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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 110 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 | DOI: 10.24176/pro.v9i1.15017

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; 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 | DOI: 10.24176/pro.v9i1.16224

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.
EFL Students' Writing Self-Efficacy and Writing Performance in a Senior High School: A Correlational Study Astuti, Maya Tri; Hapsari, Astri
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.v9i1.15991

Abstract

Although writing self-efficacy is essential for the development of second/foreign language learners' writing skills, there are still limited studies on EFL writing self-efficacy among senior high school students in the Indonesian context. This study aims to test the correlation between students' EFL writing self-efficacy and their performance in writing a procedural text in a senior high school.One hundred and sixty-three students agreed to participate in the study. The researcher used an Indonesian version of the Second Language Writing Self-Efficacy Scales by Teng et al. (2017). The result showed a significantly negative correlation (r = -.089) between students' self-confidence in writing and their actual writing performance, with a significance ρ value = .257, in which it is greater than the significance level of Cronbach's alpha (α = 0.05). Therefore, the null hypothesis (H0) is accepted that there is no significant correlation between writing self-efficacy and writing performance. As it is limited to students from one school in grade 11 and procedural text, future research needs to be conducted with more participants and diverse text types to enrich the discussion and explore factors that contribute more substantially to these text types.
Students' Perception on the Use of Pop Songs in English Language Learning Anjana, Dorkas Aditya; Listyani, Listyani; Yundayani, Audi
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.v9i1.16108

Abstract

English is an international language, which in the globalization era is a mandatory to master and taught in schools. However, sometimes it is still encountered where the process of learning English at school is scary and boring for students. This research aims to describe the use of pop songs in English language teaching, using descriptive qualitative and involved describing and providing important information from the research. Interview, observation, and documentation were used in collecting data. This research found that English songs could help students in their learning process, especially improving their learning motivation and desire to learn English. Students enjoyed learning songs because it made them not feel bored. Moreover, students could learn new vocabulary and pronunciation from the songs. However, there were also some challenges that were faced by the students because not all students could have good concentration in learning English while listening to pop songs. The English pop song can be incorporated into the English language teaching process to encourage students to engage with authentic materials and embrace the English learning process without fear by considering students' needs and characteristics and concentrating on achieving the learning objective.
Student’s Affective Filter and Their Utilization of the English Language in the 21st-Century Classroom Tadeo, Noah Mae
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.v9i1.16531

Abstract

This study examined the correlation between students' affective filters and their use of English in the 21st-century classroom. Thus, a correlation analysis was used to examine whether there was a significant relationship among the following: learners' affective filter and their utilization of the English language; learners' profile and their affective filter; and learners' profile and their utilization of the English language.  The respondents in this study were sampled using convenience sampling from Grade 7 to Grade 10 students enrolled at Wesleyan University-Philippines. The researchers used a questionnaire to assess respondents' socio-demographic profiles, affective filter, and English-language use. Based on the study's results, the respondents' demographic profile does not affect the learners' affective filter. On the other hand, most respondents' demographic profiles do not affect their use of English, except that gender affects their level of adaptability in using English. Lastly, it was also reported that the affective filter and language utilization in the 21st-century classroom have a significant relationship. Therefore, the study's results show that the affective filters among junior high school learners are correlated with their use of English. Hence, the researcher recommended that teachers help learners lower their filters by creating classroom environments that intentionally reduce them, such as maintaining a safe, collaborative, respectful, supportive, and in-depth classroom environment that makes students more comfortable participating.
Exploring Students' Perspective on Using Discord for Vocabulary Learning Kurniawan, Muhammad Adi; Adrianto, Rangga; Kurniati, Diah
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.v9i1.16666

Abstract

Originally designed as a voice and text chat for gamers, Discord has evolved into a massive communication platform, yet its potential in formal language education remains largely unexplored. This study shifts the focus to its practical application in English learning, specifically zeroing in on a core question: how do third-semester students at the English Education Department (EED) of UMK perceive Discord as a viable medium for vocabulary acquisition? Rather than simply assuming the platform's utility, this research investigates the students' direct perspectives to understand if a casual social tool can function effectively in an academic context. To achieve this, the study employs a quantitative approach, utilizing a Google Form survey to gather concrete data. The assessment focuses on two main areas: the students' overall rating of their learning experience on the platform and their specific evaluation of Discord as a tool for mastering new vocabulary. By analyzing these student ratings, the article aims to move beyond theoretical possibilities and provide evidence-based insights. The expected findings will illuminate whether this mainstream app offers genuine educational value, highlighting both the general advantages of the platform and its specific impact on helping university students expand their English vocabulary.

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