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[Professional Survival in Teaching English in Indonesia ]]>
<![CDATA[V. Luluk Prijambodo]]>
<![CDATA[ JET ADI BUANA Vol 2 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jet.v2.n2.2017.1050
<![CDATA[Teaching English as a foreign language (TEFL) in Indonesia offers not only challenges but also reward. Some teachers perceive the challenges as the professional consequences for their determination to be English teachers. Such a perception leads them to the enjoyment and optimism toward their sustainable professional development or career escalation. Some others consider the challenges as such a heavy burden of life that they feel unmotivated to elevate their professional development. In this era of education standardization, teachers are faced with two dichotomous options: satisfying the standard optimally in order to deserve the professional rewards or benefits or just fulfilling it minimally and accordingly miss the career advancement and the professional reward. This paper shares the ideas of what English teachers need to do to survive professionally in their English teaching and gain the professional benefits offered.]]>
<![CDATA[The Implementation of Autonomous Learning in English Pronunciation of Guidance and Counseling Department’s Students ]]>
<![CDATA[Maslakhatin Maslakhatin]]>;
<![CDATA[Ayong Lianawati]]>
<![CDATA[ JET ADI BUANA Vol 2 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jet.v2.n2.2017.1052
<![CDATA[Most Indonesian students have difficulties in learning English pronunciation. Autonomous learning can be as an alternative strategy to help the students in learning pronunciation independently by utilizing Breakingnewsenglish.com. This study aimed to analyze the implementation of autonomous learning in learning pronunciation, the students’ response toward autonomous learning, and the impact of autonomous learning on the students’ pronunciation achievement. This study used descriptive qualitative method and the subject was Guidance and Counseling department students. The data was collected by observation, field notes, documentation, voice recording, and questionnaire. The result revealed that autonomous learning could be as an alternative strategy in learning pronunciation because the pronunciation performance of the students was significantly increased on the last meeting. They looked more enthusiastic in learning pronunciation autonomously.]]>
<![CDATA[Culture in Cover and Units’ Covers of Senior High School First Grade Course Book of Curriculum ]]>
<![CDATA[Dewi Rosari Indah]]>
<![CDATA[ JET ADI BUANA Vol 2 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jet.v2.n2.2017.1054
<![CDATA[Language in any forms, including pictures, conveys massage. Pictures and images carry culture within that reflect attitudes and social life in the world any specific language spoken. Learning English should also be learning its culture to get a better picture of it. One of the sources in learning English is a course book. This article was aimed at finding out what elements that were presented in a senior high school course book of a second grade because of the focus is assumed to be on the lessons in Indonesia. This article report used content analysis as a framework to analyze the culture presented in pictures. It was found that the pictures were well representatives of an English speaking country’s culture. The pictures shared the activities, the seasons, the habit, and the way they dress, behave, and speak that in some ways were different that of Indonesia. The pictures also gave information on different values between Indonesia and English speaking countries]]>
<![CDATA[Teachers' Perspectives of Creating Storybooks for Primary students ]]>
<![CDATA[Ferra Dian Andanty]]>
<![CDATA[ JET ADI BUANA Vol 2 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jet.v2.n2.2017.1055
<![CDATA[Storybooks are important materials for teachers in assisting pupils during the teaching learning process in the classroom especially for the young learners because it gives a motivating and meaningful context for language learning. Nowadays, teachers have to be creative and innovative in creating their own storybooks for the teaching learning process. The project of making storybooks had been given to the undergraduate students of 8th semester (2010) at English Language Department, University of PGRI Adi Buana during TEYL (Teaching English to Young Learners) class. Through the results of storybooks project, this research was intended to know whether the undergraduate students' storybooks met the criteria of a good storybook or not. The authors obtained the data from the questionnaires that distributed to ten English teachers in some elementary schools in Surabaya. The result of this research showed that 75% of students' storybooks met the criteria of good storybooks, such as the content is suitable for age level, interesting, memorable, attractive, and easily to understand by children. The result of creating a storybook hopefully will support and help teachers in the teaching learning process in class.]]>
<![CDATA[Employing "Ender's Game"Â Movie as an Aid in Character Education in EFL Classroom ]]>
<![CDATA[Ratih Kuswidyasari]]>
<![CDATA[ JET ADI BUANA Vol 2 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jet.v2.n2.2017.1056
<![CDATA[21st century education appears due to the concerns related to the difficulties and challenges faced by people around the world caused by the advanced technology. Educators feel the necessity to design curriculum which prepares the students to face the rapidly changing world. One of the four dimensions in 21st century education is character education, whose purpose is similar to the purpose of education since the very beginning which is developing students to become outstanding personalities. This article focuses character education through ELT by employing a movie titled "Ender's Game"Â with the intention of attracting the students to actively participate in learning activities. The whole film approach is used to design the classroom activities relevant to the lesson objectives. The students are expected to cultivate their critical thinking, and to gain language competence focusing in speaking skill, as well as to instill character education within them. The lesson is intended for tenth grade students for the reason that the movie is appropriate for the students that age.]]>
<![CDATA[Understanding Teaching Method Used in EFL Classroom: Students' and Teachers' Perspective ]]>
<![CDATA[Irfan Rifai]]>;
<![CDATA[Salim Nabhan]]>
<![CDATA[ JET ADI BUANA Vol 2 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jet.v2.n2.2017.1057
