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JETS: Jounal of English Teaching Strategies
Published by Institut Agama Islam Uluwiyah Mojokerto
ISSN : -     EISSN : 28287851     DOI : https://doi.org/10.47759/gnmx3p15
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
JETS is committed to exploring and disseminating research on a wide range of strategies for teaching the four fundamental language skills: reading, speaking, listening, and writing. Our focus encompasses both theoretical and practical aspects, aiming to address contemporary challenges and advancements in English language instruction. The journal welcomes contributions that provide novel insights, empirical evidence, and pedagogical innovations to enhance the efficacy of English language teaching.
Arjuna Subject : Umum - Umum
Articles 18 Documents
 1   2 
PICTURES SERIES TO TEACH WRITING RECOUNT TEXT FOR TENTH GRADE OF MADRASAH ALIYAH RISMA LESTARI; Achmad Jenwar Fitrianto; Sherly Citra Putri; Hari Prastyo; Irham Miftakhul Jannah
JETS: Journal of English Teaching Strategies Vol. 3 No. 2 (2024): JETS 2024 Vol 3 (2)
Publisher : JETS, English Department of University of Uluwiyah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/f0mzsn88

Abstract

This research aims to measure the effectiveness of using series of images to teach students writing skills in recount text in the tenth grade of MA Darul Ulum Ngabar Mojokerto academic year 2023/2024. The sample in this study was all 25 students of class XB, taken using a saturated sampling technique, so that the entire population could be used as a research sample in writing recount texts for tenth grade students at Madrasah Aliyah Darul Ulum Ngabar Jetis Mojokerto. Data collection in this research used pretest and posttest research instruments. The average value from the pretest was 58.48, while the average value after using images the series from the posttest was 81. Based on the results of the discussion above, it can be concluded that the picture series strategy is effective for the writing skills of class X students at MA Darul Ulum Ngabar for the 2023/2024 academic year.
ENGANGING PIAUD STUDENTS IN ENGLISH SPEAKING THROUGH SONGWRITING PROJECTS Uji Nur Hidayati
JETS: Journal of English Teaching Strategies Vol. 4 No. 1 (2025): JETS 2025 Vol 4 (1)
Publisher : JETS, English Department of University of Uluwiyah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/gbdgxv91

Abstract

Young learners acquire languages best through joyful, meaningful, and interactive experiences. Among various techniques in Teaching English to Young Learners (TEYL), the use of songs has proven to be one of the most effective for enhancing pronunciation, rhythm, and vocabulary. This study investigates how songwriting projects can enhance English-speaking proficiency and pedagogical readiness among PIAUD students (pre-service early childhood teachers) at IAI Uluwiyah Mojokerto. Employing a mixed-method design, the study involved 30 participants divided into an experimental group (songwriting-based speaking activities) and a control group (traditional speaking practice). Quantitative data were collected through pre- and post-speaking tests analyzed using paired and independent-sample t-tests, while qualitative data from interviews, reflective journals, and observations were analyzed using thematic analysis. The quantitative findings revealed significant improvement in the experimental group’s speaking scores (t = 12.54, p < .01, d = 1.28), particularly in fluency and pronunciation, indicating the strong impact of musical rhythm on oral performance. In conclusion, integrating songwriting projects into speaking classes effectively strengthens both linguistic competence and pedagogical creativity
TEACHERS’ INSTRUCTIONAL STRATEGIES AND STUDENTS’ PERCEPTION TOWARD ENGLISH LEARNING IN THE TAHFIDZ CLASS AT MIN 2 MOJOKERTO Rama Bintang Hendrianto; Aida Fitrianah Zen; Rica Rachmania
JETS: Journal of English Teaching Strategies Vol. 4 No. 1 (2025): JETS 2025 Vol 4 (1)
Publisher : JETS, English Department of University of Uluwiyah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/bf64je31

