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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 266 Documents
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Elementary School Teachers’ Perception Using Stories in English Language Literacy Melin Cahyani, Kadek; Ni Made Ratminingsih; Made Hery Santosa
JET ADI BUANA Vol 10 No 01 (2025): Volume 10 Number 01 April 2025
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v10.n01.2025.10058

Abstract

This study aims to determine the perception of elementary school teachers on the use of stories in the learning process. This study used a mixed method involving 7 elementary school teachers from SD Negeri 3 Banjar Jawa and SD Laboratorium Undiksha as samples. Data collection was carried out through questionnaires and interviews. Questionnaires and interviews were made based on the theory of perception. Perception theory consists of behavioral, emotional, and cognitive engagement. The study results showed that most teachers had a very positive perception, with an average value of 23.90 on the use of stories. The results of the interview also stated that the results were very positive. In terms of behavior, teachers are able to involve themselves in the learning process to help increase students' interest in reading. In addition, emotionally, teachers are also able to organize the learning process so that students are comfortable and can teach moral values ​​to students through stories. Furthermore, in the cognitive aspect, teachers are very able to guide students in completing tasks that are arranged according to targets during the learning process. Based on the results of this study, researchers strongly recommend the use of stories to improve literacy. Teachers can use learning media that are relevant to the story and create a fun learning atmosphere.
Implementation of English Medium Instruction (EMI) and Its Influence on Improving Students' English Skills in Joint Degree Class of D4 Nautical Study Program of Politeknik Maritim Negeri Indonesia Marselia , Marselia; Rahindra Bayu Kumara; Sutantyo, Erwin
JET ADI BUANA Vol 10 No 01 (2025): Volume 10 Number 01 April 2025
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v10.n01.2025.10075

Abstract

The purpose of this study is exploring the implementation of English Medium Instruction (EMI) and Its Influence on Improving Students' English Skills in Joint Degree Class of D4 Nautical Study Program of Politeknik Maritim Negeri Indonesia. It especially aims to 1) explore the implementation of EMI in the Joint Degree class of Nautical Study Program; 2) examine the lecturers’ and students’ perceptions of using English as the medium of instruction, and 3) describe the impact of EMI on enhancing students’ English proficiency. This study is a descriptive qualitative which focuses on analysing how EMI is implemented in Joint degree class and also to find out how the teacher and students perceive the use of EMI in classroom, afterward it is going to explain the consequences of EMI on improving students' English skills. This study presents several findings based on the research questions raised. 1) English has not been widely used in the Joint Degree program. This is primarily because many of the lecturers in the program have admitted to lack confidence in speaking English. The low level of English proficiency among the lecturers is one of the factors contributing to their reluctance to teach English; 2) there is a correlation between students’ perception and the consequences of using English in the classroom, 3) For the majority of students, the use of English as the medium of instruction impacts their English language skills. This encourages them to review the material presented in both languages, thereby indirectly allowing them to learn English. They are also motivated to be more active and to study to improve their English skills, as they consider this very important, especially in preparation for attending lectures in Germany. Some recommendations are drawn in order to make the use of English as medium of instruction can be implemented well in Joint Degree class such as to prepare the class better as the add value of the school quality, provide professional development for lecturers, and foster a welcoming atmosphere where the students feel at ease practicing English, motivating them to engage in conversations, even if it begin in the simple way.
Mapping the Landscape of Teaching Poetry in English Literature: A Bibliometric Analysis of Global Research Trends Safriyani, Rizka; Kamila, Bintana Cahya
JET ADI BUANA Vol 10 No 01 (2025): Volume 10 Number 01 April 2025
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v10.n01.2025.10179

Abstract

The influence of poetry teaching on language development in the context of English literature education has been the subject of numerous studies. Nevertheless, there is a dearth of a comprehensive overview of scholarly publications in this field. This bibliometric study is designed to depict the research landscape on teaching poetry in English literature by identifying the co-occurring keywords, the most productive countries and most cited authors using VOSviewer. A total of 140 articles were examined, indicating that the research trajectory is in its early and developing stages. The results indicate that the common co-occurring words are qualitative, fiction, lesson, literary elements, and popular culture. Moreover, the United Kingdom was the most productive of the five countries in the dataset, with 176 publications. Australia (113), Hungary (27), and the Netherlands (27) followed. Furthermore, Weaven and  Clark are the most influential authors, with eight subsequent publications referencing them. The results underscore the evolving integration of poetry into English language education, which technological advancements and multimedia integration have considerably impacted. However, the pedagogical potential of digital instruments in poetry instruction still necessitates further investigation. The study concludes by addressing the primary implications and constraints, guiding future research in the intersection of English language teaching, literature, and poetry.
Attitudinal Perspectives and Academic Implications of Peer-led Discussions in Grammar Learning Agustina, Sheila; Megawati, Fika; Fediyanto, Niko; Fatima Virgiyanti, Diska
JET ADI BUANA Vol 10 No 01 (2025): Volume 10 Number 01 April 2025
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v10.n01.2025.10184

