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JEET (Journal of English Education and Technology
Published by Forum Komunikasi Dosen Peneliti
ISSN : -     EISSN : 27213811     DOI : -
Core Subject : Humanities, Science, Education, Engineering,
Humanities Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media
JEET is a primary source for academics and professionals in the field of English Education, English Language Teaching, Instructional Design, Educational Technology, and Curriculum Design. it publishes theoretical perspective, methodological developments, empirical research lead to an improvement in formal and informal education at all levels of education, childhood education, technical education, and professional development. Empirical papers are expected to report on significant research studies. it may report qualitative, quantitative, or mixed methods. Empirical papers need to include: a clear methodology (information on sampling and analytical process), substantive evidence of research outputs, outcomes, and impacts. theoretical, methodology and review articles should be critical, present a novel perspective and make an original contribution
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 89 Documents
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Increasing Vocabulary of Elementary Students Through Quizizz Zulkifli, Zulkifli; Usman; Jamiluddin
JEET, Journal of English Education and Technology Vol. 6 No. 01 (2025): March 2025
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

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Abstract

This study aims to improve the vocabulary mastery of sixth grade students at SDN 4 Banawa through the use of Quizizz. The research method used is classroom action research (CAR) which was carried out in two cycles. Each cycle consists of the stages of planning, action, observation, and reflection. The research instruments used were observation and test. The results of the research show a significant increase in student vocabulary, with the success rate increasing from 21% in cycle 1 to 89.5% in cycle 2. It passed the indicator of success which was 70%. These findings indicate that the use of Quizizz is able to create an interesting learning atmosphere, increase student motivation, and facilitate understanding of the material. The implication of this research is the importance of technology integration in learning, especially at the elementary school level. Keyword: Vocabulary Mastery, Gamified Learning, Quizizz, Classroom Action Research
The Effectiveness of Roundtable Technique on Students’ Writing Ability in Descriptive Text Rosidah, Khulaefatur
JEET, Journal of English Education and Technology Vol. 6 No. 01 (2025): March 2025
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

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Abstract

This study aims to describe the effectiveness of using the Roundtable Technique in improving students' descriptive writing skills at the seventh grade of Darussalam Islamic Junior High School, Bojonegoro. The research also compares the outcomes of descriptive writing using the Roundtable Technique with the Make-a-Match Technique and evaluates the improvement in students' scores. A pre-experimental one-group pre-test and post-test design was employed. The study involved 30 students as the sample, and data were analysed using a paired sample t-test to determine significant differences before and after treatment. The findings reveal a significant improvement in students' descriptive writing ability following the application of the Roundtable Technique. This is demonstrated by an increase in the mean score from 73.60 in the pre-test to 83.03 in the post-test. The paired sample t-test results showed a p-value of 0.00, which is lower than the significance level of 0.05, indicating a significant effect. Consequently, the null hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was accepted. These results highlight that the Roundtable Technique effectively enhances students' descriptive writing skills, providing a beneficial method for teaching writing in junior high school contexts.
Using Project- Based Learning to Improve Students’ Speaking Abilities of Madrasa Students Badrut Tamam, Mas Muhammad
JEET, Journal of English Education and Technology Vol. 6 No. 01 (2025): March 2025
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

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Abstract

Speaking is one of the language skills learned in English language learning as a compulsory subject. This skill is productive because it allows students to use the target language actively for real communication, so it is an aspect that must receive attention in teaching English as a foreign language. One of the techniques that can be used to improve students' speaking ability is Project-Based Learning (PjBL). This study aims to test whether the use of PjBL can improve students' speaking skills, especially in the aspects of pronunciation and vocabulary. This study used a pre-experiment design with a One Group Pretest-Posttest model, involving 40 madrasa students. Data was obtained through pretest and posttest. The pretest results showed that the average score of students was 34.47, while the posttest showed that the average score increased to 74.82. The results of statistical analysis showed significant differences with the observed “t” value (to = 23.25) greater than the “t” table value (tt 5% = 2.02 and tt 1% = 2.71). Thus, the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted. This finding proves that the application of Project-Based Learning significantly improves students' speaking ability. In addition, this method creates more fun and effective learning, so students can learn without feeling burdened.
From Fear to Fluency: Self-Recorded Video Use to Improve EFL Speaking Proficiency Neli Fitri Rohdina; Joko Priyana
JEET, Journal of English Education and Technology Vol. 7 No. 01 (2026): AI & Digital Transformation in ELT
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/jeet.v7i01.160

