JET (Journal of English Teaching) 2022-05-22T06:27:55+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> Idiosyncratic Development of Receptive and Free Active Vocabulary 2022-05-22T06:27:22+00:00 MUSTAFA YILDIZ <p>The present study seeks to explain the role of different essay types and proficiency level based on receptive vocabulary knowledge on learners’ free active vocabulary. The study includes the works done in a 15-week academic term by 26 EFL students with C1 level English proficiency. At the beginning of the research, the participants are applied Vocabulary Size Test (Nation &amp; Beglar, 2007) to determine their receptive vocabulary knowledge and divided into two groups according to their results from VST: the more proficient group who master 8000 or more word families and the less proficient group who master less than 8000 word families. Throughout the semester, they have written two essays on each of two different essay types: comparison-contrast essay and cause-effect essay. In order to determine the participants’ free active vocabulary, two different scores, i.e., detailed Lexical Frequency Profile (Laufer and Nation, 1995) and condensed Lexical Frequency Profile (Laufer, 1995), are calculated in the writings of the participants. The results indicate that neither essay types nor proficiency based on receptive vocabulary knowledge has any significant effect on learners’ free active productive vocabulary.</p> 2022-02-15T00:00:00+00:00 Copyright (c) 2022 JET (Journal of English Teaching) Exploring Students' Perception of Using Grammarly to Check Grammar in Their Writing 2022-05-22T06:27:55+00:00 Kesi Fitriana Laeli Nurazni <p>There are many online platforms that can help students to check their grammar. To correct their writing, students usually use online grammar checkers such as Grammarly. This research was conducted to know the English department students’ perspective of Grammarly software as the media to check the grammar in their writing. This research was conducted by using a descriptive qualitative method. The data of this research were taken through a questionnaire. By conducting this research, researchers hope that students can have an idea about Grammarly as one of the online grammar checkers. The result of this research showed that Grammarly gives beneficial for students. Grammarly really helps the students to correct their writing. However, Grammarly still has some drawbacks, such as miscorrection and limited features for the free version, yet students agree that Grammarly helps them a lot.</p> 2022-02-14T20:22:53+00:00 Copyright (c) 2022 JET (Journal of English Teaching) Revealing the Secrets of the English Teacher’s Excellent Proficiency 2022-05-22T06:27:38+00:00 Arief Eko Priyo Atmojo <p>This study tries to shed light on what makes the English teacher’s proficiency excellent and how these factors help the English teacher achieve excellent proficiency. One female English teacher from a private secondary school participated in this study. Her excellent English proficiency is proven by some proficiency test certificates such as TOEFL and CEFR. Data were garnered through a series of semi-structured interviews based on well-prepared interview guidelines. The principles of data saturation were applied to ensure the credibility of the data. The data analysis was done by employing thematic content analysis. The results suggest that there are four main factors which contribute to the English teacher’s excellent proficiency. These factors include high self-motivation, long learning experience, diverse kinds of exposure, and various kinds of practices. Several affective factors like the feeling of fun, enjoyment, and interest also contribute to the process of language learning and acquisition which lead to excellent English proficiency. Further studies on English proficiency are still encouraged with different methods, settings, and contexts.</p> 2022-02-14T21:07:58+00:00 Copyright (c) 2022 JET (Journal of English Teaching) The Effect of Working Memory Training on Vocabulary Recall and Retention of Iranian EFL Learners 2022-05-22T06:26:48+00:00 Seyed Mojtaba Marashi Mina Adibi Sadinezhad <p>Working memory plays an important role in learning since it serves as the buffer between past sensations and future behavior, making it essential to understand not only how we encode and recall sensory information in memory but also how we plan for its upcoming use. This study examined the effect of working memory training on vocabulary recall and retention of Iranian EFL learners using the dual N-back task technique. N-back requires the individual to remember an item that was presented a certain number of items previously. To this end, 50 EFL learners were randomly assigned to the experimental (n = 25) and control (n = 25) groups. The participants were taught 100 English words in 20 sessions. In each session, the experimental group also received a dual n-back task. After the treatment, immediate and delayed vocabulary posttests were administered. The obtained data were analyzed through two-way repeated-measures ANOVA and independent samples <em>t</em>-tests. The results showed that the experimental group outperformed the control group in target words’ recall and retention.