Journal of English Education and Teaching https://ejournal.unib.ac.id/JEET <p><strong>Journal of English Education and Teaching</strong> (JEET) with print ISSN 2685-743x and online ISSN 2622-5867 is open access journal which published four times in a year in March, June, September and December. The journal aims to provide a platform for educators, researchers, practitioners, and policy-makers to share innovative ideas, research findings, and best practices that contribute to the development of English language education. We accept mainly research-based articles related to English Education and Teaching. The articles must be in English. On 2nd of October 2019, Journal of English Education and Teaching was submitted to an Arjuna National Accreditation and was ranked in Sinta 5. From December 2019 until June 2022, Journal of English Education and Teaching (JEET) has been ranked in Sinta 4. Then, starting from September 2022 until 2027, JEET has been ranked in <strong>Sinta 2. </strong>This journal is published by UNIB Press since 2019. This journal is also in collobaration with English Language Education Study Program Association (<a href="https://drive.google.com/file/d/1pO0IK0kEe7FKIQ-UMFUahFQtUHquvtrL/view?usp=sharing">MoU Manuscript</a>)</p> <p><a title="DOAJ" href="https://doaj.org/toc/2622-5867?source=%7B%22query%22%3A%7B%22filtered%22%3A%7B%22filter%22%3A%7B%22bool%22%3A%7B%22must%22%3A%5B%7B%22terms%22%3A%7B%22index.issn.exact%22%3A%5B%222685-743X%22%2C%222622-5867%22%5D%7D%7D%5D%7D%7D%2C%22query%22%3A%7B%22match_all%22%3A%7B%7D%7D%7D%7D%2C%22size%22%3A100%2C%22sort%22%3A%5B%7B%22created_date%22%3A%7B%22order%22%3A%22desc%22%7D%7D%5D%2C%22_source%22%3A%7B%7D%7D" target="_blank" rel="noopener"><img src="https://surauinyiak.files.wordpress.com/2018/08/doaj1.png?w=150" alt="" width="153" height="53" /></a> <a href="https://sinta.ristekbrin.go.id/journals/detail?id=5181"><img src="https://ejournal.unib.ac.id/public/site/images/syafyadin/mceclip2.png" width="204" height="93" /></a></p> <p><img src="https://ejournal.unib.ac.id/public/site/images/sfitriati/mceclip1-5f614dafddb960af6fa1bc16453b2f86.png" /></p> en-US <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license"><img style="border-width: 0;" src="https://i.creativecommons.org/l/by-sa/4.0/88x31.png" alt="Lisensi Creative Commons" /></a><br />Ciptaan disebarluaskan di bawah <a href="http://creativecommons.org/licenses/by-sa/4.0/" rel="license">Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional</a>. angguncsd@unib.ac.id (Anggun Citra Sari Dewi) unib.press@unib.ac.id (Azhar Aziz Lubis) Tue, 30 Sep 2025 15:52:56 +0000 OJS 3.3.0.11 http://blogs.law.harvard.edu/tech/rss 60 Attitudes, Perceptions of Ability, Barriers, and Expectations of Lecturers in the Use of ICT in Online English Learning https://ejournal.unib.ac.id/JEET/article/view/34407 <p>This study aims to analyze the attitudes, perceptions of abilities, barriers, and expectations of IAIN Indonesia lecturers in the use of ICT in online English learning. The research method uses "explanatory sequential". The research sample was selected randomly and purposively. Questionnaires and interviews are used to collect the data. The quantitative data were analyzed by the SPSS program, while the interview findings were analyzed qualitatively. 80% of lecturers had positive views toward ICT use during class planning, according to the results (M = 4.2, SD = 0.7). They were thought to have a modest level of ICT proficiency, especially when it came to implementing lessons (M = 3.92, SD = 0.86). According to reports, there were few obstacles, mostly because of inadequate training and a lack of teaching facilities (M = 2.3, SD = 1.1). Expectations were high, particularly with regard to ongoing training and access to ICT infrastructure (M = 4.45, SD = 0.8). The results of this study in general, provide an overview of the attitudes and abilities that must be possessed by lecturers to minimize challenges in the hope of realizing the optimal use of ICT in online English learning.</p> Eka Apriani, Safnil Arsyad , Syafryadin Syafryadin, Yasmika Baihaqi, Erfin Wijayanti, Farida Esmianti, Dadan Supardan Copyright (c) 2025 Eka Apriani, Safnil Arsyad , Syafryadin Syafryadin, Yasmika Baihaqi, Erfin Wijayanti, Farida Esmianti, Dadan Supardan https://creativecommons.org/licenses/by-sa/4.0 https://ejournal.unib.ac.id/JEET/article/view/34407 Tue, 30 Sep 2025 00:00:00 +0000 Online Peer Feedback on English Writing: The Economics Students’ Voices https://ejournal.unib.ac.id/JEET/article/view/43895 <p>Online peer feedback on writing has been studied by many scholars to examine the applications, the effectiveness, the weaknesses, and the students' perceptions in the context of learning English for general purposes, but little attention has been paid to its use in the area of English for specific purposes. The present study aims to reveal the Economics students’ experiences with the use of online peer feedback in writing. This study was designed as a mixed-method inquiry that involved 140 Economics students at a university in Bengkulu Province, Indonesia, who took English courses. The data was gathered using a questionnaire and a semi-structured interview, which were analyzed based on each type, quantitatively and qualitatively, to reach the objective of the study. The results show that economics students viewed the use of online peer feedback in writing activities very positively. The results of this research contribute theoretically and practically to encouraging the use of online peer feedback in improving student effectiveness and skills.