Abstract

This study investigates the relationship between students' attitudes toward the use of peer-led discussions in grammar class and their academic performance. Peer-led discussions, recognized for promoting active participation and collaborative learning, have been increasingly integrated into language education. However, their effectiveness in enhancing grammar proficiency remains unclear. This research involves 35 students from an English Education Program in a grammar class, with attitudes assessed using a 4-point Likert scale. The findings indicate a generally neutral to slightly negative attitude, with an average score of 2.96. Correlation analysis reveals a very weak positive relationship (r = 0.047) between students' attitudes and their academic performance, which is statistically insignificant (p = 0.788). These results suggest that while the method may foster engagement, it does not significantly improve grammar learning outcomes. The study concludes that the current implementation of peer-led discussions may not effectively meet students' learning needs in grammar instruction. Recommendations for future research include exploring alternative formats that better align with grammar learning objectives and investigating factors that influence students' attitudes more comprehensively.
The Implementation of Video Animation "Best Friend in the World" in Pronunciation Learning Anisa, Anisa; Hidayah, Linta Wafdan; Bahruddin, Dinar Vincy Yunitaka
JET ADI BUANA Vol 10 No 01 (2025): Volume 10 Number 01 April 2025
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v10.n01.2025.10189

Abstract

Pronunciation is the important element in English communication, but many students have difficulty in learning pronunciation, one of the reasons is due to the lack of learning media that attracts students. The objective of this research is to find the steps of the implementation of the video animation “Best Friend in the World” in learning pronunciation and challenges. This research was conducted in seventh grade at SMP Islam Al-Waroqot with 51 students. This research used a case study design. Data were collected using observation, interview and documentation. Data analysis in this research was done with descriptive. The results of this research indicated that the implementation steps include the preparation of media needed, the teacher explains about pronunciation, the teacher displays pieces of video animation in power point, the teacher applies listen and repeat technique, and gives the conclusion. The challenges faced by the students namely the technical disturbances during of learning, limited vocabulary that can be learned and the classroom becomes noisy. This finding confirms that successful implementation is strongly influenced by resource readiness and learning environment support. Thus, this research provides a new perspective on the importance of careful planning and teacher training in integrating video animation in pronunciation learning process.
Analysis of Spelling Errors in Vocabulary Writing at Second Grade Students of MA Miftahul Ulum Bettet Sholehah, Wardatus; Yuliawati, Fitrah; Setiyawan, Arisandi
JET ADI BUANA Vol 10 No 01 (2025): Volume 10 Number 01 April 2025
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v10.n01.2025.10203

Abstract

Spelling plays a crucial role in vocabulary mastery and writing accuracy, which are essential components of English language learning. However, many students persistently make spelling errors, particularly in vocabulary writing, due to limited understanding of English spelling conventions and inadequate instructional support. Although previous research has addressed common writing errors, specific attention to spelling errors in vocabulary remains insufficient. This study aims to identify the types of spelling errors and the contributing factors among second-year students at MA Miftahul Ulum Bettet, Pamekasan. Employing a qualitative research design with a case study approach, the researcher collected data through classroom observations, students’ writing assignments, and structured interviews. The data were analyzed using Corder’s (1974) error analysis model, which involves error identification, classification, explanation, and evaluation. The findings revealed four types of spelling errors: omission, addition, substitution, and transposition, with omission being the most frequent. Contributing factors identified include limited vocabulary knowledge, phonetic influence from the first language (L1), insufficient writing practice, and inadequate corrective feedback from teachers. The findings highlight that students tend to rely on phonetic spelling rather than correct orthographic forms. The study concludes that consistent writing practice, enhanced vocabulary input, and effective teacher feedback are essential for reducing spelling errors and improving students’ overall English writing competence.
Podcast Experiences: EFL Students' Challenges and Strategies in Listening to English Selviani , Tri; Ardiana, Ardiana
JET ADI BUANA Vol 10 No 02 (2025): Volume 10 Number 02 October 2025
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v10.n02.2025.10479

