JET (Journal of English Teaching) <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 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=""></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=""></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=""></a>&nbsp;<img src="" alt=""><img src="" alt="">&nbsp;<img src="" alt=""><img src="" alt=""><img src="" alt=""></p> <p><img src="" alt=""><img src="" alt=""><img src="" alt=""><img src="" alt=""><a title="core" href="" target="_blank" rel="noopener"><img src="" alt=""></a></p> Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia en-US JET (Journal of English Teaching) 2087-9628 <p>Copyrights for articles published in JET are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author.</p> English Education Master’s Program Students’ Perceptions on the Use of Code-Switching in EFL Classroom Context <p>This paper investigated some factors influencing the use of code-switching in foreign/second language learning processes. Code-switching is related to the shift between the first and second languages done by the speakers in conversational contexts. Based on the theories of code-switching, second language learners frequently apply their first language when communicating with others in order to deliver the messages clearly, maintain group solidarity, and avoid unintended misunderstandings. Data were collected through a classroom survey and interviews with 12 English Education Master’s Program students of Sanata Dharma University, Yogyakarta. Qualitative content analysis was applied to obtain clearer interpretations. The results showed the lecturers and students utilized code-switching more sensibly in the second language classroom context. Further, code-switching will be better to be implemented in informal social interactions rather than foreign/second language classroom settings since it will hamper EFL learners’ success in attaining more fruitful target language competencies.</p> Kristian Florensio Wijaya Mety Mety Barli Bram Copyright (c) 2020 JET (Journal of English Teaching) 2020-02-20 2020-02-20 6 1 1 11 10.33541/jet.v6i1.1336 Students’ Perception of Edmodo use as a Learning Tool <p>Due to the development of technology, teachers are expected to integrate technology into the classroom to engage the Z Generation students. Edmodo is a popular online learning platform that has now been widely used as a learning management system in blended learning or just as a supplementary tool. This study aims at investigating students' perceptions of Edmodo as a learning tool. Involving 47 students of the English department of Universitas Kristen Indonesia, data were collected employing a questionnaire and an interview. The results showed that the participants perceived Edmodo use improved their language skills, developed interaction and communication, enhanced the freedom to share ideas, and promoted their vocabulary and creativity. However, they regarded that the traditional face-to-face learning should not be replaced by online learning. They seemed to suggest the two learning modes combined.</p> Erna Basania Siahaan Copyright (c) 2020 JET (Journal of English Teaching) 2020-02-20 2020-02-20 6 1 12 23 10.33541/jet.v6i1.1061 How should we counter challenges in teaching pronunciation for EIL? <p>English as an international language (EIL) deals with the use of English in wider communication both global and local contexts. In an EIL context, people with different mother tongue (L1) use English to share ideas and culture. That is why intelligible English which should be no longer norm-bound is needed. Teaching pronunciation for EIL, especially should provide variety of English accents. English teachers should be flexible to the modification needed and fully informed of what, why, and how to teach and assess comprehensible English. Unfortunately, teaching English pronunciation has always been challenging for non-native English speaker teachers. In this retrospective essay, I discussed the challenges of teaching English pronunciation: the differences between English and students’ L1 phonological system, teachers’ strong and long-standing belief about unnecessary pronunciation, teachers’ excessive workload and insufficient teaching materials, and teachers’ lack of confidence due to native speaker preference model. Ideas to think about and a simple lesson plan to teach English pronunciation that is suitable for EIL context are provided.</p> Musrifatun Nangimah Copyright (c) 2020 JET (Journal of English Teaching) 2020-02-22 2020-02-22 6 1 24 39 10.33541/jet.v6i1.1357 Increasing Third Grade’s Mastery of Simple Present Tense Using Flashcards <p>Mastering the simple present tense can be very difficult for EFL young learners because tenses contain abstract concepts that do not exist in the first language of EFL learners. The third graders at Permai Elementary School, North Jakarta, also encountered problems in mastering the tense when they are taught using the lecture method. To solve the problem, action research was conducted by using flashcards. The action research was carried out in two cycles in August to October 2019. Involving 30 third graders, quantitative and qualitative data were collected employing tests, observation, and questionnaires. The findings revealed that flashcards use managed to increase the students’ achievement in learning the simple present tense. The mean scores of the three tests administered during the action research increased from 36.69 to 65.73 and to 75.00. The use of flashcards also changed the students’ attitude from mainly negative to mainly positive. The mean of the positive responses increased from 20.4% in the pre-action survey to 83.89% in the post-action survey.