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
199 Documents
<![CDATA[Senior High School Students' Anxiety towards Language Learning Skills ]]>
<![CDATA[Male, Hendrikus]]>
<![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 ]]>
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DOI: 10.33541/jet.v4i1.784
<![CDATA[AbstractThis study merely aims to investigate Senior High School Students’ language anxiety and also to find out what class obtains the most dominant language anxiety. The respondents were administered a set of questionnaire and interview which was adapted from Muhaisen and Al-Haq (2012) The result of data analysis showed that the most dominant of the students’ anxiety were found in speaking followed by reading, writing and listening in their language learning process. It is highly recommended that the teachers be more creative in making the class atmosphere to be more fun and relaxing in teaching the language skills so that the students are more encouraged to learn the language.Keywords: language anxiety, senior high school students, language learning process]]>
<![CDATA[The Effect of Total Physical Response Technique on the Eleventh Graders' Speaking Ability at SMA PSKD 7 Depok ]]>
<![CDATA[Suryaningrum, Dwi]]>
<![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 ]]>
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DOI: 10.33541/jet.v3i1.699
<![CDATA[AbstractThe objective of this research was to investigate whether or not there was an effect of using Total Physical Response (TPR) technique in students’ speaking ability to the eleventh graders at SMA PSKD 7 Depok. To attain the aim, both pre and the post-test were administered to two classes consisting 25 students each. Data analysis showed that there is a significant effect of using TPR technique in students’ speaking ability; it can be seen from the mean score of the post test between experimental (67.36) and control (51.52) class. Based on the findings, it could be concluded that the use of TPR technique was effective to improve Eleventh graders’ speaking ability. Keywords: experimental research, total physical Response technique, speaking ability]]>
<![CDATA[Professional Identity Tensions and Coping Strategies of EFL Pre-Service Teachers ]]>
<![CDATA[Raharjo, Yohanes Maria Restu Dian]]>;
<![CDATA[Iswandari, Yuseva Ariyani]]>
<![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 ]]>
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DOI: 10.33541/jet.v5i1.957
<![CDATA[Professional identity of English teachers is an important process in which teachers view themselves as a professional based on social views about “good teacherâ€, studentteacher relationship, and self-view as a professional teacher. Teacher preparation program such as Micro Teaching (MT) and Program Pengalaman Lapangan or PreService Teaching Practice (PTP) influences this process by providing support and opportunities in creating a strong professional identity since they are still in a preservice phase. The different nature between MT (situated) and PTP (concrete) can be challenging to the pre-service teachers (PSTs), especially during the PTP. These challenges are called professional identity tensions and they involve PSTs (as a person and professional) and undesirable situation. This study aimed to identify the professional identity tensions faced by EFL PSTs during their PTP and how they coped up with the tensions. The study employed a qualitative survey design. The results identified six professional identity tensions and two coping strategies from the story of seven EFL PSTs. Those PSTs was indicated either to feel tension or to have experiences that might lead them to tension. Keywords: EFL pre-service teacher; professional identity tension; coping strategy]]>
<![CDATA[Blended Learning for ELT ]]>
<![CDATA[Pardede, Parlindungan]]>
<![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 ]]>
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DOI: 10.33541/jet.v2i3.54
<![CDATA[Information and communication technology (ICT) has grown exponentially during the past three decades considerably changed many aspects in industrial and trading sectors. Currently, it is revolutionizing education. One of the most important results of the revolution is the emergent of blended learning, which combines the best of face-to-face and ICT application. This article reviews current ideas, practices, and empirical information concerning the nature of blended learning in general and Computer Assisted Language Learning (CALL), a version of blended learning particularly used in English Language Teaching (ELT), in particular. All of these will hopefully enrich creative ideas for implementing blended learning in ELT to enhance our student’s achievement.]]>
<![CDATA[The Use of English Movie to Enhance Tenth Grade Students' Pronunciation at SMA Angkasa 2, East Jakarta ]]>
<![CDATA[Rayasa, Reggy]]>
<![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 ]]>
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DOI: 10.33541/jet.v4i2.835
<![CDATA[This study aims at developing students’ pronunciation skills by using English movies as a teaching media and investigating the students’ perception of the use English movie in learning pronunciation. To attain the objectives, a two-cycled action research was conducted to 35 tenth graders at SMA Angkasa 2, East Jakarta in March to May 2017. Data were collected using test, some observation sheets, and a questionnaire. The results revealed that the movies developed the students’ pronunciation skills. Their poor pronunciation (indicated by the pretest mean score of 48,11) developed after participating in Cycle I (mean score, 62.5) and developed higher after Cycle II (mean score, 76.08). Along with the increase of frequency of watching the movies and the researcher’s improvement in facilitating the actions as well, the students’ enthusiasm and involvement in the actions keep on increasing. It was concluded that using use movies as teaching media is effective to develop students' pronunciation skills. EFL teachers are, therefore, recommended to use movies as an alternative media to develop students' pronunciation skills. Further studies are recommended to carry out experimental studies to see the degree of effectiveness of using movies in pronunciation teaching to senior high school students.]]>
<![CDATA[Improving Students' Reading Comprehension by Using Reciprocal Teaching at SMP YADIKA 2 Tegal Alur, Jakarta Barat ]]>
<![CDATA[Hutasoit, Mawar S]]>
