JET (Journal of English Teaching) Adi Buana
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.
Articles
216 Documents
<![CDATA[INNOVATIVE TEACHING OF ENGLISH IDIOMATIC EXPRESSIONS FOR EFL LEARNERS ]]>
<![CDATA[Asri, Atiqah Nurul]]>;
<![CDATA[Rochmawati, Dyah]]>
<![CDATA[ JET ADI BUANA Vol 2 No 01 (2017) ]]>
Publisher : <![CDATA[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.v2.n01.2017.714
<![CDATA[Idioms are an important part of acquiring a language and oftenindicate proficient learner. English idioms are a part of the culturalelements of the language which should be mastered by EFL learners. Bydeveloping a clear understanding of figurative language, such as idiomaticexpressions, students can further comprehend texts that containmetaphorical and lexical meanings beyond the basic word level. However,learners with cultural literacy and language weakness are often challengedby idioms. There are several different ways to improve learners‘ idiomcomprehension. The present article investigates what types of innovativeteaching approaches and methods can be used when teaching idiomaticexpressions to learners of English. It suggests that idioms need to belearned so increasing the learners‘ awareness of these unique words andphrases can help them learn to identify and interpret them with greatersuccess.]]>
<![CDATA[AMAZING UNIPA RACE: A SHARED CLASSROOM EXPERIENCE ]]>
<![CDATA[Hertiki, Hertiki]]>
<![CDATA[ JET ADI BUANA Vol 2 No 01 (2017) ]]>
Publisher : <![CDATA[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.v2.n01.2017.715
<![CDATA[What makes learners shun speaking English in the classroom?Are they are shy, lack of confidence or afraid of making grammaticalmistakes? One of many ways to overcome this problem is by usingcooperative learning. In cooperative learning, the undergraduates areencouraged to work in small groups in order to create3-D miniaturemodels and finally gallery walk. In the Universitas PGRI Adi Buana(UNIPA), there is an activity named ―Amazing UNIPA Race‖. An activityencourages students to use verbal communication during Cross CulturalUnderstanding (CCU) class. Students work in small groups and must alsobe a team player. Amazing UNIPA Race promotes fun learning activityand students‘ creativity in creating 3-D miniature models. Therefore, thispaper is intended to share and provide an activity as a model wherestudents are motivated to speak and enjoy fun activities. This paper ispresented as a hands-on experience of the Amazing UNIPA Race to theparticipants who want to use it for their classroom teaching.]]>
<![CDATA[THE ]]>
<![CDATA[Handayani, Lilik]]>;
<![CDATA[Ngadiman, Agustinus]]>
<![CDATA[ JET ADI BUANA Vol 2 No 01 (2017) ]]>
Publisher : <![CDATA[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.v2.n01.2017.716
<![CDATA[This ex post facto study examines the correlation and theeffectiveness of the language learning strategies on engineering students‘listening comprehension. Further, it strives to figure out the most effectivelearning strategies in improving their listening comprehension. They wereasked to answer both Strategy Inventory for Language LearningQuestionnaire (Oxford, 1990) and ESP Listening Comprehension Test asthe research instruments. The data findings were then classified andanalyzed by applying statistical analysis including Correlational Analysis,Analysis of Variance (ANOVA) and Tukey‘s HSD test. The researchfindings bring to light the correlation between language learning strategiesand engineering students‘ listening comprehension. The highestcorrelation can be gained by compensation strategy (with correlation value0,16) and cognitive strategy group (with correlation value -0,14).Meanwhile, the effectiveness of diverse learning strategies on engineeringstudents‘ listening comprehension has been proven through ANOVAcalculation (F-ratio 2,85 higher than F table 2,00 and p-value 0,007 less than à0.05). A combined metacognitive and affective strategy is revealedas the most effective learning strategy to improve engineering students‘listening comprehension. As a pedagogical implication, English teachersshould encourage the development of ESP learners‘ awareness of learningstrategies and affection for L2 listening as the first possible keys to success in ESP learning.]]>
<![CDATA[TEXTBOOK EVALUATION: AN ANALYSIS OF LISTENING AND READING SKILL IN PROJECT LEVEL 1 (4 TH 77 EDITION) AND ACHIEVERS A1+ ]]>
<![CDATA[Min, Lee Sun]]>;
<![CDATA[Floris, Flora Debora]]>
<![CDATA[ JET ADI BUANA Vol 2 No 01 (2017) ]]>
Publisher : <![CDATA[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.v2.n01.2017.718
