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[Using Drama in EFL Classroom ]]>
<![CDATA[Angelianawati, Luh]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 5 No. 2 (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 (550.018 KB)
|
DOI: 10.33541/jet.v5i2.1066
<![CDATA[Due to the many potential benefits and drama can offer in language learning, there has been a growing interest to use drama in ESL/EFL classrooms. However, the practice still causes many difficulties to both teachers and students due to several factors. This article reviews current theories and research findings on the use of drama in ESL/EFL teaching and learning to provide a better understanding of the use of drama to facilitate learning in EFL classrooms. It begins with current theories behind drama use in English learning. This section tries to clarify what drama is in the context of ESL/EFL, what benefits it offers, and what challenges teachers potentially meet. After that, the discussion focuses on a practical guideline for using drama in the classroom. It proceeds with a brief description of some useful drama techniques. The article ends by offering some concluding remarks.]]>
<![CDATA[Print vs Digital Reading Comprehension in EFL ]]>
<![CDATA[Pardede, Parlindungan]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 5 No. 2 (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 (599.165 KB)
|
DOI: 10.33541/jet.v5i2.1059
<![CDATA[Printed texts have long been used as the prime medium of learning to read and reading to learn. However, the ubiquity of technology has emerged digital texts, and the accelerating influx of digital texts requires new comprehension skills and strategies. This article reviews and synthesizes current ideas and research findings on digital reading in EFL context to provide a more solid theoretical basis for digital texts use in reading comprehension programs. Discussion in this article begins with the comparison of the nature of conventional or print reading versus digital reading and the characteristics of printed texts versus digital texts. After that, the discussion proceeds to the findings of relevant studies concerning the effect of digital reading to comprehension, students and instructors' perception of digital texts, and strategies for reading digital texts.]]>
<![CDATA[Making a Difference through Effective Instructional Strategies ]]>
<![CDATA[Nanquil, Luisito]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 5 No. 2 (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 (556.559 KB)
|
DOI: 10.33541/jet.v5i2.1067
<![CDATA[This article depicts the challenges of language teachers (and all teachers) in the delivery of the instruction and evaluation of the learning process. The author expressed his own views and perspectives regarding the present situations confronting language teachers and other teachers of different subjects. While technology provides the things we need in the classroom setting, there are considerable impediments teachers are facing. What could be the roles teachers in the academy have to fulfill and execute so that they can assist diverse learners? This paper discusses and explains imperative thoughts and reflections that can serve as a guide or framework for all teachers who need clear insights and sensible directions. The method used by the researcher is simply narration-description where he presented his heartfelt and life-relating experiences to the target readers and researchers. To support his claims, he intentionally inserted real-life experiences, observations, and testimonials of teachers and personnel whom he met in his academic journeys. From the thoughts of the author-researcher, it is hoped that readers would be get inspired whenever they fell down and stressed because this essay would remind all who are engaged in teaching that the one of the best professions (if not the best) in the world is being a teacher. Other careers are not possible without the caring and guiding hands of the teachers.]]>
<![CDATA[A Literature Review on Remedial Reading Teachers: The Gaps in the Philippine Context ]]>
<![CDATA[Bautista, Judy C.]]>;
<![CDATA[Gatcho, Al Ryanne G.]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 5 No. 2 (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 (429.586 KB)
|
DOI: 10.33541/jet.v5i2.1063
<![CDATA[Remedial reading teachers are forerunners in elevating the reading achievement of students in schools. In the Philippines, there has been a continual enrichment of the reading skills of struggling readers through the initiatives of remedial reading teachers. However, the country does not have clear policies on the identities, roles, challenges, and needs of such teachers. This paper presents a review of the literature on remedial reading teachers. The results revealed that remedial reading teachers performed various roles in schools and that the cultivation of the roles and duties of remedial reading teachers rely so much on different factors, some of which are knowledge and the skills that they have, philosophical views in education and the whole school community, the rapport that remedial reading teachers have with their colleagues, the support of the administrators to their personal and career developments, and provisions of the local government. It was also evident in the review that literature and studies are scarce regarding remedial reading teachers in the Philippines, thus, suggesting to explore on the what's and the how's of remedial reading teachers in a hope of creating clear policies that will strengthen their identities and support their professional developments.]]>
<![CDATA[Pre-Service EFL Teachers' Perception of Using Facebook Group for Learning ]]>
<![CDATA[Purnamasari, Asri]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 5 No. 2 (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 (867.533 KB)
|
DOI: 10.33541/jet.v5i2.1064
<![CDATA[The current development of ICT has been revolutionizing education. The revolution has now overflown learning beyond the four walls boundary of the classroom. By using ICT, students today can learn anytime and anywhere. This study aimed to explore pre-service EFL teachers' perception of the use of Facebook Group (FBG) in learning. Employed a mixed methods research designed, quantitative and qualitative data were collected from 56 (29 first-year and 27 second-year) students of the English Education Department of Universitas Kristen Indonesia Jakarta using a questionnaire and interview. The finding revealed that the majority of the participants had positive perception towards using FBG as a learning platform. However, since their experience in the informal language learning environment through FBG was new, their view towards the use of FBG for interpretative communication activates was lower than for interpersonal communication.]]>
