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' Perception on the Discovery Learning Strategy on Learning Reading Comprehension at the English Teaching Study Program Christian University of Indonesia ]]>
<![CDATA[Tampubolon, Daniel]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (721.518 KB)
|
DOI: 10.33541/jet.v3i1.698
<![CDATA[Abstract The main objectives of this study are to discover and examine the students’ perception on the use of discovery learning strategy on reading comprehension and to see whether the students are interested in using discovery learning strategy on improving their reading comprehension. This study is a survey research. This study was conducted to all students of the English Teaching Study Program (ETSP), Christian University of Indonesia. To achieve the objectives, data were collected using questionnaire and interviews. The data was analyzed descriptively through Microsoft Excel 2007. Based on the data analysis, it can be concluded that the majority of students agreed that discovery learning strategy can enhance their reading comprehension and they want this strategy implemented in their reading class. Furthermore, they were interested on learning or improving reading comprehension through discovery learning strategy. Keywords: reading comprehension, discovery learning strategy, perception]]>
<![CDATA[The Principles and the Teaching of English Vocabulary: A Review ]]>
<![CDATA[Dakhi, Saniago]]>;
<![CDATA[Fitria, Tira Nur]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (299.046 KB)
|
DOI: 10.33541/jet.v5i1.956
<![CDATA[The importance of vocabulary, its types, selection criteria, size and depth, and teaching principles were found unclear. The present article seeks to respond to such challenge. To achieve the mentioned goals, we did a systematic review to previously related studies and theories. The results showed that the vocabulary was found to be more functional as a basis for communication, a reflection of social reality, emotion booster, and academic ability predictor. It also revealed that its contribution to the basic language skills varied. Finally, the principles of teaching vocabulary, size and depth, and teaching and learning vocabulary materials (TLVMs) appeared to be associated with student’s vocabulary mastery. Keywords: vocabulary teaching; principles; vocabulary importance; breadth and depth]]>
<![CDATA[Teaching the Four Language Skills in Primary EFL Classroom: Some Considerations ]]>
<![CDATA[Kurniasih, Eka]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 1 No. 1 (2011): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (148.602 KB)
|
DOI: 10.33541/jet.v1i1.53
<![CDATA[English teachers in Indonesian primary schools are often in doubt about the 'what' and the 'how' to teach because most English teachers training colleges do not provide them with specialized training in how to meet the needs of primary school students; TEYL is a new and highly dynamic field; in the curriculum of primary schools in Indonesia English is a local content, and thus the National Education Ministry does not provide English syllabus for primary school. Since the objective of teaching English in primary school is to provide a good basis for communicative competence as a foundation to study it in a secondary school; the development of the four language skills should be made the focus of all learning activities. This paper provides some guidelines, which are adapted from some publications and discussions concerning TEYL for teaching the four language skills in primary schools.]]>
<![CDATA[Students' Perception on the Role of English Day Program in Speaking Skill Development ]]>
<![CDATA[Sinaga, Octovany]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (1322.08 KB)
|
DOI: 10.33541/jet.v4i2.834
<![CDATA[This study aims to investigate students’ perceptions of English Day Program in speaking skill development. To achieve the objective, a questionnaire and interview were administered to collect the perception of 35 eight graders of SMPK Penabur Kota Wisata, Bogor. The quantitative data collected by the questionnaire and the qualitative data obtained from the interview were analyzed employing the descriptive analysis technique. The results showed that students' motivation to master English speaking was very high, and they expected the English Day Program would help them develop English speaking. However, only slightly more a half of them were enthusiastic to join English Day Program due to its previous poor implementation.]]>
<![CDATA[The Importance of Scrabble Game: An Experimental Analysis of the Eighth Graders' Vocabulary Mastery at SMP Eka Wijaya Cibinong ]]>
<![CDATA[Masela, Agie]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (279.396 KB)
|
DOI: 10.33541/jet.v3i3.762
<![CDATA[This research aimed to investigate whether Scrabble game has a significant effect on the eighth graders’ vocabulary mastery. This research was carried out by using experimental research method with one group pretest-posttest design. The eighth graders of class VIII-A were taught vocabularies using Scrabble game. The quantitative data, collected using tests, were analyzed by using the independent and paired sample t-test on SPSS version 19 program. The findings on this research showed the mean scores of pre-test and post-test, which were, 52.40 points and 45.64 respectively; the gain was -6.76 points and the result of hypothesis test, it was found that t count (1.569) was less than t table (2.06). The findings indicated that H0 was accepted. The conclusion of this research was Scrabble had no significant effect on the eighth graders’ vocabulary mastery.]]>
<![CDATA[The Correlation between Students' Motivation and Learning Achievement of the Eleventh Graders of SMK 1 PSKD Jakarta ]]>
<![CDATA[Invokavit, Bulan Meilany]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (191.986 KB)
|
DOI: 10.33541/jet.v3i2.703
