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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 276 Documents
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Boosting EFL Public Speaking: How Preparedness and Self-Confidence Impact Willingness to Communicate Cenderato, Cenderato
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.n01.2026.11256

Abstract

This study investigates the impact of preparedness, self-confidence, and willingness to communicate (WTC) on public speaking among 52 first-semester EFL students at STAKatN Pontianak. Utilizing a correlational design, the results indicate that both preparedness and self-confidence significantly drove WTC. Specifically, preparedness—encompassing communicative competence and affective readiness—enables oral production through situational preparedness, while self-confidence reduces anxiety and enhances perceived ability across classroom and digital settings. Together, these factors create a reciprocal cycle: they diminish avoidance behaviors and foster positive emotional states like grit, leading to long-term fluency gains. Practically, these findings suggest that educators should prioritize "psychological scaffolding"—such as pre-task planning and anxiety-reduction activities—to boost students' vocal participation. However, the study is limited by its small, localized sample size and its reliance on self-reported data, which may not fully capture spontaneous speaking behavior outside the classroom. Future research should incorporate longitudinal observations to determine if these psychological traits consistently translate into sustained proficiency in professional, non-academic environments.
The Effectiveness of Storyboards on Vocational High School Students’ Speaking Skills Hanifah, Apriia Putri; Aminin, Zainul
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.n01.2026.11259

Abstract

Vocational high school students often face difficulties in developing their English-speaking performance in classroom learning. Integrating digital visual media may support students in practicing speaking more effectively. Therefore, this study investigates the effectiveness of Digital Storyboard using the Storyboard That platform to improve vocational high school students’ speaking skills. This study employed a one-group pre-experimental design involving students from a public vocational high school in Sidoarjo. Students’ speaking performance was measured using pre-test and post-test assessments and analyzed using the Wilcoxon Signed-Rank test and effect size analysis. The results revealed a significant improvement in students’ speaking scores, with the mean score increasing from 45.06 in the pre-test to 57.06 in the post-test. The statistical analysis indicated a significant difference between the two tests (Z = -5.233, p < .001), with a moderate-to-large effect size (Cohen’s d = 0.71). These findings suggest that digital storyboard media can effectively support the improvement of vocational high school students’ speaking performance in English learning.
Generative AI Readiness of EFL Lecturers in Buleleng District: An Explanatory Sequential Study Kori, Ni Made Dwi Apsari; Santosa, Made Hery; Paramartha , A.A. Gede Yudha
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.n01.2026.11298

Abstract

Readiness in using Generative Artificial Intelligence (GenAI) is crucial for lecturers to ensure meaningful and ethical integration of AI in higher education. It encompasses not only technical competence and the ability to interact with students using AI but also ethical awareness, which is essential to prevent plagiarism, bias, and misuse of AI tools. Understanding lecturers’ readiness, particularly in the ethical dimension, is therefore important. This study examined the readiness of EFL lecturers teaching at 3 universities in the Buleleng District of Bali. An explanatory sequential mixed-method design was employed, combining a questionnaire adapted from the Readiness for Artificial Intelligence Scale (RAIS) with semi-structured interviews. From a total population of 62 EFL lecturers with prior experience using GenAI, 28 participated in the survey, and 5 were involved in the interview phase. Results indicate that lecturers are ready to use GenAI, and lecturers have high ethical awareness of AI integration. However, lecturers feel less ready to implement ethical practices of GenAI. Qualitative findings reveal that lecturers’ readiness is influenced by experience, repeated use of GenAI, and positive perceptions of its usefulness. Meanwhile, lower ethical readiness is associated with hesitation, confusion about ethical boundaries, and unclear institutional or national AI regulations. Although a recent national Joint Regulation on AI in Indonesia (SKB) has been introduced, its implementation depends on individual educational institutions, as the regulation delegates its operationalization to them.
Reconceptualizing English Grammar Instruction in Secondary School: A Flipped Classroom Approach to Enhancing Student Participation Maruf, Nirwanto; Khalil, Morve Roshan; Aeni, Nurul
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.n01.2026.11316