Abstract

This study describes the teaching strategies used by the English teacher and the students’ perception of English learning in the Tahfidz class at MIN 2 Mojokerto. The research used a qualitative descriptive method with one English teacher and 28 students as participants. Data were collected through observation, interview, and documentation. The results show that the teacher used group discussion, repetition, direct explanation, translation, and question–answer strategies. These methods were chosen to make learning easier for students whose main focus is Qur’an memorization. Students’ perception was both positive and negative. Most students liked interactive activities such as group work and learning new words, but some felt English was still difficult and sometimes hard to focus on. In conclusion, interactive and group-based strategies are effective for Tahfidz students, but more help is needed when lessons rely on direct explanation.
Teaching English for students with special needs requires supportive and adaptive instructional strategies that consider learners’ emotional and cognitive conditions. In special education contexts, conventional teaching approaches often limit student engagement and learning comfort. This study aimed to explore the use of Quizizz as a supportive digital strategy in teaching English for students with special needs.This research employed a qualitative descriptive approach. The study was conducted i Rinda Rinda
JETS: Journal of English Teaching Strategies Vol. 2 No. 2 (2023): JETS 2023 Vol 2 (2)
Publisher : JETS, English Department of University of Uluwiyah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/ejcgtm14

Abstract

Teaching English for students with special needs requires supportive and adaptive instructional strategies that consider learners’ emotional and cognitive conditions. In special education contexts, conventional teaching approaches often limit student engagement and learning comfort. This study aimed to explore the use of Quizizz as a supportive digital strategy in teaching English for students with special needs. This research employed a qualitative descriptive approach. The study was conducted in a special school involving students with special needs and an English teacher. Data were collected through classroom observations, documentation, and teacher reflections during the implementation of Quizizz in English learning activities. The data were analyzed qualitatively to identify patterns related to student engagement, learning comfort, and instructional adaptation. The findings show that the use of Quizizz created a more supportive and engaging learning atmosphere. Students demonstrated higher participation and enthusiasm during English lessons, while the interactive features of Quizizz helped reduce learning anxiety. In addition, Quizizz allowed the teacher to adjust instructional strategies according to students’ abilities, supporting inclusive and student-centered learning. Therefore, Quizizz can be considered an effective supportive digital strategy in teaching English for students with special needs.
PLAY, LEARN, AND SPEAK: A NARRATIVE INQUIRY INTO GAMIFIED ENGLISH LEARNING AMONG ADOLESCENTSPLAY, LEARN, AND SPEAK: A NARRATIVE INQUIRY INTO GAMIFIED ENGLISH LEARNING AMONG ADOLESCENTS Aida Fitrianah Zen
JETS: Journal of English Teaching Strategies Vol. 3 No. 2 (2024): JETS 2024 Vol 3 (2)
Publisher : JETS, English Department of University of Uluwiyah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/nwfbm320

Abstract

This study explores how Indonesian adolescents use gamified environments such as Duolingo, Roblox, Minecraft, Memrise, and Kahoot to develop their English speaking skills. Employing a narrative inquiry method, it examines the learners’ experiences, focusing on how digital games contribute to motivation, confidence, and linguistic competence. Participants shared how platforms like Roblox and Minecraft facilitated real-time interaction in English, enhancing fluency and vocabulary. The findings highlight the educational potential of these tools in informal learning contexts and contribute to the broader conversation on digital innovation in language education. Future researchers are encouraged to adopt mixed-method or longitudinal designs to provide deeper insights into causal relationships and track language development over time in diverse educational settings.
Strategies of English Teachers’ Interpersonal Communication to Improve Students’ Speaking Skills at MTs Unggulan Al-Kautsar Faiqotul Isma Dwi Utami
JETS: Journal of English Teaching Strategies Vol. 3 No. 1 (2024): JETS 2024 Vol 3 (1)
Publisher : JETS, English Department of University of Uluwiyah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/q2qchj43

