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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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Improving Environmental Vocabulary Mastery of Grade 11 Students through Multi-game Intervention Emiliana Uge; Priscilla Maria Assis Hornay
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.v12i1.7777

Abstract

Environmental vocabulary is a fundamental component of EFL learning, enabling students to understand texts and communicate effectively about sustainability issues. However, Indonesian learners often struggle with environmental terminology due to limited exposure and traditional teacher-centered instruction. This pre-experimental study investigated the effectiveness of a multi-game intervention—Crossword Puzzles, Vocabulary Bingo, Word Chain, and Kahoot—in improving Grade 11 students’ environmental vocabulary mastery. Using a one-group pretest–posttest design involving 17 grade 11 students, a 20-item environmental vocabulary test measured changes in performance. Results showed a substantial gain: mean scores increased from 9.82 (49.10%) to 17.59 (87.95%), with 70.59% of students achieving the Advanced mastery level after the intervention. A paired sample t-test confirmed a significant difference between pretest and posttest scores (p = .000). The findings align with prior research demonstrating that game-based learning enhances motivation, strengthens vocabulary recall, and supports deeper lexical processing. This study recommends integrating diverse games into vocabulary teaching, especially for thematic domains such as environmental education.
The Effect of Using Padlet on Student's Writing Skills at Grade VII: Gender Based Differences Chandra Yane Arlinta; Caroline Victorine Katemba
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.v12i1.7807

Abstract

The integration of digital media in writing instruction has become an effective approach to improving students’ learning outcomes. This study employed a quantitative approach using a pre-test and post-test design to analyze the effectiveness of Padlet as a learning medium in teaching writing to seventh-grade students at SMPN 1 Parongpong. The participants consisted of 30 students, including 15 male and 15 female students, and data were collected through writing tests administered before and after the implementation of Padlet. The normality test was conducted using the Shapiro–Wilk test, and the results indicated that all data were normally distributed, with significance values greater than 0.05, namely male pre-test (p = 0.146), male post-test (p = 0.496), female pre-test (p = 0.467), and female post-test (p = 0.085). The findings revealed a significant improvement in students’ writing skills after the use of Padlet, with female students demonstrating a stronger improvement compared to male students, confirming that Padlet is an effective learning medium for enhancing writing skills among seventh-grade students.
Office Hours as Dialogic Pedagogy: A Reflective Study of Mentoring International Students in First-Year Composition Robert mathew
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.v12i1.7871

Abstract

This reflective practitioner study examines the role of office hours as a site of pedagogical mentoring for international students in First-Year Composition at U.S. universities. Drawing on five years of experience as a domestic PhD student and Graduate Teaching Assistant at Wayne State University, the study responds to an initial instructional challenge in which written and peer feedback alone failed to support international students’ rhetorical development, despite their strong grammatical proficiency. Grounded in scholarship on written feedback, grading, and culturally responsive pedagogy, the paper argues that feedback is not inherently transparent and must be mediated through dialogue to become meaningful. Using reflective journals, student performance trends, office-hour interactions, and anonymized student feedback as data, the study demonstrates how intentional mentoring during office hours functioned as a dialogic space for translating feedback, clarifying genre expectations, and building trust. Findings show substantial improvement in students’ writing performance, confidence, and engagement. The study highlights office hours as an equity-oriented pedagogical practice and offers implications for composition pedagogy and GTA training.
Exploring EFL Teachers’ Understandings of Language Learning Psychology Sureepong Phothongsunan
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.v12i1.7881

Abstract

Despite having become a key field in applied linguistics, language learning psychology (LLP) research is found to emphasize more on learners rather than teachers. 30 EFL teachers reported on their understandings on LLP within the EFL contexts in this study. How the teachers working in three different schools in Thailand conceptualize and apply five LLP constructs, namely 1) motivation, 2) willingness to communicate, 3) emotion, 4) self-concept, and 5) group dynamics in their classrooms were explored with a mixed-methods design including a survey and interviews. Descriptive statistics and Pearson correlation analyses were undertaken to find out any relationships among these five LLP constructs, whereas qualitative findings were investigated thematically. It was found that motivation, willingness to communicate, and emotion appeared vital in the teachers’ classroom experiences. The teachers also described their role in creating the emotional side of the classroom and in creating a supportive and positive learning environment. The findings shed light on teacher psychology and professional wellness and the role of teaching practices that take into account emotional responses.
Computational Thinking Integration into EFL Learning: A Systematic Literature Review Parlindungan Pardede
JET (Journal of English Teaching) Vol. 11 No. 3 (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.v11i3.7884

