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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 216 Documents
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Teaching Academic Listening through Metacognitive Instruction Viewed from Students’ Interest Hamid Asman
JET ADI BUANA Vol 1 No 02 (2016)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v1.n02.2016.1339

Abstract

This experimental study was carried out at the English Education Department of IKIP-PGRI Pontianak in the Academic Year of 2015/2016. The population was the third semester students and the sample consisted of two classes. The experimental group was treated by using metacognitive instruction; while the control group was treated by using Cognitive instruction. The sampling technique used was cluster random sampling. The instruments used to collect the data were questionnaire and listening test. The data were analyzed by using multifactor analysis of variance (ANOVA 2X2) and tukey test. The findings were: (1) metacognitive instruction was more effective than Cognitive instruction to teach academic listening; (2) the students with high listening interest have better ability; and (3) there was an interaction between teaching instruction and students’ interest. It can be concluded that metacognitive instruction is an effective way to teach academic listening
The Effect of Flipped Classroom toward Students’ Achievement in Teaching Reading Erwin Hari Kurniawan; Sri Wulandari
JET ADI BUANA Vol 3 No 1 (2018)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (435.176 KB) | DOI: 10.36456/jet.v3.n1.2018.1539

Abstract

Flipped Classroom is a teaching strategy that combines technology in traditional teaching which today is commonly called blended learning. The flipped classroom is an opposite of traditional instructional procedures and usually done in the classroom in traditional learning to be performed at home in the flipped classroom, and usually carried out at home as homework in traditional learning to be implemented in the classroom in the flipped classroom. This research is aimed to knowhow students reading achievement can be improved by the effect of flipped classroom. To design this research, Action Research was chosen. There are two cycles on this research. Each cycle covered four steps; those were planning, implementing, observing and reflecting. The subject of this study was students in critical reading class consisting of 32 students. To gain the data, test, observation sheet, and interview were used. From the result analysis showed that the students reading achievement was improved by using flipped classroom. So, it was concluded that during the teaching and learning process students were more active and enthusiastic. They had good willingness in following reading class. In the last, it was recommended to use Flipped Classroom as the alternative strategy to teach reading.
The Use of Drill, Vocabulous (Vocabulary Various) and Computer Assisted Language Learning (CALL) in Learning Vocabulary Nur Fauzia; Yuri Lolita
JET ADI BUANA Vol 3 No 1 (2018)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (700.737 KB) | DOI: 10.36456/jet.v3.n1.2018.1540

Abstract

This study investigates the effectiveness of three vocabulary learning methods that are Contextual Clues, Dictionary Strategy, and Computer Assisted Language Learning (CALL) in learning vocabulary among ESL learners. First, it purposes at finding which of the vocabulary learning methods namely Vocabulous (Vocabulary Various), Drill and CALL that may result in the highest number of words learnt in the immediate and delayed recall tests. Second, it compares the results of the Pre‐test and the Delayed Recall Post‐test to determine the differences of learning vocabulary using the methods. A quasi‐experiment tested the effectiveness of learning vocabulary using Dictionary Strategy, Contextual clues, and CALL involved 40students. Qualitative procedures included the collection of data from interviews which were conducted to triangulate the data obtain from the quantitative inquiries. Findings from the study using ANOVA revealed that there were significant differences when students were exposed to Vocabulous, Drill and CALL in the immediate recall tests but not in the Delayed Recall Post‐test. Also, there were significant differences when t test was used to compare the scores between the Pre‐test and the Delayed Recall Post‐test in using the three methods of vocabulary learning. Although many researchers have advocated the relative effectiveness of Vocabulous, Drill, and CALL in learning vocabulary, the study however, is still paramount since there is no study has ever empirically investigated the relative efficacy of these three methods in a single study.
Developing English Teaching Materials for Young Learners Hertiki Hertiki
JET ADI BUANA Vol 3 No 1 (2018)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (776.611 KB) | DOI: 10.36456/jet.v3.n1.2018.1541

