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Prominent : Journal of English Studies
Published by Universitas Muria Kudus
ISSN : 2621024X     EISSN : 26210258     DOI : https://doi.org/10.24176/pro.v3i2
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Prominent Journal of English Studies is a national journal of OJS published by English Education Department, Faculty of Teacher Training and Education, University of Muria Kudus (UMK) dedicated to publish high quality articles of research and non-research in the field of English Studies covering linguistics, literature, teaching, education, translation, culture, information and communication technology (ICT).
Arjuna Subject : Umum - Umum
Articles 106 Documents
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An Analysis of Implicature in Drew Lynch's Stand-Up Comedy Sholakhudin, Farkhan; Burhanuddin, Muhammad; Daulay, Irma Khoirot; Toyyibah, Toyyibah
Prominent Vol 8, No 2 (2025): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v8i2.13981

Abstract

Misunderstandings often arise in stand-up comedy, leading to varied audience reactions. Since individuals come from diverse knowledge backgrounds, they must grasp the implicit meanings to fully understand the context of a comedian's speech. However, not all audience members can successfully interpret the context of the jokes. In stand-up comedy, comedians frequently violate the maxims of Grice's (1975) cooperative principle, which creates humor through implicature. This study focuses on analyzing the types and uses of implicature in Drew Lynch's American stand-up comedy performances. Using Grice's (1975) implicature theory, the research employs a descriptive qualitative method, with data collected by listening to and transcribing performances to examine discourse aspects. The findings reveal how Drew Lynch uses implicature to share his opinions, experiences, and emotions humorously, making it easier for the audience to connect with his material. Additionally, the study highlights Lynch's use of lexical items, categorized as references, inferences, and presuppositions, to aid audience comprehension. The study encourages future researchers to delve into other dimensions of implicature, such as its social aspects, or explore its application in different mediums like movies or comics.
Pre-Service English Teachers’ Use of Total Physical Response (TPR) in Young Learners’ Online and Offline English Lesson Aqila, Fayza; Astuti, Irma Windy
Prominent Vol 8, No 2 (2025): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v8i2.13800

Abstract

Numerous studies have explored the implementation of Total Physical Response (TPR); however, most have primarily focused on offline teaching contexts. This study aims to describe the implementation of TPR in both online and offline young learners' English lessons. A qualitative descriptive approach was employed, with classroom observations as the primary data source and interviews serving as supplementary data. The observation instrument was based on the 13 principles of TPR outlined by Larsen-Freeman and Anderson (2011). The participants were two female pre-service English teachers: one teaching offline and the other online. The findings indicate that both teachers were unable to fully optimize the application of TPR in their respective settings. The observation results revealed variability in the number and frequency of TPR principles applied by each teacher, with some principles being implemented consistently, others infrequently, and some not at all. The interview data confirmed that the implementation of TPR was shaped by various factors perceived as either advantages or challenges in each context. The study suggests that teachers’ knowledge and experience with TPR are critical factors influencing the effective implementation of TPR in both online and face-to-face classrooms. 
Pre-Service English Teachers' Use of Total Physical Response (TPR) in Teaching English to Young Learners in Online and Offline Mode Aqila, Fayza; Astuti, Irma Windy
Prominent Vol. 9 No. 1 (2026): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v8i2.13800

Abstract

Numerous studies have explored the implementation of Total Physical Response (TPR); however, most have primarily focused on offline teaching contexts. This study aims to describe the implementation of TPR in both online and offline young learners' English lessons. A qualitative descriptive approach was employed, with classroom observations as the primary data source and interviews serving as supplementary data. The observation instrument was based on the 13 principles of TPR outlined by Larsen-Freeman and Anderson (2011). The participants were two female pre-service English teachers: one teaching offline and the other online. The findings indicate that both teachers were unable to fully optimize the application of TPR in their respective settings. The observation results revealed variability in the number and frequency of TPR principles applied by each teacher, with some principles being implemented consistently, others infrequently, and some not at all. The interview data confirmed that the implementation of TPR was shaped by various factors perceived as either advantages or challenges in each context. The study suggests that teachers’ knowledge and experience with TPR are critical factors influencing the effective implementation of TPR in both online and face-to-face classrooms. 
Teachers’ Perspectives on CLIL Implementation in Indonesian Primary Schools: Challenges and Classroom Strategies Putri, Oky Adinda; Ardianti, Fatiha Dyah Puspa Ardianti Puspa; Febriyanti, Laili; Kurniati, Diah; Sulistyowati, Titis
Prominent Vol. 8 No. 2 (2025): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v8i2.14418

Abstract

This study explores teachers’ perspectives on the implementation of Content and Language Integrated Learning (CLIL) in science and math classrooms at SD Al Azhar Pati, a primary school in Indonesia. While CLIL is acknowledged as a bilingual instructional strategy that enhances both language and subject knowledge, limited research has explored its implementation in non-international, resource-limited school contexts. Using a qualitative case study approach, data were collected from five teachers through structured questionnaires and semi-structured interviews via WhatsApp. Findings reveal that teachers view CLIL as effective for fostering academic vocabulary and meaningful learning. However, challenges such as language barriers, limited materials, and varied student engagement persist. Teachers employed bilingual strategies, interactive activities, and collaboration with English teachers to overcome these challenges. This study underscores the need for professional development and localized resources to strengthen CLIL practices in similar settings.
Exploring Students' Engagement in Comprehending Analytical Exposition Texts through Gallery Walk Technique Tutuarima, Zulfa; Hatip, Mochammad; Laeli, Anita Fatimatul
Prominent Vol. 9 No. 1 (2026): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to explore students' engagement in comprehending Analytical Exposition texts through the use of the Gallery Walk technique. Conducted in an eleventh-grade English class at a state senior high school in Jember during the 2024/2025 academic year, this research employed a qualitative descriptive method through observation, interviews, and documentation. The purpose was to investigate how the Gallery Walk technique influences students' behavioral, cognitive, and affective engagement during reading activities. The results showed that the Gallery Walk technique effectively enhanced students' behavioral, cognitive, and especially affective engagement. Students participated actively, demonstrated improved understanding, and showed enthusiasm during learning. The findings suggest that the Gallery Walk fosters a more interactive and motivating classroom environment, making it a beneficial strategy to improve reading comprehension and student engagement in English language learning.
Technology-Enhanced ESP Instruction: Improving Law Students' Speaking Skills Through Digital Resources Surani, Dewi; Saputro, Isnaini Eddy; Rosyada, Amrina Rosyada; Hayyin, Fajar
Prominent Vol. 9 No. 1 (2026): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This experimental study aimed to examine the effect of digital resources on improving ESP learners' speaking skills. Using purposive sampling, 52 students were selected as participants. Quantitative data were collected through pretests and posttests and analyzed using a paired-samples t-test, which revealed a significant improvement from the pretest mean score (M = 57.11) to the posttest mean score (M = 67.26), t(51) = 22.67, p < .00. The statistical results revealed a significant difference between pretest and posttest scores, indicating that the use of digital resources as pre-class material effectively enhanced students' speaking abilities. Qualitative findings from semi-structured interviews further indicated that students perceived the digital resources as supportive, motivating, and helpful in reducing speaking anxiety. These findings suggest that integrating technology through digital resources can foster a more supportive and interactive learning environment, ultimately promoting greater speaking proficiency among ESP learners.

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