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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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Reframing Teaching and Learning Through Students’ Voices: A Narrative Inquiry During Teacher Monitoring Salfahira, Kharisma; Irawan, Nico; Nurjati, Nunung; Pechinthorn, Komm; Gashimov, Elchin
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.n02.2026.11679

Abstract

Class monitoring is widely used to support students’ academic progress and classroom engagement, but research has largely focused on teachers' and administrators’ views, not students. This study investigates high school students' accounts of classroom monitoring and their perceptions of its impact on their learning, motivation, and personal development. It used qualitative narrative inquiry to capture students’ evolving meanings of their experiences. It selected five high school students (aged 16–18 years) who were currently enrolled, experienced regular teacher monitoring in classroom learning and were willing to talk and reflect on their monitoring experiences. Our small sample emphasises student narratives rather than statistical generalisation. This study examined students' accounts and classroom experiences through semi-structured interviews and classroom observations. Data analysis involved multiple readings of interview transcripts and observation notes, identifying significant events and experiences, coding recurring meanings, constructing narratives, and comparing themes across narratives. It identified supportive and constraining aspects of classroom monitoring. Monitoring could be a motivating tool, promote academic responsibility and improve learning through constructive criticism. However, it could be restrictive and anxiety-inducing. Students said that the fairness, purpose, frequency, and interpersonal quality of teacher–student interactions determined whether monitoring was supportive guidance or intrusive oversight. Reframing classroom monitoring as a relational and interpretive practice, rather than a control and accountability mechanism, helps students understand it. This paper discusses implications for teacher training and classroom management practices that balance academic accountability with students’ autonomy, emotional wellness, and opportunities to express their voices.
What Drives IELTS Speaking Anxiety? A Study of EFL University Students Rifia, Riza; Safriyani, Rizka; Milal, A.Dzo'ul
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.n02.2026.11785

Abstract

Although general foreign language classroom anxiety has received scholarly attention, empirical research examining anxiety within standardized testing environments, such as IELTS speaking preparation, remains limited. The present study was designed to address this gap by examining anxiety levels among English as a Foreign Language students enrolled in an IELTS speaking preparation course and by identifying the underlying factors that contribute to their speaking anxiety. This study aimed to investigate the anxiety levels among EFL students in an IELTS speaking preparation class and to identify factors contributing to their speaking anxiety. Using a mixed-methods design, the study involved twenty students enrolled in an IELTS speaking preparation course at Sunan Ampel State Islamic University, Surabaya. Quantitative data were collected through a modified version of the Foreign Language Classroom Anxiety Scale (FLCAS). In contrast, qualitative data were obtained through semi-structured interviews with students who exhibited higher levels of anxiety. Descriptive statistics were used to determine the anxiety levels, and thematic analysis was applied to explore the underlying factors. The findings indicated that most students experienced moderate levels of speaking anxiety. The main underlying factors were communication apprehension, fear of negative evaluation, and test anxiety. These results highlight the need for pedagogical strategies to reduce anxiety and increase learners' confidence in IELTS speaking performance.
Navigating Rhetorical Challenges: Indonesian EFL Master’s Students Publishing in Sinta 2–Indexed Journals Syahria, Nukmatus; Rahayu, Endah Yulia
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.n02.2026.11823

Abstract

Publishing research articles in English poses unique rhetorical challenges for non-native English-speaking scholars, yet little is known about how Indonesian EFL Master’s students navigate these demands when converting theses into articles for nationally accredited journals. This qualitative exploratory–interpretive study examines four Indonesian EFL Master’s students who successfully published thesis-derived work in Sinta 2–indexed journals, focusing on their rhetorical struggles, cultural and institutional contexts, identity shifts, and adaptive strategies. Data were collected via 65–85 minute semi-structured interviews conducted in Indonesian, and analyzed through thematic analysis. Findings show the introduction section is the primary bottleneck—especially crafting explicit research gaps and contribution claims—while grammar was perceived as far more manageable than argument structure, critical synthesis, and appropriate hedging. Tensions between Indonesian norms of indirectness and modesty and Anglo-American academic conventions of explicit positioning further complicated writing. The publication process also shifted participants’ identities from “deficient learners” to legitimate knowledge producers. Key supports included supervisory mentoring, peer discussion, and critical use of writing tools. Implications include calls for genre-based rhetorical instruction, structured thesis-to-article training, and institutionalized writing communities in Indonesian EFL graduate programs.
Navigating Differentiated Learning in Inclusive English Classrooms: Teachers' Challenges and Adaptive Strategies under Indonesia's National Curriculum Rahayu, Endang Mastuti; Yoestantry, Aneka; Bandjarjani, Wahju
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.n02.2026.11894