Abstract

Computational thinking (CT), a powerful problem-solving tool, knowledge acquisition optimization, and crucial skill required to engage successfully in the rapidly evolving 21st century, has been increasingly embedded into higher learning and K-12 education curricula across the globe. Since CT incorporation into English as a foreign language (EFL) education is new, the increasing research in this field remains fragmented. This study systematically reviewed 22 empirical studies published from 2015 to 2024 to provide a deeper understanding of the features and trends of CT inclusion in EFL classrooms. Employing a hybrid thematic analysis–constant comparative method across multiple databases, I mapped six EFL focus areas—academic writing, creative writing, reading, vocabulary, grammar, dialogue learning, and sentence structure—and analyzed the distribution of CT skills and cognitive-load levels. Findings demonstrate consistent, positive impacts of CT integration on learner outcomes, with academic writing leading research due to its alignment with high-load CT components such as abstraction and algorithm design. A gap analysis reveals limited teacher involvement and four main barriers: knowledge gaps, time constraints, inadequate professional development, and nascent beliefs. The article ends with some targeted recommendations for policymakers, English educators, and future research.
Category Shift in the Translation of Hemingway’s The Old Man and the Sea into Indonesian by English Literature Students Johannes Joseph
JET (Journal of English Teaching) Vol. 11 No. 3 (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.v11i3.7891

Abstract

This study aims at analyzing the types of category shift in the translation of Hemingway’s The Old Man and the Sea by English Literature Students. The method employed is descriptive qualitative. The data are analyzed by using Catford’s category shift which consists of class, unit, intra-system and structure shifts. This research shows that structure shift is applied more often in the translation with 56 data (51%), followed by intra-system shift with 24 data (23%), unit shift with 23 data (22%), and class shift with 5 data (4%). The higher frequency of structure shifts in translation is often due to significant linguistic differences between the source and target languages, requiring adjustments for accurate meaning and natural flow. Additionally, these shifts enhance clarity and readability, making the text more comprehensible for the target audience. Cultural and contextual adaptations also play a role, ensuring the translation aligns with the norms and expectations of the target language's audience.
Isu-Isu Kontemporer dalam Pendidikan dan Pendidikan Guru: Tantangan, Reformasi, dan Arah Masa Depan Horas Hutabarat
JET (Journal of English Teaching) Vol. 11 No. 3 (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.v11i3.8017

Abstract

The effectiveness of educational systems is closely tied to the competence and professionalism of teachers. In the field of English Language Teaching (ELT), these demands have become increasingly complex due to rapid technological change, evolving curriculum policies, and growing expectations for inclusive and responsive pedagogy. This article aims to examine key contemporary issues in English language teacher education and to explore how these challenges are reshaping teacher preparation and professional development. Adopting a qualitative narrative literature review by drawing on relevant scholarly works and policy reports to identify major themes influencing ELT teacher education, the findings reveal several persistent challenges, including the integration of digital pedagogy, the preparation of teachers for diverse classrooms, inconsistencies in educational policy, and the ongoing gap between theoretical preparation and classroom realities. They also highlight the need to reconceptualise teacher education as a process of professional formation and to strengthen systemic coherence across different stages of teacher development. The article concludes by suggesting strategic directions for improving ELT teacher education, emphasizing the importance of integrated training systems, sustained professional learning, and context-responsive policy frameworks.  
AI Literacy EFL Classrooms: Preparing Learners for Human–AI Collaboration Horas Hutabarat
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.v12i2.8514

Abstract

The rapid emergence of generative artificial intelligence (AI) has transformed educational practices across disciplines, including English as a Foreign Language (EFL) education. While AI-powered tools offer substantial support for language learning through writing assistance, feedback generation, language practice, and personalized learning experiences, concerns have emerged regarding students’ dependence on AI-generated content, critical evaluation of information, and ethical use of digital technologies. These developments suggest that effective AI integration in language education requires more than technological access and operational skills. This article examines the role of AI literacy in preparing EFL learners for meaningful human–AI collaboration. Employing a qualitative library research design, the study synthesizes recent scholarship on AI literacy, digital literacy, human-centred AI, and AI-assisted language learning. The analysis indicates that AI literacy in EFL contexts encompasses four interconnected dimensions: operational understanding, critical evaluation, ethical awareness, and collaborative competence. Together, these dimensions enable learners to engage with AI systems as reflective users rather than passive consumers of generated content. The study further argues that the educational value of AI depends on learners’ ability to exercise human judgment when interpreting, modifying, and applying AI-generated outputs. Consequently, AI literacy should be integrated into EFL curricula as a foundational competency that supports responsible technology use, critical language learning practices, and sustainable human–AI collaboration in contemporary educational environments.

Page 24 of 24 | Total Record : 238

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