<![CDATA[The present study evaluates the presentation of listening andreading skills in Project level 1 (4th edition) and Achievers A1+ textbooks.The textbooks were evaluated by using the theoretical framework asproposed by Cunningsworth (1995). This research used qualitative contentanalysis as its research method. The results of this study show that bothtextbooks met the evaluation criteria proposed by Cunningsworth (1995)regarding the presentation of the listening skill. As for the presentation ofthe reading skill, Project level 1 (4th edition) textbook was considered asadequately met the requirement; while Achievers A1+ might be morerelevant to the evaluation criteria.]]>
<![CDATA[Professional Survival in Teaching English in Indonesia ]]>
<![CDATA[Prijambodo, V. Luluk]]>
<![CDATA[ JET ADI BUANA Vol 2 No 2 (2017) ]]>
Publisher : <![CDATA[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.v2.n2.2017.1050
<![CDATA[Teaching English as a foreign language (TEFL) in Indonesia offers not only challenges but also reward. Some teachers perceive the challenges as the professional consequences for their determination to be English teachers. Such a perception leads them to the enjoyment and optimism toward their sustainable professional development or career escalation. Some others consider the challenges as such a heavy burden of life that they feel unmotivated to elevate their professional development. In this era of education standardization, teachers are faced with two dichotomous options: satisfying the standard optimally in order to deserve the professional rewards or benefits or just fulfilling it minimally and accordingly miss the career advancement and the professional reward. This paper shares the ideas of what English teachers need to do to survive professionally in their English teaching and gain the professional benefits offered.]]>
<![CDATA[The Implementation of Autonomous Learning in English Pronunciation of Guidance and Counseling Department’s Students ]]>
<![CDATA[Maslakhatin, Maslakhatin]]>;
<![CDATA[Lianawati, Ayong]]>
<![CDATA[ JET ADI BUANA Vol 2 No 2 (2017) ]]>
Publisher : <![CDATA[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.v2.n2.2017.1052
<![CDATA[Most Indonesian students have difficulties in learning English pronunciation. Autonomous learning can be as an alternative strategy to help the students in learning pronunciation independently by utilizing Breakingnewsenglish.com. This study aimed to analyze the implementation of autonomous learning in learning pronunciation, the students’ response toward autonomous learning, and the impact of autonomous learning on the students’ pronunciation achievement. This study used descriptive qualitative method and the subject was Guidance and Counseling department students. The data was collected by observation, field notes, documentation, voice recording, and questionnaire. The result revealed that autonomous learning could be as an alternative strategy in learning pronunciation because the pronunciation performance of the students was significantly increased on the last meeting. They looked more enthusiastic in learning pronunciation autonomously.]]>
<![CDATA[Culture in Cover and Units’ Covers of Senior High School First Grade Course Book of Curriculum ]]>
<![CDATA[Indah, Dewi Rosari]]>
<![CDATA[ JET ADI BUANA Vol 2 No 2 (2017) ]]>
Publisher : <![CDATA[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.v2.n2.2017.1054
<![CDATA[Language in any forms, including pictures, conveys massage. Pictures and images carry culture within that reflect attitudes and social life in the world any specific language spoken. Learning English should also be learning its culture to get a better picture of it. One of the sources in learning English is a course book. This article was aimed at finding out what elements that were presented in a senior high school course book of a second grade because of the focus is assumed to be on the lessons in Indonesia. This article report used content analysis as a framework to analyze the culture presented in pictures. It was found that the pictures were well representatives of an English speaking country’s culture. The pictures shared the activities, the seasons, the habit, and the way they dress, behave, and speak that in some ways were different that of Indonesia. The pictures also gave information on different values between Indonesia and English speaking countries]]>
<![CDATA[Teachers' Perspectives of Creating Storybooks for Primary students ]]>
<![CDATA[Andanty, Ferra Dian]]>
<![CDATA[ JET ADI BUANA Vol 2 No 2 (2017) ]]>
Publisher : <![CDATA[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.v2.n2.2017.1055
