cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Muh Syafei
Contact Email
prominent.journal@umk.ac.id
Phone
+6281325091198
Journal Mail Official
prominent.journal@umk.ac.id
Editorial Address
Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muria Kudus Gedung N Lantai 2 Jl. Lingkar Utara UMK, Gondangmanis, Bae, Kudus 59300, Indonesia
Location
Kab. kudus,
Jawa tengah
INDONESIA
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
 11   12   13   14   15 
Analysis of the Application of e-Book Learning Media in English Subjects at Elementary School 1 Boja Sri Wahyuni; Muhammad Arief Budiman; Ratna Wahyu Pusari; Muhammad Aniq Khoirul Basyar
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.v8i1.13609

Abstract

Various learning media are available in the world of education which can be an option for educators to choose learning media that suits the conditions of their respective classes. This research aims to analyze the use of e-book learning media in English classes at elementary School 1 Boja (SDN 1 Boja). This research is descriptive qualitative research. Data collection methods use interviews, questionnaires, and observation. The research results showed that the use of e-book learning media has various positive impacts, including: increasing students' learning motivation, improving students' interest in learning, and increasing students' activeness during the teaching and learning process. The conclusion obtained is that e-book learning media has a positive impact on the English language learning process in elementary schools. It is recommended that e-book learning media also be applied to other subjects.
Foreign Language Anxiety in ESP Courses: Analyzing Factors Among Business Digital, Cyber Security, and Tax Accounting Students Novy Yuliyanti; Romadhon Romadhon
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.v8i1.13613

Abstract

This study explores Foreign Language Anxiety (FLA) among students in English for Specific Purposes (ESP) courses across three majors: Business Digital, Cyber Security, and Tax Accounting. FLA, characterized by apprehension in language learning, significantly impacts students’ academic performance, particularly in specialized fields where language proficiency is crucial. Using the Foreign Language Classroom Anxiety Scale (FLCAS), the study assessed communication apprehension, test anxiety, and fear of negative evaluation among 160 first-year polytechnic students. The results indicated that Business Digital students reported the highest overall anxiety, particularly due to fear of peer ridicule during speaking activities. Cyber Security students experienced significant anxiety related to comparisons with peers, feeling less competent in language skills. Conversely, Tax Accounting students showed the lowest anxiety related to correction feedback, reflecting a tolerance for learning from mistakes. The findings suggest that each major's unique demands shape the nature of FLA, highlighting the need for tailored instructional strategies to mitigate anxiety and enhance language learning in ESP contexts.
Exploring Self-Efficacy of Early Childhood Education Teachers in Teaching English to Young Learners in Indonesian Kindergartens: A Mixed-Methods Approach Alfu Nikmah; Pasiningsih Pasiningsih; Narendra Adhitya Majid; Nisa Nabila; Intan Nadiastuti
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.v8i1.13736

Abstract

This study is aimed to analyze early childhood education (ECE) teachers’ self-efficacy in teaching English for young learners in kindergarten context. The mixed method was chosen as the research design to answer the research question to what extent do ECE teachers believe in their ability to teach English to young learners seen from three dimensions of self-efficacy, magnitude, generality, and strength. The participants in this study were ten kindergarten teachers in a school located in Central Java. In collecting the data, they were given a questionnaire adopted from Bandura’s theory that proposes the level of self-efficacy containing three dimensions, magnitude dimension, generality dimension and strength dimension. Then, an in-depth interview was conducted to validate and gather more data from the questionnaire filled in by participants. Findings showed that the level of self-efficacy of teachers was adequate in the three dimensions of self-efficacy, magnitude (score 3), generality (score 3), and strength (score 3). However, participants showed lack of self-efficacy in the two statements in strength dimension, feeling comfortable to help their students learning English and teaching English is not frustrating. On going professional developments are needed, such as regular workshop and English proficiency test for teachers to improve ECE teachers’ self-efficacy in teaching English for young learners.
The Effect of Substitution Drill on Students' Vocabulary Mastery An Experimental Study at Yayasan Kubah Rahmatan Indonesia Dery Purnama Saefudin; Mulyadi Mulyadi; Siti Nurani
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.v8i1.13910