<![CDATA[Peer Feedback versus Traditional Teaching ]]>
<![CDATA[Ishchenko, Olga]]>;
<![CDATA[Verkhovtsova, Olga]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 5 No. 2 (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 (741.853 KB)
|
DOI: 10.33541/jet.v5i2.1065
<![CDATA[The choice of methods of teaching English depends on the specific features of the subject being taught, certain didactic tasks, student knowledge, specific situations, real means that the teacher has and his experience. The traditional school often represents the teacher as an active unit of learning and the teaching - as an object of learning (passive unit). However, this situation, in the process of learning, can and must change. Especially when the student also becomes an active participant in the learning process and there is targeted cooperation between the teacher and the student. Thanks to the feedback method, there are links between the goal, content and the result of the educational process. The results are observed in the knowledge, skills, attitudes, and skills of students. It helps learners to maximize their potential at different stages of training, raise their awareness of strengths and areas for improvement, and identify actions to be taken to improve performance. Feedback is part of the overall dialogue or interaction between teacher and learner, not a one-way communication. Feedback can be seen as informal or formal encounters between teachers and students or between peers. The purpose of the article is to summarize the arguments in favor of introducing peer feedback practice for English language classrooms. The discussion is based on the analysis of the most effective forms of feedback with a special focus on peer feedback.]]>
<![CDATA[Applying Metacognitive Strategies in English for Missionary Course ]]>
<![CDATA[Mahendra, Aloisius Wisnu]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 5 No. 3 (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 (562.977 KB)
|
DOI: 10.33541/jet.v5i3.1316
<![CDATA[This study aimed at examining metacognitive strategies applied by eight missionaries during their learning in a specialized English course. As English has a significant influence to contribute to the spread of missionaries worldwide, a need of assisting the missionaries with sufficient use of English becomes a concern since they are required to use special expressions and skills to meet situational needs when they do their missions. This carries the notion of ESP on a contextual language learning specified for the missionaries as it provides opportunities for them to manage their learning. It encourages them to use metacognitive strategies during the course, focusing on planning for the learning strategy, monitoring the strategy use, and evaluating the whole learning. The current study was conducted in the Language Institute of Sanata Dharma University within the Center of English for Specific Purposes (CESP) division in 2018. Written reflections over the lessons were collected from the missionaries as the main data source. A document analysis, then, was employed to examine the data qualitatively. The findings showed how the missionaries applied the metacognitive strategies to assist their learning.]]>
<![CDATA[The Effect of Using Karaoke Activities on Students’ English Pronunciation ]]>
<![CDATA[Karsono, Karsono]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 5 No. 3 (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 (889.907 KB)
|
DOI: 10.33541/jet.v5i3.1311
<![CDATA[Karaoke is basically a form of entertainment involving the use of a karaoke machine which provides audio, visual, and also textual information at the same time. Having these features, karaoke offers some promising and potential uses to the language teaching, because it involves both linguistic processing and language articulation. This research aims at investigating the effect of karaoke activities on students’ English pronunciation. Employing the one-group pretest-posttest design, 34 students of the X MIPA 3 class of SMA Negeri 14 Jakarta in academic year 2018/2019 learnt pronunciation through karaoke activities in five sessions. Using Wilcoxon Sign Ranks Test, the hypothesis test revealed that karaoke activities significantly affected the tenth graders’ English pronunciation at SMA Negeri 14 Jakarta.]]>
<![CDATA[Students' Perception on EFL Speaking Skill Development ]]>
<![CDATA[Nazara, Situjuh]]>
<![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 (160.26 KB)
|
DOI: 10.33541/jet.v1i1.50
<![CDATA[This paper is based on a study conducted in December 2010 to investigate the perceptions of the students of the English Teaching Study Program of FKIP-UKI Jakarta on their English speaking skill development. The findings revealed that all respondents viewed speaking important and they were willing to deal with the necessities to master it. Although they got interesting materials, empowering activities, and proper opportunity to practice speaking, they insisted to have longer time to practice. In addition, some respondents tended to avoid speaking due to their fear of lecturers’ ‘scolding’ and classmates’ laughing. The paper concludes by suggesting the need to create a friendly and conducive environment in the classroom.]]>
<![CDATA[Students’ Perception of Digital Texts Reading: A Case Study at the English Education Department of Universitas Kristen Indonesi ]]>
<![CDATA[Manalu, Benny Hinn]]>
<![CDATA[ JET (Journal of English Teaching) Vol. 5 No. 3 (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 (734.855 KB)
|
DOI: 10.33541/jet.v5i3.1312
<![CDATA[This study was conducted to explore students' perceptions of reading digital texts. To attain the objective, the data were collected through an online questionnaire uploaded in Google Form and an interview. The questionnaire was intended to collect quantitative data concerning the participants’ responses about their interest and motivation, digital text reading efficacy, problems in digital text reading, and preference towards digital or printed text reading. The participants of the study were 65 English pre-service teachers selected from the whole students of the English Education Department of Universitas Kristen Indonesia in the academic year 2019/2020, and the sample was 65 participants. The collected data were analyzed descriptively using Microsoft excel. The findings revealed that the participants perceived digital texts reading positively. They preferred reading digital texts because they were motivating, interesting, and suite their expected way of reading. The main problem they encountered in reading digital texts was due to the screen light which could irritate their eyes.]]>
