JET (Journal of English Teaching) 2022-08-21T05:00:23+00:00 Luh Angelianawati Open Journal Systems <div style="float: left; margin-right: 1em;"><img src="" alt=""></div> <p>Since English is widely taught as a first, second, and a foreign language, the need for Journals&nbsp;through which researchers and educators share research and ideas relevant to the field of English teaching keeps on increasing. To fill in the need is the main purpose of JET. This journal wishes to serve JET researchers and educators to disseminate their thoughts and research results to advance the English&nbsp;Education field. JET is a tri-annual publication featuring original articles on a wide range of topics on English Education and usually be published every February, June, and October each year.</p> <p>JET is supported through a panel Peer Reviewer members whose revision is based upon the relevance, clarity, and value of the articles submitted by the writers. Then, the papers which have been revised are submitted back to the writer to be completed.</p> <p>JET is first published in 2011 by the <a href="">English Education Department</a>, Faculty of Teachers Training and Education, Christian University of Indonesia, Jakarta, Indonesia.</p> <p><a title="SINTA" href=""><strong>Accreditation.</strong> </a>Since 2019, JET is accredited by&nbsp;the Ministry of Higher Education of Indonesia in level 4 of SINTA (Science and Technology Index).</p> <h4>Indexed in:</h4> <p><a title="drji" href="" target="_blank" rel="noopener"><img src="" alt="" width="202" height="78"></a> <a title="academic microsoft" href=";f=&amp;orderBy=0&amp;skip=0&amp;take=10" target="_blank" rel="noopener"><img src="" alt=""></a> <a title="semantic" href=";sort=relevance" target="_blank" rel="noopener"><img src="" alt=""></a> <a title="base search" href="" target="_blank" rel="noopener"><img src="" alt=""></a> <a title="google schoolar" href=";hl=en" target="_blank" rel="noopener"><img src="" alt=""></a> <a title="one search" href="[]=repoId:IOS5786" target="_blank" rel="noopener"><img src=" search.png" alt=""></a> <a title="neliti" href="" target="_blank" rel="noopener"><img src="" alt=""></a> <a title="academic resource index" href="" target="_blank" rel="noopener"><img src="" alt=""></a> <a title="issn" href="" target="_blank" rel="noopener"><img src="" alt="" width="221" height="63"></a> <a title="road" href="" target="_blank" rel="noopener"><img src="" alt=""></a> <a title="copernicus" href="" target="_blank" rel="noopener"><img src="" alt=""></a> <a title="garuda" href="" target="_blank" rel="noopener"><img src="" alt=""><img src="" alt=""><img src="" alt="" width="151" height="151"></a> &nbsp;<img src="" alt="" width="155" height="145"><a title="ERIC" href="" target="_blank" rel="noopener"><img src="/public/site/images/jeditor/eric.png" width="173" height="66"></a></p> <p>&nbsp;</p> The Positive Effects of Problem-Based Learning Activities Toward Indonesian EFL Learners' Productive Language Skills 2022-07-12T06:38:20+00:00 Kristian Florensio Wijaya <h1><strong>Abstract</strong></h1> <p>With the rapid globalization occurring all around the globe, educational landscapes also underwent some dramatic shifts in terms of teaching methods, policy-makers, and school culture. One of those indispensable trajectories that need to be taken into account by EFL educators is the pedagogical approach. Since learners no longer learn directly from one-on-one interaction with their teachers, it has been high time for educationalists to supersede their teaching-centered with the student-centered learning approach. In Indonesian EFL productive language learning contexts; speaking and writing, it is strongly believed that problem-based learning activities will enable learners to be more confident, autonomous, spirited, and proficient speakers as well as writers. This present qualitative study was plied in the support of document analysis by integrating 30 prior problem-based learning studies held in our archipelago in order to encourage Indonesian ELT experts, practitioners, and policy-makers to start to incorporate this student-centered learning approach in their both speaking and writing learning vicinities. The obtained results revealed 3 positive L2 productive language-learning merits potentially promoted by problem-based learning activities namely: 1) Learners can be more productive L2 academicians, (2) Learners transformed into more high quality and autonomous L2 writers, and (3) Learners progressively became more confident as well as proficient L2 speakers. Following all of these 3 core beneficial productive L2 learning values, contextual, hands-on, and pleasurable problem-based learning design should be well established at the commencement of speaking and writing learning activities to disseminate more holistic learning outcomes progressively for learners.