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JET (Journal of English Teaching) Adi Buana
Published by Universitas PGRI Adi Buana Surabaya
ISSN : 25022121     EISSN : 26144050     DOI : -
Core Subject : Education,
Education
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.
Arjuna Subject : -
Articles 216 Documents
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The Effectiveness of Podcast in Listening Class (Intensive Course Program) Athena, Tera
JET ADI BUANA Vol 1 No 02 (2016)
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v1.n02.2016.1333

Abstract

Based on Qasim and Fadda study on 2013, the result showed that the use of technology, that was Podcast, is able to contribute positive effect toward the students’ listening skill. The researcher used true-experimental and applied simple random sampling for 66 students into two groups. The way of researcher applied that sampling technique is through students’ attendance list number (even and odd number). The odd number was formed to be a new group. The researcher decided the odd number group as control group and the rest (even number) was an experimental group by throwing the coin. They saved the record in MP3 and USB. They could listen and choose the channel and topic as they like. Their preference to choose the issue will be one of the motivations to use Podcast. And the following step was filling the listening log as the media to evaluate what have they listened. After getting treatment for 8 weeks, the posttest has been analyzed by using SPSS showed that was Ho has been rejected and H1 was accepted. In other words, there was a positive effect from Podcast toward student’s listening skill. The Student’s perception is also good toward the using of Podcast. It can be shown from the results of questionnaire that were given to the 1A (odd number) students.
Contrasting Adventure Folktales and Family Folktales: A Study of Morality in Literary Works Siyaswati, Siyaswati
JET ADI BUANA Vol 1 No 02 (2016)
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v1.n02.2016.1338

Abstract

Reading folktales to surmise the morality can be so puzzling because morality is not simply about what to do with good and bad categorization, but it is also about how doing morality with its impacts thereafter. Telling adventure folktales and family folktales will create a gap that will in turn convey two different moralities. With all the different characteristics they have, moralities can work in different ways such as defeating bad giant and advising kids good things. This research aims at contrasting moralities conveyed in the two different folktales. The folktales that are analyzed are Jack and the Beanstalk, The Fisherman and His Wife, The King’s Well and Lazy Maria. The theories of morality applied are Kant’s perspective which assumes morality into two; hypothetical (impure) and imperative (pure). Based on the problems discussed, it is found that in adventure folktales, morality functions to show how something done based on the purpose. On the other side, in family folktales, morality functions to show how something done should be based on impacts thereafter. In conclusion, morality cannot be judged only based on how it is categorized as it works on its function and aim; resulting in either good or bad things. College students can see it better than lower level students, because it is not about the judgmental claim, but rather on how to think critically about something sensitive like moral value.
Teaching Academic Listening through Metacognitive Instruction Viewed from Students’ Interest Asman, Hamid
JET ADI BUANA Vol 1 No 02 (2016)
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v1.n02.2016.1339

Abstract

This experimental study was carried out at the English Education Department of IKIP-PGRI Pontianak in the Academic Year of 2015/2016. The population was the third semester students and the sample consisted of two classes. The experimental group was treated by using metacognitive instruction; while the control group was treated by using Cognitive instruction. The sampling technique used was cluster random sampling. The instruments used to collect the data were questionnaire and listening test. The data were analyzed by using multifactor analysis of variance (ANOVA 2X2) and tukey test. The findings were: (1) metacognitive instruction was more effective than Cognitive instruction to teach academic listening; (2) the students with high listening interest have better ability; and (3) there was an interaction between teaching instruction and students’ interest. It can be concluded that metacognitive instruction is an effective way to teach academic listening
Improving Vocabulary Mastery Using Intralingual Subtitle and Vocabulary Self-Collection Strategy Utomo, Dias
JET ADI BUANA Vol 5 No 01 (2020): Volume 05 Number 01 April 2020
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

