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="" 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> en-US <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> (Luh Angelianawati) (Henrikus Male) Fri, 09 Oct 2020 14:37:02 +0000 OJS 60 Utilizing the RAFT Strategy: Its Effects on the Writing Performance of Filipino ESL Learners <p>This experimental research described the effects of RAFT strategy on the writing performance of 10<sup>th</sup> graders Filipino ESL learners. Forty learners were identified as having nearly the same performance and grouped as experimental and control. The writing tasks used were taken from the actual module used by the Department of Education-Philippines in classroom learning. Two groups were rated using a scoring rubric. The researcher used t-tests, means, and standard deviations included in the Social Sciences Statistical Package (SPSS). The study revealed that the participants had more or less the same knowledge on essay writing. The post-experimental test taught through the RAFT strategy obtained a score of 91.35 percent described as <em>Outstanding</em> while the control group exposed under the conventional strategy had an 88.55, <em>Very Satisfactory</em>. Moreover, both groups have significant differences between their pretests and posttests. A statistically significant difference between the mean scores of the experimental and the control group as the p-value of .011, which is lower than the critical value of 5 percent, in persuasive and argumentative essay writing performance was found. Hence, the use of RAFT as a strategy in teaching writing is found to be effective in teaching persuasive and argumentative essays.</p> Ryan Kabigting Copyright (c) 2020 JET (Journal of English Teaching) Fri, 09 Oct 2020 14:27:43 +0000 Evaluation Cultural Content on English Textbook Used by EFL Students in Indonesia <p>Choosing an acceptable textbook is not a simple task since it may be a key component in most language program. It serves as language input and language practice for learners. It also provides the premise for content lesson, the variety of language practice for learner, and serves as a supplement for teacher’s instruction. Teaching and learning a language without knowing its culture are useless. Culture should be taught to the students so as to dig deeper their language potential in learning English. Therefore, a textbook which is often utilized by teachers as a medium to show and help them within the process of teaching and learning should have a significant part in disseminating cultures. Culture is split into three categories: source culture, target culture, and international target culture. Some problems arise whether to keep up the source culture because the dominant part or to clarify more about the target culture. Also, the ignorance of cultural teaching commonly happens in language classroom. Thus, this paper will evaluate and explore how important cultural literacy in EFL teaching is and discuss which culture should be taught in EFL.</p> Mutiara Ayu Copyright (c) 2020 JET (Journal of English Teaching) Fri, 09 Oct 2020 14:33:25 +0000 Exploring the Influence of Blended Learning Method in English Recount Text Writing for Senior High School Students <p>This paper aims to explore the influence of blended learning method on the teaching of English recount text writing and examine students’ perceptions toward the implementation of the method. The design of the study was a mixed-method research designs. The data were collected by using a pre-test, post-test, and an open-ended interview. The quantitative data were analyzed using independent samples t-test, while qualitative data obtained from interviewing students were transcribed, categorized, and interpreted using interactive model analysis. The quantitative data analysis showed there was a significant effect of the blended learning method towards students' English recount text writing with a large effect size (1.03). From the interviews, it was found that the students gave positive responses to the implementation of blended learning methods in teaching writing of recount text. It can be concluded that blended learning is an effective method for teaching writing recount text for senior high school. Other researchers are expected to expand the research variable and explore this method's implementation on different English skills.</p> Anak Agung Istri Rita Santi Kusuma, Made Hery Santosa, I Putu Ngurah Wage Myartawan Copyright (c) 2020 JET (Journal of English Teaching) Fri, 09 Oct 2020 14:39:46 +0000 The Philippine Online News Headlines on COVID-19 Pandemic: An Interpersonal Metafunction Analysis <p>This paper carries on a tentative interpersonal metafunctional analysis of the interpersonal metafunction online news headlines about COVID-19 pandemic. The analysis involved the differences in the mood type distribution, polarity, modality and other lexical characteristics. The findings reveal the dominance of the declarative mood texts tells the particular function of the online news headlines. It's informing the readers, rather than questioning or demanding them. Positive declarative clauses should convey information and convince readers with positive facts. A negative polarity does not imply a negative impression but confirms that a certain issue is inconsistent with what has become apparent. The use of “must” indicates that the speaker has a firm and strong conviction about a particular issue and that the readers are obliged to take the necessary steps in connection with what is believed. Word choices and the clause structure reflect the context of the texts and not the mood adjuncts or the modal verbal operators. Analysis of the functional structural mood text is very useful for understanding the interpersonal relationships between participants.