</p> 2022-02-15T00:00:00+00:00 Copyright (c) 2022 JET (Journal of English Teaching) Peer Feedback to Improve Indonesian Adult Learners’ Writing Skills: A Review 2022-05-22T06:26:32+00:00 Juli Yanti Damanik <p>Demonstrating good writing skills in English is considered important to master for students in tertiary level. In addition, as higher education institutions in Indonesia have been conducting teaching and learning activities online to mitigate Covid-19 viral spread, students’ engagement in learning has been reported to be low due to boredom and tiresome in an online learning environment. Therefore, teachers need to plan and implement strategies to promote students’ skills in writing and students’ engagement in learning activities, in this case writing course. One of them is by practicing peer feedback. The purpose of this paper is to critically review peer feedback in improving Indonesian adult learners’ writing skills in English course. In this literature review, 23 documents (a book chapter and peer-reviewed articles) were synthesized to find how peer feedback is relevant and beneficial in the tertiary education context. This paper argues that peer feedback is advantageous in improving adult learners’ writing skills in that it facilitates meaning negotiation, it fosters critical thinking, and it promotes collaborative learning. However, teachers should anticipate possible issues emerging in peer feedback practice by providing pre-requisite training for students.</p> 2022-02-15T00:41:32+00:00 Copyright (c) 2022 JET (Journal of English Teaching) Indonesian EFL Teachers' Perceptions on Formative Assessment in Writing 2022-05-22T06:26:15+00:00 Kristian Florensio Wijaya <h1><strong>Abstract</strong></h1> <p>Traditionally, the previous writing learning enterprise strictly focused its concern on gaining the fixed results from EFL educators in the form of scores or judgments. However, nowadays writing learning venture gradually abandons this old method to be replaced by formative assessment approach. It is strongly believed by worldwide researchers that the suitable implementation of formative assessment can enable learners to yield better writing qualities, gain more satisfying writing achievements, and foster their writing learning motivation. This present small-scale study was planned to further investigate Indonesian EFL teachers’ perceptions on the use of formative assessment in EFL writing. The data gathering processes relied on 5 open-ended written narrative inquiry questions in order to provide more rejuvenating insights for ELT experts and practitioners. These inquiries were distributed to 2 experienced Indonesian EFL teachers holding English Education Master Degree. 2 major specific themes were scientifically obtained namely: (1) Formative assessment can intensively guide learners to improve the quality of their writing and (2) Formative assessment can promote more holistic writing learning venture for all learners. Suggestively, these 2 themes aimed to suggest worldwide ELT parties to exhaustively preparing more authentic formative writing assessment activities for the betterment of future writing learning dynamics.&nbsp;&nbsp;</p> <p><strong>Keywords:</strong> Formative assessment<em>, EFL teachers, writing</em></p> 2022-02-15T10:48:34+00:00 Copyright (c) 2022 JET (Journal of English Teaching) An Analysis of Reading Comprehension Questions in English Textbook Based on Revised Bloom’s Taxonomy 2022-05-22T06:27:05+00:00 Izzatul Laila Ima Fitriyah <p>Reading implies something complex which needs the students to experience, foresee, examine, and admit information based on their background of knowledge. It will be more complex if they lack of Higher Order Thinking Skill (HOTS). HOTS improves reading comprehension and in consequence, the teachers must create a teaching and learning activities that encourage the implementation of HOTS by giving the students high questions found in a suitable textbook. This research was done in order to know the number of reading comprehension questions’ level between HOTS and LOTS. This research conducted using qualitative research approach and content analysis research design because this research focused on analyzing a textbook entitled <em>“Bahasa Inggris” SMA/MA/SMK/MK </em>for 12<sup>th </sup>grade students published by Ministry of Education and Culture in 2018. The result of this research found 142 reading comprehension questions in total and 83% of them are categorized as LOTS while 17% categorized as HOTS. It indicated that this textbook concentrated more on lower-level than higher-level thinking questions. In conclusion, the teacher must construct their own reading comprehension questions in order to fill the need of the students’ HOTS.