As one of the language components, vocabulary is an essential factor to master language skills. However, learning vocabulary is assumed to be a boring activity that the students are not interested in. This research aims at improving students’ vocabulary mastery using intralingual subtitle and vocabulary self-collection strategy. A classroom action research was carried out to solve the seventh (7th) graders’ problems regarding vocabulary mastery. The subjects of the study were 35 students of seventh grade at one of the junior high schools in Malang. The instruments used in this study were an interview guide for the English teacher, observation notes, questionnaire, and vocabulary tests. The researcher set the criteria of success 75% of the students achieved a score equal or higher than 75 in the vocabulary test and 75% of the students showed positive responses toward the implementation of the strategy. The result of the study showed that (1) 83% of the students or 29 out of 35 students achieved score equal or higher than 75, indicating that the use of intralingual subtitle and vocabulary self-collection strategy improved students’ vocabulary mastery, (2) there were 5 (five) major steps in implementing intralingual subtitle and vocabulary self-collection strategy to improve students’ vocabulary mastery, (3) 90% of the students showed the positive responses to the implementation of the strategy. Keywords: teaching vocabulary, intralingual subtitle, vocabulary self-collection strategy, junior high school
Students’ Perceptions on the Use of Story Maps in Reading Comprehension Oktaviana, Vira; Aminin, Zainul
JET ADI BUANA Vol 6 No 02 (2021): Volume 6 Number 02 October 2021
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v6.n02.2021.3871

Abstract

In the classroom, students need to have good reading comprehension. Without that, they will not have critical skills for studying academic material. However, many students in Indonesia still have difficulty understanding the text. Using an appropriate strategy can help them understand the text. Story maps can be used can be used for students to help them in understanding the text. This research aims to know students’ perceptions on the use of story maps in reading comprehension, the advantages and the difficulties of using story maps for students’ reading comprehension in class. This research was conducted to the students of tenth grade at one senior high school in Lamongan. The instruments in this study were a questionnaire and interview. The research design of this study used a qualitative research design. The technique to analyze the data were data reduction, data display, and conclusion drawing. The results show that story maps can help the students in understanding the text. Most students felt that they have an improvement in reading comprehension because they felt easy and fast to understand the text. Story maps also help the students understand the structure of the text and it was also an interesting activity. Besides that, the students also faced difficulties when using story maps such as difficult making the story maps, still don’t understand the concept of story maps and difficult to understand the content of the text so they also have difficulty in making story maps.
An Analysis of Novice Teacher’s Questioning Types During the Microteaching Classroom Selvi Yuliani; Indriani, Lilia
JET ADI BUANA Vol 6 No 02 (2021): Volume 6 Number 02 October 2021
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v6.n02.2021.3975

Abstract

The only thing that is expected in classroom learning activities is the achievement of learning objectives. One of the efforts to achieve the learning objectives is to always communicate with students, such as asking questions. This study aims to determine the query used by novice teachers during their micro-teaching practice in teaching Senior High School students. The theory of Lockhart (1994) is used in this research. Researchers used qualitative methods in processing data. The data obtained from the results of classroom observations with video zoom recording and documentation. The data sources for this study were taken from 10 novice teachers at one of the universities in Indonesia. The author took the data to find out what the novice teacher used during they were doing micro teaching classroom. As a result, the types of question that the teacher used are procedural question, convergent question, and divergent question. Then, the type of question that frequently uses is convergent question. The questions that novice teachers in teaching often use do not require high thinking.
The Use of Video for Distance Learning During Covid-19 Pandemic: Students’ Voice Utami, Alvi Raihan; Oktaviani, Lulud; Emaliana, Ive
JET ADI BUANA Vol 6 No 02 (2021): Volume 6 Number 02 October 2021
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v6.n02.2021.4047

Abstract

During covid-19 pandemic, teachers need to change the activity from a face-to-face into distance learning activity. There may many methods and media used by the teacher, one of them is video. One of the aims is to assist teachers in explaining the material and attracting students' interest. Hence, this study aims to find out the benefits of the use video in teaching and learning activity in pandemic situation. In this study, the researchers investigated what the benefit of the use of video for English learning as perceived by students in Covid-19 pandemic situation. the researchers used qualitative method in this research. The instruments used in this study are questionnaire and interview. The researchers took the data from two classes, which were XI KI I and XI KI III of SMK SMTI Bandarlampung.The research findings shows that students had positive experience when using video as medium in teaching and learning English as a foreign language. Moreover, most of the students agreed that video gives the advantages to the students, such as the increasing of motivation in learning, acquiring new vocabularies, and improving the pronunciation of Englsih words. During covid-19 pandemic, teachers need to change the activity from a face-to-face into distance learning activity. There may many methods and media used by the teacher, one of them is video. One of the aims is to assist teachers in explaining the material and attracting students' interest. Hence, this study aims to find out the benefits of the use video in teaching and learning activity in pandemic situation. In this study, the researchers investigated what the benefit of the use of video for English learning as perceived by students in Covid-19 pandemic situation. the researchers used qualitative method in this research. The instruments used in this study are questionnaire and interview. The researchers took the data from two classes, which were XI KI I and XI KI III of SMK SMTI Bandarlampung.The research findings shows that students had positive experience when using video as medium in teaching and learning English as a foreign language. Moreover, most of the students agreed that video gives the advantages to the students, such as the increasing of motivation in learning, acquiring new vocabularies, and improving the pronunciation of English words.
Problems In HOTS Application: A Study of Teacher’s Reflection and Decision Making Aprilya, Intan Riza; Saifuddin, Muhammad
JET ADI BUANA Vol 6 No 02 (2021): Volume 6 Number 02 October 2021
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v6.n02.2021.4048