<![CDATA[AbstractThe objective of this study was to find out the correlation between students’ motivation and their English learning achievement at SMK 1 PSKD. This study used quantitative method. The instrument used was a 17 Likert-scaled questionnaires. The score of English learning achievement was taken from the report final exam of eleventh grade. The respondents of thisstudy were XI AK and AP at SMK 1 PSKD. The total number of respondents was 38 students. This study used a survey or correlation study. Data analysis showed there was positive correlation between students’ motivation and their English learning achievement. The number of correlation coefficient was 0.324 which means that the correlation coefficient was weak. The coefficient of determination was 10.5% which means such amount contributed on English learning achievement while 89.5% was other undefined factors. Keywords: Students’ Motivation, English Learning Achievement]]>
<![CDATA[Enriching Students' Vocabulary Using English Pop Songs ]]>
<![CDATA[Limbong, Roimma]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (415.876 KB)
|
DOI: 10.33541/jet.v2i3.58
<![CDATA[This study aimed at enriching kindergarten students' English vocabulary at Singa School, Jakarta. The participants were 21 students of the K-2 grade. The action research was conducted in two cycles, in which the participants were taught vocabulary by using pop-songs. The quantitative data, collected using tests, and the qualitative data, collected using observation and document study techniques indicated that the use of pop-songs enriched the participants' vocabulary, as shown by the increase of the mean scores of the tests conducted, i.e. 33.57 (in the pre-test) to 50 ( post-test of Cycle I) to and 80 (post-test of Cycle II). The t-tests in the two cycles resulted in tcount (7.087)>ttable (1.725) and tcount (9.216) >ttable (1.725, respectively. Based on the findings, it could be concluded that the use of pop-songs was effective to enrich kindergarten students' vocabulary.]]>
<![CDATA[Foreign Language Learners' Anxiety in Language Skills Learning: A Case study at Universitas Kristen Indonesia ]]>
<![CDATA[Male, Hendrikus]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (703.959 KB)
|
DOI: 10.33541/jet.v4i3.854
<![CDATA[Anxiety has been a matter of substantial concern in foreign language (FL) learning setting for educators since it is a major obstacle learners need to overcome (Ellis, 2008; Wu, 2010).This study was aimed at finding out students’ language anxiety in learning the four language skills at a university level in English as a FL context. The participants were 71 students of the English education Department of Universitas Kristen Indonesia. Data was collected by administering a set of questionnaire. To support the data, interview was conducted to some of the respondents. Findings showed that the majority of the students were more anxious on writing skill, followed by reading, speaking and listening in their language learning process. It is highly recommended that the teachers or faculties be more creative in making the language skills classes atmosphere more fun and relaxing so that the students could achieve higher learning results. Keywords: anxiety, non-native learners, language learning process]]>
<![CDATA[Using Short Stories to Teach Language Skills ]]>
<![CDATA[Pardede, Parlindungan]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 1 No. 1 (2011): Journal of English Teaching ]]>
Publisher : <![CDATA[Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (107.365 KB)
|
DOI: 10.33541/jet.v1i1.49
<![CDATA[The notion that the main objective of EFL teaching is to help students to communicate fluently in the target language cause many teachers still believe that an EFL class should focus on mastering linguistic elements only. However, recent trend in EFL teaching indicates the necessity of integrating literature because of its rich potential to provide an authentic model of language use. Among literary genres, short stories seem to be the most suitable choice for this due to its potential to help students enhance the four skills (listening, speaking, reading and writing) more effectively because of the motivational benefit embedded in the stories. The purpose of this article is to familiarize EFL instructors with the effectiveness of using short stories in EFL instruction. After presenting the criteria for selecting a short story, the discussion is focused on how to exploit a short story for enhancing students' language skills.]]>
<![CDATA[The Effect of Using Contextual Teaching and Learning to Eighth Graders' Reading Comprehension at SMP 3 PSKD Jakarta ]]>
<![CDATA[Sianipar, Fransisca Lafayette]]>
<![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 ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (201.892 KB)
|
DOI: 10.33541/jet.v4i1.788
<![CDATA[AbstractThis research was an experimental research. It aimed to investigate the effect of using Contextual Teaching and Learning method on students’ reading comprehension to the eighth graders at SMP 3 PSKD Jakarta. To meet the aim, this research was conducted in two classes. Each class consisted of 30 students. The experimental group (VIII A) was taught using CTL method and control group (VIII B) was taught using drilling method. The classes were held twice a week and the research was conducted over a period of one months. Pre-test and post-test were employed to collect data. Both the pre-test and the post-test were administered in the two groups. The data ere analyzed using SPSS version 19.0 software. These data analysis were applied for analyzing the data obtained from four sets of tests. Data analysis showed that there is a significant effect of using Contextual Teaching and Learning Method toward students’ reading comprehension. It can be seen through the mean scores of post-test in the experimental group is 16.10 and the mean score of post-test in the control group is 15.95. Based on the result it can be said that Contextual Teaching and Learning significantly affected the eighth graders’ reading comprehension at SMP 3 PSKD Jakarta. Keywords: experimental research, contextual teaching and learning, reading comprehension]]>
