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) (Hendrikus Male) Tue, 01 Jun 2021 20:43:53 +0000 OJS 60 Association of Organizational Learning with Leadership, Job Satisfaction and Engagement in an EFL Setting <p>The present study investigated the relationship between organizational learning, department leadership, teacher leadership, job satisfaction and engagement in a higher education language institution. It was designed as a quantitative study. 96 Turkish English language instructors participated in the research. The data were collected in a Turkish higher education language institution. Four scales were used to collect data. The data were analyzed through samples t-test, one-way ANOVA, Pearson’s r correlation, and multiple regression analysis. The findings indicated that there were not statistically significant differences between participants in terms of their genders, Bachelor’s degrees, status of masters of art, and the departments they worked, but of their teaching experiences with regard to organizational learning, department leadership, teacher leadership, job satisfaction, and engagement. They also showed that there were statistically significant relationships among engagement, job satisfaction, teacher leadership, organization learning, and department leadership. Besides, they revealed that department leadership and job satisfaction could predict organizational learning positively and explain the 74% of the variance in organizational learning. Department leadership can have a central role in promoting organizational learning in a higher education language institution through creating a working environment which supports and values teacher leadership, so teachers/instructors can feel more engage and satisfied.</p> Ahmet Erdost YASTIBAŞ, Meltem Huri BATURAY Copyright (c) 2021 JET (Journal of English Teaching) Wed, 02 Jun 2021 00:00:00 +0000 Exploring EFL Teachers Perspectives on Collaborative Learning Activities in Senior High School Contexts <p><strong>Abstract</strong></p> <p>In this global age, it is of critical importance for future workforces to possess both higher intellectual and social competencies crucially sustaining their careers. In accord with this fact, second language educators engaging in worldwide second language learning circumstances have taken a critical stance to promote collaborative learning activities earlier in senior high school contexts to maximize these future generations’ potentials in terms of problem-solving, critical thinking, social, and conflict resolution skills. This was a qualitative study conducted in a narrative way to decipher the observed recurring phenomenon accurately based on people’s stories and experiences. Open-ended interviews were also utilized in this study to obtain more natural and authentic portrayals regarding the stories told by participants. 2 EFL teachers having different expertise and experiences in running collaborative learning activities in distinctive Senior High School Contexts were also involved in this study to yield richer and reliable results out of the data gathered. The study revealed that collaborative learning activities will run more efficiently when supportive learning assistances are extensively addressed and a higher degree of reverence occurred among diverse group members.&nbsp;</p> <p><strong>Keywords:</strong> <em>EFL Teachers’ Perspectives, Collaborative Learning Activities, Senior High School Contexts</em></p> Kristian Florensio Wijaya Copyright (c) 2021 JET (Journal of English Teaching) Wed, 02 Jun 2021 00:00:00 +0000 The Effect of Kahoot! Game in Teaching Reading Comprehension Achievement <p>Kahoot! Game is one of the advancements in learning technology. It can facilitate and motivate the students for being active and understanding the content of the text. This study aimed to find out whether there is or not any significant difference between the students who are taught by using Kahoot! Game and the students who are taught by using conventional game and to find out the impact of using Kahoot!. Altogether in this study, the writer used mixed-method and explanatory sequential mixed method design which involving 39 students of the fourth-semester students of English Education Program of STKIP Nurul Huda by using reading comprehension test for quantitative data and observation, questionnaire, and interview for qualitative data. The findings were the effect of Kahoot! Game in teaching reading comprehension achievement is a very high impact on engagement, perception and motivation, and positive attitude. It influenced students’ reading comprehension achievement. Therefore, it can be concluded that by using Kahoot! Game with high engagement, perception, motivation, and positive attitude of the students can influence their reading comprehension achievement.