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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 143 Documents
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Progress in English Language Teaching Through English Teacher Working Group (MGMP) - Teachers’ Self-Awareness, Perception, and Feedback Zuhairoh Zuhairoh
Prominent Vol. 7 No. 2 (2024): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v7i2.10477

Abstract

This paper explores the progress made in English language teaching through the English Teacher Working Group (MGMP) in Indonesia, with a specific focus on teachers’ self-awareness, perception, and feedback. The study examines the ways in which teachers engage in self-reflection, seek feedback, and refine their teaching practices to enhance their effectiveness as educators and create a conducive learning environment.  By analyzing the impact of the English Teacher Working Group program on teachers’ professional development and collaboration, the study highlights the importance of regular meetings, workshops, and collaborative projects in facilitating the exchange of ideas and best practices among teachers. Purposive sampling was used combined with a survey questionnaire and interviews to acquire the data. The findings demonstrated that self-development as an element of professional development is often viewed favorably by EFL teachers. The feedback on the English Teacher Working Group program (MGMP) showed that most teachers find the program vital for advancing their teaching skills. However, there were concerns regarding the duration of the program and the need for more time for relevant theories and feedback. Overall, the results suggest that EFL teachers have positive perceptions of self-development and the MGMP program, but there may be areas for improvement. Through this research, the concept of MGMP emphasizes the significance of self-awareness, perception, and feedback in enhancing teaching practices and fostering collaboration, contributing to the continuous improvement of English language education and the development of competent English language learners.
THE EFFECTIVENESS OF ENGLISH SONGS FOR TEACHING ENGLISH TO YOUNG LEARNERS Muhammad Syafa Hanif
Prominent Vol. 7 No. 2 (2024): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v7i2.10822

Abstract

This study aims to analyze the differences in students' vocabulary & pronunciation skills with English songs as media. The choice of this topic was based on one of the problems that students often face, namely vocabulary & pronunciation skills. These abilities are some of the four important skills in English that must be mastered.Researchers believe that people who learn English must master vocabulary & pronunciation. Using songs in the learning process is one of the media to teach children to master vocabulary & pronunciation. The participants in this study were fourth-grade students at SD 2 Hadipolo. The intended class is the fourth grade which has 18 students.This research method is pre-experimental. Data was collected through pre-test and post-test. The researcher conducted a pre-test and then the students listened to the song for treatment. And the last step is the post-test.Based on t0 being greater than the t-table, (10.238> 2.110), it means that H0 is rejected. The researcher concluded that there was a significant difference between the pre-test and post-test. The improvement of students can be seen from their average score from 53.3 in the pre-test to 78.88 in the post-test. It can be concluded that English songs are Effective as a tool for teaching vocabulary and pronunciation to fourth-grade students at SD 2 Hadipolo in the 2022/2023 academic year.The researcher suggests the teacher use songs that meet the material. The researcher suggests to the students keep learning while listening to songs to add more knowledge. The other researcher can benefit from this study in a number of ways and use it as extra research material in the future.
HOW ARTIFICIAL INTELLIGENCE (AI) SUPPORTS UNDERGRADUATE STUDENTS’ ACADEMIC WRITING: EVIDENCE FROM INDONESIA Sri Wahyuningsih
Prominent Vol. 7 No. 2 (2024): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v7i2.11444

Abstract

Academic writing plays a crucial role in academics including undergraduate students. In addition, the development of technology provides effectiveness for them in the process of academic writing. The present study unravels undergraduate students’ voices on how artificial intelligence (AI) supports their academic writing including kinds of AI applications mostly used by them in enhancing academic writing and challenges in using AI. Anchoring in a qualitative research method, the data of this study were gathered from in-depth interviews with six students at an Indonesian higher education. The findings of the study revealed that AI applications are used to support students’ academic writing. Some AI applications they use include translation tools such as Google Translate, paraphrasing tools such as Quillbot, grammar and spelling checkers such as Grammarly, plagiarism checkers such as Turnitin, and reference management software such as Mendeley and Zotero. Furthermore, they reported that AI could enhance their academic writing by providing better organization, efficiency, consistency, and accuracy. However, critical thinking skills cannot be developed by AI applications. Thus, the finding of the study offers an implication that students can utilize these AI applications to support their work and they should actively participate in the process of academic writing.
A CRITICAL REVIEW: STUDENTS OUTCOMES OF PROJECT BASED LEARNING (PJBL ) Halimatus Sa'adah; Sri Wahyuni
Prominent Vol. 7 No. 2 (2024): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v7i2.11784