<![CDATA[This study is focused on getting an understanding of the students and teachers perceptions of teaching methods use in EFL classroom. More importantly, this research is aimed at bringing to light how students and teachers in the higher education English language classroom help provide new meanings of how different methods are used in the classrooms. To make sense of their perceptions of teaching methods, we focus on four individual narrative interviews, classroom observations and two focus group discussions. The data findings show that a particular teaching method, such as students' presentation, based on the students' view, is due to that lecturers are not quite confident to speak in front of the classroom. The students assert that the lecturers seem are not quite well prepared to teach, so that the students are asked to make presentation in front of the classroom. This, based on the students’ view is about spending much time for the students to speak rather than their lecturers’ do. In addition, the data findings illustrate that the traditional methods used in the classroom such as classroom presentation and group discussion are needed to be modified by considering the employment of technology to mediate the acquisition of 21st century skills. In addition, the findings suggest that the lecturers' experience during their careers and study deeply influence the way they conduct teaching methods in the classroom. Moreover, the data findings indicate that identity and the self- image are prevalent in shaping the teaching methods the lecturers are used in the classroom. This study indicates that students and lecturers have different view point with regards to the teaching methods use in the higher education language classroom. It is suggested, therefore, that the use of teaching methods in the classroom should ideally involve the students' view point to generate more effective and future goals oriented.]]>
<![CDATA[Syntactic Maturity in the English Written texts of Bilingual Students in a Secondary School in Surabaya ]]>
<![CDATA[Jap TjanHan]]>;
<![CDATA[Agustinus Ngadiman]]>
<![CDATA[ JET ADI BUANA Vol 2 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jet.v2.n2.2017.1058
<![CDATA[This research was aimed to investigate the syntactic maturity and developmentas manifested in the written texts of bilingual students in a secondary school in Surabaya. This study measured the (1) mean T-unit length, (2) subordinate clause index, (3) mean clause length, (4) mean sentence length, (5) main clause coordination index, and (6) the index of erroneous T-units/total T-units as the indicators of the syntactic maturity. However, it was the mean T-unit length that was used as the main indicator of the syntactic maturity because mean T-unit length was considered to be the most reliable index. The data of the syntactic maturity indicators were obtained by analyzing the descriptive texts that the subjects wrote in response to a writing test instruction. The results of this study have shown that the syntactic maturity and development are influenced by the following four dominant factors: (1) the innate acquisition device enabling the students to acquire English and Indonesian almost simultaneously, (2) the amount of English inputs obtained from parents, teachers, English-immersion program schooling, English movies, books and social media have provided the students with a variety of English resources, (3) the abundant opportunities to produce outputs available at home and at schools have enabled the students to use their English and then modify it during the process of English acquisition, and (4) the individual variations.]]>
<![CDATA[Narrating Literacy Practices at an Urban Secondary School in Surabaya ]]>
<![CDATA[Fajar Susanto]]>;
<![CDATA[Irfan Rifai]]>
<![CDATA[ JET ADI BUANA Vol 2 No 2 (2017) ]]>
Publisher : <![CDATA[Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jet.v2.n2.2017.1059
<![CDATA[This study is aimed at narrating the implementation of literacy programme at an urban secondary school in Surabaya, focusing of how the school integrates and accommodates the concept of multilingualism (Java, Indonesian Language, English, French, and Japan) on its creative application and how the integration and accommodation of multilingual literacy is carried out on the day-to-day literacy practices. Drawing on qualitative data analysis gathered mainly through semi structured interviews with four teachers and two students and observations, the research findings suggest that school literacy programme is not only aimed at socializing and habituating the literacy culture within the school, but literacy programme facilitates spaces to accommodate the students’ creativity in the literacy practices through their participation, involvement and engagement in designing, managing and disseminating the school programme. It can be argued, therefore, that the literacy programme at the school transcends the expectations of the school in which the initial thought and expectation are only within the boundary of socializing and habituating the literacy culture within the school, but it transforms into more advance creative spaces for the students to learn languages and gain 21 century skills.]]>
<![CDATA[Professional Survival in Teaching English in Indonesia ]]>
<![CDATA[Prijambodo, V. Luluk]]>
<![CDATA[ JET ADI BUANA Vol 2 No 2 (2017) ]]>
Publisher : <![CDATA[English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jet.v2.n2.2017.1050
<![CDATA[Teaching English as a foreign language (TEFL) in Indonesia offers not only challenges but also reward. Some teachers perceive the challenges as the professional consequences for their determination to be English teachers. Such a perception leads them to the enjoyment and optimism toward their sustainable professional development or career escalation. Some others consider the challenges as such a heavy burden of life that they feel unmotivated to elevate their professional development. In this era of education standardization, teachers are faced with two dichotomous options: satisfying the standard optimally in order to deserve the professional rewards or benefits or just fulfilling it minimally and accordingly miss the career advancement and the professional reward. This paper shares the ideas of what English teachers need to do to survive professionally in their English teaching and gain the professional benefits offered.]]>
<![CDATA[The Implementation of Autonomous Learning in English Pronunciation of Guidance and Counseling Department’s Students ]]>
<![CDATA[Maslakhatin, Maslakhatin]]>;
<![CDATA[Lianawati, Ayong]]>
<![CDATA[ JET ADI BUANA Vol 2 No 2 (2017) ]]>
Publisher : <![CDATA[English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya ]]>
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DOI: 10.36456/jet.v2.n2.2017.1052
<![CDATA[Most Indonesian students have difficulties in learning English pronunciation. Autonomous learning can be as an alternative strategy to help the students in learning pronunciation independently by utilizing Breakingnewsenglish.com. This study aimed to analyze the implementation of autonomous learning in learning pronunciation, the students’ response toward autonomous learning, and the impact of autonomous learning on the students’ pronunciation achievement. This study used descriptive qualitative method and the subject was Guidance and Counseling department students. The data was collected by observation, field notes, documentation, voice recording, and questionnaire. The result revealed that autonomous learning could be as an alternative strategy in learning pronunciation because the pronunciation performance of the students was significantly increased on the last meeting. They looked more enthusiastic in learning pronunciation autonomously.]]>