</p> Shella Septina Marsa, Hastuti Retno Kuspiyah, Eka Agustina Copyright (c) 2021 JET (Journal of English Teaching) Wed, 02 Jun 2021 00:00:00 +0000 Speaking Self-Efficacy of EFL Students of Pre-Service Teaching Program in EFL Classroom Setting <p>The standing grown of academic self-efficacy as a theoretical framework of independent contributor to task performance of language skills such as speaking has been widely recognized. Considerable amount of researches has also found self-efficacy in EFL context is still roughly challenging. The present research attempts to explain speaking self-efficacy of 35 EFL students of pre-service teaching program who enrolled in speaking advanced class in EFL classroom setting. The result showed the average percentage of student’s self-efficacy in the mastery of speaking skill was 79% which was high. The highest point of those questionnaires was students believed on their personal ability in the mastery of speaking skill (82%). while the lowest point of questionnaires was factors’ influencing students’ in public speaking in EFL classroom setting (77%). The average percentage of students’ self-efficacy in the mastery of speaking skill can grow with effort was categorized as high scale (79%). This research also revealed that students’ sources of self-efficacy based on their positive experiences of task accomplishments, observing role model performances, verbal persuasions, their effort, persistence/resilience that they exerted when obstacles arise, and emotional states. Self-efficacy level of one student with another’s was different despite having the same score and it has nothing to do with gender. Individuals with high levels of self-efficacy approach difficult tasks as challenges to master rather than as threats to be avoided</p> Darmawan, Satria P. Alam, Oliva Nurhayati Nirma Copyright (c) 2021 JET (Journal of English Teaching) Tue, 01 Jun 2021 16:47:11 +0000 Investigating Fluency and Accuracy of Japanese University EFL Learners’ Spoken English Production <p>Japanese learners of English are often described as having good English grammar but lacking in fluency. However, with the changes to a more communication-focused English curriculum in the last few decades, this is no longer the norm. This paper will first review the reactions to communication-focused English instructions in Japan and other parts of Asia, then discuss the current study which explored the grammatical accuracy and fluency of spoken English production of 45 Japanese university EFL learners who had studied under the communication-focused curriculum in junior and senior high schools. The results of the study showed that, as a group, the participants were neither accurate nor fluent. Although some participants were able to produce sentences accurately using easier grammar structures, their production was very slow, indicating the retrieval of declarative knowledge instead of proceduralized knowledge. Literature review and the results of this current study suggest that the communication-focused curriculum has not been successful in developing fluency among Japanese English learners, and that their accuracy has suffered from decreased amount of grammar instructions. Instead of switching the focus from grammar to communication, balanced grammar instruction and fluency practice are needed.</p> Miki Tokunaga Copyright (c) 2021 JET (Journal of English Teaching) Wed, 02 Jun 2021 00:00:00 +0000 Morphological Teaching Strategies to Enhance Students’ Vocabulary Knowledge and Reading Comprehension <p>A number of studies have shown that morphological awareness contributes to the improvement of the comprehension of student reading and vocabulary learning, interest in the importance of language acquisition and instruction of morphological awareness is increasing. This research emphasizes the use of morphological techniques used in reading comprehension to enhance the vocabulary awareness of prefixes and suffixes of students and to contribute to the development of vocabulary acquisition. This literature review was conducted to incorporate research results to assess whether such training led to increased understanding of reading and development of vocabulary. First, researchers need to collect relevant information related to morphological and teaching strategies in the teaching and learning process of English. Second, researchers can analyze data regarding the advantages and disadvantages of morphological strategies and instructions in the English teaching and learning process. Third, researchers identified the important role of morphological awareness that has been applied by students and the need to implement morphological strategies to help second language learners to acquire English language skills. Finally, learners can conclude some important things related to the application of morphology learning strategies to engage the teaching and learning process so that learners can achieve learning objectives regularly.</p> Elizabeth Sulistyawati, Alvian Nugroho, Barli Bram Copyright (c) 2021 JET (Journal of English Teaching) Wed, 02 Jun 2021 00:00:00 +0000 Teaching Technique: Inside Outside Circle on Students’ Writing Skill of Secondary School in Tangerang <p>This research is aimed to find out the effect of the inside outside circle on tenth-grade students' writing narrative text at SMAN 3 Kabupaten Tangerang in the academic year 2019/2020. This research used a quasi-experiment with pre-test and post-test design. The technique of teaching used in this research is the inside outside circle. The population is 416 students at the school, and the sample was purposively selected by taking two classes of the tenth grade, each consists of 30 students The data was analyzed by using a T-test at the level significance (α=0.05) and degree of freedom is 58. The result showed that the t-count was higher than the t-table (4.49 &gt; 2.00). In other words, the null hypothesis (H<sub>0</sub>) is rejected and the hypothesis alternative (H<sub>a</sub>) is accepted. It means that the inside outside circle technique can improve the students' writing narrative score and the students will be easier to write because it can improve students' ideas. So, the inside outside circle is recommended to be applied for teaching writing.