Journal of English Teaching 2023-07-28T19:51:39+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> <p>&nbsp;</p> <p>&nbsp;</p> <p>&nbsp;</p> Discourse Analysis of Directive Speech Acts Used by Teachers in Classroom Interactions 2023-06-21T13:44:00+00:00 Qurrotu Aini Didin Nuruddin Hidayat Nida Husna Alek Alek <p>&nbsp; This study investigates the types of directive speech acts employed by English teachers in online classroom interaction with their students. In addition, the study details the frequency with which teachers in the third grade of SD IT Widya Cendekia use directive speech acts in the context of online learning and classroom interactions. As a descriptive research method, this analysis was designed. The information gleaned from the English class video recording through the Microsoft team application as a learning tool. According to Yule's theory of directive speech act, video recordings were used to capture data for analysis. The study employed Miles and Huberman (1994) qualitative approach to data analysis. According to the findings of this study of teachers' use of directive speech acts in online learning contexts, only 7 of 62 directive utterances were classified as commands, nine as requests, two as suggestions, two as invites, and one as a warning. Besides, the request kind of directive is employed by English teachers in online classroom interactions at a significantly higher frequency than any other form of directive speech acts.</p> 2023-06-20T00:00:00+00:00 Copyright (c) 2023 Journal of English Teaching Evaluating Embodied Pedagogical Game Approach in the Learning of Selected Prepositions of Time 2023-06-21T16:39:16+00:00 Farisani Thomas Nephawe <p>Competence in the use of prepositions is versatile because they mark special relationships between persons, objects, and locations. However, using prepositions of time is challenging for many. The research investigated embodied pedagogical game approach in learning selected prepositions of time by Grade 7 English First Additional Language learners at Tshiluvhi Primary School in Limpopo Province, South Africa. The research employed a quantitative approach to analyse data mathematically and statistically. The embodied cognitive approach was utilised because it holds that identification of prepositions of time is a fundamentally based cognitive aspect involving high mental constructs like judgement and thinking. A questionnaire was utilised to obtain data from the participants. Probability random sampling was used to sample 35 participants because it gave them an equal chance of participation in the research. A pilot study was conducted on learners who were not part of the sample to test the instrument’s reliability. A Statistical Package of Social Sciences Version 22 was employed for data analysis. Using embodied pedagogical game approach, pre-test results showed participants' poor competence while the post-test revealed an outstanding achievement in learning prepositions of time. The research recommends continuous use of the embodied pedagogical game approach in learning prepositions of time.</p> 2023-06-21T13:45:27+00:00 Copyright (c) 2023 Journal of English Teaching Enhancing Learning Awareness of English Teachers in Indonesia’s Elementary Schools: A Lesson Study 2023-06-21T16:55:07+00:00 Klara Tyas Sulistyawati Paulus Kuswandono <p>Enhancing teachers’ learning awareness can be done by conducting lesson studies. Lesson study itself is a collaborative project where the teachers can share their knowledge and skills to improve teaching performances continuously. Although lesson study is useful, it may have a different result if it is implemented in online mode, particularly during the pandemic situation, because the teachers cannot always meet physically with their colleagues and the students. Thus, the researchers are interested to analyze the lesson study implemented during this pandemic situation. This research aims to find out how lesson study can improve teachers’ learning awareness during this pandemic situation. In this research, the participants are five English teachers from different elementary schools in Indonesia. To gain the data, the researchers implemented a case study method. Besides, the researchers used interview guidelines and an observation sheet. After collecting and analyzing the data, the researchers concluded that the teachers could enhance their learning awareness by implementing the following procedure: knowing their role in the learning process and knowing attractive learning activities.</p> 2023-06-21T16:48:06+00:00 Copyright (c) 2023 Journal of English Teaching The Implementation of KWL Strategy in EFL Students’ Reading Comprehension 2023-06-22T13:45:32+00:00 Krismalita Sekar Diasti Cecilia Titiek Murniati Heny Hartono <p>Reading is one of the fundamental aspects underlying students’ achievement yet becomes an activity abstained by students. In fact, EFL learners demand more enjoyable and diverse reading activities. Most EFL students perceive that they are continuously exposed to prevalent reading activities. This qualitative study aims to scrutinize the implementation of KWL strategy in EFL reading comprehension. To answer the research question, twelve higher students of the English department were invited as the participants to be interviewed. The findings reflected that EFL learners encountered reading challenges related to vocabulary, reading comprehension, and attention span. However, KWL strategy assisted them, particularly in setting goal, monitoring reading process, and evaluating reading activity.