English teachers’ and pre-service teachers’ self-reflection has played a crucial role in their professional development. The goal of this small study is to investigate the use of public signs, specifically advertisements in linguistic landscape to teach English vocabulary, particularly adjectives to English primary students. The study focused on two master student-tutors’ self-reflection of their teaching practices in a community service project to grade 5 students in one non-profit learning center in Jakarta. The community service was part of a course taught at one master’s program in one private university in Jakarta. The self-reflection adopted Gibb’s Reflective Cycle and used a reflective journal as an instrument and centered on one question, i.e., What are the lessons learned from the use of the advertisements available in linguistic landscape to teach vocabulary to primary school students? The study found the importance of adjusting teaching materials to the students’ background knowledge, maximizing the multimodal sources, and integrating actual teaching experience with the English language teaching and learning theories. The self-reflection has given opportunities to the student-tutors to go through the complex process of amalgamating the theories learned in the course into the teaching preparation and practices as well as the reflection. Reflection was seen as an inseparable and essential part of a teacher’s personal and professional improvement. The study recommends a more rigorous reflection in a longer period of time.

advertisement; English vocabulary; self-reflection; primary students; linguistic landscape

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