JET ADI BUANA <p>Journal of English Teaching Adi Buana (JET Adi Buana) was firstly published in April 2016 and published twice a year in 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.</p> English Education Department, Faculty of Teacher Training and Education, Universitas PGRI Adi Buana Surabaya en-US JET ADI BUANA 2502-2121 The differences in Indonesian ESL students’ motivation and perceptions of NEST and NNEST <p>Different teachers might have different influence on students’ motivation as well as perceptions. The present study aims to analyse the differences in students’ motivation and perceptions toward of two different types of teachers; NEST (Native English Speaking Teachers) and NNEST (Non-Native English Speaking Teachers). The present study applied a mixed method approach by distributing a set of questionnaires to sixty junior high school students and interviewing four of them to answer its research questions. The results indicate students’ motivation to learn English with NEST because students think it will improve their speaking skills. In addition, NEST’ accents and cultural knowledge motivate students to learn English with them. On the other hand, the results suggest that students are motivated to learn English with NNEST because they are more understanding to students’ learning difficulties and NNEST can resort to students’ L1 when students need it. Thus, students seem to have their own perceptions of the disadvantages and advantages of NEST and NNEST. To minimise the disadvantages, co-teaching seems imperative to be conducted to improve students’ learning experience. In addition, pre-service teachers need to be aware of their own advantages and disadvantages either as NNEST or NEST. Educational institutions should also provide in-service teachers training to help their teachers reducing their disadvantages and maximising their advantages.<span class="Apple-converted-space">&nbsp;</span></p> Reza Anggriyashati Adara Copyright (c) 2020 JET ADI BUANA 2020-04-30 2020-04-30 5 01 1 16 10.36456/jet.v5.n01.2020.2139 Utilizing Classroom Action Research in Indonesian Tertiary Students’ English Speaking Class <p><em>P</em><em>roficiency in productive skills, most notably speaking, has been commonly regarded as a gauge of success in learning English. It is of no surprise that many non-English department colleges include English speaking classes, apart from general, grammar-based lessons, in the list of their general basic subjects (mata kuliah dasar umum). The writer has been teaching such English speaking class for three years in a tertiary institute in Indonesia. In the course of it, she noted several frequently-committed errors of her students, and was therefore interested in analyzing them and to study the most appropriate way to address them. There has been scant literature available on Error Analysis (EA) on spontaneous English speech of Indonesian students, let alone the ways to improve the speech through Corrective Feedback (CF). To address this gap, the writer used Error Analysis to group and classify the errors committed, and then gave Corrective Feedback during free, spontaneous speech of the students, in order to try to remedy the errors committed during the speaking classes. The CF was further divided into peer- and teacher-correction, who in turn used different types of feedback (recast, repetition, direct and indirect). The study was carried out using Classroom Action Research methodology, with 80 students as the subjects. The ‘plan’ stage comprised the EA execution, and the CF constituted the ‘act’ stage. In the ‘observe’ and ‘result’ stage, the writer concluded that teaching Basic Phonics, which is usually taught to children when learning to read, might be necessary to improve students’ pronunciation. Students were also receptive to CF from the teacher and could retain some feedback given by their peers.</em></p> Imelda Gozali Copyright (c) 2020 JET ADI BUANA 2020-04-30 2020-04-30 5 01 17 30 10.36456/jet.v5.n01.2020.2213 Improving Vocabulary Mastery Using Intralingual Subtitle and Vocabulary Self-Collection Strategy <p><em>As one of the language components, vocabulary is an essential factor to master language skills. However, learning vocabulary is assumed to be a boring activity that the students are not interested in. This research aims at </em><em>improving </em><em>students’ vocabulary mastery using intralingual subtitle and vocabulary self-collection strategy. A classroom action research was carried out to solve the seventh (7<sup>th</sup>) graders’ problems regarding vocabulary mastery.</em> <em>The subjects of the study were </em><em>35 students of</em><em> seventh grade at one of the junior high schools in Malang. The instruments used in this study were an interview guide for the English teacher, observation notes, questionnaire, and vocabulary tests. The resea</em><em>r</em><em>cher set the criteria of success 75% of the students achieved a score equal or higher than 75 in the vocabulary test</em> <em>and 75% of the students showed positive responses toward the implementation of the strategy. The result of the study </em><em>showed that </em><em>(1) 83% of the students or 29 out of 35 students achieved score equal or higher than</em><em> 75</em><em>, indicating that the use of intralingual subtitle and vocabulary self-collection strate</em><em>gy</em><em> improved students’ vocabulary mastery, (2) there were 5 (five) major steps in implementing intralingual subtitle and vocabulary self-collection strategy to improve students</em><em>’ vocabulary mastery</em><em>, (3)</em> <em>90% of the students showed the positive responses to the implementation of the strategy.