<![CDATA[Storybooks are important materials for teachers in assisting pupils during the teaching learning process in the classroom especially for the young learners because it gives a motivating and meaningful context for language learning. Nowadays, teachers have to be creative and innovative in creating their own storybooks for the teaching learning process. The project of making storybooks had been given to the undergraduate students of 8th semester (2010) at English Language Department, University of PGRI Adi Buana during TEYL (Teaching English to Young Learners) class. Through the results of storybooks project, this research was intended to know whether the undergraduate students' storybooks met the criteria of a good storybook or not. The authors obtained the data from the questionnaires that distributed to ten English teachers in some elementary schools in Surabaya. The result of this research showed that 75% of students' storybooks met the criteria of good storybooks, such as the content is suitable for age level, interesting, memorable, attractive, and easily to understand by children. The result of creating a storybook hopefully will support and help teachers in the teaching learning process in class.]]>
<![CDATA[Employing "Ender's Game"Â Movie as an Aid in Character Education in EFL Classroom ]]>
<![CDATA[Kuswidyasari, Ratih]]>
<![CDATA[ JET ADI BUANA Vol 2 No 2 (2017) ]]>
Publisher : <![CDATA[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.v2.n2.2017.1056
<![CDATA[21st century education appears due to the concerns related to the difficulties and challenges faced by people around the world caused by the advanced technology. Educators feel the necessity to design curriculum which prepares the students to face the rapidly changing world. One of the four dimensions in 21st century education is character education, whose purpose is similar to the purpose of education since the very beginning which is developing students to become outstanding personalities. This article focuses character education through ELT by employing a movie titled "Ender's Game"Â with the intention of attracting the students to actively participate in learning activities. The whole film approach is used to design the classroom activities relevant to the lesson objectives. The students are expected to cultivate their critical thinking, and to gain language competence focusing in speaking skill, as well as to instill character education within them. The lesson is intended for tenth grade students for the reason that the movie is appropriate for the students that age.]]>
<![CDATA[Understanding Teaching Method Used in EFL Classroom: Students' and Teachers' Perspective ]]>
<![CDATA[Rifai, Irfan]]>;
<![CDATA[Nabhan, Salim]]>
<![CDATA[ JET ADI BUANA Vol 2 No 2 (2017) ]]>
Publisher : <![CDATA[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.v2.n2.2017.1057
<![CDATA[This study is focused on getting an understanding of the students and teachers perceptions of teaching methods use in EFL classroom. More importantly, this research is aimed at bringing to light how students and teachers in the higher education English language classroom help provide new meanings of how different methods are used in the classrooms. To make sense of their perceptions of teaching methods, we focus on four individual narrative interviews, classroom observations and two focus group discussions. The data findings show that a particular teaching method, such as students' presentation, based on the students' view, is due to that lecturers are not quite confident to speak in front of the classroom. The students assert that the lecturers seem are not quite well prepared to teach, so that the students are asked to make presentation in front of the classroom. This, based on the students’ view is about spending much time for the students to speak rather than their lecturers’ do. In addition, the data findings illustrate that the traditional methods used in the classroom such as classroom presentation and group discussion are needed to be modified by considering the employment of technology to mediate the acquisition of 21st century skills. In addition, the findings suggest that the lecturers' experience during their careers and study deeply influence the way they conduct teaching methods in the classroom. Moreover, the data findings indicate that identity and the self- image are prevalent in shaping the teaching methods the lecturers are used in the classroom. This study indicates that students and lecturers have different view point with regards to the teaching methods use in the higher education language classroom. It is suggested, therefore, that the use of teaching methods in the classroom should ideally involve the students' view point to generate more effective and future goals oriented.]]>
