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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 215 Documents
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Pragmatic Discourse of Givenness and Adverbial Clauses: Applied Linguistics Research Articles and Thai Undergraduate Students’ Writing Wongkittiporn, Abhinan
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.v10i3.5899

Abstract

This study examines the correlation between the theory of pragmatic discourse of givenness and CP adverbial clauses from the two datasets: Q1 SCOPUS applied linguistics research articles and Thai undergraduate students’ writing. The first set was 24 applied linguistics research articles from journals of English for Specific Purposes and English for Academic Purposes. There were 45 tokens of adverbial clauses. Another set of data collection was 35 participants, majoring in English, whose English proficiency was A2 or elementary based on their Oxford Placement Test. The second dataset contained 31 tokens of CP adverbial clauses in descriptive and narrative writing. Data was analyzed using Pearson Correlation in SPSS29. The first section showed there was a statistically significant relationship between the theory of pragmatic discourse of givenness and CP adverbial clauses in applied linguistics research articles where the p-value was reported at 0.011. The reasons why CP adverbial clauses are used are due to giving the arguments from previous studies. This implied that the SCOPUS writers knew well how to use CP adverbial clauses regarding form, functions and genre. In contrast, the results in the second dataset showed there was a statistically significant relationship between the CP adverbial clauses and non-givenness produced by Thai undergraduate students where the p-value was reported at 0.001. Accordingly, Thai private university students whose English proficiency was elementary used CP adverbial clauses arbitrarily; non-reasonable. This implies that they knew form, but they did not know what are the function CP adverbial clauses which were applied in different genres. It is expected that the results in this study will help Thai undergraduate students improve their usage of CP adverbial clauses accurately and appropriately.
Teaching English Writing for Primary Students: Constructivism Views Aprilianti, Berliana Dyah Ayu
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.v10i3.6067

Abstract

As one of the productive skills, writing is highly required to be mastered by English as foreign language. Moreover, communication can be occurred not only in spoken form but also in written form. In creating good learning atmosphere for the students, teachers try to use the most appropriate approach to aim the learning goals, especially in mastering the writing skill. Constructivism approach is commonly used by teachers to enhance it. The implement of constructivism in teaching writing emphasize on students’ activity in building knowledge, interacting with others, constructing ideas, presenting critical thinking and collaboration. Those elements from constructivism are also integrated use teaching method that has been implemented by the teachers. However, teaching writing for primary students level is challenging in many context. Therefore, this article presents a closer look of the constructivism views for teaching primary students’ English writing. The implication from this article is hoped to be used as the supplementary information for primary teachers and other researchers on similar topic in teaching writing using constructivism approach.
The Use of Web-Based Vocabulary Games to Improve Junior High School Students’ Vocabulary Mastery in Reading Putri, Ananda Sadyva Aulia; Akhiriyah, Suvi
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.v10i3.6090

Abstract

Web-based game can be an alternative learning media for students to improve their vocabulary mastery in reading. Nevertheless, few studies look at how web-based games can be used as a teaching tool to help junior high school students improve their vocabulary, especially in context of reading. The main objective of this research is to know the differences between the improvement of vocabulary mastery of 7 grade students at a junior high school in Indonesia who use the web-based vocabulary game "WordWall" compared to those who do not. This research was carried out using a quasi-experimental design by using Pre-test and Post-test as the instruments. Furthermore, as research participants, there were two classes from one of the junior high schools in Surabaya: 7E which was the experimental group (N=31), and 7F students became the control group (N=31). The findings of this research showed that the significance value <0.05 was achieved (0.00), and it indicates that there is a significant difference in the results of learning vocabulary between the experimental group and the control group. It can be concluded that using web-basaed game has a significant impact on students’ improvement in vocabulary mastery in reading than those who do not.
Investigating the Relationship between the Use of Reading Assistant Software and Reading Comprehension Skills: A Case among Thai EFL University Students Kitjaroonchai, Nakhon; Sanitchai, Pimolporn; Phutikettrkit, Chomphunut
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.v10i3.6113

Abstract

This study examined the relationships between reading assistant (RA) software usage, reading comprehension ability, and post-TOEIC reading scores among Thai EFL university students. Seventy-six students from a private international university in central Thailand participated. Data were collected from students’ pre- and post-TOEIC reading scores and their RA software usage over twelve weeks. Pearson’s r was used to analyze the connections between various variables: weekly duration spent on RA software, count of chosen reading passages, reading level identified by the RA software, fluency and accuracy levels per minute, percentage-based reading comprehension score, and pre- and post-TOEIC reading scores. The findings revealed some correlations among variables such as time invested in RA software, reading level, fluency and accuracy rates per minute, and reading comprehension scores. However, there was no significant correlation between the frequency of RA software use and students’ post-TOEIC reading scores. This suggests that using RA software may not directly impact learners’ reading comprehension skills. The study implies that while certain language learning tools may be beneficial, they might not substantially enhance language proficiency as measured by standardized tests like the TOEIC reading comprehension skills. Some implications for improving EFL students' reading comprehension skills through RA software are briefly discussed.
Bridging Language Learning and Cognitive Growth: The Power of Situated Learning and Task-Based Language Teaching in Modern Education Yao, Cheng; Kanjanakate, Supawadee; Jantharajit, Nirat
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.v10i3.6174

Abstract

The study explores the effects of a hybrid instructional approach combining Situated Learning (SL) and Task-Based Language Teaching (TBLT) on the executive functions and cognitive abilities of fourth-grade students learning English as a second language (ESL). Method: An experimental design was employed, with students divided into control and experimental groups. The experimental group participated in four weeks of SL and TBLT, while the control group received traditional instruction. Pre-test and post-test measures were taken using the Executive Function Assessment Scale (EFPS) and the Cognitive Abilities Scale (CAS). Results: Although the executive function (M=158.16, t=-14.224, p<0.05) and cognitive ability (M=133.28, t=-11.835, p<0.05) of the students in the control group were improved, the improvement was small. However, the executive function (M=161.88, t=-18.047, p<0.05) and cognitive ability (M=137.04, t=-19.591, p<0.05) of the students in the experimental group were significantly improved. Conclusions: The combination of SL and TBLT significantly enhances both executive functions and cognitive abilities in primary students, indicating the effectiveness of this instructional approach in promoting cognitive development through real-world, task-based activities.
Bahasa Inggris Putri Nur Wandah; Fadillah, Jihad; Firzaly, Zalfa Anindhiya; Asri, Sarly
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.v10i3.6181

Abstract

This study investigates the impact of diverse learning styles on listening comprehension abilities among English education students in a university in Bandung, Indonesia. Utilizing a descriptive qualitative research design, the research involved 10 participants who underwent learning style tests, with in-depth interviews conducted on three selected participants. The findings revealed a spectrum of learning styles. Interviews provided valuable insights into the strategies employed by each learning style, such as visual learners favoring videos and seeking additional explanations online. Auditory learners preferred expert explanations and quiet study environments, while kinesthetic learners utilized movement during group discussions. Classroom observations demonstrated the effectiveness of tailored strategies, incorporating visual aids, auditory elements, and hands-on activities to create an inclusive learning space. The result underscored the significance of multimodal approaches for maximizing student engagement and comprehension. It is recommended for educators to recognize diverse learning styles, employ flexible instructional methods, and foster inclusive learning environments. Hence, the research reinforces the notion that educators should recognize the presence of various learning styles, actively adopt adaptable teaching approaches, and foster inclusive learning environments, thus optimizing student involvement and understanding.
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.

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