Abstract

The purpose of study is to investigate the impact and effectiveness of implementing Project Based Learning (PjBL) towards learning outcomes in English Subject. The PjBL method has become a major focus in education due to its potential to increase student’s involvement and practical in learning. The method of this research used a Systematic Literature Review. The selection of the inclusion and exclusion criteria has been determined. It were selected 28 included studies obtained from three databases, Connectedpapers.com, ERIC, Perplexity.ai. This study analyzes the characteristics studies, impact and effectiveness of Project Based Learning (PjBL) on learning outcomes in English language subjects. Based on the results of this study, it is emphasized that PjBL has positive and significant implications. It is shown that PjBL can have a beneficial impact on students' ability to learn and use English. Through contextualized and practical projects, students don not only practice but they are also actively involved in learning process. the impact of their involvement, it does not only improves specific language skills, but also strengthens their social skills, collaboration skills and motivation to learn. Therefore, it can be concluded that learning focused on the application of PjBL in the context of English can support learning outcomes optimally.
The Correlation Between Speaking and Writing Ability of Non-English Education Department Lia Kamilatun Nikmah; Agnes Melani; Retno Ayuning Tyas; Diah Kurniati
Prominent Vol. 7 No. 2 (2024): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v7i2.11818

Abstract

This research investigates the correlation between the speaking and writing abilities of first-semester students in the Management Study Program at Universitas Muria Kudus. Drawing on the perspectives of language learning theories and previous studies, the research aims to contribute to a better understanding of the relationship between these two productive language skills. The study employs a correlational design, utilizing scores from the Speaking and Writing courses as quantitative measures. The data analysis, conducted through statistical methods such as Pearson's correlation coefficient, explores the strength and direction of the relationship between speaking and writing abilities. The research is grounded in the belief that an integrated approach to language teaching is essential, and understanding the correlation between these skills can enhance language learning methodologies. The findings of this study have implications for language educators, curriculum developers, and researchers interested in the intersection of speaking and writing abilities among university students in non-English education programs.
CO-CREATION IN TEACHING ENGLISH TO TERTIARY STUDENTS Sahyoni Sahyoni; Lia Agustina Damanik; Hanifah Oktarina
Prominent Vol. 7 No. 2 (2024): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v7i2.12313

Abstract

Innovative teaching approaches that encourage active learning are becoming more and more popular in the ever-changing educational landscape. One such paradigm that has attracted a lot of interest is co-creation, an educational strategy that stresses student engagement and collaborative learning. This study aims to investigate the implementation of co-creation in teaching Basic Grammar, Basic Writing and Translation. Then, this research also aims to analyze the effect of the implementation of co-creation in the classroom. The study utilizes qualitative research methodology and was conducted at STAIN Mandailing Natal, focusing on students enrolled in the English Language Education Program. Data was collected through focus group discussions, observations, and interviews. The findings highlight various co-creation techniques used, such as peer feedback, collaborative projects, and grammar prompts, which have resulted in positive outcomes for students, including increased engagement, collaboration, autonomous learning, and critical thinking skills. Overall, the incorporation of co-creation in the classroom has enhanced the academic experience for students in the English Language Education Program. Further exploration is recommended to understand its full potential and applicability across different educational settings and subjects. Besides, future researchers could focus on quantifying the effects of co-creation on student outcomes and delve into potential challenges and solutions in its implementation.
Enhancing English as a Foreign Language Reading Proficiency: Key Skills for Comprehension and Engagement Hery Yanto The
Prominent Vol. 7 No. 2 (2024): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v7i2.12659