</p> 2023-06-20T00:00:00+00:00 Copyright (c) 2023 Journal of English Teaching An Understanding-based Study between Traditional Chinese Classroom Teaching and PAD Classroom Teaching in Chinese University Students’ College English Classes 2023-06-21T18:41:56+00:00 Huanan Su <p>The current study intended to have a brief understanding-based analysis of the Chinese university students’ understanding of the traditional Chinese classroom teaching method and the PAD classroom teaching method so as to investigate the feasibility and efficiency of the two teaching methods in the Chinese university students’ <em>College English</em> classes. Through applying a quantitative research design using the descriptive approach, questionnaires were distributed to thirty Chinese university students. The current study had revealed that the PAD classroom teaching method was much more favorable than traditional Chinese classroom teaching method by most of the Chinese university students in their <em>College English</em> classes. Thus, the implication of the current study was that the PAD classroom teaching method was strongly suggested to be given more opportunities to be applied and practiced by the teachers in the Chinese university students’ <em>College English</em> classes.</p> 2023-06-20T00:00:00+00:00 Copyright (c) 2023 Journal of English Teaching The Undergraduate Students’ Pronunciation Difficulties of English Fricatives Based on Letter-Sound Relationship 2023-06-21T19:25:19+00:00 Tri Angkarini <p>This study aims to identify the pronunciation issues with English fricatives that undergraduate students encounter as a result of the intricate link between the English letter and sound. The purpose of this study is to gather comprehensive data regarding students' pronunciation difficulties in terms of the degree of difficulty associated with each English fricative sound, as well as the types of words in which they occur (monosyllabic words, disyllabic words, and multisyllabic words). In order to explain the English sounds that were contributing to the students' pronunciation issues, a descriptive qualitative method was adopted in this study. The information was gathered by recording students speaking 48 words with English fricatives. The results showed that sound /θ/ accounts for 93,9% of the challenges, followed by sound /v/ at 81,8% and sound /ð/ at 60,6%. The main cause of the students' difficulties is the irregularity of the letter-sound relationship and this can be prevented by altering the teaching strategy and making use of listening practice.</p> 2023-06-21T00:00:00+00:00 Copyright (c) 2023 Journal of English Teaching Analyzing Students’ difficulties in learning to write 2023-06-22T07:45:46+00:00 Theresia Mundi Mutaat Darmawan Radik <p>The study aims to identify the students’ perception of learning writing in the literature college. The method applied in the study was quantitative. The number of participants recruited purposively was 40 students. The findings indicated that, despite being considered necessary, most of the students perceived that writing belongs to the most challenging subject. The participants also perceived that learning from the newspaper could provide the most current news to the participants. Lastly, in terms of writing sources, they still considered that the learning sources provided by the teachers were essential for them. However, they also expected that they could learn from other sites, such as social media, as this media could provide them with the most current sources in writing and more flexible and exciting sources.&nbsp;&nbsp;&nbsp;</p> 2023-06-20T00:00:00+00:00 Copyright (c) 2023 Journal of English Teaching EFL Students’ Experiences and Attitudes Toward Situated e-Portfolio English Writing 2023-06-22T09:35:48+00:00 Chia Pei Wu <p>Electronic portfolios make new possibilities of making students to write differently in the new era. In this study, 36 Tourism and Hospitality major students participated in Situated e-Portfolio English writings in a Practical English class using This study aimed to investigate students' experiences and attitudes toward this e-Portfolio writing in a situated learning context. Research question one asked how Taiwanese EFL students perceive the e-Portfolio writing activity. Research question two asked about students' attitudes toward their e-Portfolio. Questionnaires and reflection entries were utilized for data collection. The result shows positive experiences and attitudes. The results show that EFL Taiwanese Students positively affect English e-Portfolio writing and enthusiastic attitudes.</p> 2023-06-20T00:00:00+00:00 Copyright (c) 2023 Journal of English Teaching English Teachers’ Roles on Mobile-Assisted Language Learning-Based Strategies during Emergency Remote Teaching in 11th Grade of SMK Negeri 1 Denpasar 2023-06-22T13:24:18+00:00 Desak Made Sutra Rasmiani Made Hery Santosa Gede Mahendrayana <p>This study aims to determine the roles of teachers and the problems found when using MALL-based strategies in SMK Negeri 1 Denpasar during Emergency Remote Teaching. This study is a mixed-method design. The respondents were 8 English teachers. There are three instruments used in this study namely, questionnaires, observation sheet and interview guide. The results of validity show 1.00 while the results of reliability showed .874. Quantitative data analysis used descriptive statistical analysis and qualitative data were used interactive model analysis. The results of the questionnaire refer to Very True of Me and True of Me, meanwhile the results of the observations identified that 7 of 8 teachers had been practiced this role. In interview session with the teachers the problems found are 1) as a facilitator, not all of the students can answer well in quiz, 2) as a resource developer, many students think English is a difficult subject, 3) as a counselor, many students did not attend the online classes, 4) as a manager/organizer, lack motivation in learning, 5) as a participant, teacher does not take part in discussions and 6) as a controller, have not been able to control all of students activities in using MALL. Further, teaching by technology can be applied continuously for future learning, either for full or as blended learning.