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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 238 Documents
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Strengthening University Students’ English Grammatical Skills through the Situational Teaching Approach Wadinlada Thuratham; Sureerat Talapngoen
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.v12i2.8181

Abstract

The situational teaching approach (STA) has been applied in EFL instruction for language development in several studies. However, few studies have emphasized English grammatical skills related to verb tenses. To explore the impact of STA on language development, this study aims to 1) examine how STA affects university students’ accuracy in using English verb tenses, and 2) survey students’ perceptions toward the implementation of STA to determine its effectiveness in developing their grammatical skills. The participants in this study were 28 English major students at a public university in eastern Thailand. Data was collected using two instruments: a language achievement test and a questionnaire. The jamovi computer program was employed to analyze the data for mean scores and standard deviations. The results from a paired-sample t-test indicated statistically significant differences between the pre-test and post-test scores of language achievement at the .05 confidence level. This suggests that the STA activities strengthened students’ English grammatical skills across all verb tenses, particularly the present perfect tense, followed by the future simple tense, the present simple tense, the present continuous tense, and the past simple tense, respectively. Furthermore, the questionnaire’s results indicated that students held positive attitudes towards the implementation of STA. Therefore, STA activities can be regarded as effective teaching methods for enhancing students’ proficiency in English verb tenses. Moreover, students perceived the benefits of STA by gaining confidence, increasing vocabulary, promoting interactions, motivating classroom participation, and improving their understanding of English conversations.
EFL Students’ Cognitive, Creative, and Affective Needs in Creative Writing Courses Parlindungan Pardede
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.v12i2.5856

Abstract

Creative writing (CW) has recently been infused into English as a foreign language (EFL) curricula worldwide. Yet, its implementation remains challenging due to limited knowledge of students’ needs required to design effective CW instructions. This study explored EFL students’ cognitive, affective, creative, and pedagogical needs in CW courses within Indonesian higher education. Adopting a sequential explanatory design, 40 college students participated. Qualitative data obtained from observations was analyzed thematically, while quantitative data collected using a questionnaire was analyzed using descriptive statistics. Later, the two strands were merged through joint displays and narrative integration. The cognitive domain findings showed students' strong ideation strategies knowledge but high needs for practice, strong feedback approval, and deep revision challenges. Findings in creative and affective domains disclosed students' strong creative openness and motivation through publication, together with struggles with divergent thinking and authentic voice. Pedagogical domain findings revealed preference for scaffolded support and a significant need for problem-solving and peer review skills. All domains interact through learning strategies, scaffolds, and dispositions, shaping students' readiness dynamic. Thus, combining creative expression and cognitive strategy improvement while addressing affective and pedagogical needs through complementary customized supports is crucial in CW courses.
Raising Awareness to Empower Voices: Applying a Consciousness-Raising Approach to English Presentation Skills Rizdika Mardiana; Dewi Utami; Nurrahma Restia Fatkhiyati; Jeffrey Dawala Wilang
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.v12i2.7776

Abstract

This study explores how a consciousness-raising (C-R) instructional approach enhances linguistic awareness, strategic preparation, and confidence in English presentation tasks among Indonesian high school students. Grounded in Ellis’ (2002) and Widodo’s (2008) framework, the six-step C-R speaking plan guided thirty Grade 12 students through noticing, analyzing, reformulating, and performing structured presentations. Data were collected through semi-structured interviews and written reflections and analyzed using Braun and Clarke’s (2006) thematic analysis. Five themes emerged such as linguistic and cognitive awareness, emotional responses to speaking, strategic coping and learning efforts, performance pressure and learning contexts, and motivation and future orientation. The findings highlight the transformative potential of C-R instruction in bridging language awareness and communicative practice. Implications are offered for integrating C-R pedagogy into EFL speaking courses.
Peer Review or AI Feedback in EFL Writing Instruction: Experimental Outcomes in Student Writing Revision Mamoon Alaraj
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.v12i2.8118