Abstract

Teaching material is needed in teaching-learning activities in the classroom. Without an appropriate material, a teacher might have difficulty in delivering the lesson, especially for children. TEYL (Teaching English to Young Learners) is a compulsory subject for the English Department students of Adi Buana University and this course is only offered for the final year students. To support TEYL course, undergraduates need to create English Teaching Materials that are useful for both teacher and students in school. Therefore, it is important to conduct this study in order to develop English teaching materials that meet the students‟ need. The author concerns on the authentic teaching materials made by the undergraduates. The final product of English teaching materials for young learners are Let‟s Count and Clip, Boggle, Noun Clipboard, What Time is It?, and Dominoes Card. All in all, these English teaching materials have been used in one of the private schools (BP school) to help children learn English. Based on the result, it can be concluded that Let‟s Count and Clip as the most popular material among the children. It is quite attractive and appropriate to help grade three of primary school learn English.
Improving the Students’ Reading Comprehension Achievement by Using Mapping Technique at Ilmu Al-Qur’an and Tafsir (IAT1) IAIN Jember Ahmad Ridho Rojabi
JET ADI BUANA Vol 3 No 1 (2018)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (489.853 KB) | DOI: 10.36456/jet.v3.n1.2018.1542

Abstract

This research was aimed at improving the ability of the students of IAT-1 in reading comprehension achievement by implementing mapping technique. To achieve the purpose, the classroom action research design was employed by following four stages: planning, implementing, observing, and reflecting. This research was implemented in two cycles, in which both the first cycle and the second cycle were carried out in two meetings. Mapping as a teaching technique can help students visualize the basic shape of material, the main ideas and details about a topic, and how the topic, main ideas, and details are related each other in some sort of illustration (boxes, circles, connecting lines, diagram). The characteristics of mapping are; hierarchy, diagram, compare and contrast, timeline, processes or cycles. The result of the research revealed that mapping technique improved the students‟ reading comprehension achievement of IAT-1 IAIN Jember.
EFL Learners’ Speaking Anxiety and English Speaking Ability Yeni Rina Handayani; Agustinus Ngadiman
JET ADI BUANA Vol 3 No 1 (2018)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (462.568 KB) | DOI: 10.36456/jet.v3.n1.2018.1543

Abstract

The aim of this study was to investigate the correlation between speaking anxiety and presentational English speaking ability. The subjects were the eleven graders of Senior High School in Surabaya. It consisted of 457 students whose age ranged between sixteen to seventeen years old. They came from social and science classes which were divided into seven science classes and five social classes. The result of the study revealed that there was a negative correlation between speaking anxiety and presentational English speaking ability. And there was also a negative correlation between speaking anxiety and each of speaking ability subskills.
The Effectiveness of Using Comic in Teaching Reading Narrative Text Farid Helmi Setyawan
JET ADI BUANA Vol 3 No 1 (2018)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (421.019 KB) | DOI: 10.36456/jet.v3.n1.2018.1544

Abstract

This study is focused on using comic as media in teaching reading at eight grade student of Junior High School in Ngawi. The problem in this study was the students‟ motivation on reading especially on narrative text was low and their score in some test was average low. They still confused to understand the content of the story, it was proved by the score on their test was average low in reading questions, it was 65,7 and they could not retell the content of the story briefly. By using the comic in teaching learning, the students are helped to understand the contents of the story that they read. The method in this study used qualitative research in the term of case study. The subject of the study was eight grade students of junior high school. The number of participant was 60 students. The result of the study showed that the implementation of teaching reading by using comic as media give benefit to students, it showed from 48 of 60 students or 80% of the students agreed the use of comic as learning media. From the questionnaire result, the comic gives benefit in teaching reading to the students‟ reading skills improvement. It revealed that 52 of 60 students or 87% of the students positively responded after the implementation activities yet only 13% of the students showed their uncertainty of its benefits. The use of comic can also be combined by other techniques in order to develop the understanding of material and make the students enjoy, interest, and enthusiasm during teaching learning process. Moreover, the result showed that comic helped students in understanding the content of the story.
Reciprocal Technique to Improve the Novice Learners’ Speaking Proficiency Yoga Alif Kurnia Utama; Yohanes Kurniawan
JET ADI BUANA Vol 3 No 1 (2018)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (559.565 KB) | DOI: 10.36456/jet.v3.n1.2018.1545