</p> 2023-06-22T13:16:43+00:00 Copyright (c) 2023 Journal of English Teaching A Textual Analysis of President Akufo-Addo’s 12th Covid–19 Address 2023-06-22T21:44:22+00:00 Kweku Rockson Asuamah Adade-Yeboah Edward Owusu <p>The study examined the social and political circumstances in Ghana which evolved because of the pandemic created by COVID-19, and the extent to which President Akufo-Addo was able to effectively use the medium of speech to manage this global health emergency. This study focused on the stylistic choices of the speech and investigated how different sentence structures, repetitions, political jargon, and other linguistic characteristics were deployed. Textual analysis involves the appreciation of a text while explaining its ideological and cultural dimensions (Fursich, 2009). This study was underpinned by the Narrative Paradigm Theory and Sociolinguistics. Under Narrative Paradigm Theory, narratives have a plot and characters that are involved in an interaction and can therefore be seen as a narrative in form and function. Sociolinguistics shows how language can be presented in specific contexts of social life, and how it reflects and then includes meaning and structure in those contexts (Schiffrin, 1997). Also, textual analysis as a qualitative research methodology was used for this study, and as an interpretive approach, it concentrated on the embedded cultural and ideological positions on the material. The findings from this study showed that the speech that was in a narrative mood incorporated all the achievements and challenges identified during the pandemic. It also provided cases of semantic analysis of words and meaning, relations among words that included metaphors, semantics, argumentative, narrative, and cognitive frames.</p> 2023-06-20T00:00:00+00:00 Copyright (c) 2023 Journal of English Teaching Korean Drama Fever—Expanding English Lexicon through Watching English-Subtitled K-Dramas: The Case of Non-Compositional Multiword Expressions 2023-06-23T09:08:29+00:00 Wenhua Hsu <p>This research was prompted by the phenomenon of binge-watching Korean television series (K-drama) amongst college students in Taiwan, where English as a foreign language (EFL) is a required course. The researcher-teacher sought to create a pedagogically useful list of the frequent semantically non-compositional multi-word expressions (MWEs) for EFL learners with K-drama fever who often binge-watch K-dramas. A corpus of 25+ million English subtitled words derived from 240 K-dramas across different genres was compiled. Based upon a set of criteria (frequency, range, meaningfulness, well-formedness, non-decomposability and semantic non-compositionality), a total of 326 MWEs of 2 to 6 words were selected. The 326 phrasal expressions are mostly composed of the first 3000 word families. As with other individual word lists, it is hoped that the listing of the non-compositional MWEs may serve as a reference for General English teachers.</p> 2023-06-20T00:00:00+00:00 Copyright (c) 2023 Journal of English Teaching Cross Cultural Understanding and English Language Skills Development of Indonesian Students Studying Abroad 2023-07-04T21:24:46+00:00 Feliani Urai Salam Yanti Rezeki Ikhsanudin Dwi Riyanti <p style="font-weight: 400;">Studying abroad in general is beneficial academically, socially, and linguistically for students. This qualitative study is using narrative inquiry to uncover personal experiences of three Indonesian undergraduate students as they sail to study abroad through IISMA to the University of Padua, Italy in 2021. The experiences and meaning the students develop are discussed through interviews and personal notes. The data is categorized based on the research questions about what and how the experiences of study abroad influence cross-cultural understanding and English skills development. Before departing, aiming to study abroad and the preparation is the most critical. Meanwhile, during the program, cultural and academic obstacles is inevitable. Upon returning to Indonesia, students developed a stronger sense of self-confidence to pursue another degree and career advancement. This study concludes that individual narratives is an important tool to empower the learning process for students studying abroad.</p> 2023-06-20T00:00:00+00:00 Copyright (c) 2023 Journal of English Teaching Indonesian EFL Students’ Perception of Online Learning as Expressed through Metaphors 2023-07-28T19:51:39+00:00 Parlindungan Pardede <p>Language learning can get two essential benefits from metaphor, as it is an effective tool for language learning and a useful tool for revealing abstract, obscure, and tacit ideas. One of the most problematic phenomena in education today is online learning (OL). Although all higher learning institutions have adopted it for almost three years, OL is still far from being effective. To get a better understanding of OL, this study aims at exploring EFL students’ experience and perception of OL employing metaphor analysis. Involving 69 students of a private university in Jakarta, Indonesia, data was collected online through Google Form in which the participants were asked to complete a sentence running “Online learning is like … because ….” The gathered metaphors were then analyzed using the content analysis procedures. The results showed the most predominantly metaphors produced by the participants are positive (32 items), followed by negative metaphors (25 items), and neutral metaphors (2 items). Based on the discussions, some suggestions are recommended for further research and OL practices improvement.</p> 2023-06-20T00:00:00+00:00 Copyright (c) 2023 Journal of English Teaching