</p> 2022-02-15T00:00:00+00:00 Copyright (c) 2022 JET (Journal of English Teaching) Pre-Service EFL Teachers’ Perceptions of Online Instructional Tools 2022-05-22T06:25:42+00:00 İlknur Bayram Meltem Huri Baturay <p>This study carried out with the participation of 68 pre-service EFL teachers (PET) attending Turkish universities aims to investigate PETs’ perceptions as to the use of online instructional tools (OIT). This is a mixed-methods study; both quantitative and qualitative data have been collected. Data was gathered in the academic year of 2018-2019 through an online questionnaire developed by the researchers. The survey was comprised of three sections; (1) demographics, (2) the frequency of teacher educators’(TE) and PETs use of OITs in an English language teacher education program, (3) PETs’ intention of using OITs upon graduation. Two open-ended questions were also asked to find out what might motivate or discourage PETs from using OITs when they become teachers. Results indicate that TEs always use and PETs mostly plan to use videos and presentation tools when they start serving as teachers. However, TEs do not make use of MOOCs, online ELT courses, and blogs as much as expected. Similarly, PETs do not plan to integrate them into their teaching. The reasons underlying their choices are presented in the study.</p> 2022-02-20T00:00:00+00:00 Copyright (c) 2022 JET (Journal of English Teaching) Digital Media and Its Implication in Promoting Students’ Autonomous Learning 2022-05-22T06:25:59+00:00 Darwin Wiwin Utami Widiati Utami Tarisman Taris <p style="margin: 0cm; margin-bottom: .0001pt; text-align: justify;">Computer and internet technology encourage learners' autonomy by allowing them to choose the time, place, and circumstances conducive to learning (Ayllon et al., 2019; Baseghi, 2018; Rohatgi et al., 2016). The application of digital technology has meaningful connections with developing students' learning autonomy and promoting their skills independently. This research aimed to present meaningful information for the readers about the effectiveness of digital technology in promoting students' autonomous learning by answering the two research questions; what kinds of digital technology's characteristics, and which digital technology condition effectively promotes students' autonomous learning. The Systematical Literature Review includes seven articles selected from 19 articles in Google scholar, 1.215 articles in Science direct, and four articles in Sinta (1, 2, 3, 4, 5, and 6). The reviewed articles indicated seven apps; Schoology, Multimedia-assisted Instruction (MAI), Information Communication Technologies (ICTs), Memrises, Quizlet, Socrative, Sli-do, and Three-Dimensional (3D). The virtual environments allow students to promote their autonomous learning in such conditions as long-distance learning, classroom learning activities, and self-training activities.</p> 2022-02-20T00:00:00+00:00 Copyright (c) 2022 JET (Journal of English Teaching) Implications of Oral Presentation for Fostering Learners’ Autonomy 2022-05-22T06:25:25+00:00 Wijdan Suliman <p>The present paper focuses on pinpointing the implications of Oral presentation for fostering learners’ autonomy by employing experimental and qualitative research methods. The study investigated a group of participants comprised of 15 students majoring in English as a foreign language (EFL) at Qassim&nbsp;University. The key data was collected from the participants who were interviewed through a focusing group interview conducted on purpose to obtain a deeper insight into Saudi learners’ perceptions of how oral presentation provides opportunities for them to foster autonomy learning. The results are enlightening, as the students of College of Science and Arts in Al Asyah comprised in the sample find an overall positive satisfaction with the oral presentation as they believed that oral presentation did not only help them decide on materials, plan and prepare it for a class presentation but also it provided them with motivation to learn English, gained self-esteem, confidence and become active learners. Finally, oral presentation stimulated learners to create their own identity of learning the English language and enabled them to sort out their learning materials that satisfy their learning needs.</p> 2022-02-21T09:56:39+00:00 Copyright (c) 2022 JET (Journal of English Teaching) EFL Students' Perception on the Use of Voice Note to Reduce Their Speaking Anxiety 2022-05-22T06:25:09+00:00 Audrey Ayu Hapsari Dian Inayati Sri Wardani <p>The COVID-19 outbreak has forced our education process into online learning. Unfortunately, the suddenness has left both teachers and students unprepared, causing students to experience some degree of anxiety, particularly in foreign language speaking skills. This study aims to investigate students’ perception of voice notes to reduce students’ speaking anxiety. This study employed a quantitative approach with a survey study and used a questionnaire as the instrument. The participants of this study were tenth-grade students of SMAN 1 Malang who took extra English class as their cross-interest subject in high school. This study showed positive responses regarding using voice notes in a speaking activity conducted in ELT class as students thought it could reduce their speaking anxiety. Voice note then provides a new learning media that is less stressful and pressuring on ELT in an online setting.