Abstract

Speaking proficiency becomes a priority in leaning foreign language. However, preliminary observation done showed that speaking skill was not the objective in most English classes. It was also found that the students were passive. By applying Research and Development design of Pimsleur‟s reciprocal technique, this study aims to improve the novice learners‟ speaking proficiency. After applying design of Pimsleur‟s reciprocal technique, there are some results. Based on the analysis, it can be concluded that the Indonesian adaptation of Pimsleur‟s method is an appropriate media to teach transactional conversation to low level students. The results show that the simple real situations based audio content is suitable and useful to the students‟ need. The principles used also ease the students to acquire, store, recall, practice, and communicate in English, as the target language, correctly. And the participants give positive responses to the use of the Indonesian adaptation of Pimsleur‟s method
Teacher’s Perception of Literacy Program: Its Implication to Their Attitudes and Actions Fajar Susanto; Irfan Rifai
JET ADI BUANA Vol 3 No 1 (2018)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (487.251 KB) | DOI: 10.36456/jet.v3.n1.2018.1546

Abstract

Teachers as the tip of lance play important roles in the success of the implementation of school literacy program such as possessing positive perception of literacy practices. Recognizing the important roles of teachers in the implementation of literacy program in the schools, this study aims to investigate the teachers‟ perception toward the implementation of literacy program at a Junior High School in Surabaya. This study is designed as an interpretative qualitative approach. Primary data were obtained through open interviews and observations and supplementary data source included student journal. The data findings showed that teachers have positive perceptions on literacy program. They argue that school literacy program potentially enables to build up the students‟ good habits. Through the habituation of a thirty-minute reading before the class, it can raise the students‟ awareness on literacy - reading and writing. Moreover, the school literacy program benefits the students‟ competency in understanding long texts and can help them to be more critical and creative. In addition, instead of students who take advantageous from the literacy program, teachers are also equally benefited from exposure to daily literacy practices within the school. The teachers tend to follow the rhymes of the literacy practices which are marked by reading and writing activities. In this sense, literacy practices facilitate teachers to develop their practical writing abilities and increase their awareness to be the role model in the classrooms particularly in the literacy practices. This study emphasizes that literacy practices can be double blades, on one side it is beneficial for the students and on another side it is advantageous for the teachers
“Monolingual or Bilingual Approach?” The Best Approach to Teach Speaking for Beginner Level Yuliyanto Sabat; Aulia Kususma Wardhani
JET ADI BUANA Vol 3 No 2 (2018): Volume 03 Number 02 October 2018
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (615.962 KB) | DOI: 10.36456/jet.v3.n2.2018.1721

Abstract

Some English teachers argue that the use of monolingual approach or “English Only” gives a lot of exposures to students and some others report it just makes the students reluctant to speak as they understand nothing about the topics being discussed. Considering the important roles of teaching approaches on students’ success to use English, it is very crucial to conduct a research on this topic. This article is an attempt to report which approach students like the most either “English Only” or bilingual approach in learning speaking. Besides, it also reveals the reasons why the students choose one of the teaching approaches. As the researcher teaches speaking for beginner level, he uses his students as the subject to facilitate him to collect the data. He uses qualitative research method by using interview, questionnaire, and classroom observation to collect the data. The result of this research showed that students’ negative perception on the use of English only and positive perception on the use of code switching supported by the result of questionnaire 95.65% participants chose strongly agree for code switching as their preferable teaching approach with the most common reasons on the material comprehension (86.86% strongly agree) and building self- confidence (78.26% strongly agree). Keywords: monolingual approach, bilingual approach, classroom interaction

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