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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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Integrating Duolingo in EFL Classrooms: A Gamified Approach to Strengthening Vocabulary and Reading Competence Pratama, Bima Samudra Aji; 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.n02.2025.10633

Abstract

This study investigates the impact of gamified learning through Duolingo on the vocabulary mastery of EFL students and its subsequent effect on reading Skill. Grounded in theories of gamification, self-regulated learning (SRL), and the Octalysis Framework, the research employed a quasi-experimental design involving 62 eleventh-grade students at one Senior High School at Mojokerto, East Java, divided into an experimental group using Duolingo and a control group taught with conventional methods. A vocabulary test consisting of 25 items across five reading-based indicators was administered as both pre-test and post-test. Several statistics step were applied to analyze the data. Further analysis across five indicators revealed that the most notable gains were in students' ability to recognize word meanings in context and apply vocabulary in varied reading tasks. These findings highlight the pedagogical value of Duolingo in improving not only vocabulary acquisition but also its application in reading skill. Gamified language learning platforms are thus recommended as effective tools to support vocabulary development in EFL contexts.
EFL Learners’ Perceptions on Wordwall Implementation in Learning Vocabulary Anggraini, Rishma; Megawati, Fika; Agustina, Sheila; Thongbab, Sanitpim; Asmara, Candra Hadi
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.n02.2025.10686

Abstract

Vocabulary mastery plays a very important role in the ability to communicate in spoken dan written English skills. Effective vocabulary learning can improve students’ language skills, allowing them to use foreign languages with greater confidence and fluency in a variety of communication situations. However, in English language learning, students often experience difficulties in remembering and memorizing vocabulary. Therefore, it is important to integrate technology and interactive learning media in the English learning process. This approach is expected to provide a more flexible, effective, and enjoyable experience for students. This study aims to find out how students perceive the use of Wordwall in learning English vocabulary. The study involved 15 grade 4 and 5 students from Ban Loei Wangsai School, Thailand. By using a qualitative approach and interview as the main instrument, this research was conducted. The interview results showed that the students feel that learning using Wordwall is fun and helps them remember vocabulary more easily. Wordwall also proved to be able to increase their motivation and interest in learning English. These findings provide a clear picture of the effectiveness of Wordwall in supporting English language learning, especially in terms of vocabulary acquisition, and encourage the use of interactive media in the primary school context. This study implies that English teachers need to be creative in their classroom instruction including giving variation in the learning through the implementation of digital application
Instructional Media: Increasing Students’ Vocabulary Through Word Cards Khasanah, Arifatul; Said, Mawardin M.; Nirwana, Nirwana; Kamaruddin, Abdul
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.n02.2025.10725

Abstract

This study aimed to investigate the effectiveness of using word cards in increasing the vocabulary of Grade VIII students at SMP Negeri 3 Sausu. A quasi-experimental design was employed, involving two classes: Class VIII A, consisting of 21 students, served as the experimental class, while class VIII B, with 20 students, served as the control class. The experimental class received instruction using word cards as the treatment, whereas the control class was taught using conventional teaching methods. The samples were selected through total sampling. The study was conducted through a series of procedures, including a pre-test, the treatment, and a post-test. Data were collected using tests, and quantitative analysis was performed to compare students’ scores before and after the treatment. The results indicated a significant difference between pre-test and post-test scores. At a significance level of 0.05, the t-count was 6.62, exceeding the t-table value of 1.68, indicating that the research hypothesis was accepted. These findings demonstrate that the use of word cards is an effective strategy for improving the vocabulary of Grade VIII students at SMP Negeri 3 Sausu. Moreover, the results suggest that word cards positively influence students’ vocabulary retention, as they facilitate better memorization and recall of target words during the learning process as instructional media. However, this study was limited by its relatively small sample size and its focus on concrete nouns and descriptive adjectives. Future research is recommended to involve larger and more diverse samples, as well as a broader range of vocabulary categories, in order to obtain a more comprehensive understanding of the effectiveness of word cards in language learning.
EFL Pre-Service Teacher Trainees’ Perceptions on Developing Pupils’ Creativity Rahmawati, Neng Emma; Hakim, Lystiana Nurhayat; Solihati , Tri Agustini
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.n02.2025.10795

