JET (Journal of English Teaching)
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.
Articles
215 Documents
<![CDATA[Students' Motivation in Reading English Text: A Qualitative Study in EFL Context ]]>
<![CDATA[Dakhi, Saniago]]>;
<![CDATA[Damanik, Ira Soraya]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 4 No. 2 (2018): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v4i2.832
<![CDATA[This article addresses an objective description and reasons for the student’s motivation in reading English text. Sixty students of tenth grade at SMA Negeri 55 South Jakarta participated on filling in 50 statements of 11 domains of motivation. An interview, another method to collect data needed and to meet a methodological triangulation, was employed to capture the participants’ perspective. Findings revealed that reading curiosity is the highest domain of the students’ motivation (92.22%), and social reason for reading is the lowest one (55.56%). Some interpretations are included in this paper.]]>
<![CDATA[The Writing Skill Benefits of Increased Students' Reading Comprehension: A Case Study at Universitas Kristen Indonesia ]]>
<![CDATA[Simatupang, Astri Julianti]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 3 No. 3 (2017): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v3i3.759
<![CDATA[This research was conducted to investigate the correlation between reading comprehension and writing skill at the Faculty of Education and Teacher Training, Universitas Kristen Indonesia. The sample data were taken based on the scores of Reading I, Reading II, Reading III, Reading IV, and Reading V and Writing I, Writing II, Writing III, Writing IV and Writing V. The participants were 30 raguler students in the eighth semester of 2012 batch of English Teaching Study Program students, Faculty of Teacher Training and Education, Universitas Kristen Indonesia students. The collected data were analyzed by using SPSS version 24. The result showed that there was significance and strong correlation between reading comprehension and writing skill. some recommendations are provided to meet the objective of learning English as a foreign language in Indonesia and to provide a potential access to the further research.]]>
<![CDATA[Improving the Eight Graders' Reading Comprehension Comprehension through Jigsaw Technique at SMP 1 PSKD ]]>
<![CDATA[Fransiska, Adelina]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 3 No. 2 (2017): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v3i2.701
<![CDATA[AbstractThe main objective of this research is to improve the eighth graders’ reading comprehension through Jigsaw technique at SMP 1 PSKD. This research is a classroom action research in two cycles. The research was done on April 12th, 2016 until May 24th, 2016. The subject of the research was the students of VIII class at SMP 1 PSKD. There were 27 students (13 males and 14 females). The instruments of the test are pre-test and post-test. The non instruments test are observation sheets, interview, and researcher’s diary notes. The improvement of the eighth graders’ reading comprehension scores can be seen from the result of the pre-test and post-test. The average score of the students in the pre-test was 49.03 points and in cycle 1 the average score of the students was 65.78 points. So the increase between the two tests was 16.75 or 34.16%. In the cycle 2, the average of students’ score was 75.85 points. The result of the posttest 1 was 65.78 points, so the increase from post-test 1 in cycle 1 to post-test 2 in cycle 2 was 10.07 points or 15.75%. The improvement from pre-test to post-test 2 was 54.70%. In addition to the score increase, jigsaw technique can improve the students’ enthusiasm in learning reading comprehension. It can be seen from the result of the interview. The participants were interested in learning reading comprehension through jigsaw technique because jigsaw technique helped them in comprehending the text. This research was also supported by the result of researcher’s diary notes. The researcher’s diary notes shows that there were a positive changed from cycle 1 to cycle 2. Based on the results of the research, it can be concluded that jigsaw technique could improve the eighth graders’ reading comprehension at SMP 1 PSKD. Keywords: jigsaw technique, reading comprehension]]>
<![CDATA[The Effect of Integrating Mobile Application in Language Learning: An Experimental Study ]]>
<![CDATA[Mengorio, Trixie Mae]]>;
<![CDATA[Dumlao, Remart]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 5 No. 1 (2019): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v5i1.959
<![CDATA[Innovation in Language Teaching Methodology should address the needs and demands of the 21st century learners and the birth of Mobile Aided Language Learning created abundant possibilities for the field of language education. This study investigates the effect of the Mobile Application: Moodle in teaching ESL learners. A quasiexperimental research with 100 respondents in Junior High School at Rizal Technological University-Laboratory High School of the Academic Year 2017-2018. The research data were gathered from the pre-test and post-test results during the betatesting activity and Focus Group Discussion conducted among the experimental set during the 4th grading period. Experimental Set used the Mobile Application: Moodle in their daily classroom discussion and activity tasks. Results shows that there is an increase with the performance of the Experimental Group compared to the Controlled Group test results. Also, the students in the experimental set express positive feedback about the integration of Mobile App in teaching and learning process. The study suggests that with further research and development of the program, it will enhance the possibility of MALL acquisition in teaching ESL Keywords: mobile aided language learning (MALL); e-learning; m-learning; mobile applications]]>
<![CDATA[Teachers' and Undergraduate Students' Perceptions of the Use of the Internet to Study English ]]>
<![CDATA[Floris, Flora Debora]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 2 No. 3 (2012): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v2i3.56
<![CDATA[The purpose of this study was to find out teachers' and undergraduate students' perceptions of the importance of using the Internet to study English. This was measured through the use of questionnaires distributed to 10 teachers and 100 students; and interviews conducted with 5 teachers and 20 students. Based on the findings, it was concluded that in learning English, students need interactions with their teachers and friends. To facilitate the interactions, the Internet, particularly the websites designed for learning English is a good alternative. However, it should not be the only instrument used to improve the learners' language proficiency. Numerous strategies teachers can choose to implement it are also recommended.]]>