</em></p> <p><strong><em>Keywords: </em></strong><em>teaching vocabulary, intralingual subtitle, vocabulary self-collection strategy, junior high school</em></p> Dias Utomo Copyright (c) 2020 JET ADI BUANA 2020-04-30 2020-04-30 5 01 31 29 Differentiated Instructions in Teaching English for Students with Autism Spectrum Disorder <p><em>This study aims to explore the use of differentiated instructions in teaching English for students with Autism Spectrum Disorder (ASD) and &nbsp;investigate English teachers’ views on the extent of differentiated instructions in teaching English for students with ASD. The participants of this study was two English lecturers of English language education department in a private inclusive university in Indonesia. Employing qualitative method, this study used the data gathered from the interviews with the participants. This study used thematic analysis and generated five themes regarding to the use of differentiated instructions and teachers’ views on it. The first three themes were used to explain the extent of differentiated instructions in teaching English for students with ASD. The first three themes are the participants used differentiated class-assignments for students with ASD in their English class, they used differentiated content materials for students with ASD, and lastly, they provided outside-class assistance for students with ASD. The last two themes were used to reveal teachers’ on the extent of differentiated instructions in teaching English for students with ASD. First, differentiated instructions lessened the level of anxiety of students with ASD, and second, differentiated instructions provided a positive learning environment for students with ASD. Based on the results and limitation of the study, some implications, contributions, and suggestions for future studies are presented. &nbsp;</em></p> Lifia Alex Sandra Lemmuela Alvita Kurniawati Copyright (c) 2020 JET ADI BUANA 2020-04-30 2020-04-30 5 01 41 53 10.36456/jet.v5.n01.2020.2274 Teaching English for Specific Purposes (ESP) to the Students in English Language Teaching (ELT) <p><em>This article will provide 1) general overview and course design of English for Specific Purposes in the field of ELT (English Language Teaching), 2) the role of teacher and student in English for Specific Purposes (ESP), and 3) the difficulties related to teacher, student, environment and others in teaching English for Specific Purposes (ESP). In the field of English Language Teaching (ELT), English for Specific Purposes (ESP) concerns the specific English language needs of the target learners/students. It refers to teaching a specific genre of English for students with specific goals which is oriented and focused on English teaching and learning. ESP is designed and developed based on an assessment of purposes and needs and the activities for which English is needed. There are many teacher’s roles, such as asking to organize courses, setting the learning objectives, establishing a positive learning environment and evaluating the students' progress. While, the learners are related to a specific interest in learning, subject matter knowledge, and well-built learning strategies. In the implementation of ELT, there are any difficulties or problems related to the teacher in teaching ESP, such as the low quality of lectures and textbooks, teachers’ improper qualification and teaching methods and lack of a theoretical framework of teaching ESP. Difficulties related to the students, such as demographic characteristics and demands of learning ESP, English proficiency, differences between different languages, lack of vocabulary, depending on the dictionary and lack of skills in using dictionary especially ESP terms. While, the difficulties related to the environment and others are lack of teaching materials, classes with a too large student number, and heavily focused on the examination.</em></p> Tira Nur Fitria Copyright (c) 2020 JET ADI BUANA 2020-04-30 2020-04-30 5 01 55 66 10.36456/jet.v5.n01.2020.2276 Teaching Vocabulary to Indonesian Young CHildren with ADHD <p><em>The aim of the present study is investigating (1) the current teaching techniques of teaching English vocabulary for children with Attention Deficit Hyperactivity, and (2) the difficulties faced by the teachers in teaching English vocabulary for children with Attention Deficit Hyperactivity. This survey research employed oral interviews, questionnaire and observation schemes as instruments for data collection. The result of this study indicates that the current techniques employed flashcards, pictures, songs, storytelling. the use of electronic media&nbsp; were the most preferably common techniques in teaching young learners vocabulary. The techniques were sometimes adapted and combined. The difficulties encountered by the teachers were the students’ extensive native language, being uncooperative, inability to stay focused. This study provides some suggestions for they need to be equipped with the methodology of teaching vocabulary for student with such a learning disability. This disability can lead to difficulties in understanding and using language for communication and interaction. Having adequate knowledge of such methodology brings about the equal chances for such students to earn learning success. The article ends up with implications for practice and future research directions.</em></p> <p><em>Keywords: <strong>teaching; vocabulary; students with attention deficit hyperactivity disorder</strong></em></p> Titah Kinasih Dyah Rochmawati Copyright (c) 2020 JET ADI BUANA 2020-04-30 2020-04-30 5 01 67 75 10.36456/jet.v5.n01.2020.2291 The Effect of the TOEFL Preparation Program on Reading Skills and Structure Mastery of Prospective Students <p>Preparation is one step for someone to be mentally feasible and skilful to join and be a part of an activity or a group. Likewise is for senior high school students proposing to go to higher education. One challenge for those prospective university students is the mastery of English - a scientific language. The study aims at assisting the prospective students, at the level of pre-intermediate English skills, ready to continue to higher education by providing an English reading and structure course. The participants are 14 final-level students of St. Paul Minor Seminary. One-group experiment design, with pre-posttest design, is used to perceive the effectiveness of the course. The findings show the improvement only on reading skills. However, the test-result discussion on the structure is held to observe the washback effect on the test performance. The test questions are taken from the English Proficiency Test of Musi Charitas Catholic University.</p> Yohanes Heri Pranoto Copyright (c) 2020 JET ADI BUANA 2020-04-30 2020-04-30 5 01 77 88 10.36456/jet.v5.n01.2020.2345 Teaching English as Foreign Language by Using Different Types of Texts: the Goals <p>Text plays an important role in teaching four basic language skills like reading, writing, listening and speaking. However, when using texts in the language classroom, skills should never be taught in isolation but in an integrated way. Teachers should try to teach basic language skills as an integral part of oral and written language use, as part of the means for creating both referential and interactional meaning, not merely as an aspect of the oral and written production of words, phrases and sentences.</p> Zamira Abdujabbarova Copyright (c) 2020 JET ADI BUANA 2020-04-30 2020-04-30 5 01 89 99 10.36456/jet.v5.n01.2020.2350