</p> <p><strong>Keywords:</strong> Problem-based learning, Indonesian EFL Learners, speaking, writing</p> <p><em>&nbsp;</em></p> 2022-06-16T00:00:00+00:00 Copyright (c) 2022 JET (Journal of English Teaching) The Role of Error Correction in Teaching and Learning of English from the Cognitive Load Perspective: A Case Study 2022-07-12T06:38:37+00:00 Ayşe Yılmaz Virlan <p>In second language teaching and learning, making errors is inevitable as language learning requires a lot of cognitive effort and concentration on the part of learners. Understanding the types and frequencies of student errors is, therefore, an important issue for ESL and EFL teachers to determine how students can be helped to improve their skills through instruction. This case study focuses on the frequency and types of errors and aims to identify any possible relationship between learner-based errors and the perceived cognitive load of the student. Data was received through 36 essays written by an adult learner of English who received 104 hours of formal instruction. The instruction was designed pursuing Cognitive Load Theory (CLT), and corrective feedback was provided. At the end of each month, a subjective cognitive load scale was applied to identify the perceived cognitive load of the learner. Errors were regarded as indicators of the student’s developmental competence and were analyzed not as a failure but as a sign in reflecting the learner’s progress. The results revealed that an improvement in the writings of the learner can be observed when the perceived cognitive load of the learner is lowered in the second language learning process.</p> 2022-06-15T00:00:00+00:00 Copyright (c) 2022 JET (Journal of English Teaching) Students’ Self-regulation in English Reading Comprehension during Online Class in Yogyakarta Private Senior High School 2022-07-12T06:38:01+00:00 Klara Tyas Sulistyawati Paulus Kuswandono <p>The learning process in Indonesia has predominantly been conducted online since March 2020 due to the COVID-19 pandemic. This online learning mode has also influenced students’ motivation in learning, especially in comprehending reading texts. Considering that problem, the researchers sought to investigate how the students regulated their comprehension in reading during an online class. This research used a mixed-method. The questionnaires were distributed to 30 students and analyzed as quantitative data. Then, the researchers chose four students randomly for interview purposes. The interview transcript was used as qualitative data. In conclusion, not all of the students could regulate themselves in comprehending English text during the online class well. Based on the data, students who could regulate themselves in comprehending the English texts during online class should develop the following procedure: (1) implementing learning autonomy, (2) implementing learning focus, and (3) using critical thinking. Meanwhile, students who could not regulate themselves well were inclined to perform minimally. Since students had different ways to regulate themselves, the teacher needed to monitor the students in online learning process so that the students could achieve a meaningful learning process. To improve students’ regulation in reading comprehension, the teacher can implement suitable learning activities.</p> 2022-06-16T00:00:00+00:00 Copyright (c) 2022 JET (Journal of English Teaching) Critical Discourse Analysis of Language and Power in EFL Classroom Interaction 2022-07-12T06:37:45+00:00 Siti Amalia Rachmawati <p><strong>Abstract</strong></p> <p>&nbsp;</p> <p>This study aims to discuss the use of language and the power possessed by the teacher in interacting with students in the classroom on the way student perceptions and its contribution to student learning outcomes. This study investigates teacher discourse and teacher-student discourse that occurs in the classroom interaction. Through this explanation of critical discourse analysis, the researcher proposes to distribute the concepts of classroom interaction between teacher and students, the use of the teacher’s language, and the use of the teacher’s power. This explains the role of the power of using language in classroom interactions to create good learning characteristics and outcomes. The analysis of this research is based on the theory of discourse analysis which focuses on the topic of language taken from Fairclough's theory and the types of power by French and Raven (1959). The method used in this study is a descriptive qualitative research method that deals with data in the form of words from interviews and questionnaires. The results showed that the teacher’s language in classroom interaction is used not only to interact with the students but also to provide the materials and information, to give instruction, and to train the students’ skills. The power with the highest frequency of use produced by the teacher during the learning process is expert power, reward power, referent power, legitimate power and the last is coercive power.</p> <p><strong>Keywords</strong>: <em>Critical</em> <em>Discourse Analysis, Classroom Interaction, Language, Power</em></p> 2022-06-17T10:41:46+00:00 Copyright (c) 2022 JET (Journal of English Teaching) Exploring the Organization and Framing of the Literature Review of English Language Education Study Program Theses 2022-07-12T06:37:29+00:00 Erina Andriani <p>Literature reviews provide the literature that illustrates the common knowledge and the researchers’ stand in their research. The literature review is designed with suitable organization and framing so the readers can build their knowledge. However, only few studies on the organization and framing of a literature review. Therefore, the researcher wanted to conduct a study on English Language Education Study Program (ELESP) theses. There are two research questions in this research: “How are the literature reviews of the ELESP students’ theses organized?” and “How are the literature reviews of the ELESP students’ theses framed?” The goal of this research is to explore the organization and framing of the literature review of the ELESP students’ theses. This research used content analysis. The data were gathered from thirty theses in education and linguistic fields from batch 2016 to 2018. The instruments to gather the data were two structured observation sheets for the organization and framing. The result shows that for the organization, thirty theses used thematic organization, none of them used chronological organization, and combinations of organization existed. Regarding the framing, some elements, author, year, topic, and result, were always mentioned in every observed thesis.