Abstract

Creativity is recognized as a critical 21st-century skill, particularly in English as a Foreign Language (EFL) education. While fostering creativity in language learning is widely acknowledged, limited research has explored how EFL pre-service teachers perceive and apply creativity in their cici4d teaching. This study investigated the perceptions of 123 EFL pre-service teachers who had completed a teaching practicum, focusing on their understanding of creativity, strategies for fostering it, and classroom practices. A quantitative cross-sectional survey was conducted using a 24-item Likert-scale questionnaire adapted from validated instruments, and the data were analyzed using descriptive statistics. The total mean score was 52.09, indicating generally positive perceptions but with considerable variation among individuals. Higher scores were recorded for practical strategies such as questioning techniques, collaboration, and adapting lessons to student interests. In comparison, lower scores were found for recognizing contextual factors and cici4d utilizing technology creatively. Overall, the findings suggest that while pre-service teachers value creativity, their understanding remains more product-oriented and expressive, with limited integration of higher-order thinking, contextual awareness, and technology as a strategic tool in fostering creativity.
Academic Help-Seeking and EFL Anxiety: A Correlational Study Sari, Nur Laily Lupita; Saroh , Yam
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.n02.2025.10812

Abstract

This study investigates the correlation between academic help-seeking behavior and foreign language anxiety (FLA) among Indonesian EFL learners enrolled in Foreign Language for Specific Purposes (FLSP) classes. Using a quantitative correlational design, data were collected from 90 undergraduate students across four faculties through two validated instruments: the Foreign Language Classroom Anxiety Scale (FLCAS) and the Academic Help-Seeking Scale. Pearson’s correlation revealed a significant negative relationship between academic help-seeking and FLA (r = –0.445, p < 0.05), indicating learners who actively seek academic assistance experience lower levels of anxiety, particularly regarding fear of negative evaluation—the most dominant FLA dimension. These findings highlight academic help-seeking as a self-regulated learning strategy that mitigates affective barriers and enhances emotional resilience in language learning. Nonetheless, the study’s cross-sectional design and limited sample size restrict generalizability. Future longitudinal and mixed-method studies are recommended to confirm causality and extend applicability across diverse educational context. Pedagogically, fostering supportive and collaborative classroom environments may encourage adaptive help-seeking and reduce anxiety, promoting greater learner autonomy and success in foreign language acquisition.
The Role of Language Ideologies in Students’ Willingness to Communicate in English: A Case Study of Indonesian EFL Students Fatimah, Umul; Sumardi, Sumardi; Putra, Kristian Adi
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.n02.2025.10816

Abstract

This study aims to explore the role of language ideologies in students’ willingness to communicate (WTC) in junior high school students from Central Java. This study used a case study involving 91 ninth grade junior high school students from a state junior high school in Central Java. Data collection was carried out through questionnaires, observations, and interviews. From the questionnaire and interview results, several students from six classes were chosen through purposive sampling to join a classroom observation. The interviews were used to collect the main data focused on question-and-answer activities during lessons. The study results showed that most of the students see English as important for career and education, English as a symbol of social status, balancing global English and local cultural identity, and lack of confidence in language use. The role of language ideology in the class shows that students with positive language ideology have high willingness to communicate (WTC), whereas those with contradicting language ideology has low willingness to communicate (WTC). These results fit earlier research showing that WTC depends on students’ attitudes, emotions, and the classroom environment, and language ideologies alone aren’t enough. Students also need confidence, supportive teachers and peers, and plenty of low-pressure chances to practice.
English Writing Strategies Used by English Vocational Study Program Students in Tertiary Level Sari, Rima Andriani; Marsakawati, Ni Putu Era; Purnami, Ida Ayu Putu; Suyasa, Made Dharma Susena
JET ADI BUANA Vol 11 No 01 (2026): Volume 11 Number 01 April 2026
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v11.n01.2026.11051

Abstract

This study investigates the writing strategies employed by vocational study program students in a state university in Bali, and the factors influencing their choices. Utilizing a sequentialmixed-methods approach, data were collected through questionnaires with 44 students and semi-structured interviews with 20 students. The quantitative findings reveal that metacognitive strategies are the most frequently used (Mean = 3.97), characterized by a strong emphasis on re-reading for clarity and self-revision. Compensation strategies follow closely (Mean = 3.91) as students simplify language to maintain communication despite linguistic gaps. In contrast, cognitive strategies recorded the lowest usage (Mean = 3.50), specifically regarding the use of formal grammar references (Mean = 2.70). Qualitative data indicates that these choices are driven by practicality and a need for efficiency, where students prioritize instant digital tools over traditional manuals. Additionally, the vocational context pushes students toward communicative survival strategies to meet the perceived demands of the professional world. These findings suggest that while vocational students are reflective writers, there is a significant shift away from formal linguistic accuracy toward functional efficiency.
The Correlation between Reading Fanfiction and Reading Interest among Senior High School Students Shofa, Ghefira Zahira; Rahmawati, Yeni; Puspita, Rani Herning
JET ADI BUANA Vol 11 No 01 (2026): Volume 11 Number 01 April 2026
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v11.n01.2026.11092