Abstract

Differentiated learning is an important pedagogical principle of Indonesia’s National Curriculum, which places emphasis on learner-centred education and responsiveness to students’ diverse educational needs. In inclusive English classrooms, teachers need to respond to differences in readiness, learning profiles, language competence, and special educational needs while also meeting curriculum expectations. This study examined the problems English teachers faced when implementing differentiated learning and the adaptive strategies they used in response. A qualitative case study was conducted with five English teachers in a public junior high school in Surabaya, Indonesia. Data were collected through semi-structured interviews and non-participant classroom observations and analyzed using Braun and Clarke’s reflexive thematic analysis. Four interrelated themes emerged: teachers’ conceptual understanding of differentiated learning; challenges arising from learner diversity, limited instructional time, and inadequate resources; adaptive instructional strategies; and the importance of collaborative institutional support. The findings suggest that differentiated learning is best understood as a form of responsive pedagogical decision-making in which teachers adjust instruction to learner variation within particular classroom conditions. The study provides empirical evidence from an Indonesian inclusive English classroom context and offers implications for teacher professional development, curriculum implementation, and institutional support.
How Students Develop Prompts in AI-Assisted English Writing: From Commands to Conversation Maruf, Nirwanto; Rabbimkulovih, Yuldashev Sherzod
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.n02.2026.11983

Abstract

The increasing use of generative artificial intelligence (GenAI) in English writing has shifted attention from AI-generated products to the ways learners interact with AI during the writing process. However, limited research has examined prompting as an evolving discourse practice in authentic academic writing. This study investigated university students’ prompting strategies, their linguistic and sequential development, their communicative functions, and the ways they reflected self-regulated learning and AI literacy. A qualitative design was employed using Discourse Analysis (DA) and Computer-Mediated Discourse Analysis (CMDA). Data were collected from the ChatGPT interaction histories and semi-structured interviews of 20 master’s students over a three-week academic writing period. The findings identified six recurring prompting strategies: formulation, revision, refinement, adaptation, clarification, and evaluation or confirmation. Students’ prompts became increasingly explicit, contextualized, and sequentially dependent as interactions progressed. Five communicative functions were also identified: requesting information, directing text production, clarifying meaning, negotiating revisions, and evaluating responses. The interaction patterns further revealed recurrent processes of monitoring, evaluation, clarification, and strategic prompt adjustment associated with self-regulated learning and emerging AI-literacy practices. These findings suggest that prompting should be understood not merely as a technical input mechanism but as an evolving discourse practice through which learners negotiate meaning, regulate writing processes, and manage human-AI interaction. The study highlights the importance of integrating prompt literacy into AI-assisted English writing instruction by developing students’ ability to formulate, evaluate, and strategically revise prompts while critically engaging with AI-generated responses.
English Education Alumni's Preceptions of Soft Skills, Hard Skills, and Competitiveness (SHC) in the Workplace: a study at Jambi University Zen , Jimmil Ruzaina; Hadiyanto, Hadiyanto; Fajaryani, Nunung
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.n02.2026.12062

Abstract

Graduate employability increasingly depends on both discipline-specific knowledge and transferable competencies needed to remain competitive in changing workplace environments. However, limited research has examined how English Education alumni perceive the importance of Soft Skills, Hard Skills, and Competitiveness (SHC) and how Soft Skills and Hard Skills contribute to Competitiveness based on workplace experience. This research aimed to identify the perceived importance of the three SHC components and examine the contribution of Soft Skills and Hard Skills to Competitiveness. A quantitative survey involved 205 alumni of the English Education Study Program at Universitas Jambi with at least six months of work experience. Data were collected using a 64-item questionnaire adapted from the SHC framework and analyzed using descriptive statistics and multiple linear regression. All three SHC components were perceived as important, with Competitiveness receiving the highest mean score (M = 4.320), followed by Soft Skills (M = 4.285) and Hard Skills (M = 4.190). The regression model was statistically significant and explained 55.9% of the variance in Competitiveness (R² = 0.559, p < .001). Soft Skills showed the strongest positive contribution (β = 0.758, p < .001), whereas Hard Skills showed a small negative partial contribution (β = -0.106, p = .026). These findings indicate that both competency dimensions are relevant, although Soft Skills make a stronger unique contribution to Competitiveness. The research highlights the importance of integrating technical and transferable competencies in preparing English Education graduates for diverse professional contexts.

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