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> 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) Thu, 25 Jun 2020 22:19:54 +0000 OJS 60 Undergraduate Students’ Perceptions on their Identity as Future EFL Teachers <p>To be professional EFL teachers in the future, pre-service teachers should continuously construct their identities amid various obstacles and difficulties they confront in their working circumstances. This study attempted to investigate undergraduate students’ perceptions of their identity as future teachers. One research problem was proposed in this study namely: What are the factors influencing pre-service teachers to develop their teacher identity through Micro Teaching Class? This study applied qualitative method harnessing three research instruments <em>i.e.,</em> classroom survey, students’ reflections on their future teaching vocation, and interview to gather the data from Micro Teaching Class of the English Education Study Program, Sanata Dharma University, Yogyakarta. The findings indicated that most pre-service EFL teachers studying in Micro Teaching Class were willing to nurture their identities as future educators as long as extensive supports given to them. Future researchers need to conduct more intensive studies on the relationship between agency and resilience influencing pre-service EFL teachers’ professional identity development.</p> Concilianus Laos Mbato, Kristian Florensio Wijaya Copyright (c) 2020 JET (Journal of English Teaching) Thu, 25 Jun 2020 00:00:00 +0000 An Analysis of Learning Styles and Learning Strategies Used by a Successful Language Learner <p>This study aimed to describe major learning styles and learning strategies used by a research subject from four years of a college student of English Education Study Program. It was a qualitative study and conducted through a case study design. The subject was a successful four years college student. The data was collected through questionnaires, interviews, and documents. Two questionnaires were administered, Perceptual Learning Style Preferences Questionnaire (PLSPQ) to determine the student learning style preferences, whereas, Strategy Inventory for Language Learning (SILL) to determine the student learning strategies. A semi-structured interview was applied to gain the primary data, while, the document was provided to support it. The results revealed that the successful language learner performed two major learning styles proposed by Reid (1984), i.e. visual, in which the subject learns best by reading and taking notes; and the individual, in which the subject learns better individually. Subsequently, the subject uses two major learning strategies proposed by Oxford (1990). The first learning strategy is the cognitive strategy includes practicing along with receiving and sending messages. The second strategy is the compensation strategy includes guessing intelligently in listening and reading and overcoming limitations in speaking and writing.</p> <p>&nbsp;</p> Urai Salam, Sukarti, Zainal Arifin Copyright (c) 2020 JET (Journal of English Teaching) Fri, 26 Jun 2020 00:00:00 +0000 Teaching English for Specific Purposes in Vocational High School: Teachers’ Beliefs and Practices <p>This study reports the result of a qualitative case study research design. This study aims to explore teachers' beliefs about teaching English for Vocational school, to investigate how those beliefs are reflected in classroom practices, and to explore that affect the shaping of teachers' beliefs in the teaching and learning process. The participant of this study were six English teachers from three different vocational high schools in Majenang. The data was taken using a semi-structured interview, documentation, and classroom observation. Then the data was analyzed using line by line analysis. Teaching English in Vocational High School is believed different from Senior High school (SHS) as it belongs to English for specific purposes (ESP) and demands different knowledge of material, method, and strategies. The result shows that the teacher’s beliefs are not always realized in their classroom practices for a variety of potential reasons. The inconsistency between belief and practices are related to various factors, including class density, time constrains, incompatibility of the assigned text-books, huge workload, and students need.</p> Pipit Muliyah, Dyah Aminatun Copyright (c) 2020 JET (Journal of English Teaching) Sat, 27 Jun 2020 00:00:00 +0000 An Investigation of the Impact of Concurrent Group Dynamic Assessment on EFL Learners’ Achievement of Phrasal Verbs at Productive Level <p>The present study aimed at investigating the impact of the concurrent group dynamic assessment on the learning of phrasal verbs at a productive level. The participants of the study were 30 EFL learners at an intermediate level of language proficiency. The participants’ productive knowledge of the phrasal verbs was measured before and after the treatment through a researcher-made test including 80 items. For the purpose of the study, paired and independent samples t-test were utilized. Results of statistical analyses indicated that concurrent group dynamic assessment was significantly effective in the achievement of phrasal verbs at a productive level. Moreover, it was found that no significant difference existed in the concurrent group dynamic assessment in terms of the achievement of phrasal verbs at a productive level.</p> Fatemeh Sadat Alavi Moghadam, Fatemeh Farahani Copyright (c) 2020 JET (Journal of English Teaching) Tue, 30 Jun 2020 00:00:00 +0000