Abstract

Higher Order Thinking Skill (HOTS) is a demanded strategy to be applied in any teaching activities, including English teaching and learning process. This HOTS application offers attainable learning outcomes to the teachers when conducting teaching activities. Teachers are able to see how far students can learn based on cognitive, affective, and psychomotor aspect. However, there were problems which teachers found and challenged them to encounter the problems to keep the implementation of HOTS successful. This research was carried out to figure out teacher’s self-reflection on problems found and to determine decisions how to encounter them. In line to the research purpose, a qualitative research design was applied within interview and questionnaire. Furthermore, based on teacher’s reflection, it was revealed that during learning activities the students acted unmotivated and lack of confidence; they lacked English interest; and HOTs was not applied properly based on its stages. Then, decision making was established in terms of teaching strategies and lesson planning. In conclusion, despite the importance of creating HOTS to invite students to be creative and critical, problems still remained. Thus, self-reflection did assist teacher to analyze and figure out what teaching weaknesses are and imply to the HOTS application to improve teaching and learning process.
The Challenges Faced By Educators in Online Teaching during the Covid-19 Pandemic Outbreak Sabir Ahmad, Sarah; Mat Seman, Mhd Azmin; Zakaria, Azfahanee
JET ADI BUANA Vol 6 No 02 (2021): Volume 6 Number 02 October 2021
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v6.n02.2021.4355

Abstract

Since the pandemic attack the whole world, various research has been conducted related to the challenges of online learning. Focus has always been on the issues faced by the students, but lack of research has been to done from the educators’ perspective. Therefore, this research aims to identify the issues and challenges faced by the educators in online teaching. The issues that the researchers identified are technology, lack of training and lack of tools and materials make it difficult for the educators to adapt with the changes from teaching in the physical classroom to a virtual classroom which exposes the educators to a new teaching environment and this imposed countless challenges. The research method that is used in this research is simple random sampling where the sample size of this study is around 30 educators which focus on the educators that engage in online teaching at the age range between 21 years old until 60 years old. The data was collected through a questionnaire and the questionnaire is divided into three different sections. The data analysis procedure used in this research is frequency analysis to offer the researcher to analyze the data of the questionnaire. It was identified majority of the respondents are facing challenges with online teaching which decrease their motivation and productivity and contribute to low satisfaction and outcomes in their delivery of lectures.
Imagined Communities and Identities in English as a Foreign Language (EFL) Learning: A Literature Review Luong, Vu Anh; Tran, Thao Quoc
JET ADI BUANA Vol 6 No 02 (2021): Volume 6 Number 02 October 2021
Publisher : English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v6.n02.2021.4360

Abstract

Imagined community and identity have been recognized as critical aspects in English language learning. Imagined community refers to the ideal community that learners wish to get engaged in, while imagined identity refers to the ideal self that language learners wish to become in the future. However, there is a scant research on these two notions in relation to English as a foreign language (EFL) learning. To that end, this paper aims to present the literature review of the contemporary theories on imagined communities and identities in EFL learning. It first discusses the imagined communities regarding the functions, community of practice, notions of imagined communities and concepts of imagined EFL classroom communities. It then scrutinizes imagined identities in terms of poststructuralists’ theory, English language learners’ identities, notion of imagined identity and EFL learners’ imagined identity. This paper is hoped to provide a timely and needed conceptual framework for other relevant constructs (e.g., English language learning investment) in English language learning.

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