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JET (Journal of English Teaching)

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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 215 Documents

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Employing West Life to Improve EFL Pronunciation in Blended Learning Environment Nazara, Situjuh
JET (Journal of English Teaching) Vol. 3 No. 3 (2017): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

In EFL classrooms, pronunciation has often been the most neglected teaching-learning component. As a result, many EFL learners hold that English pronunciation is difficult to master, and they always find it difficult to speak confidently and intelligibly. This study is action research aimed at improving EFL students’ pronunciation by using songs in a blended learning environment. Conducted in April to May 2017, the study involved 30 tenth graders of a private senior high school in Depok, West Java, Indonesia. The face-to-face instructions were conducted in the language laboratory of the school, while the online sessions were conducted employing Edmodo as the learning management system (LMS). Learning activities were focused on using songs to improve the consonants, vowels, diphthongs, silent sounds, consonant clusters, stress and linking that were identified to be problematic for the participants in the pre-test. Data were collected by administering tests and questionnaires. The results showed that using songs in a blended learning environment improved the participants’ English pronunciation skills. The average scores of the three tests administered before, during, and after the project implementation successively increased. The data obtained from the survey revealed that pronunciation instruction using songs was interesting to the participants, helped their pronunciation improvement, and increased their self-confidence in English speaking.

Current Studies on the Use of Edmodo in EFL Learning: A Review Pardede, Parlindungan
JET (Journal of English Teaching) Vol. 3 No. 3 (2017): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

The growing interest to integrate Edmodo into EFL classroom since its inception about a decade ago has significantly increased studies exploring it as the research area. However, reviews of these studies are still rare. Thus this paper aimed to review 24 current studies focusing on the integration of Edmodo into EFL learning and teaching to draw a general picture of the research designs employed, insights and ideas concerning the adoption of Edmodo in EFL environments, and who were the participants of these studies. The review was conducted using the constant comparative method. The review results showed that (1) the majority of the studies employed designs related to descriptive qualitative methods; (2) research focuses consisted of effects of Edmodo on EFL learning outcomes, impacts of Edmodo towards students’ learning attitude and motivation, perceptions of Edmodo use, and evaluation on Edmodo implementation in EFL learning; and (3) the participants of the study were mainly university students.

English Education Master’s Program Students’ Perceptions on the Use of Code-Switching in EFL Classroom Context Wijaya, Kristian Florensio; Mety, Mety; Bram, Barli
JET (Journal of English Teaching) Vol. 6 No. 1 (2020): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

This paper investigated some factors influencing the use of code-switching in foreign/second language learning processes. Code-switching is related to the shift between the first and second languages done by the speakers in conversational contexts. Based on the theories of code-switching, second language learners frequently apply their first language when communicating with others in order to deliver the messages clearly, maintain group solidarity, and avoid unintended misunderstandings. Data were collected through a classroom survey and interviews with 12 English Education Master’s Program students of Sanata Dharma University, Yogyakarta. Qualitative content analysis was applied to obtain clearer interpretations. The results showed the lecturers and students utilized code-switching more sensibly in the second language classroom context. Further, code-switching will be better to be implemented in informal social interactions rather than foreign/second language classroom settings since it will hamper EFL learners’ success in attaining more fruitful target language competencies.

What EFL Learners Say about YouTube Use to Improve Pronunciation in a Blended Learning Environment Purnamasari, Asri
JET (Journal of English Teaching) Vol. 4 No. 3 (2018): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

YouTube is the most widely accessed video-sharing platform in the world. It offers not only millions of videos of music, movie, sport, talk shows, and news but also educational videos. Today’s students generally like YouTube. Therefore, it offers great opportunities for students and teachers to enhance EFL learning and teaching, including pronunciation improvement. This article is part of a larger study on EFL learners’ perception of using YouTube to improve English pronunciation in a blended learning environment. It employed the explanatory sequential mixed methods design and involved 26 freshmen majoring in Management at a private university in Jakarta, Indonesia. Data was collected using a questionnaire and interview. The results showed that: (1) the participants were so familiar with YouTube and encountered no difficulty to access and use it; (2) a majority of the participants found YouTube interesting and fun; (3) the participants viewed learning with YouTube advantageous because it presents the instructional materials in letters, sounds, and pictures at once; and (4) most participants found YouTube interesting and motivating, and thus it improved their pronunciation skills.

How should we counter challenges in teaching pronunciation for EIL? Nangimah, Musrifatun
JET (Journal of English Teaching) Vol. 6 No. 1 (2020): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

English as an international language (EIL) deals with the use of English in wider communication both global and local contexts. In an EIL context, people with different mother tongue (L1) use English to share ideas and culture. That is why intelligible English which should be no longer norm-bound is needed. Teaching pronunciation for EIL, especially should provide variety of English accents. English teachers should be flexible to the modification needed and fully informed of what, why, and how to teach and assess comprehensible English. Unfortunately, teaching English pronunciation has always been challenging for non-native English speaker teachers. In this retrospective essay, I discussed the challenges of teaching English pronunciation: the differences between English and students’ L1 phonological system, teachers’ strong and long-standing belief about unnecessary pronunciation, teachers’ excessive workload and insufficient teaching materials, and teachers’ lack of confidence due to native speaker preference model. Ideas to think about and a simple lesson plan to teach English pronunciation that is suitable for EIL context are provided.

