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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 221 Documents
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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.
The Effectiveness of Using Think Pair and Share Technique on Students’ English-Speaking Performance Apriliani, Meisya Alfiolin; Purnamasari, Asri
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.v10i3.5634

Abstract

Speaking is very crucial for English as a Foreign Language (EFL) learners. However, many students find it challenging to master due to the use of improper teaching and learning approaches. Research suggests that one teaching method that can effectively help to solve the problem is a strategy of the collaborative learning approach called Think Pair and Share (TPS). This study aimed to determine the effectiveness of using TPS on English-speaking skills for students at SMPN 117 Jakarta. Using a quasi-experimental design, this study involved 72 eleventh graders who were divided equally into the control group and the experimental group. Data was collected using pre-tests and post-tests and analyzed using SPSS version 26. The results showed there was a significant effect of using TPS on students' English-speaking performance but no significant difference between the speaking scores of male and female students, indicating that both male and female students benefit equally from TPS use. Based on the results, EFL teachers are recommended to implement this technique to help students develop their speaking performance.
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.
Enhancing Fifth-grade EFL Students’ Reading Comprehension through Leveled Narrative Texts and Strategy Instruction. Aracely Andrea Bastías Gutiérrez
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.v12i2.7779

Abstract

Abstract   This action research study investigated the effectiveness of combining leveled text in the form of narrative readings with explicit reading strategy instruction in improving fifth-grade EFL learners’ ability to identify and extract explicit information from English narrative texts. The study was conducted in a highly vulnerable public school in Hualpén, Chile, where students had limited exposure to English and demonstrated low levels of decoding and reading comprehension, particularly at the literal level. The purpose of the study was to explore how structured, level-appropriate input paired with reading strategy instruction could support early reading comprehension development. Twelve fifth-grade students (aged 10–11, CEFR A1 level) participated in a six-session instructional intervention grounded in the Cognitive Academic Language Learning Approach (CALLA), emphasizing bottom-up strategies such as decoding, keyword scanning, and sentence-level detail identification. Data were collected through pre- and post-intervention comprehension quizzes, a student perception survey administered in Spanish, a focus group, and a teacher reflective journal. Quantitative results showed a meaningful improvement in students’ ability to locate explicit information accurately, while qualitative findings indicated increased motivation, reduced anxiety, and emerging metacognitive awareness of reading strategies. These findings suggest that leveled text combined with explicit reading strategy instruction can effectively strengthen foundational literal comprehension and support early learner autonomy in vulnerable low-input EFL contexts.  
EFL Teachers’ Perceptions of Promoting 21st-Century Learning and Innovation Skills in Burundi Post-Basic Schools Juvénal Habonimana
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.v12i2.7799

Abstract

Today, global education seeks to equip students with the skills necessary to address complex challenges arising from a rapidly changing, competitive, and technology-driven world. Consequently, many countries have reformed their educational systems to meet the requirements of 21st-century pedagogy. In the field of English Language Teaching (ELT), teachers play a central role in implementing these pedagogical approaches. This study describes EFL teachers’ perceptions of promoting 21st-century learning and innovation skills among Level 2 learners in the Languages Track of post-basic schools in Burundi. A quantitative research design was employed, and data were collected from 17 teachers using a Likert-scale questionnaire. Descriptive statistical analyses were conducted using the Statistical Package for the Social Sciences (SPSS; Version 22) and R software (Version 4.1.2). The findings indicate that English teachers’ overall perceptions of promoting 21st-century learning and innovation skills were moderately positive, reflecting a limited level of engagement in teaching and assessing these skills. Such perceptions may negatively affect the quality of language education required for learners to meet the demands of contemporary living and working environments. The study provides valuable insights for educational stakeholders, highlighting the need for targeted support to develop learners’ 21st-century skills and competencies.
Enhancing Writing Quality and Higher-Order Thinking Skills among EFL Learners through Collaborative Writing Jitlada Moonma
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.v12i2.8015

Abstract

This study investigated the extent to which collaborative writing activities enhanced writing quality and higher-order thinking skills among Thai EFL learners. Employing a quasi-experimental mixed-methods design, the study involved 65 second-year English majors enrolled in a writing course at a public university in northern Thailand during the 2025 academic year. Participants were purposively selected and completed writing tasks under three instructional conditions: group, pair, and individual writing. Quantitative data were obtained from writing assessments and self-assessment questionnaires, while qualitative data were collected through semi-structured interviews. Repeated-measures ANOVA revealed a significant effect of instructional condition on writing quality, F(2,128) = 24.67, p < .001, η² = .28. Group writing produced the highest scores (M = 11.39), followed by pair writing (M = 10.31) and individual writing (M = 9.16). Group-based collaboration also promoted higher levels of analyzing, evaluating, and creating. Interview findings indicated that collaborative interaction fostered idea generation, peer scaffolding, reflective thinking, and confidence development. These findings underscore the pedagogical value of collaborative writing for enhancing cognitive engagement and writing performance in EFL classrooms.
Ethics and Language Assessment Standards in Sociocultural-Historical Contexts: A Systematic Review Thaweesak Chanpradit; Erikson Saragih
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.v12i2.8104

Abstract

Ethics and language assessment standards ensure assessors’ fairness, accountability, and transparency. However, these can be questionable in different sociocultural historical contexts. This review seeks an understanding of how ethics and standards intersect with cultural-historical factors in language assessment, including how assessor bias could be minimized in different cultural-historical contexts. Herein, the review examines research articles on ethical considerations in assessment standards, cultural responsiveness, historical developments, impacts on assessment outcomes, and challenges and solutions. Using the PRISMA procedure with citation chaining, 40 peer-reviewed articles were identified and included in the review. The findings revealed the rise of justice-oriented and culturally sustaining ethical frameworks that enhance fairness in language assessment but remain difficult to fully implement in actual ELT practices. Cultural responsiveness tends to be restricted by standardization, institutional constraints, and colonial legacies that continue to shape assessment ethics. However, when applied in an effective manner, ethical standards could improve fairness and stakeholder trust, yet systemic inequities, limited resources, and emerging issues from AI integration would pose ongoing challenges. Therefore, policymakers, educators, and test developers should stress the need for collaborative, context-sensitive, and reflective approaches that further promote culturally grounded, socially just, and technologically informed ethical practices in language assessment.
Overlap in Family Conversations on the “Not Enough Nelson” YouTube Channel: A Conversation Analysis Approach Sarah Mudrika Zain; Lili Awaludin; Ika Yatmikasari
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.v12i2.8137

Abstract

This study examines the types of overlap and their functions in fostering closeness and engagement among family members, as observed on the YouTube channel “Not Enough Nelson,” with the aim of identifying the phenomenon of overlap in everyday conversation. Theoretically, this study contributes to the development of Sack et al.’s Conversation Analysis theory in the context of social media by applying (Jefferson, 1984) theory. In line with the proliferation of daily activities shared via social media, this study employs a qualitative analysis approach from (Cresswell, 2009) to analyze 3 videos transcribed by selecting relevant comments that reflect the phenomenon of overlap in conversation. The findings of this study indicate that continuing overlap occurs most frequently with 13 instances, followed by terminal overlap with 5 instances, choral overlap with 5 instances, and conditional access overlap with 1 instance as the least frequently occurring overlap phenomenon.

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