JET (Journal of English Teaching) Adi Buana
Journal of English Teaching Adi Buana (JET Adi Buana) is firstly published on April 2016 and published twice a year on April and October. The aim of this journal is to accommodate the professional researchers of English teaching who attend to publish their works. It offers articles of current research on English teaching and also contributes to the professional development of its readers around the world by offering articles that reflect theory and practice in English language teaching.
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<![CDATA[Getting the Advantage of Free Software to Generate Holistic Spelling Activities ]]>
<![CDATA[Choiriya Choiriya]]>
<![CDATA[ JET ADI BUANA Vol 1 No 01 (2016) ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jet.v1.n01.2016.1164
<![CDATA[Teaching spelling could be frustrating and boring at thesame time for both teachers and students. It also has to be tailoredto meet the needs of the students. Ready-made materials may nothelp as easy. This workshop will give useful input on whichsoftware can be used and how to use it. You will also learn tomake a series of spelling activities good to meet the needs of yourstudents disregarding their age groups. Some of the suggestedsoftware is Word-Search Generator for worming up, Eclipsecrossword puzzle maker for meaning and Ant-Word-Profiler forproduction. Repletion is a very good method to use, each of thesoftware above stressing on different technique that helps thestudents getting accustomed with the English spelling of thetargeted language and also having fun doing it. The ideas of theseactivities are adapted from Nelson English Spelling Book but theyare limited to be used only by young age native speakers.]]>
<![CDATA[Increasing Vocabularies through Modified Jigsaw and Recitation for Junior High School ]]>
<![CDATA[Ayu Hudzaifah]]>
<![CDATA[ JET ADI BUANA Vol 1 No 01 (2016) ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jet.v1.n01.2016.1174
<![CDATA[Teaching English for Junior High School needs more innovative and creative way to take the students more concentration and serious when they learn inside and outside the class with nice manner. Vocabularies such as: carnival, dive, caterpillar, camp, and others may appear difficult to understand for the students when the teacher is using all the words without give and explain the meaning. The easiest and common way is the teacher command the students to open the dictionary and search the meaning. Most of Junior High School Students are critical, active, and moody students based on their ages. If the teacher only give the usual way, they will lazy and bore to follow the class and there is not interesting manner to increase their vocabularies in English. Therefore, it becomes the important task for the teacher to find an effective method to increase the vocabularies that the students find it enjoyable and easy to get the meaning. Jigsaw is one of cooperative teaching method that the students into several groups to teach the other groups in turn. The writer arranges modified jigsaw through “card paper†that already divide from easy, middle, and difficult and the students have to pay attention how to run this enjoy method and if they already learn and answer, they move to other group based on the paper card which already answer. After the teacher runs modified jigsaw, the teacher continue with recitation. Recitation means the teacher have to give the student task to learn at home, library, or park to make the students always remember the vocabularies, and when they come back to the class, the students will try to remain and repeat again the vocabularies that already learn outside the class. Thus, the change of students in other groups with modified jigsaw and recitation will make all the students more understand and enriched with many vocabularies to make them easier than before]]>
<![CDATA[Teaching English Concrete Nouns Using Pictionary Game ]]>
<![CDATA[Miftah Nur Jannah]]>
<![CDATA[ JET ADI BUANA Vol 1 No 01 (2016) ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jet.v1.n01.2016.1220
<![CDATA[The study discusses the effectiveness of teaching Englishconcrete noun using Pictionary game. The background of the studyis based on the phenomena that students in SDN Sendangrejo IIINgimbang usually get bored to learn vocabulary especially onconcrete nouns. That is the reason why the teacher should device agood exercise or a way of teaching English concrete nouns.Learning vocabulary at Elementary School can be done throughmany ways, so the researcher teaches vocabulary using Pictionarygame. This game may become an alternative way to teach Englishnouns for beginning level. It is more emphasizing on activelearning and language teaching, because it makes students moreactive. The purpose of the study is to know whether or not usingPictionary game is effective to improve students’ English concretenouns in the fourth graders of SDN Sendangrejo III Ngimbang.This study is categorized as a quantitative research. The data isobtained by giving test to the experimental class and control classafter giving a different learning to both classes. The number of thesubjects is twenty in each class. They are IV A is as experimentalclass, and IV B control class. The instruments used to collect thedata were documentation and test. Test was used to know students’competence before and after the experiment run. There are twokinds of test. They are pre-test and post test. The result of theresearch showed that the use of Pictionary game as a media ofteaching concrete nouns was effective. There was a significancedifference in the achievement between students in class IV A(experimental class) and students in class IV B (control class). It isshowed of the mean of experimental class is higher than controlclass (80.70 > 73.35). On the other hand, the test of hypothesisusing t-test formula shows the value of the t-test is higher than thevalue of the t-table. The value is (3.141>1.68). The hypothesis isaccepted. Therefore it can be concluded that the use of Pictionarygame as a media of teaching concrete nouns was effective.]]>
<![CDATA[Web Online: Empowering the Student’s Pronunciation ]]>