</p> 2022-06-17T11:45:14+00:00 Copyright (c) 2022 JET (Journal of English Teaching) Exploring the Potentials of Using Smartphones in Enhancing Learning English at the University 2022-07-12T06:37:13+00:00 Mustapha Boudjelal <p>This article investigates the pedagogical benefits of smartphones as a form of mobile learning in English language classes. This study which stems from the experience of the author as a teacher of English at the university seeks two main aims: shedding light on learners’ perceptions and awareness of the pedagogical usages of smartphones and exploring learners’ usages of cellphones inside and outside the classroom settings. To rigorously explore the afore-mentioned aims, a survey questionnaire had been administered to 18 Master students of English Didactics and Applied Languages, Mostaganem University). The analysis of the collected data revealed that the use of smartphones for pedagogical purposes is obstructed by various hindrances that emanate from learners’ unawareness of their academic usages and teachers’ negative attitudes towards them.</p> 2022-06-17T12:37:11+00:00 Copyright (c) 2022 JET (Journal of English Teaching) The Relationship between Students’ Speaking Skill and Students’ Self-Esteem of Mover F Class of NCL Madiun 2022-07-12T06:36:57+00:00 Istyaning Asifa Dewi Erlik Widiyani Arri Kurniawan <p>The purpose of this study is to know "The Relationship between Students' Speaking Skills and Students' Self-Esteem of NCL Madiun's Mover F Class." This study's problem formulation is whether there is a relationship between students' speaking skills and NCL Madiun's mover class students' self-esteem. The purpose of this study was to determine whether there was a relationship between students' speaking ability and self-esteem in the NCL Madiun mover class. Mover F class NCL Madiun students took part in this study. There are 180 students in the NCL Madiun Mover class, which is divided into ten classes. The purposeful sampling technique was used in this study, and the sample consisted of 19 students from Mover F class, with 12 boys and 9 girls. The type of data used is quantitative data. Data were gathered using speaking tests and self-esteem questionnaires. According to the findings, the average score for speaking skills was 73.53, while the average value for self-esteem was 72. Pearson's product-moment correlation produces 797 results and a sig value of less than 0.05, corresponding to 0.0001. The researcher comes to the conclusion that H1 is accepted and H0 is rejected, implying that there is a relationship between students' speaking abilities and self-esteem in the NCL Madiun Mover F class. Students who have high self-esteem outperform students who have low self-esteem.</p> 2022-06-17T14:08:23+00:00 Copyright (c) 2022 JET (Journal of English Teaching) Students' Perception of Using Storytelling Technique to Improve Speaking Performance at SMPN 143 Jakarta Utara 2022-07-19T08:02:22+00:00 Greta Natasia Luh Angelianawati <p>Speaking is an essential skill to master in every foreign language learning. It even can be used to measure a foreign language learner’s success. However, learning to speak a foreign language, particularly English, is extremely difficult for beginners and to help them using storytelling is highly recommended (Haven, 2000; Caine, et al., 2005). However, learners’ perception is one of the most important success factors in any learning technique, including storytelling, because they are among the main stakeholders of learning. This study aims at exploring students’ perception of storytelling techniques use to improve speaking. Involving 74 students of SMPN 143 North Jakarta, the data was collected using a set of questionnaires. The results show that the participants had a positive perception of the use of storytelling techniques. They found the technique interesting, beneficial, and easy to use.</p> 2022-06-20T00:00:00+00:00 Copyright (c) 2022 JET (Journal of English Teaching) An Analysis of Students’ Reading Comprehension Difficulties during Covid-19 Pandemic with Online Classes in Junior High School 2022-07-20T17:40:21+00:00 Hersagita Anissa Hayati Nina Puspitaloka <p>This study aimed at finding out the junior high school students' difficulties in reading and students' attempts to overcome their reading difficulties during the covid-19 pandemic. This study used a qualitative method with a descriptive approach. The research participant took from six students in junior high school in Karawang with different levels from high, middle, and high levels, each level took from two students. The data on students’ reading comprehension difficulties were collected through observation, interviews, and documentation. The results show that students’ reading comprehension difficulties were affected by internal factors and external factors. and the use of the internet became the media for students’ attempts to deal with reading difficulties.