Abstract

This mixed-methods research investigated the comparative efficacy of two main types of feedback, AI-generated feedback and peer review, in developing the writing revision among EFL university students. Grounded in sociocultural and feedback literacy frameworks, the research involved 80 intermediate-level (CEFR B1–B2) learners who completed argumentative essays and revised them after receiving either peer review or ChatGPT-5 feedback. Quantitative results showed that peer feedback led to significantly greater improvements in coherence and vocabulary, especially for B2 learners, while AI feedback yielded greater gains in grammatical accuracy. Gender also moderated insights: female students appreciated peer feedback’s affective and motivational support, whereas male students conveyed distinguished trust in AI’s reliability. Interviews further exposed that peer interactions raised engagement, while AI was valued for its direct, accurate corrections. The findings emphasized the corresponding strengths of each feedback modality and proposed a mixed method, supporting EFL practitioners to purposefully combine AI and peer feedback to support both language accuracy and higher-order writing skills. These results encourage functional, research-informed strategies for teachers seeking to develop the motivational impact and quality of writing instruction in varied EFL classrooms.
Evaluating the Impact of Role Play on Literary Text Comprehension: An Experimental Study Using The Oracle of Cidino Leader Hilongwa; Sivakumar Sivasubramaniam
JET (Journal of English Teaching) Vol. 12 No. 1 (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.v12i1.7547

Abstract

The fundamental goal of roleplay is for students to become actively involved in the learning process, which results in better and deeper understanding. This study investigated the effectiveness of role-play in enhancing undergraduate students’ comprehension of The Oracle of Cidino by Nyathi (2003) through role-play as an instructional strategy. Grounded on the premise of the constructivist paradigm, this experimental design compared comprehension achievements between the control group that received traditional instruction and the experimental group that participated in role play to assess the extent to which role play influences students’ comprehension and academic performance. A convenient sampling technique was employed to select the study population. A sample of 83 student participants was selected using Yamane formular (1967). A computer-generated number was used to randomly assign 83 student participants into the control (n=42) and the experimental (n=41) groups. Data was collected through pre- and post-tests, and descriptive statistics were used to analyse data. The findings revealed that incorporating constructivist, participatory pedagogies such as role-play can enhance students’ academic performance by developing and supporting active learning environments like literature classrooms. The study recommends future research to examine pre-posttests through student discussion to justify their literary test answers and to teach literature through television to aid comprehension, engagement, and appreciation.
Implementing Visual Aids into Teaching English Vocabulary for Children: Perspectives from Teachers at Ho Chi Minh City Tuong Thien Lac Nguyen
JET (Journal of English Teaching) Vol. 12 No. 1 (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.v12i1.7573

Abstract

The Vietnamese education system highly values English as a compulsory subject for schools at all levels. Regarding this increasing demand, English teachers are encouraged to come up with new approaches and strategies to make the English learning process faster and more enjoyable, and one solution is applying Visual aids (VA) in teaching English vocabulary to children. This study adopts a quantitative research design. Data were collected through a questionnaire survey administered to 62 participants, including university lecturers, secondary school teachers, primary school teachers, and teaching assistants in Ho Chi Minh City (HCMC). The questionnaire consisted of a Likert scale and one open-ended question to explore participants’ perceptions and challenges. The collected data were analyzed using descriptive statistics, including frequencies, percentages, means, and standard deviations. The findings show that VA is highly recommended by most participants; they claim that the benefits of using VA are undeniable. Several teachers share some of the challenges they encounter when implementing VA, even though most of the results collected are positive. This research concludes with some implications and recommendations for further studies.
Lecturer’s Perspectives and Implementation of Translanguaging in English Education Study Program Universitas Palangka Raya Misericordias Domini; Olga Dona Retsi
JET (Journal of English Teaching) Vol. 12 No. 1 (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.v12i1.7592

Abstract

Translanguaging is increasingly recognized as a way to support learning in multilingual EFL classrooms, yet its concrete implementation in grammar instruction and lecturers’ perspectives in under-researched regions such as Central Kalimantan remain unclear. This study examines how translanguaging is used in an Intermediate English Grammar class at a public university and how the lecturer evaluates its role in English language teaching. Using a qualitative case study, data were collected through nonparticipant classroom observations and a semi-structured interview, then analyzed using structural and planning-based classifications of translanguaging. The findings show that translanguaging is highly patterned at the sentence level through inter-sentential, intra-sentential, insertion, and tag uses, with English maintained as the main medium of instruction. The lecturer employs brief, targeted use of Bahasa Indonesia to clarify complex grammar, scaffold understanding, and enhance engagement while keeping its proportion low. These results suggest that principled translanguaging can strengthen comprehension and participation without hindering target language development.
Exploring Reading Strategies among English Education Students in Reading Academic Journal Articles Anisah Almauizzah; Christianti Tri Hapsari
JET (Journal of English Teaching) Vol. 12 No. 1 (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.v12i1.7701