Abstract

Purpose: Speaking is a fundamental skill for students learning English as a Foreign Language (EFL). However, many learners struggle with speaking, which could be due to anxiety, lack of confidence, or limited media for practice. This study investigated the effectiveness of self-recorded video activities in improving students' speaking proficiency. Design/methodology/approach: It employed a Classroom Action Research (CAR) approach. Data were collected from pre-tests, post-tests, questionnaires, observations, and interviews among tenth-grade students at SMAN 1 Kedondong. Findings: The findings revealed that self-recorded videos significantly enhance students' pronunciation, fluency, coherence, and speaking confidence. Statistical analysis of the test scores indicated measurable improvement with increased motivation and engagement. Students reported a positive learning experience even though they were faced with initial challenges, such as discomfort with self-recording and technical difficulties. Research limitations/implications: The relatively short period over which the self-recorded video technique was implemented may not have been sufficient to observe the long-term effects on students' speaking abilities. Practical implications: English teachers are encouraged to adopt the self-recorded video technique as an alternative approach to teaching speaking skills.
English Language Education in Nigeria: Leveraging ICT Tools for Improved Teaching and Learning Dalhatu Usman Abdulkadir
JEET, Journal of English Education and Technology Vol. 7 No. 02 (2026): ICT Integration and Digital Innovation in Language Education
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/jeet.v7i02.175

Abstract

Abstract Despite growing interest in Information and Communication Technology (ICT) integration in English language education, there remains a significant gap in understanding how specific ICT tools impact pedagogical effectiveness in Nigerian secondary schools. This study addresses this gap by providing empirical evidence on the extent and nature of ICT usage in English classrooms, focusing on its influence on student engagement and language acquisition. Using a mixed-methods approach, data were collected from 150 secondary school teachers and 300 students across three states. Quantitative analysis reveals that 78% of teachers incorporate ICT tools regularly, resulting in a 25% increase in student participation and a 15% improvement in language proficiency scores compared to non-ICT classrooms. However, 65% of educators report infrastructural limitations and insufficient training as major barriers. These findings underscore the need for targeted policy interventions to enhance ICT infrastructure and professional development programs. By highlighting both the benefits and challenges of ICT integration, this research informs policymakers and educational stakeholders on strategies to optimize technology use, ultimately contributing to improved English language teaching outcomes in Nigeria.
the he Position and Role of Literature in English Language Education Programs. muamar chadafi
JEET, Journal of English Education and Technology Vol. 6 No. 03 (2025): October 2025
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

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Abstract

This research aims to determine the status and teaching function of the English Language Education Program’s literature courses at Kiai Abdullah Faqih University Gresik. This research stems from an ongoing debate regarding the incorporation of English literary texts, especially those with authentic texts, into the EFL syllabus to help promote various skills and cultural literacy. Although it is theoretically beneficial, the teaching of EFL literature texts in the Indonesian context has been shown to have a poor impact, which illustrates the gap between the international interest in pedagogy and its actual educational practice. This study aims to determine the extent to which literature courses have been incorporated into the curriculum and determine its effectiveness on the learners' English language skills and cultural literacy, and the extent to which the locally-based English Language Immersion framework enriches the curriculum. Data collection for this study involved a qualitative approach based on embedded case study methodology. Data collection included semi-structured interviews with the head of the English Language Education Program and the teaching staff, document analysis of the curriculum guides and the courses offered, and a critique of some of the literary works as well as the bibliographic references provided in the syllabus for the subject Literature in Language Teaching. Findings for this study show that a single course, Literature in Language Teaching, which represents approximately 1.3 percent of the total accumulated credits for the program, is the only course offered to teach the literature component of the program. An analysis of some of the main reference texts revealed a considerable gap between what the program aimed to achieve and what the texts provided. Many of the texts tended to be outdated, presented a theoretical frame that was not current, or were simply too esoteric for the students. Therefore, a review of the curriculum for Kiai Abdullah Faqih University Gresik showed that, although literature is acknowledged in the curriculum, its value is not reflected in the curriculum of the programs offered at the university, especially in terms of the literary texts offered as references. This mismatch between what is offered in the curriculum and the texts that are provided as references may result in a lack of motivational strategies for the students with respect to the introduction of wisdom originally born in this locality. For a program to take full advantage of the transformative effects that literature has to offer, such programs need to thoughtfully reconsider and modify what literature is being offered, what texts are being used as references, and what other local knowledge and culturally relevant materials are being used, as techniques of EFL (English as a Foreign Language) literature. These are fundamental to the development of the students’ language skills, critical thinking, and integral appreciation of other cultures
GEN Z BRAIN ROT: IMPLICATIONS FOR DIGITAL DA’WAH COMMUNICATION PRACTICES aflakah mutowwah
JEET, Journal of English Education and Technology Vol. 6 No. 04 (2026): January 2026
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/jeet.v6i04.206