<![CDATA[Reny Windi Astuti]]>;
<![CDATA[Tety Mariana]]>
<![CDATA[ JET ADI BUANA Vol 1 No 01 (2016) ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jet.v1.n01.2016.1241
<![CDATA[As an important component in the context of teachingEFL, pronunciation is considered as one of the core language partsin the achievement of successful learning English. Pronunciationplays an important role in conducting the students how to speaksome English words appropriately. Some students are ofteninterfered by English pronunciation. They are difficult to definehow to pronounce English words well. On the other hand, bypronouncing English words accurately, the students can expandtheir communication efficiency. Helping the students hear andproduce English sounds is one of main tasks of English teachers todevelop the students’ English competence.This research aimed at investigating how to teach Englishpronunciation through Web Online. The research was conducted tothe eleventh graders of vocational high school in Academic Year of2015/2016. This research was Classroom Action Research (CAR).The implementation of the technique was carried out in sixmeetings in two cycles (each cycle was three meetings). The resultsof the research showed that there were: (1) improvement of thestudents’ mean score in pronunciation test. It indicated that WebOnline brought positive improvement on students’ pronunciation.(2) Improvement of the students’ involvement during the processof learning English. By analyzing the data of questionnaire andobservation checklist, the researchers found that most of thestudents had positive response in learning pronunciation. Derivedfrom the findings, it can be concluded that Web Online hasimproved the students’ pronunciation in the process of learningEnglish. It theoretically and practically helps students pronounceEnglish words better.]]>
<![CDATA[Nurturing Students’ Critical Thinking Skills by Using Social Media Based on E-Portfolio ]]>
<![CDATA[Rini Silvana]]>
<![CDATA[ JET ADI BUANA Vol 1 No 01 (2016) ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jet.v1.n01.2016.1252
<![CDATA[Integrating critical thinking and problem solving in dailyclassroom activities is vital for students as learning critical thinkingleads students to develop other skills, such as a higher level ofconcentration, deeper analytical abilities, and improved thoughtprocessing. Meanwhile, portfolio is part of an alternative assessmentneeded in assessing both learning process and learning product. Itcan either include a record of students’ achievement or simplydocument their best work (Nunes, 2004: 327). Integration oftechnology and education has made traditional paper-basedportfolios turn to digital portfolios which are much more userfriendly and appealing to students, particularly those who areattracted to use social media in their daily lives. This paper aims tofind out how e-portfolio helps nurture students’ critical thinkingskills. To achieve the objective, an action research involvingplanning, acting, observing and reflecting is conducted in preintermediate English for teen class. In addition, students’ perceptionof using e-portfolio during their learning is also investigated.]]>
<![CDATA[An Analysis of the English Teachers’ Ability in Creating Online Teaching Media at Surabaya and Sidoarjo Islamic Senior High Schools ]]>
<![CDATA[Rizka Safriyani]]>
<![CDATA[ JET ADI BUANA Vol 1 No 01 (2016) ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jet.v1.n01.2016.1257
<![CDATA[As an English teacher, teacher must be able to develop agood teaching media. Traditional textbooks, while useful, areinsufficient to address many questions. As a result, teachers try tolook for another resources, social networks, and the web foranswers to their questions. This study focuses on the teachers’ability in creating online teaching media at Surabaya and SidoarjoSenior High School. This study also portrays the challenges andthe opportunity of the online teaching media usage. It also coversthe information about language preferably used by teacher in theonline teaching media usage. Nine teachers are chosen fromSurabaya and Sidoarjo as the subject of the study. Quantitative andQualitative approach is used as the design of the research.Interview and documentation are used to collect the data. Next, thedata are analyzed by using Likert Scale followed by triangulation.The result shows that teachers’ ability in creating teaching media isgood. The challenges of online teaching media usage are schoolfacilities, time management and school regulation. The opportunityof online teaching media usage are active learner, monitoring roleand active teachers. The language preferably used by teachers ontheir online teaching media are English Indonesia, English andEnglish Arabic.]]>
<![CDATA[Encouraging Students’ Interest in Learning English Through Annual Program, “The Election of Miss and Mister Smanti’ in SMA Negeri 3 Merauke ]]>
<![CDATA[Sri Winarsih]]>
<![CDATA[ JET ADI BUANA Vol 1 No 01 (2016) ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jet.v1.n01.2016.1261
<![CDATA[SMA Negeri 3 Merauke used to be a pioneer ofInternational Standard School which is often called RSBI. It wasthe only senior high school in Merauke with that status at the time.Since bearing a predicate as the pioneer of international standardschool, SMA Negeri 3 Merauke has been activating manyprograms which aim at improving English ability either forstudents or for teachers. One most attractive activity for thestudents is the annual program, ‘the election of Miss and MisterSMANTI’. The program that imitated the famous program intelevision, Miss Indonesia, got surprising responses from thestudents, the students’ parents, even the school committees. It isrecognized as the prestigious one since the election demands thecontestants’ English ability. More evidence of the success is thatthe program even led the other schools in Merauke to imitate thesame program in their annual school programs. This paper aims toshow how the program encourages students’ interest in learningEnglish. Through the observation, it can be known how theprogram runs and works. The series of the program concern withencouraging students’ interest in learning English include; 1) preactivity session; quarantine, promotion, and oration, 2) mainsession; performance, 3) following session; the role of the elected‘Miss and Mister SMANTI among their schoolmates.]]>