</p> Sufiyandi Sufiyandi, Emi Emilia , Ika Lestari Damayanti , Ira Maisarah Copyright (c) 2025 Sufiyandi Sufiyandi, Emi Emilia , Ika Lestari Damayanti , Ira Maisarah https://creativecommons.org/licenses/by-sa/4.0 https://ejournal.unib.ac.id/JEET/article/view/43895 Tue, 30 Sep 2025 00:00:00 +0000 The Impact of Implementing the Carousel Brainstorming Strategy to Improve Students' Critical Reading Comprehension in Revolution 5.0 https://ejournal.unib.ac.id/JEET/article/view/43832 <p>This study investigated the effect of the Carousel Brainstorming strategy on students' critical reading comprehension. A mixed-methods approach was used, combining a quantitative quasi-experimental non-equivalent control group design with qualitative action research. The sample consisted of 30 students selected through purposive sampling, divided into an experimental and a control group.The quantitative findings indicated that the use of the Carousel Brainstorming strategy significantly improved students' critical reading comprehension, with a two-tailed significance of p=0.015. The effect size, as measured by Partial Eta Squared, was 0.610, representing a moderate effect (61%). The qualitative results further supported this finding, showing a progressive increase in students' average critical reading comprehension scores from an initial 43.3% to 53.3% after the first cycle and 73.3% after the second cycle.This research demonstrates that the Carousel Brainstorming strategy is an effective and viable method for enhancing students' critical reading skills. The findings have implications for educators, suggesting that this strategy can be incorporated into teaching practices to improve students' critical thinking and reading abilities.</p> Yusrizal Yusrizal, Ferri Susanto, Ildi Kurniawan Copyright (c) 2025 Yusrizal Yusrizal, Ferri Susanto, Ildi Kurniawan https://creativecommons.org/licenses/by-sa/4.0 https://ejournal.unib.ac.id/JEET/article/view/43832 Tue, 30 Sep 2025 00:00:00 +0000 Exploring Constructivism in the Context of English Material Development for Senior High Schools: A Literature Review Approach https://ejournal.unib.ac.id/JEET/article/view/44177 <p class="ISI" style="text-align: justify; text-indent: 0cm; line-height: normal;">English language learning in high schools in Indonesia still focuses on theory, namely memorizing tenses, practicing grammar, and sentence structure, while communicative skills such as spontaneous speaking and real-life interactions receive very little attention. Previous research shows that students feel low on confidence and limited facilities and practice time. Psychological aspects such as self-confidence, student learning styles, technology integration, and authentic assessment are still rarely an integral part of teaching material design. This study aims to map best practices and weaknesses in the development of constructivist-based English teaching materials in high schools, with an integrative focus on the use of technology, variations in student learning styles, and authentic assessment, so that students' communication skills and confidence are improved. The method used is a literature review from 2018-2024 from national and international journals, proceedings, and research reports. This study uses thematic analysis techniques and framework analysis. The main findings indicate that approaches such as PjBL and CTL that involve projects, simulations, discussions, and real-life interactions can increase student engagement, creativity, critical thinking, and self-confidence. The integration of technology as a learning medium is indeed appealing, but its implementation has not been optimal in supporting authentic communication. Diversity in learning styles strengthens the effectiveness of teaching materials, and authentic assessments help measure students' actual abilities. This study fills a gap in the local literature by combining aspects of technology, learning styles, and authentic assessment within a single framework.</p> Hery Nuraini, Nurhaedah Gailea, Udi Samanhudi Copyright (c) 2025 Hery Nuraini, Nurhaedah Gailea, Udi Samanhudi https://creativecommons.org/licenses/by-sa/4.0 https://ejournal.unib.ac.id/JEET/article/view/44177 Tue, 30 Sep 2025 00:00:00 +0000