</p> 2022-02-21T12:07:24+00:00 Copyright (c) 2022 JET (Journal of English Teaching) Exploring Algerian Higher Education Classroom Discourse: Verbal Abuse Manifestations and its Impacts on Learners of English 2022-05-22T06:24:52+00:00 Mustapha Boudjelal <p>The very mentioning of verbal abuse is more likely to send the reader/listener to educational settings like the primary, middle, and high schools. Howbeit, it is rare to affiliate between this linguistic maltreatment and higher education settings. The aim of this study is to explore EFL university learners’ experiences of verbal abuse by means of investigating the various effects of verbal abuse on classroom participation, academic achievements and self-esteem. This study is based on the reflection of nine female master learners from the University of Mostaganem of their verbal abuse experiences. The data have been collected from a survey questionnaire that comprises different sections, involving closed and open-ended questions. The results showcase that learners tend to experience verbal abuse at the university, articulated by some teachers in a form of shaming and public criticizing, which mainly targets their “English language abilities”. As to its effects, it has been found that due to learners’ age (over 20years old), verbal abuse does not negatively affect learners’ motivation, self-esteem, and academic achievements; however, it tends to reduce their classroom participation rate.</p> 2022-02-22T00:00:00+00:00 Copyright (c) 2022 JET (Journal of English Teaching) Students’ Perception on Using Short Story to Develop Vocabulary at SMP Regina Caeli Cileungsi 2022-05-22T06:24:02+00:00 Marcelia Sembiring <p>Short stories are believed to be a powerful educational tool and play critical roles in EFL classrooms as they provide advantageous authentic learning material, facilitate language development, offer cultural enrichment, and boost personal involvement. This study aimed at describing students' perception of using short stories to develop vocabulary. Employing a cross-sectional survey design, the study was conducted at SMP Regina Caeli Bogor in April 2020 and involved 59 eighth graders Data was collected using an online questionnaire. The findings showed that the participants had a positive perception of using short stories to develop vocabulary. Thus, the majority of students at SMP Regina Caeli Cileungsi viewed the use of a short story as interesting, useful, and easy to develop English vocabulary.</p> 2022-02-25T00:00:00+00:00 Copyright (c) 2022 JET (Journal of English Teaching) Young Learners' Attitudes and Motivation towards Learning English in terms of Dörnyei’s Theory of Motivation 2022-05-22T06:24:19+00:00 Dilara Demirbulak Gülşah Zeyrek <p>This study tries to explore young learners' attitudes and motivation towards learning English via Dörnyei’s motivational self-system. Designed as a qualitative study, the study employs interview schedules and an observation checklist that were adopted from Dörnyei and Csizer (2006) and a questionnaire designed by Ryan (2005). The data collection tools were, then, developed by the advisor and the researcher of the study upon expert opinion. The study was carried out with 57 primary school second-grade students from a state primary school in both face-to-face and online settings. The data were analyzed by thematic content analysis and coding via the Nvivo program. According to the results of the study, a positive learning environment and activities are significant factors that have an impact on young learners' attitudes and motivation to learn English. Regardless of the teaching environment, students' attitudes were mainly positive towards learning English and they were intrinsically motivated. This is especially important in countries where English proficiency is not as high as expected.</p> <p><strong>&nbsp;</strong></p> 2022-02-25T00:00:00+00:00 Copyright (c) 2022 JET (Journal of English Teaching) Examining Teacher Opinions of Age and Duration of English Language Support in International Schools 2022-05-22T06:24:35+00:00 Clayton Lehman <p>International school educators hold various opinions about language acquisition. These opinions are often formed during their training and previous teaching experiences in their home countries. This quantitative cross-sectional survey-based study explored and compared the opinions of 283 English as a Foreign Language (EFL), Primary, and Secondary English teachers in international schools in Africa, Asia, the Middle East, and South America. The study examined the age EFL students should begin receiving EFL teacher support and for how long. The study revealed statistically significant differences between EFL and Primary teachers concerning the age for EFL students to begin receiving support from an EFL teacher. Further revealed were significant differences between EFL and Secondary English teachers concerning the duration of EFL support.&nbsp; Overall, participants' opinions about the duration of EFL support are well below previously reported data, which is troubling since EFL students in English-medium international schools are learning English for academic purposes.</p> 2022-02-25T00:00:00+00:00 Copyright (c) 2022 JET (Journal of English Teaching)