Abstract

The increasing role of English as a global lingua franca highlights the importance of speaking competence in English as a Foreign Language (EFL) classrooms. However, many students still experience anxiety, low confidence, and limited opportunities to practice speaking. This study investigates the interpersonal communication strategies used by an English teacher to improve students’ speaking skills at MTs Unggulan Al-Kautsar. Using a qualitative case study design, data were collected through classroom observations, semi-structured interviews, questionnaires, and documentation. The findings show that the teacher applied key interpersonal communication strategies, including teacher immediacy, supportive feedback, emotional encouragement, and open-ended questioning. These strategies created a supportive classroom atmosphere that reduced speaking anxiety and increased students’ confidence and participation. Questionnaire results indicated improvements in students’ willingness to communicate and engagement in speaking activities. The study confirms that interpersonal communication plays a crucial role in building a psychologically safe learning environment and enhancing speaking competence. This research contributes to instructional communication and EFL pedagogy by providing evidence from an Islamic junior high school context and suggests that integrating interpersonal communication strategies into speaking instruction can effectively improve students’ motivation, interaction, and communicative ability.
Leveraging Quizizz as a Supportive Digital Approach in English Instruction for Students with Special Needs Dita Nur Aini; Rinda Rinda
JETS: Journal of English Teaching Strategies Vol. 5 No. 1 (2026): JETS 2026 Vol 5 (1)
Publisher : JETS, English Department of University of Uluwiyah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/6qjch511

Abstract

Teaching English to students with special needs calls for instructional strategies that are both adaptive and sensitive to learners' emotional and cognitive circumstances. In special education settings, conventional teaching methods frequently restrict student engagement and comfort during the learning process. This research set out to examine how Quizizz functions as a supportive digital tool in English instruction for students with special needs. Using a qualitative descriptive design, the study took place at a special school and involved students with special needs together with their English teacher. Information was gathered through classroom observation, documentation, and the teacher's own reflections while Quizizz was being implemented in English lessons. The material collected was then examined qualitatively to uncover patterns concerning student engagement, comfort in learning, and the ways instruction was adapted. Results revealed that incorporating Quizizz fostered a learning environment that was both more supportive and more engaging. Students displayed greater enthusiasm and willingness to take part in lessons, and the platform's interactive elements appeared to ease their learning-related anxiety. Furthermore, Quizizz gave the teacher room to tailor instructional approaches to match each student's capabilities, reinforcing an inclusive, learner-centered style of teaching. Based on these results, Quizizz can be regarded as a worthwhile digital strategy for supporting English instruction among students with special needs.
The Role of Translanguaging in Enhancing EFL Students Niswtuz Zahro Niswa; Aida Fitrianah Zen
JETS: Journal of English Teaching Strategies Vol. 4 No. 2 (2025): JETS 2025 Vol 4 (2)
Publisher : JETS, English Department of University of Uluwiyah Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47759/23qhs994

Abstract

Writing is widely recognized as one of the most cognitively demanding skills in English as a Foreign Language (EFL) learning because it requires learners to simultaneously generate ideas, organize information, and produce linguistically accurate texts. Traditional English-only instructional approaches often discourage the use of learners' first language (L1), despite increasing evidence that multilingual resources can facilitate the writing process. This study aims to synthesize empirical evidence on the implementation of translanguaging in EFL writing instruction and examine its contribution to students' writing competence. A Systematic Literature Review (SLR) was conducted following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA 2020) framework. Relevant studies were identified through searches in Scopus, Web of Science, ERIC, and Google Scholar using predefined search strings related to translanguaging and EFL writing. Eligible studies were selected based on predetermined inclusion and exclusion criteria and subsequently analyzed using thematic analysis. The synthesis revealed five major themes: (1) translanguaging as cognitive scaffolding, (2) enhancement of writing quality, (3) collaborative learning and peer interaction, (4) teacher mediation and instructional support, and (5) challenges in classroom implementation. Across the reviewed studies, translanguaging consistently supported idea generation, reduced cognitive load, increased learners' confidence, strengthened collaborative writing practices, and improved overall writing performance. Nevertheless, institutional monolingual policies, teachers' beliefs, and assessment practices remain significant barriers to its implementation. The review suggests that translanguaging should be recognized as an evidence-based pedagogical approach that enables multilingual learners to mobilize their complete linguistic repertoire during writing while maintaining English as the target language for final written production. These findings provide important implications for language teachers, curriculum developers, and policymakers seeking to create more inclusive and effective EFL writing instruction.

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