Abstract

Reading interest remains a significant challenge for EFL learners in Indonesia, particularly at the senior high school level. This study aimed to examine the relationship between reading fanfiction and students' reading interest within an EFL context. Utilizing a quantitative correlational Research design, the study involved 348 students from grades X and XI at a public vocational high school in East Kalimantan. Data were collected using a structured questionnaire designed to assess students' engagement with fanfiction and their overall reading interest. The instrument demonstrated acceptable validity and reliability. Data analysis included descriptive statistics, normality testing using the Kolmogorov–Smirnov test, and Pearson Product–moment correlation analysis. The results indicated a strong and statistically significant positive correlation between overall engagement in reading fanfiction and reading interest (r = 0.792, p < 0.01). Furthermore, a significant positive relationship was observed between the frequency of fanfiction reading and reading interest (r = 0.620, p < 0.01). These findings suggest that students who engage frequently and meaningfully with fanfiction tend to demonstrate higher levels of reading interest. Unlike previous studies that have primarily focused on qualitative perspectives or examined the effects of fanfiction on reading comprehension and language skills among university students, this study provides quantitative evidence of the relationship between fanfiction reading and reading interest among senior high school EFL learners in the Indonesian context. The findings suggest that fanfiction can serve as an effective interest-based digital reading resource to promote voluntary reading behaviors and foster positive attitudes toward reading English texts.
Innovative Teaching Strategies for Enhancing Narrative Text Learning in a Sukoharjo High School Deandra, Chela; Ratih, Koesoemo
JET ADI BUANA Vol 11 No 01 (2026): Volume 11 Number 01 April 2026
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v11.n01.2026.11105

Abstract

This study aims to gain a comprehensive understanding of the teaching strategies used in teaching English narrative texts at Al Amin alexistoto High School. This study uses a qualitative approach with a case study design at Al Amin High School to examine narrative text teaching strategies. Data were collected through classroom observations and semi-structured interviews with an English teacher and five 12th grade students selected based on their academic achievement levels. Observations were conducted in three sessions to identify teaching strategies, classroom interactions, and student engagement, while interviews aimed to explore the perspectives of teachers and students regarding the learning process. Data were analyzed using Miles and Huberman's interactive model, which includes data reduction, data presentation, and conclusion drawing and verification through triangulation. The results showed that teachers at Al Amin olxtogel High School applied narrative text learning strategies that combined traditional and innovative approaches, with Project-Based Learning (PjBL) as the main strategy supported by visual media such as images and videos. This strategy improves student understanding, participation, and motivation. However, learning still faces obstacles in the form of limited vocabulary, low interest in reading, anxiety about speaking, suboptimal group cooperation, and time management. Overall, the strategies implemented are effective, although there is still a need to develop more varied and interactive methods. However, the implementation still faces several challenges, including limited vocabulary, low reading interest, speaking anxiety, weak group cooperation, and time management issues. These findings imply that although the applied strategies are generally effective, teachers need to develop more varied, interactive, and well-structured learning activities to address students’ language limitations and maximize the effectiveness of narrative text instruction.  
A Genre-Based Diagnostic Classroom Assessment of EFL Students’ Reading Comprehension Irwan, Dedi
JET ADI BUANA Vol 11 No 01 (2026): Volume 11 Number 01 April 2026
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v11.n01.2026.11160

Abstract

Reading assessments in EFL classrooms frequently produce a single aggregate score that obscures the underlying sources of students’ comprehension difficulties. This study advances a genre-based diagnostic classroom assessment designed to reveal how reading performance varies across text types and to identify the specific cognitive and discourse-level processes requiring instructional attention. Grounded in Systemic Functional Linguistics (SFL) and genre theory, the framework treats genre as the analytical unit, examining how staged organization and linguistic realization shape comprehension outcomes. A 20-item multiple-choice assessment was administered to 15 second-semester EFL students, with items systematically mapped to five reading sub-skills: identifying main ideas, locating supporting details, tracking references, making inferences, and interpreting vocabulary in context. Descriptive statistics were integrated with genre-sensitive diagnostic interpretation. Results indicate systematic variation across genres: students performed more successfully on descriptive and narrative texts (70%) than on recount and procedure texts (60%). Sub-skill analysis further revealed a marked imbalance between literal comprehension (main ideas, details) and discourse-level integration (reference resolution, inferencing, contextual vocabulary), with gaps exceeding 25 percentage points. These findings demonstrate that reading difficulty is structurally patterned rather than uniform, intensifying when texts require chronological sequencing, logical progression, and cohesive tracking. By disaggregating performance according to genre and sub-skill, the proposed framework exposes diagnostic patterns that remain concealed in conventional aggregate scoring. The study reframes genre not only as a pedagogical construct but as a diagnostic variable capable of structuring classroom reading assessment. Pedagogically, the results underscore the need for explicit instruction in genre staging, cohesive devices, and inferential reasoning, particularly in structurally demanding genres such as recount and procedure.

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