</p> Euis Yanah Mulyanah Copyright (c) 2021 JET (Journal of English Teaching) Wed, 02 Jun 2021 00:00:00 +0000 Teacher Trainees’ Perspectives on Storytelling in Primary EFL Classrooms <p>The COVID-19 pandemic has obliged EFL teacher trainers to find new pathways to prepare teacher trainees (TTs) for future classrooms. For the TTs enrolled in the Teaching English to Young Learners (TEYLs) course, telling stories effectively is of utmost important. Thus, this study aimed to investigate the TTs’ perspectives on creating and telling storybooks in EFL primary classrooms besides the necessity for being trained to tell stories effectively via their out-of-class video-recorded microteaching sessions. The data were collected via the questionnaire and the focus group interviews. The findings revealed: (1) the TTs approved the necessity of creating and telling stories in primary EFL classrooms, which indicates their developed cognition regarding the pedagogical advantages of telling stories to children; (2) effective and interactive storytelling skills were associated with the story teller’s narration skills, tone of voice, mimicry, gesture, and interaction skills; (3) the TTs were more in favor of the necessity for being trained to tell a story effectively through face-to-face education than through online education despite reporting several pros and cons of both ways; (4) female TTs were more in favour of creating story books and the necessity for being trained to tell a story effectively via face-to-face training.</p> Şule Çelik Korkmaz Copyright (c) 2021 JET (Journal of English Teaching) Wed, 02 Jun 2021 13:01:43 +0000 Factors Influencing Indonesian EFL Learners’ Willingness to Speak English in Classrooms <p>In the current second language pedagogy, understanding factors that contribute to learners’ willingness to speak English in classrooms is fundamental for teachers. The aims of this present study are (1) to find out the extent to which Indonesian EFL learners are willing to speak English in classrooms and (2) to investigate the factors that influence their willingness to speak English in classrooms. A descriptive quantitative design was employed in this study. This study involved 91 English learners of the University of Bengkulu. An adapted willingness to speak English questionnaire was used to collect the data. The findings indicate that most of the learners are willing to speak English in classrooms. Furthermore, some factors are found to influence the learners’ willingness to speak, including topic familiarity, topic interest, topic preparation, topic comfort, challenging topic, group size, task familiarity, seating arrangement, gender and age of interlocutor, interlocutor familiarity, fear of making mistakes, and fear of evaluation. Therefore, several pedagogical implications for teachers have been suggested in this study.</p> Taufik Akbar Azwar, Alamsyah Harahap, Azwandi Copyright (c) 2021 JET (Journal of English Teaching) Sat, 05 Jun 2021 14:01:58 +0000 Online Assessment during Covid-19 Pandemic: EFL Teachers’ Perspectives and Their Practices <p>The Covid-19 pandemic made a change in learning activities from face-to-face into online distance learning. Meanwhile, teachers need to evaluate student achievements weekly even during the Covid-19 pandemic. This study aims to find out about teachers’ perspectives and their practices on the use of online assessment during Covid-19 in the context of ELT classroom.&nbsp;A case study design was used to answer the purpose of this research. An open-ended questionnaire and online interviews were performed to collect the data. This study revealed the teachers had a negative perception about online assessment during the Covid-19 pandemic. They got some obstacles while conducting the assessment test such as (1) the internet connection; (2) the validity of the assessment; (3) and the low of students’ enthusiasm. However, in practice, during Covid-19, the use of online assessment helps the teachers in distributing the material and assessing students’ achievement. Implications for perception and practice are also discussed.</p> Dedy Yulianto, Nito Majid Mujtahid Copyright (c) 2021 JET (Journal of English Teaching) Thu, 10 Jun 2021 00:00:00 +0000 Recent Experimental Research on Short Story Effectiveness in EFL Classrooms: A Review <p>In the past decades, there has been a strong belief that short stories are powerful pedagogical tool educators can use to help EFL students optimize their learning, Much has been said about short stories’ effectiveness in the reinforcement of language skills development and language components learning. They are also claimed to be more effective than other materials and tools to empower EFL students to use English in socially and culturally appropriate ways as they facilitate students to engage with rich, authentic target language uses (Cameron, 2001) and offer motivating source to transmit information and ideas, nurture values and beliefs, and convey subliminal messages (King, 2001). Yet, available studies still lack essentials like what specific aspects of EFL learning have profited from short story use and how short story efficacies were exactly measured. This review aims at exploring the trend in 35 experimental research on short stories use in EFL classrooms published in 2011-2020, what they say about short stories efficacy, and the identified gaps that future research needs to address. The results will hopefully provide teachers, researchers, curriculum designers, and policymakers with a clearer understanding of short stories use in EFL classrooms.</p> Parlindungan Pardede Copyright (c) 2021 JET (Journal of English Teaching) Thu, 10 Jun 2021 18:58:40 +0000