Gender and Age Differences in the Use of Language Learning Strategies by Junior and Senior High School Students Ahsanah, Finaty
JET (Journal of English Teaching) Vol. 6 No. 1 (2020): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

In learning English as a foreign language, language learning strategies (LLS) is undoubtedly important. Therefore, most of language learners need to employ LLS in learning language effectively. However, LLS have a uniqueness that is each learner may employ LLS differently and it usually depends on some factors. The factors which usually affect LLS preferences among others are motivation, socioeconomic status, parental support, age, gender, etc. This current study tries to explore this phenomenon by administering Strategy Inventory for Language Learning (SILL) to 118 participants, consisted of 66 junior high school students and 52 senior high school students in Paciran, East Java. It is used for measuring the strategies that is used by the language learners in learning English. Interview is also administered as the supporting data to gain the missing information which cannot be obtained from the SILL. The results indicated that there was no significant difference between male and female students in LLS preferences whereas there was a statistically significant difference between younger and older learners in employing LLS; the young learners tended to use LLS more frequent than the older. Therefore, it can be strongly assumed that the age factor is more important than the gender factor in terms of the LLS preferences. Since, this current study showed that both male and female language learners tend to employ LLS in the same frequency level.

Undergraduate Students’ Perceptions on their Identity as Future EFL Teachers Mbato, Concilianus Laos; Wijaya, Kristian Florensio
JET (Journal of English Teaching) Vol. 6 No. 2 (2020): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

To be professional EFL teachers in the future, pre-service teachers should continuously construct their identities amid various obstacles and difficulties they confront in their working circumstances. This study attempted to investigate undergraduate students’ perceptions of their identity as future teachers. One research problem was proposed in this study namely: What are the factors influencing pre-service teachers to develop their teacher identity through Micro Teaching Class? This study applied qualitative method harnessing three research instruments i.e., classroom survey, students’ reflections on their future teaching vocation, and interview to gather the data from Micro Teaching Class of the English Education Study Program, Sanata Dharma University, Yogyakarta. The findings indicated that most pre-service EFL teachers studying in Micro Teaching Class were willing to nurture their identities as future educators as long as extensive supports given to them. Future researchers need to conduct more intensive studies on the relationship between agency and resilience influencing pre-service EFL teachers’ professional identity development.

An Analysis of Learning Styles and Learning Strategies Used by a Successful Language Learner Salam, Urai; Sukarti; Arifin, Zainal
JET (Journal of English Teaching) Vol. 6 No. 2 (2020): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

This study aimed to describe major learning styles and learning strategies used by a research subject from four years of a college student of English Education Study Program. It was a qualitative study and conducted through a case study design. The subject was a successful four years college student. The data was collected through questionnaires, interviews, and documents. Two questionnaires were administered, Perceptual Learning Style Preferences Questionnaire (PLSPQ) to determine the student learning style preferences, whereas, Strategy Inventory for Language Learning (SILL) to determine the student learning strategies. A semi-structured interview was applied to gain the primary data, while, the document was provided to support it. The results revealed that the successful language learner performed two major learning styles proposed by Reid (1984), i.e. visual, in which the subject learns best by reading and taking notes; and the individual, in which the subject learns better individually. Subsequently, the subject uses two major learning strategies proposed by Oxford (1990). The first learning strategy is the cognitive strategy includes practicing along with receiving and sending messages. The second strategy is the compensation strategy includes guessing intelligently in listening and reading and overcoming limitations in speaking and writing.

Teaching English for Specific Purposes in Vocational High School: Teachers’ Beliefs and Practices Muliyah, Pipit; Aminatun, Dyah
JET (Journal of English Teaching) Vol. 6 No. 2 (2020): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

This study reports the result of a qualitative case study research design. This study aims to explore teachers' beliefs about teaching English for Vocational school, to investigate how those beliefs are reflected in classroom practices, and to explore that affect the shaping of teachers' beliefs in the teaching and learning process. The participant of this study were six English teachers from three different vocational high schools in Majenang. The data was taken using a semi-structured interview, documentation, and classroom observation. Then the data was analyzed using line by line analysis. Teaching English in Vocational High School is believed different from Senior High school (SHS) as it belongs to English for specific purposes (ESP) and demands different knowledge of material, method, and strategies. The result shows that the teacher’s beliefs are not always realized in their classroom practices for a variety of potential reasons. The inconsistency between belief and practices are related to various factors, including class density, time constrains, incompatibility of the assigned text-books, huge workload, and students need.

An Investigation of the Impact of Concurrent Group Dynamic Assessment on EFL Learners’ Achievement of Phrasal Verbs at Productive Level Moghadam, Fatemeh Sadat Alavi; Farahani, Fatemeh
JET (Journal of English Teaching) Vol. 6 No. 2 (2020): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

The present study aimed at investigating the impact of the concurrent group dynamic assessment on the learning of phrasal verbs at a productive level. The participants of the study were 30 EFL learners at an intermediate level of language proficiency. The participants’ productive knowledge of the phrasal verbs was measured before and after the treatment through a researcher-made test including 80 items. For the purpose of the study, paired and independent samples t-test were utilized. Results of statistical analyses indicated that concurrent group dynamic assessment was significantly effective in the achievement of phrasal verbs at a productive level. Moreover, it was found that no significant difference existed in the concurrent group dynamic assessment in terms of the achievement of phrasal verbs at a productive level.

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Contact Name
Saniago Dakhi

Contact Email
saniagonias@gmail.com

Phone
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Journal Mail Official
saniagonias@gmail.com

Editorial Address
-

Location
Kota adm. jakarta timur,

Dki jakarta

INDONESIA