Abstract

This study examined the use of the flipped classroom model to enhance student participation in secondary school English grammar lessons and explored students’ perceptions of its implementation in grammar learning. The study was motivated by the persistent problem of low participation in grammar instruction, which is often characterized by teacher-centred explanation, limited interaction, and students’ low engagement. To address this issue, the study employed a Classroom Action Research design conducted in two cycles over eight weeks. The participants were 30 eighth-grade students from a public secondary school in Indonesia. Data were collected through a structured observation checklist, student participation logs, a questionnaire, semi-structured interviews, and a reflective journal. Quantitative data were analysed using descriptive statistics, while qualitative data were analysed thematically. The findings showed that the flipped classroom model was associated with a clear improvement in student participation across the two cycles. Access to pre-class materials increased from 70% in Cycle 1 to 93% in Cycle 2, while readiness for in-class discussion improved from 55% to 85%. Engagement in collaborative tasks rose from 60% to 90%, and responses to teacher prompts increased from 50% to 80%. Questionnaire results also indicated generally positive student perceptions. Most students agreed that the pre-class materials helped them understand grammar concepts, increased their confidence in classroom participation, and made grammar learning more engaging. However, some students reported difficulties related to self-regulated learning and limited internet access. The study concludes that the flipped classroom model can serve as a productive pedagogical approach for reconceptualizing grammar instruction in secondary school by promoting more active, participatory, and interaction-rich learning. The findings also suggest that the effectiveness of the model depends on careful instructional design and adequate support for students’ pre-class learning.
Mentors’ Roles in Overseas Teaching Practicum: Professional Development and Identity Construction of Indonesian Pre-service Teachers Rifai, Irfan; Putri, Vandanti Princessa Kharisma; Bagon-Faeldan, April M.; Nugraha, Deden Novan Setiawan
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.n01.2026.11342

Abstract

This study investigates Indonesian pre-service teachers' experiences of being mentored during an overseas teaching practicum in the Philippines. Specifically, it examines the roles that mentors played in supporting pre-service teachers throughout the practicum and how such mentorship contributed to their professional development and teacher identity construction. Adopting a qualitative case study design, data were drawn from personal accounts of four Indonesian pre-service teachers who completed a one-month teaching practicum in secondary schools in the Philippines. The findings reveal three prominent mentor roles: serving as role models who exemplified professional teaching conduct and dispositions; acting as collaborators who engaged in co-planning and provided sustained guidance throughout the lesson planning process; and functioning as evaluators who delivered structured, balanced, and constructive feedback following classroom teaching sessions. Collectively, these roles underscore that mentorship extends well beyond administrative guidance, it serves as a dynamic and transformative source of professional modelling that meaningfully strengthens pre-service teachers' confidence, motivation, and emerging professional identities. These findings imply that teacher education programs should prioritize structured, cross-cultural mentorship as a strategic vehicle for fostering pre-service teachers' pedagogical competence, intercultural awareness, and long-term professional identity development.
Collaborative Learning in EFL Classroom: Teachers’ Perceived Benefits and Limitations Nurjanah, Imas Siti; Suparman, Asep; Kurnia, Ateng
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.n01.2026.11392

Abstract

This study explores English language teachers’ perceptions of the benefits and limitations of collaborative learning in English classrooms. Using a qualitative case study design grounded in social constructivist theory, the study involved five English teachers from three senior high schools in West Java, Indonesia, selected through purposive sampling based on their experience in implementing collaborative learning. Data were collected through semi-structured interviews and analyzed using thematic analysis following Braun and Clarke’s six-phase framework. The findings show that collaborative learning is perceived as beneficial in enhancing student participation, confidence, communication skills, vocabulary development, and teamwork, while also promoting a shift toward student-centered learning where teachers act as facilitators. However, several practical limitations were identified, including unequal participation among students, dominance of certain group members, classroom management challenges such as noise and time constraints, and difficulties in assessing individual contributions in group work. Overall, the study concludes that although collaborative learning is pedagogically valuable in English language teaching, its effectiveness depends on careful instructional planning, clear task structure, effective classroom management, and appropriate assessment strategies.
Learning from Teachers’ Teaching Experience: An Exploration of Reflective Practice to Apply in a Student-Centered Learning (SCL) Environment Ramadhani, Pungky; Diska Fatima Virgiyanti
JET ADI BUANA Vol 11 No 02 (2026): Volume 11 Number 02 October 2026
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v11.n02.2026.11278

Abstract

This study explores how EFL teachers employ reflective practice to sustain and enhance student-centered learning (SCL) in higher education. Using a qualitative case study, data were collected from five teachers through semi-structured interviews, reflective journals, and supplementary documents. The findings reveal that reflective practice operates across three interconnected modes: reflection-in-action, enabling real-time adaptive teaching; reflection-on-action, supporting post-lesson evaluation and professional growth; and reflection-for-action, facilitating anticipatory planning for diverse learner needs. Teachers demonstrated the ability to adjust instructional strategies responsively, consolidate insights through journals and peer discussions, and design lessons that balance structure with flexibility. Despite these benefits, institutional constraints such as heavy workloads, rigid curricula, and administrative demands limited systematic reflection, prompting teachers to rely on informal or collaborative practices to sustain engagement. The study highlights that reflective practice serves as a critical mechanism for adaptive pedagogy, professional identity development, and the promotion of SCL, while its transformative potential depends on both individual agency and institutional support. These findings offer theoretical and practical implications for teacher education programs seeking to embed reflective practices within student-centered frameworks.
Personality and Reading Comprehension in EFL Learners: A Mixed Methods Approach Manurung , Hilda Wiryanti; Edi, Warno; Yana, Dewi
JET ADI BUANA Vol 11 No 02 (2026): Volume 11 Number 02 October 2026
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v11.n02.2026.11414