Abstract

This study investigates the emerging digital phenomenon of brain rot characterised by cognitive saturation, reduced attention spans, and sensory overload resulting from hyper consumption of low value, algorithm driven short form video content and critically analyses its implications for Islamic proselytisation da’wah communication strategies aimed at Generation Z in the digital era. A qualitative virtual ethnographic design was employed, combining thematic visual analysis of 120 trending short-form Islamic videos on TikTok and Instagram Reels with semi-structured, in-depth interviews across 25 Gen Z Muslim social media users and 10 digital Islamic communicators (dai) in Indonesia. Findings reveal that traditional, monologue style, and lengthy da’wah delivery fails to engage Gen Z audiences impacted by digital brain rot. To maintain communicative efficacy, digital da’wah must transition towards agile micro da’wah frameworks incorporating rapidvisual hooks, contextual storytelling, micro summaries, and interactive engagement without compromising core theological integrity or ethical depth. The empirical scope is focused on urban Indonesian Gen Z social media users; future longitudinal and comparative studies across regional, cultural, and cross-platform demographics are recommended. The paper provides an actionable strategic framework for religious educators, digital preachers, and Islamic media institutions to construct cognitively adapted, ethically balanced, and engaging religious messages for digital natives. This study offers a novel theoretical intersection between digital cognitive decay concepts brain rot and contemporary Islamic communication theory, establishing a new conceptual basis for religious outreach in algorithmically mediated environments.
Reconsidering English Tense Models: A Corpus Approach to EFL Teaching Muammar Chadafi
JEET, Journal of English Education and Technology Vol. 6 No. 04 (2026): January 2026
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/jeet.v6i04.209

Abstract

This study stems from the confusion that occurs in EFL (English as a Foreign Language) students in learning the division and practice of English tenses in the classroom. The study aims to trace the historical and theoretical development of tense system models in English and evaluate their accuracy and relevance in the context of EFL learning. Through library research and corpus-based analysis, this article reviews the commonly taught 12- and 16-tense models, as well as the minimalist two-tense model proposed in formal linguistics. The findings indicate that the 12- and 16-tense models, although popular in the classroom, often mix aspect and modality, leading to conceptual confusion. Thus, the two-tense model is more in line with linguistic theory and actual usage but less pedagogically elaborates. Therefore, this study proposes a new learning model that integrates corpus-based tense frequency with current linguistic theory as a more accurate and applicable framework for EFL teaching.
MAPPING THE DEVELOPMENT OF ARABIC LANGUAGE EDUCATION RESEARCH IN THE ERA OF TECHNOLOGICAL TRANSFORMATION: A SCOPUS-BASED BIBLIOMETRIC REVIEW Friendis Syani Amrulloh
JEET, Journal of English Education and Technology Vol. 7 No. 02 (2026): ICT Integration and Digital Innovation in Language Education
Publisher : FKDP (Forum Komunikasi Dosen Peneliti)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59689/jeet.v7i02.210

Abstract

This study maps the development of research on Arabic language education in the contemporary technological era by applying a Scopus-based bibliometric review. The article responds to the accelerated digital transformation of language education, the expansion of artificial intelligence, and the growing pressure on Arabic pedagogy to align classical literacy traditions with digitally mediated communicative practices. Using a PRISMA-guided selection process, bibliographic metadata were retrieved from Scopus through the query TITLE-ABS-KEY (("Arabic language education" OR "Arabic language learning" OR "Arabic teaching" OR "Arabic pedagogy") AND (technology OR digital OR online OR e-learning OR mobile OR blended OR artificial intelligence OR gamification)). Records were limited to journal articles published in English between 2015 and 2025. After screening and eligibility assessment, 162 documents were included. The dataset was analyzed using Bibliometrix/Biblioshiny and VOSviewer to identify annual publication trends, country productivity, institutional affiliations, co-authorship structures, leading authors and citations, and keyword co-occurrences. The findings show a steep rise in publication output after 2020, with strong contributions from Saudi Arabia, Indonesia, and Malaysia. The social structure of the field remains uneven: collaboration is growing, but it is concentrated around a relatively small number of institutions and authors. The conceptual structure reveals a transition from earlier emphases on e-learning, vocabulary, and mobile learning toward newer themes such as artificial intelligence, digital literacy, blended learning, and teacher training. Critically, the literature remains fragmented between pedagogical innovation studies and broader educational technology discussions. The article argues that Arabic language education is entering a more mature digital phase, yet still requires stronger international collaboration, more methodologically robust classroom studies, and deeper theoretical integration between technology, communicative competence, and Arabic-specific epistemic traditions

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