</p> Maya Sartika Copyright (c) 2020 JET (Journal of English Teaching) 2020-02-22 2020-02-22 6 1 40 49 10.33541/jet.v6i1.1293 Gender and Age Differences in the Use of Language Learning Strategies by Junior and Senior High School Students <p>In learning English as a foreign language, language learning strategies (LLS) is undoubtedly important. Therefore, most of language learners need to employ LLS in learning language effectively. However, LLS have a uniqueness that is each learner may employ LLS differently and it usually depends on some factors. The factors which usually affect LLS preferences among others are motivation, socioeconomic status, parental support, age, gender, etc. This current study tries to explore this phenomenon by administering Strategy Inventory for Language Learning (SILL) to 118 participants, consisted of 66 junior high school students and 52 senior high school students in Paciran, East Java. It is used for measuring the strategies that is used by the language learners in learning English.&nbsp; Interview is also administered as the supporting data to gain the missing information which cannot be obtained from the SILL. The results indicated that there was no significant difference between male and female students in LLS preferences whereas there was a statistically significant difference between younger and older learners in employing LLS; the young learners tended to use LLS more frequent than the older. Therefore, it can be strongly assumed that the age factor is more important than the gender factor in terms of the LLS preferences. Since, this current study showed that both male and female language learners tend to employ LLS in the same frequency level.&nbsp;</p> Finaty Ahsanah Copyright (c) 2020 JET (Journal of English Teaching) 2020-02-22 2020-02-22 6 1 50 59 10.33541/jet.v6i1.1405 Students' Perception of Using the Internet to Develop Reading Habits <p>The internet ubiquity in education has flooded the teaching and learning process with digital tools and drastically changed many aspects of academic life, including students' reading habits.&nbsp; This study aimed at exploring students' perceptions of using the internet to develop reading habits. The study employed the qualitative descriptive method with survey design and involved 43 students of the English department of Universitas Kristen Indonesia Jakarta. Data was collected by means of a questionnaire consisting of 20 items. The results showed that 43% of the respondents had a positive perception that the internet developed their reading habits. However, the majority of them regarded reading as merely an activity for getting information to finish school assignments. They viewed the internet as the main source of information they needed to finish their learning assignments. Since about one-fifth of them preferred paper-based reading, it was concluded that not the whole of Generation Z members totally ignored printed reading materials.</p> Arny Bana Copyright (c) 2020 JET (Journal of English Teaching) 2020-02-22 2020-02-22 6 1 60 70 10.33541/jet.v6i1.46 Integrating the 4Cs into EFL Integrated Skills Learning <p>The accelerative globalization and digitalization in the 21st century have been growingly changing the way we live, interact, learn and work. Consequently, to thrive in the 21st century, besides knowledge and the basic skills, today’s students should also be equipped with what is called the 4Cs (communication, collaboration, critical thinking, and creativity). To meet the challenges, EFL classrooms should not merely focus on students’ language skills development but also integrate the 4Cs into the learning process. This article reviews current ideas and research findings on integrated skills learning, the 4Cs, significance of blended learning in the 4Cs and integrated skills the integration, and offers practical tips for integrating the 4Cs into integrated skills learning.</p> Parlindungan Pardede Copyright (c) 2020 JET (Journal of English Teaching) 2020-02-25 2020-02-25 6 1 71 85 10.33541/jet.v6i1.190 The Correlation between EFL Students’ Vocabulary Knowledge and Reading Comprehension <p>This study aimed at investigating the correlation between students ’vocabulary mastery and reading comprehension performance. The population of the study was the whole students at the English Education Department of Universitas Kristen Indonesia. The sample was taken using the cluster sampling technique, i.e., by taking 52 students of Batch 2015, 2016, and Batch 2017 as the participants. Data were collected in May 2019 by administering vocabulary mastery and reading comprehension tests. The instrument’s reliability was tested employing Cronbach Alpha with the results of 0.733 for the vocabulary test and 0.730 for the reading comprehension test, indicating both instruments are reliable. Using Spearman's non-parametric test, the correlation coefficient between the two variables at the sig. (2 tailed) and 0.05 level of significance was 0.014.&nbsp; This indicates there is a positive moderate correlation between vocabulary knowledge and reading comprehension.</p> David Hotmagasi Manihuruk Copyright (c) 2020 JET (Journal of English Teaching) 2020-02-26 2020-02-26 6 1 86 95 10.33541/jet.v6i1.1264