Abstract

Listening is a fundamental skill in language acquisition; however, many EFL learners still face real challenges in understanding spoken English. Podcasts offer an innovative and accessible medium for self-directed learning, making them a potential solution for improving listening skills. This study examines the challenges and strategies students use to improve their English listening skills through podcasts. A qualitative descriptive design was used, involving 10 English Education students who engaged with podcasts as part of their learning. Data were collected through semi-structured interviews, conducted both on campus and via phone, and analyzed qualitatively by transcribing and organizing the data to identify students' challenges and strategies. The findings reveal that students face various obstacles such as speech speed, diverse accents, unfamiliar vocabulary, and idiomatic expressions, which can hinder comprehension. To overcome these challenges, students adopt strategies such as using subtitles, adjusting playback speed, re-listening to difficult segments, and taking detailed notes on new words and phrases. These approaches helped students increase their vocabulary, strengthen listening comprehension, and engage more deeply with the content. The findings highlight the effectiveness of combining tailored strategies with podcasts, emphasizing their potential as a valuable tool for language development. This study offers useful insights for educators and learners alike, underscoring the importance of flexible learning methods to address various difficulties in English listening comprehension.
Exploring Quillbot’s Role in Enhancing Integrated Language Assessment in EFL Classrooms Cheolmin, Park; Firdaus, Masagus; Rafli, Muhammad
JET ADI BUANA Vol 10 No 02 (2025): Volume 10 Number 02 October 2025
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v10.n02.2025.10509

Abstract

In the digital era of language education, he rapid integration of Artificial Intelligence (AI) into language education has opened new avenues for teaching and assessment, yet studies examining the pedagogical role of such tools in integrated language assessment remain limited. This article addresses this gap by exploring how QuillBot, an AI-powered paraphrasing and grammar-checking tool, can enhance English as a Foreign Language (EFL) assessment, especially in tasks requiring a synthesis of reading, writing, grammar, and vocabulary skills. Unlike traditional tools, QuillBot offers a unique interface that promotes process-based writing and reflective revisions. Employing a library-based research method, the study reviews recent scholarly work (2020–2025) to evaluate the educational affordances and limitations of using QuillBot in EFL contexts. The findings suggest that while QuillBot facilitates integrated skill development, its effective use depends on pedagogical guidance and ethical considerations. This paper provides practical insights for educators seeking to implement AI meaningfully in language learning and assessment
Students’ Perception of Digital Learning Resources in Enhancing Their Vocabulary-Building Skills Nadira, Septiyana; Ningsih, Sri Kusuma
JET ADI BUANA Vol 10 No 02 (2025): Volume 10 Number 02 October 2025
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v10.n02.2025.10567

Abstract

Language education has evolved significantly with the rapid advancement of digital technology, providing students with more interactive and engaging resources for vocabulary building. However, despite the increasing availability of digital learning resources (DLRs), a gap remains in students' perceptions of how these tools support their vocabulary development—particularly among high school students. This study investigates high school students’ perceptions of DLRs in enhancing vocabulary-building skills. A quantitative method was employed, collecting data from 236 high school students in the JABODETABEK area via an online questionnaire adapted from a previous study. The instrument demonstrated high internal reliability (Cronbach’s Alpha = 0.907). Descriptive analysis revealed that over 70% of students agreed or strongly agreed that DLRs are effective, enjoyable, and beneficial for vocabulary learning. Simple linear regression analysis showed a strong and significant positive correlation (R = 0.730, R² = 0.533, p = 0.001) between students' perceptions and the enhancement of their vocabulary-building skills. These findings indicate that positive student perceptions significantly predict vocabulary development. By offering a flexible, media-rich, and self-directed learning experience, DLRs play a crucial role in enhancing vocabulary acquisition. To maximize student learning outcomes, the integration of DLRs into language instruction should be prioritized.
Enhancing EFL Students’ Reading Comprehension through the Use of Schema Activation Techniques Samudera, Elang Garda; Lolita, Yuri
JET ADI BUANA Vol 10 No 02 (2025): Volume 10 Number 02 October 2025
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v10.n02.2025.10587

Abstract

This study investigates the effect of the Schema Activation Strategy on EFL students’ reading comprehension, particularly in analyzing and interpreting narrative texts. A quasi-experimental design was employed involving 68 eleventh-grade students divided into an experimental group and a control group. Over four weeks, the experimental group received instruction using schema-based activities such as K-W-L charts, pre-teaching vocabulary, visual aids, and case-based reading, while the control group was taught using conventional methods. Pre-tests and post-tests were administered to both groups, and the data were analyzed using descriptive statistics and inferential analysis (paired and independent samples t-tests). The results showed that both groups improved their reading comprehension performance; however, the experimental group demonstrated a significantly higher mean gain (9.94 points) compared to the control group (8.83 points). Furthermore, an independent t-test revealed a statistically significant difference in post-test scores between the groups (t = 2.439, p = 0.017), favoring the experimental group. These findings confirm that schema activation strategies, which engage learners' prior knowledge, effectively enhance inferential understanding, critical thinking, and textual interpretation in EFL contexts. The study suggests incorporating schema-based reading instruction into the EFL curriculum to foster deeper comprehension and metacognitive skills.

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