty-four ESL High school student, its relation to language proficiency level in terms of accuracy, fluency, and comprehensibility and to its role in academic performance of the participants. Two oral task namely oral interview and pictured-cued narration were used as primary source of data. The picture-cued narration was applied to determine the oral language proficiency level and compensatory strategies of the participants. Finding shows the eight compensatory strategies were employed in their production, namely, switching to mother tongue, getting help, using mime, selecting the topic, adjusting the message, coining words, avoiding communication partially and totally, and using circumlocution or synonyms. It was also found out that switching to mother tongue was predominantly employed in their oral production. There is, however, negative relationship between compensatory strategies used and academic performance of ESL learners. Pedagogical implications are discussed discussed in the paper. Keywords: communicative competence, compensatory strategies, language classroom, oral production
Foreign Language Learners' Anxiety in Language Skills Learning: A Case study at Universitas Kristen Indonesia Male, Hendrikus
JET (Journal of English Teaching) Vol. 4 No. 3 (2018): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (703.959 KB) | DOI: 10.33541/jet.v4i3.854

Abstract

Anxiety has been a matter of substantial concern in foreign language (FL) learning setting for educators since it is a major obstacle learners need to overcome (Ellis, 2008; Wu, 2010).This study was aimed at finding out students’ language anxiety in learning the four language skills at a university level in English as a FL context. The participants were 71 students of the English education Department of Universitas Kristen Indonesia. Data was collected by administering a set of questionnaire. To support the data, interview was conducted to some of the respondents. Findings showed that the majority of the students were more anxious on writing skill, followed by reading, speaking and listening in their language learning process. It is highly recommended that the teachers or faculties be more creative in making the language skills classes atmosphere more fun and relaxing so that the students could achieve higher learning results. Keywords: anxiety, non-native learners, language learning process
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

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (934.844 KB) | DOI: 10.33541/jet.v4i3.1338

Abstract

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.

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