<![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 ]]>
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DOI: 10.33541/jet.v3i3.763
<![CDATA[The main objective of this research was to find out whether students' reading comprehension improved when taught using reciprocal teaching. The research method was classroom action research. The subject of this research was the 35 students of class VIII B at SMP YADIKA 2, consisted of 6 males and 29 females students. The qualitative data obtained from an interview, observation, and researcher's diary notes, while the quantitative data obtained from the pretest and posttest. The result indicated that there was an improvement in students' reading comprehension. It can be seen from the mean score of the students (Pretest: 60.21; posttest cycle 1: 74.42; and posttest cycle 2: 86.78). In addition, from the interview result, the researcher found that the students enjoyed learning reading using reciprocal teaching. The conclusion of the research is that reciprocal teaching technique can improve the students' reading comprehension. It is suggested that teachers should apply reciprocal teaching as a teaching technique in the classroom. Keywords: classroom action research, reading comprehension, reciprocal teaching.]]>
<![CDATA[Using Project-Based Learning in Enhancing Students' Speaking Skill at SMA PSKD 7 ]]>
<![CDATA[Kaunang, Chrisce Juonata]]>
<![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 ]]>
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DOI: 10.33541/jet.v3i2.704
<![CDATA[AbstractThe objectives of this research were to improve the students’ speaking skill and students’ interest about learning speaking by using Project-based learning. This research used classroom action research method in which the subject was the 25 ten graders of SMA PSKD 7 Depok and the subjects consisted thirteen males and twelve females. The quantitative data were analyzed by computing the students’ score of pre-test, post-test 1, and post-test2. Based on the data results, the mean score of pre-test, post-test in Cycle1, and post-test Cycle2 were respectively 49.12, 66.4, and 70.08. The gain of pre-test to post-test1 was 35.17%, the gain of post-test1in cycle 1 to post-test cycle 2 was 6.14%, and from the pre-test to post-test 2 in cycle 2 was 43.48%. The qualitative data were described based on interview and field-note to the improvement of students’ speaking skill. The findings showed that Project-based learning could improve the students’ speaking skill, it is suggested to use this method in teaching speaking skill. Keywords: CAR, Project-based learning]]>
<![CDATA[The Effect of Using YouTube Video on the Tenth Graders' Writing Procedural Text Achievement at SMA Corpatarin ]]>
<![CDATA[Sitorus, Carolina Junianti]]>
<![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 ]]>
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DOI: 10.33541/jet.v3i1.695
<![CDATA[AbstractThis research was aimed to determine whether youtube video significantly effected the tenth graders’ writing procedural text achievement at SMA Corpatarin or not. This research was experimental research. The population of this research were 38 students and through random sampling method, control class (19 students) and experimental class (19 students) were taken. To attain the objective, data were colleted by the pre and post-test to both classes. The quantitavie data analysis was conducted with the SPSS version 17. To test the hypotheses, the researcher used normality test and homogeneity test. The results of the data analysis showed that the sample data of this research was normally distributed and homogeneous population variance and based on hypotheses test showed Sig.2-tailed (0.000) < Sig.level (0.05). It can be concluded that youtube video significantly affected the tenth graders’ writing procedural text achievement at SMA Corpatarin. Keyword: Youtube video, writing procedural text, experimental method]]>
<![CDATA[The Effects of Implementing Vocabulary Journals into Main Course Classes on Student Success at a Private University ]]>
<![CDATA[Turnuk, Tulin]]>
<![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 ]]>
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DOI: 10.33541/jet.v4i3.855
<![CDATA[Vocabulary learning is one of the most difficult components of foreign language education. Therefore, students are in need of some strategies to cope with it and keeping vocabulary journals is one of these particular strategies. This study examined the vocabulary journals kept by the preparatory school students of a private university to determine the effects of them on learner success and learner autonomy as well as the attitudes of students and instructors towards them. A mixed method approach in which qualitative data was supported by quantitative data was applied to totally 346 participants. The findings of the study provide relevant information and insight for the instructors and administrators who aim to enhance vocabulary learning and plan to implement vocabulary journals into their own educational systems. Keywords: vocabulary journal, vocabulary learning, retention, learner autonomy, homework]]>
<![CDATA[Use of Mother Tongue in EFL Classes of Secondary Schools In Jabodebek: Students' and Teachers' Perception ]]>
<![CDATA[Pardede, Parlindungan]]>
<![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 ]]>
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DOI: 10.33541/jet.v4i2.831
<![CDATA[This study aims to investigate senior high school students and teachers’ perception of the use of Indonesian in their English classes. To achieve the objective, two sets of questionnaires were administered to gauge the perceptions of 556 students and 15 teachers of 10 senior high schools in Jabodebek (Jakarta, Bogor, Depok, and Bekasi). The findings revealed: (1) the majority of both students and teachers preferred to use Indonesian in their English classes; (2) they believed Indonesian is helpful in language skills development, language components learning, learning materials understanding and classroom interactions; (3) the students preferred the predominantly use of Indonesian, while the teachers preferred the predominantly use of English during the class hour; (4) the higher their grade, the higher amount of English the students would like to have in their English classrooms; and (5) teachers with longer teaching experience tended to expect the use of bigger proportion of Indonesian in English classrooms.]]>