Abstract

A high level of competence in reading English as a second language is crucial for achieving academic excellence and personal growth. This concept paper outlines methods for improving students' English as a Foreign Language reading ability. The approach involves extracting reading methods from main journal articles, practicing and analyzing reading extracts, and combining them to practice essential reading skills. The aim of this study is to establish a foundation for reading by emphasizing key elements such as reading methods, understanding various types of texts, critical thinking, and inference abilities, considering cultural context in reading, and assessing and tracking reading skill growth. The interdependent elements mutually reinforce one another, as fluency enhances understanding and understanding facilitates the increase of vocabulary. Evidence suggests that employing good reading techniques, such as skimming, scanning, and detailed reading, enables pupils to traverse texts proficiently and comprehend essential concepts and particulars. Gaining knowledge of different literary genres and text structures improves overall reading proficiency, while cultivating analytical thinking abilities enables students to deduce, assess arguments, and form conclusions supported by textual evidence. Understanding the cultural background of books helps to interpret their meanings and subtle details, enhancing the reading experience. Consistent evaluation and surveillance of reading progress ensures that students recognize areas in need of improvement and evaluate their growth over time. By understanding and using the skills presented in this paper, English as a Foreign Language learners can improve their reading proficiency, positioning themselves for enduring achievement in academic, professional, and social environments.
Liberal Feminism in Nancy Springer’s Movie Script Enola Holmes Risky Kartika Rahma; Kesya Aprilia Balqis; Sari Indah Wahyuni; Cherry Adistya Nasution; Debby Melviana Hasibuan; Purwarno Purwarno
Prominent Vol. 8 No. 1 (2025): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v8i1.13194

Abstract

This study explores the portrayal of liberal feminism in Nancy Springer's Enola Holmes series, focusing on how the narrative challenges societal perceptions of women's intellectual and physical capabilities. Liberal feminism, rooted in the first wave of feminism, emphasizes equality through legal reforms and individual rights. The research employs a descriptive qualitative approach to analyze Enola Holmes, highlighting the character's defiance of Victorian societal norms. Enola's rejection of traditional schooling and pursuit of autonomy underscore themes of gender equality and personal freedom. Supported by her mother, Eudoria Holmes, Enola embodies resilience and self-determination, advocating for women's rights to define their identities independently. Through qualitative analysis of dialogues and actions, this study illuminates how Enola Holmes champions liberal feminist ideals of gender equality and individual empowerment. The findings reveal Enola as a transformative figure challenging patriarchal constraints, inspiring reflection on gender roles and advocating for societal change towards equality and personal fulfillment.
Vocational High School Students’ Difficulties in Practicing Speaking Farida Aryani; Farid Noor Romadlon; Agung Dwi Nurcahyo
Prominent Vol. 8 No. 1 (2025): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v8i1.13204

Abstract

English is becoming essential in this quickly changing world because it is crucial for practically every aspect of life, especially communication. Speaking skills is a foundation for being able to communicate in English. However, many students still find it challenging to practice speaking English because it is not the mother tongue in Indonesia. This study investigated students' difficulties and the factors that cause them in English speaking practice. 80 students of Grade 10 Accounting students at SMK PGRI 2 Kudus were the participants in this study. A qualitative method was applied and the data of this study were collected through questionnaires and in-depth interviews. The questionnaire results revealed that students have difficulties in English practice; inhibition, nothing to say, low participation, and mother tongue use with "nothing to say" as the dominant difficulty. The factors that cause these difficulties include clustering (difficulty arranging sentences), redundancy (not knowing to explain correctly), still unfamiliar with the reduced form, low speaking performance, lack of vocab and not understanding what others are saying, low rate of delivery, and difficulty in pronunciation, stress, and intonation with clustering as the dominant factor. Regarding the dominant difficulty and its factor in the result of this study, the researcher suggests that teachers should always introduce new vocabulary daily so that students' vocabulary continues to increase. Moreover, the teacher should give the students an easy way to construct good sentences in speaking because they are still confused about arranging a correct sentence when practicing speaking.
Metacognitive Strategies of EFL Students in Reading Online Academic Text Kholilatul Munawaroh; Hamiddin Hamiddin; Diah Retno Widowati
Prominent Vol. 8 No. 1 (2025): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v8i1.13339

Abstract

This study aimed to identify metacognitive strategies that EFL students  may employ when reading online academic text. Seventy-seven of seventh-semester English Education Department students from a private institution in Malang participated in this mixed-methods study. Since they were finishing their theses, these students were chosen considering that they were EFL students who frequently read academic text online. As the research’s instruments, the Online Survey of Reading Strategies (OSORS) and interviews, data were acquired. Microsoft Excel was used to evaluate the questionnaire data, while content analysis was used to examine the interview data. The findings from questionnaire indicated that problem-solving strategies are the ones that EFL students apply the most when reading academic text online. Moreover, each student uses metacognitive strategies in a distinctive manner, according to the interviews with the three students. The strategies assist EFL students understand academic text in online settings and they are useful in online learning environments. The results show how crucial reading strategies especially for academic text online. Future research on this topic is anticipated to include an inquiry with a wider range of participants and across competency levels.

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