<![CDATA[The Application of the Innovative Teaching for TOEFL IBT Preparation at English First Kayun Surabaya ]]>
<![CDATA[Nukmatus Syahria]]>;
<![CDATA[Hertiki Hertiki]]>
<![CDATA[ JET ADI BUANA Vol 1 No 01 (2016) ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jet.v1.n01.2016.1233
<![CDATA[Since TOEFL is sat by students before being successfullyadmitted into various higher institutions of education at tertiary levelaround the world, they should reach and achieve a satisfactory pass inthe examination. It is an instrument to determine students’ ability tocarry out their programs of study in English. The TOEFL internetbased testing (iBT) measures the ability in using and understanding ofEnglish. It also assesses reading, listening, writing and speaking,focusing on integrating the four skills. The examination measuresstudents’ ability to use English language as a tool to communicateeffectively in academic settings. TOEFL iBT is also being taken bythose who want get automaticity for a promotion in their respectivejobs and application for visas. Therefore there is a necessity forlecturers to find out an innovative teaching model to use for theirconsumption. A model that should be effective and innovative in thelearning and teaching of English for foreign language learners thatcaters for local needs. This research is to find out the innovativeteaching and learning of English at English First (EF) which is situatedat Kayun, Surabaya. There are many other institutions that offerTOEFL iBT preparation. However, EF is chosen because of theteaching strategies are unique in a way that the practitioners are veryexperience and they themselves are native speakers of English. It ishoped that this study should be a fruitful effort in finding a goodmodel for teaching English to students who are motivated to learn andyet find it difficult to master the language in a non-Englishenvironment. This study also aims to give more description orinformation about the implementation of the innovative teaching ofTOEFL iBT examination for the lecturers in Adi Buana University intheir English language proficiency courses. The instruments used forthis study are interviews, classroom observations and field notes]]>
<![CDATA[Getting the Advantage of Free Software to Generate Holistic Spelling Activities ]]>
<![CDATA[Choiriya, Choiriya]]>
<![CDATA[ JET ADI BUANA Vol 1 No 01 (2016) ]]>
Publisher : <![CDATA[English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya ]]>
Show Abstract
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DOI: 10.36456/jet.v1.n01.2016.1164
<![CDATA[Teaching spelling could be frustrating and boring at thesame time for both teachers and students. It also has to be tailoredto meet the needs of the students. Ready-made materials may nothelp as easy. This workshop will give useful input on whichsoftware can be used and how to use it. You will also learn tomake a series of spelling activities good to meet the needs of yourstudents disregarding their age groups. Some of the suggestedsoftware is Word-Search Generator for worming up, Eclipsecrossword puzzle maker for meaning and Ant-Word-Profiler forproduction. Repletion is a very good method to use, each of thesoftware above stressing on different technique that helps thestudents getting accustomed with the English spelling of thetargeted language and also having fun doing it. The ideas of theseactivities are adapted from Nelson English Spelling Book but theyare limited to be used only by young age native speakers.]]>
<![CDATA[Increasing Vocabularies through Modified Jigsaw and Recitation for Junior High School ]]>
<![CDATA[Hudzaifah, Ayu]]>
<![CDATA[ JET ADI BUANA Vol 1 No 01 (2016) ]]>
Publisher : <![CDATA[English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya ]]>
Show Abstract
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Download Original
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Original Source
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DOI: 10.36456/jet.v1.n01.2016.1174
<![CDATA[Teaching English for Junior High School needs more innovative and creative way to take the students more concentration and serious when they learn inside and outside the class with nice manner. Vocabularies such as: carnival, dive, caterpillar, camp, and others may appear difficult to understand for the students when the teacher is using all the words without give and explain the meaning. The easiest and common way is the teacher command the students to open the dictionary and search the meaning. Most of Junior High School Students are critical, active, and moody students based on their ages. If the teacher only give the usual way, they will lazy and bore to follow the class and there is not interesting manner to increase their vocabularies in English. Therefore, it becomes the important task for the teacher to find an effective method to increase the vocabularies that the students find it enjoyable and easy to get the meaning. Jigsaw is one of cooperative teaching method that the students into several groups to teach the other groups in turn. The writer arranges modified jigsaw through “card paper†that already divide from easy, middle, and difficult and the students have to pay attention how to run this enjoy method and if they already learn and answer, they move to other group based on the paper card which already answer. After the teacher runs modified jigsaw, the teacher continue with recitation. Recitation means the teacher have to give the student task to learn at home, library, or park to make the students always remember the vocabularies, and when they come back to the class, the students will try to remain and repeat again the vocabularies that already learn outside the class. Thus, the change of students in other groups with modified jigsaw and recitation will make all the students more understand and enriched with many vocabularies to make them easier than before]]>