Abstract

Reading comprehension plays an important role in enabling students to access and understand information in an academic context. However, many students continue to struggle with understanding long and complex texts, and the influence of personality on reading comprehension remains unclear. Previous studies have reported inconsistent findings regarding the relationship between personality and language learning outcomes, while most have relied on quantitative approaches, which provide limited insights into how learners with different personality types approach reading tasks. Therefore, this study aims to examine the relationship between personality and reading comprehension and to explore how students with different personality types approach reading tasks in EFL learning. This study employs a sequential explanatory design with a mixed-method approach involving 67 participants. The quantitative phase used personality questionnaires and reading comprehension tests, with data analyzed through Spearman correlation and the Mann-Whitney U test. The qualitative phase consisted of semi-structured interviews analyzed thematically. The findings revealed no significant relationship between personality and reading comprehension, as well as no significant difference in reading performance between introverted and extroverted students. Students demonstrate self-regulation skills, face similar linguistic challenges, and use learning strategies both independently and collaboratively. These findings indicate that reading comprehension is more influenced by reading strategies, linguistic competence, and learning flexibility than by personality traits.
English Lecturers’ Strategies for Detecting and Responding to Students’ AI Misuse in Higher Education Cendra, Anastasia Nelladia; Wijaya, Alberik Ryan Tendy
JET ADI BUANA Vol 11 No 02 (2026): Volume 11 Number 02 October 2026
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v11.n02.2026.11457

Abstract

As artificial intelligence (AI) continues to advance rapidly, the education sector faces an unprecedented challenge: the potential misuse of AI by students, particularly in higher education contexts. Current literature on AI predominantly addresses general perceptions and policy implications, whereas the misuse of AI tools has received limited scholarly attention. To fill the gap, the current study aims to examine how English lecturers perceive the use of AI in education and the strategies they employ to detect, mitigate, and address potential student misuse of AI tools. This study adopted an exploratory qualitative research design. Data were collected through an open-ended questionnaire completed by twenty-six lecturers teaching English-related subjects from diverse backgrounds. The responses were analyzed using thematic analysis. The results showed that lecturers generally showed a positive outlook on the use of AI. To detect AI misuse, lecturers generally combined human approaches with AI detection tools, such as using Turnitin, Undetectable AI, AI Content Detector, Copyleaks, and ZeroGPT, while also drawing on their knowledge of students' abilities from day-to-day teaching and comparing students' current work with their previous performance. To mitigate and handle AI misuse, they generally preferred to educate students on how to use AI responsibly. A key practical implication is that strengthening AI misuse education can be an effective, implementable strategy for mitigating AI-related risks while fostering students' responsible engagement with the rapidly evolving AI landscape.
Hospitality Students’ English-Speaking Motivation and Self-Efficacy: A Gender Based Analysis Arini, Ni Made Lovi; Pramerta, I Gde Putu Agus; Mantra, Ida Bagus Nyoman
JET ADI BUANA Vol 11 No 02 (2026): Volume 11 Number 02 October 2026
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v11.n02.2026.11638

Abstract

English-speaking competence remains a significant challenge for hospitality students in Indonesia because effective oral communication is essential for academic learning and future professional practice. Therefore, this study aimed to examine gender differences in English-speaking motivation, investigate gender differences in English-speaking self-efficacy, and determine the nature and strength of the relationship between these two psychological constructs among hospitality students. A comparative-correlational quantitative research design was employed involving 124 hospitality students at Kaniva International College selected through purposive sampling. Data were collected using structured questionnaires with established validity and reliability. The data were analyzed using descriptive statistics, the Kolmogorov–Smirnov normality test, the Mann–Whitney U test, and Spearman’s rank-order correlation. The findings revealed a statistically significant gender difference in English-speaking motivation, with male students reporting higher motivation than female students (U = 1499.000, p = .031, r = .19), although the effect size was small. In contrast, no statistically significant gender difference was identified in English-speaking self-efficacy (U = 1566.500, p = .072, r = .16), indicating comparable levels of confidence between male and female students. Correlation analysis further demonstrated statistically significant positive relationships between English-speaking motivation and self-efficacy among both male students (ρ = .691, p < .001) and female students (ρ = .536, p < .001), suggesting that students with stronger English-speaking motivation also tended to report higher English-speaking self-efficacy across both gender groups. These findings contribute to the growing literature on English for Specific Purposes (ESP) by demonstrating that gender differences were evident in English-speaking motivation but not in self-efficacy within hospitality education. The study also highlights the close association between motivation and self-efficacy as complementary psychological factors supporting students' English-speaking development. The findings suggest that hospitality English instruction should continue providing communication-oriented learning experiences that strengthen students' motivation while maintaining equitable opportunities for developing English-speaking self-efficacy

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