</p> Ryan Kabigting Copyright (c) 2020 JET (Journal of English Teaching) Fri, 09 Oct 2020 14:42:32 +0000 Grammatical Analysis of Students’ Reflective Writing <p>Grammar is a crucial element in communication, especially in a second language, and without the organization of grammar, language exchange is intruded. This paper explored grammatical issues in students’ reflective writing. Data were collected from reflective writing products of a number of students belonging to a class of the English Education Master’s Program of Sanata Dharma University, Yogyakarta, Indonesia. The collected data were analyzed to examine grammatical issues encountered by the students using Dulay, Burt, and Krashen’s (1982) surface strategy taxonomy, which covers omission, addition, misinformation, and misordering errors. Results showed there existed 41 errors in total and were distributed in the following categories: 23 errors of others (other types), six omission errors, five addition errors, four misinformation errors, and three misordering errors. It is expected that the findings can assist learners in overcoming grammatical issues so that they can improve their English grammar and writing skills.</p> Ahmida Rizki Aulia, Barli Bram Copyright (c) 2020 JET (Journal of English Teaching) Fri, 09 Oct 2020 14:50:12 +0000 “Thriving through Reflecting”: Current Perspective on Teacher Professional Development Research in Asia Context <p>Reflective practice has long gained more spotlight from researchers in the education realm, particularly for promoting teachers’ professional development (TPD). Generally speaking, reflective practice provides abundant merit for teachers, namely, evaluating teachers’ teaching quality, enhancing teachers’ professional skills, and guiding teachers in their professional development. This study aims to present how reflective practice assists English teacher professional development in the Asian context. To discover how reflective practice promotes teacher professional development, the researchers analyzed several research journal articles using a document analysis method. The current contributions of reflective practice present the significance of reflective practice. It involves why and how English teachers should employ the reflective practice in their daily teaching processes. This study provides future research direction as well, specifically on how to equip teachers to become reflective practitioners in their teaching practices, how to provide a supportive environment for reflective practitioners, and how to enhance the implementation of reflective practice through online platforms.</p> <p><strong>&nbsp;</strong></p> <p><strong>Keywords</strong>: <em>reflection, reflective practice, reflective practitioner, collaborative reflective practice</em></p> Krismalita Sekar Diasti, Paulus Kuswandono Copyright (c) 2020 JET (Journal of English Teaching) Fri, 09 Oct 2020 14:53:40 +0000 Teachers' Beliefs about Language Teaching and Learning <p>The role of teaching materials in ELT has usually been a controversial issue in terms of what type of materials teachers should use and how important these materials are to language teaching and learning. This controversy got heated by the advent of calls for material-light classrooms and using teachers and learners as resources to liberate ELT from the ‘tyranny’ of course books. Nevertheless, these calls remain to carry a relatively little weight in mainstream ESL/EFL teacher education circles. They are communicated to teachers and educators, mainly through professional development arenas. Since we know very little about what attitudes teachers hold to these calls, we cannot assess their magnitude and influence. This article investigates Egyptian EFL teachers' beliefs pertaining to the tenets of Dogme (i.e., an approach that advocates material-free English language teaching) &nbsp;in relation to teachers' gender, years of experience, and the age group they teach, intending to explore the variable(s) that may influence beliefs about Dogme. Data were collected from 70 Egyptian EFL teachers using a questionnaire. Quantitative analysis of data revealed that generally, there is no significant relationship between teachers' beliefs about Dogme and the variables mentioned above.</p> <p>&nbsp;</p> Waleed Nureldeen Copyright (c) 2020 JET (Journal of English Teaching) Tue, 20 Oct 2020 00:00:00 +0000 Secondary School Students’ Perception of ICT Use in EFL Classroom <p>Its huge potential to facilitate learning has made information and communication technology (ICT) use grow as one of the main advancements in the education sector in the 21st Century. This study aims at exploring secondary school students’ perceptions of&nbsp; ICT use in the EFL classroom. To achieve the objective, 197 students in 15 secondary schools located in Jakarta, Depok, and Bekasi were surveyed using a questionnaire. The data obtained were analyzed employing the descriptive analysis technique. The results showed that the participants’ perception was positive and high in some dimensions of ICT use in learning but low in one dimension. Positive and high perceptions were found in (1) the potentials of ICT use to increase learning interest and motivation; (2) the impacts of ICT use in learning; (3) ICT educational values; and (4) ICT use self-efficacy. It was also found that the participants used ICT more frequently for entertainment and socio-economic purposes than for learning activities. Finally, a majority of the participants thought taking formal ICT training to enable them to effectively use ICT in learning is not necessary.</p> Parlindungan Pardede Copyright (c) 2020 JET (Journal of English Teaching) Tue, 20 Oct 2020 00:00:00 +0000