<![CDATA[Improving EFL Students' English Pronunciation by Using the Explicit Teaching Approach ]]>
<![CDATA[Pardede, Parlindungan]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 4 No. 3 (2018): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v4i3.852
<![CDATA[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]]>
<![CDATA[The Application of Storytelling: A Solution to Overcome the Students' Speaking Problem ]]>
<![CDATA[Sitorus, Clara Resta Gihonita]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 4 No. 1 (2018): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v4i1.786
<![CDATA[AbstractThe main objective of this research is to improve the tenth graders’ speaking skill throughstorytelling technique at SMK Bhakti. This research is a two-cycle-process of classroom actionresearch. The subject of the research was the students of tenth graders at SMK Bhakti-2. Therewere 20 students (12 males and 8 females). The instruments were the test, observation, interview,and diary notes. The result indicated that there was significant improvement of students’ scoresin the Pre-test to Post-test II. The mean of students’ Pre-test scores was 48.20, and 63.30 forPost-test I. On the contrary, it was 77.70 in Post-test II. It was supported by interview, diarynotes, and observation showing that there was students’ interest in learning through theimplementation of storytelling. It, therefore, is suggested for English teachers to make use of thetechnique to actively encourage and increase the students’s positive learning attitude towardsspeaking English.Keywords: storytelling technique, action research, speaking skill]]>
<![CDATA[The Effect of Using English Video on Students' Vocabulary Mastery at SMP PSKD 6 Depok ]]>
<![CDATA[Grathia, Ellyah]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 3 No. 2 (2017): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v3i2.706
<![CDATA[ABSTRACTThe main objective of this research is to find out whether or not there is any significant effect of using English video on students‟ vocabulary mastery at SMP PSKD 6 Depok. This study is an experimental research that consists of two classes, the experimental class and control class. The research was done on April 2016 until May 2016. The subject of the research was eighth graders‟ students VIII B and VIII C at SMP PSKD 6 Depok. The consisted of 20 students. The instruments of the test were pre-test and post-test. The improvement of the eighth graders‟ vocabulary scores can be seen from the results of the pre-test and post-test. The mean scores of the experimental class in the pre-test was 57.35 points. While the mean scores of the control class in the pre-test was 52.60 points. The average score of the experimental class in the post-test was 71.40 points. While the average scores of the control class in the post-test was 60.00 points. The data obtained clarified that there was a significant effect of using English video on students‟ vocabulary mastery. By using English video, students‟ in experimental class ranged of the average score from 57.35 points until 71.40 points. The hypotheses tested in this research showed that there was a significant effect of English video. The value of Sig. of equality variances (0.760) was higher than Sig. α (0.05). This finding indicates that the sample data were taken from homogeneous population variances. Based on the result of the research, it was concluded that the use of English video on students‟ vocabulary mastery at SMP PSKD 6 Depok. The writer suggests using English video is one of the effective technique to improve students‟ vocabulary, especially in teaching English in eighth graders. Keyword: experimental research, English video, vocabulary]]>
<![CDATA[Using Talking Chips Technique to Develop the Tenth Graders' Speaking Skills at SMK PSKD 1 ]]>
<![CDATA[Pasaribu, Daniel Sbastian]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 3 No. 1 (2017): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v3i1.697
<![CDATA[AbstractThe objectives of this study were to develop students’ speaking skills using Talking Chips technique and also to investigate the students’ interest in the use of Talking Chips technique inEFL class. This research was a two-cycled action research conducted in SMK PSKD 1 Jakarta. The subject of this study was the tenth graders of Accounting Class 1 consisting of 10participants from SMK 1 PSKD. The quantitative data, collected using tests, were analyzed by using independent and paired sample t-test on SPSS version 17 program. The qualitative data collected through interview, questionnaire, and observation techniques and were analyzed descriptively. The result indicated that there was significant improvement of students’ scores where the mean of students’ pre-test scores was 55.00. It increased 59.60 in post-test I and 73.40 in post-test II. Based on the result, it was concluded that through implementation of Talking Chips technique students’ speaking skills could improve. Keywords: talking chips, speaking skills, classroom action research]]>
<![CDATA[Pre-Service EFL Teachers' Perception of Blended Learning ]]>
<![CDATA[Pardede, Parlindungan]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 5 No. 1 (2019): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
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DOI: 10.33541/jet.v5i1.955
<![CDATA[Due to its great prospects to maximize the advantages of both online learning and face-to-face learning, blended learning (BL) has been growing as one of the most important educational advances of the 21st century. Current studies have revealed that BL is very potential to help address students' diverse needs and learning styles, advance students' learning experience by developing their engagement, motivation, and capacity for reflection, and provide learners with direct experience with technology-supported skills essential for 21st-century success style. This study aimed at investigating the perception of pre-service EFL teachers of blended learning in learning English as a foreign language (EFL) setting. Employed a mixed methods research design, quantitative and qualitative data were collected from 32 students of the English Education Department of Universitas Kristen Indonesia Jakarta. The findings revealed that the students' perception of blended learning was positive. The participants also valued learning using the online platform not only because it offers convenience, flexibility, and immediate access but also increases their engagement and independence and develops their technical and information literacy skills. However, they viewed face-to-face instruction more effective for it is more realistic due to the presence of direct interaction, immediate response, and the convenience of reading printed texts.]]>