Abstract

Reading academic journal articles often poses problems for EFL university students due to shopisticate language, unfamiliar vocabulary, and dense information. Therefore, the current study aims to explore the reading strategies utilized by English Education students when interacting with academic journal articles and to ascertain how these tactics help their comprehension. A total of 35 students from Universitas Negeri Semarang majoring in English Education Study Program participated in a descriptive qualitative study. The data was gathered by the SORS questionnaire and semi-structured interviews. Mean scores were calculated from questionnaire data, followed by thematic analysis used on interview data to achieve a greater insight into students' strategy utilization. The data demonstrated that students employed three categories of reading strategies: global reading strategies, problem solving strategies, support reading strategies. Overall, students’ strategy use fell into the moderate to high categories, with no strategies categorized as low. Within the three types of strategies, PROB were used most often (M= 3,95), indicating that students tend to focus on dealing directly with difficulties encountered during reading. Overall, the results indicate that English Education students actively utilize diverse reading strategies to support students in comprehending academic journal articles.
The Impact of Analogical Learning and the Feynman Technique on English Achievement and Reasoning Ability in Grade Six : An Experimental Study Aihua Cheng; Nirat Jantharajit; Supawadee Kanjanakate
JET (Journal of English Teaching) Vol. 12 No. 1 (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.v12i1.7705

Abstract

Improving both academic achievement and reasoning ability remains a challenge in primary English education. This study examined the effects of integrating analogical learning with the Feynman Technique on Grade 6 students’ English academic achievement and reasoning ability. A quasi-experimental pretest–posttest control-group design was adopted, with two intact classes selected through cluster sampling and assigned to an experimental group (n = 29) and a control group (n = 27); data were collected using an English achievement test and a reasoning ability questionnaire and analyzed using descriptive statistics and t-tests. Results showed that the experimental group significantly outperformed the control group in academic achievement, with posttest scores (M = 85.00, SD = 9.12) exceeding both their pretest scores (M = 80.31, SD = 9.72) and those of the control group (M = 79.96, SD = 9.56). Similar gains were observed in reasoning ability, as the experimental group’s posttest scores (M = 70.55, SD = 9.07) were higher than their pretest scores (M = 65.38, SD = 9.80) and the control group’s scores (M = 65.37, SD = 9.20), suggesting that this integrated approach effectively enhances learning outcomes in primary school English classrooms.
Exploring the Relationship Between TOEIC Listening and Reading Scores and Test-Taking Strategies Among University Students Nakhon Kitjaroonchai; Tantip Kitjaroonchai
JET (Journal of English Teaching) Vol. 12 No. 1 (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.v12i1.7734

Abstract

English proficiency remains a critical determinant of academic and professional readiness, with TOEIC serving as a key indicator of real-world communication skills. Understanding how listening and reading interact—and how test-taking behaviors shape outcomes—offers meaningful guidance for both instruction and assessment. This study investigated the relationship between TOEIC Listening Comprehension (LC) and Reading Comprehension (RC) scores and explores the test-taking strategies employed by high-scoring university students. Quantitative data were drawn from 727 TOEIC mock test records collected over four academic years at Asia-Pacific International University, while qualitative insights were obtained from reflective responses of 30 students scoring between 700 and 990. Pearson correlation analysis revealed a strong positive association between LC and RC (r = .899, p < .01), with LC accounting for 81% of the variance in RC scores (R² = .809), confirming listening proficiency as a significant predictor of reading performance. Correlations remained moderate across proficiency bands, though the LC–RC gap widened among lower scorers, indicating disproportionate weaknesses in reading. Thematic analysis identified seven strategy categories: strategic time management, pre-reading and predictive listening, selective attention, elimination and inference, focus and concentration control, emotional regulation and stress management, and test familiarity practices. Findings underscore the need for integrated receptive-skill instruction and holistic strategy training that combines cognitive, metacognitive, and affective approaches. These insights inform curriculum design and pedagogical interventions aimed at improving TOEIC outcomes and enhancing learners’ readiness for global communication.

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