</p> 2022-06-21T00:00:00+00:00 Copyright (c) 2022 JET (Journal of English Teaching) Pre-Service EFL Teachers’ Perception of Using Podcast as a Learning Media to Improve Listening Skills 2022-07-20T18:23:31+00:00 Mawar Estepani Hasibuan Hendrikus Male <p>The podcast is one of the popular tools of technology that can be used to support English language learning, especially in listening skills. Students can access podcasts everywhere and anytime to train their listening skills. Therefore, this study was employed to investigate the pre-service EFL teachers' perception of using podcasts as a learning medium in improving listening skills. The study was conducted on students of the English Language Education Department of Universitas Kristen Indonesia in May 2021. The respondents of this study were 50 students in the 2017-2019 batches. This study collected the quantitative data by distributing a questionnaire that consisted of 30 items. The data obtained were analyzed by using descriptive statistics. The result of this study showed that students hold a positive perception of using Podcasts as a learning medium in improving listening skills. Therefore, podcasts can motivate the students to become better listeners, and more confident when listening to the native speaker in the Podcast. The findings also indicated that it is essential for teachers to use appropriate instruction to achieve the best results. This media will assist both the teacher and the students in the learning process.</p> 2022-06-21T00:00:00+00:00 Copyright (c) 2022 JET (Journal of English Teaching) A Critical Discourse Analysis towards Utterances in Dentist-Patient Communication 2022-07-21T16:46:24+00:00 Novia Ardishanti Muhammad Yudhist Alfiananda Rusnanto <p>The interaction between dentists and patients has been a common issue. Nevertheless, the study regarding the Critical Discourse Analysis on utterances used by dentists when taking care of patients remains unknown. This study aims to discover (1) the experience of fresh-graduate dentists in learning how to interact or communicate with patients at their undergraduate program (past experience) and (2) how they use utterances in taking care of patient (current experience). In achieving the goals of the study, researchers employed narrative inquiry as the design of this study and used open-ended questions as a means of collecting data. The collected data was then analyzed in regard to the Critical Discourse Analysis to find whether the utterances used in taking care of patients were relevant to the knowledge they obtained in undergraduate program. Outcome of this study reveals that the experience regarding communication between dentists and patients, both in undergraduate program and at current practice, are interconnected to each other.</p> 2022-06-22T00:00:00+00:00 Copyright (c) 2022 JET (Journal of English Teaching) Students’ and Teacher’s Challenges in Distance Learning Implementation in EFL Context in SMK Nusa Dua Toya Anyar Kubu, Karangasem 2022-07-22T06:15:09+00:00 Ni Kadek Sutami Made Hery Santosa Gede Mahendrayana <p>This study aims to investigate the students’ and teacher’s challenges in learning EFL in distance learning context for 162 eleventh grade students and one English teacher in SMK Nusa Dua Toya Anyar Kubu, Karangasem in the academic year of 2020/2021. This study used mixed-method as the data were collected through questionnaire for the quantitative data and interview for qualitative data. The quantitative data were analyzed by using SPSS to find the mean score and used TCR guidelines of categorization developed from Sugiyono (2017), while the qualitative data were analyzed according to the steps by Miles and Huberman (1994). The result of students’ challenges are found that the challenges related to instructional variables (lack of explanation from teachers and limited opportunity to practice four English basic skills) were categorized the highest challenges experienced by the students compared to in institutional and individual variables. In addition, the result for the teacher’s data analysis found that the evaluation and assessment variables are the highest challenges compared to access and motivation variables. Understanding the role of teacher as the instructor in distance learning is important to improve students’ ability and can minimize the students’ challenges in distance learning.</p> <p><em>Keywords: Distance learning, EFL, Learning Challenges</em></p> <p><em>&nbsp;</em></p> 2022-06-22T00:00:00+00:00 Copyright (c) 2022 JET (Journal of English Teaching) Online Reading Strategies in EFL: A Review 2022-08-21T05:00:23+00:00 Parlindungan Pardede <p>Online reading strategies have been a crucial issue in EFL learning because reading strategies are essential for students reading comprehension and the increasing penetration of information and communication technology into foreign language learning has transformed reading and current studies have shown that online text reading requires new strategies. This article presented the findings of a systematic review of 20 research on online reading strategies in EFL learning published in 2011-2021. The findings of the studies focusing on the strategy used for EFL online reading show that the most frequently used reading strategies were problem-solving strategies, which is followed by global reading strategies, and finally support strategies as the least frequently used strategies. The findings concerning the correlation of online reading strategies and other variables of reading are inconclusive because each of the studies correlates online reading with different reading variables. Results of studies focusing on the effectiveness of online reading strategies are also inconclusive because each of them investigated the effect of online reading strategies on different variables. Thus, more and more studies are needed to provide a clearer understanding of online reading strategies.</p> 2022-06-20T00:00:00+00:00 Copyright (c) 2022 JET (Journal of English Teaching)