Abstract

The objectives of this research are to evaluate the effectiveness of the Substitution Drill technique in improving vocabulary mastery in English and its impact on active student participation at Yayasan Kubah Rahmatan Indonesia. This research is a quasi-experimental study with a pretest-posttest design without a control group. The sample of this research consists of 30 students from grades 2 to 6 with diverse ages and language abilities. The data were gathered by using a pretest and posttest to measure changes in vocabulary mastery, as well as observations to assess students' active participation in learning activities. The data were analyzed by comparing pretest and posttest scores and interpreting the observation results. The findings showed a significant improvement in vocabulary mastery, with the average score increasing from 60.2 on the pretest to 78.4 on the posttest (p < 0.01). Additionally, students became more enthusiastic and active in using new vocabulary in sentence contexts. In conclusion, the Substitution Drill technique is effective in improving students' vocabulary mastery and can be implemented as an interesting and beneficial method for teaching English at Yayasan Kubah Rahmatan Indonesia.
An Analysis of Floating Maxim in “It Ends With Us” Movie: Qualitative Research Tazkiyatul Wildaniyah; Astuti Mu'ammalatun; Siti Novia Ade Putri; Irma Khoirot Daulay; Toyyibah Toyyibah
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.v8i1.13916

Abstract

An adaptation of Colleen Hoover's novel, "It Ends with Us" centers on domestic violence and the characters Ryle Kincaid and Lily Bloom. Considering the increasing prevalence of domestic violence in society, this research intends to examine how the film violates the maxims of the cooperative principle by using qualitative research techniques to determine the most frequent violations. The data in this analysis comes from dialogue that occurs between characters, which includes interactions that contain violations of maxims, such as the maxims of quantity, quality, relevance, and manner. The data for this study are gathered and analyzed using a qualitative descriptive method. The study examines flouting maxim in a movie using Grice's (1975) approach. It demonstrates how character routinely break the rule of relations by talking about unrelated subjects. Additionally, the maxim of manner is regularly broken, frequently in tandem with maxim of relation. There are 28 findings of flouting the quality maxim and 18 data of violating the quantity maxim.
Difficulties Encountered by Student Teacher in Implementing Lesson Plan in the Practical Program at a Senior High School in Kudus Faishol Khoir Syamsul Huda
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.v8i1.13936

Abstract

The aim of this research is determine the difficulties that student teachers experiencing in the practicum programs at SMAN 2 Bae Kudus face and solution to overcome the difficulties in implementing RPP. Research instruments for this study include interviews, documentation, and audio-video materials. The method utilized in this research is qualitative, and it is conducted through case studies. For the aims of this study, data was collected from five students who were currently enrolled in the English Education Department at Muria Kudus University and were currently engaged in an internship program at SMAN 1 Bae Kudus in the academic year 2024/2025. Within the context of teaching, this study highlights ten difficulties that arise in three distinct phases: pre teaching, while teaching, and post teaching.  Students who are participating in the internship program at SMAN 1 Bae Kudus have the opportunity to implement lesson plans. There are five different strategies that may be utilized to solve the difficulties that they face. As a consequence of this, the researcher believes that the student teacher will be able to engage in self-reflection in order to assess difficultiesand adopt appropriate strategies in order to overcome difficulties that are encountered throughout the process of implementing the lesson plan in the an internship program. In order to prevent problems from occurring again and again, It is anticipated that the subsequent researchers will be able to overcome the difficulties associated with the implementation of lesson plans, which have not been discovered in this study. This will be accomplished by the utilization of alternative research approaches and the development of ways to mitigate these difficulties.
An Analysis of Implicature in Drew Lynch's Stand-Up Comedy Farkhan Sholakhudin; Muhammad Burhanuddin; Irma Khoirot Daulay; 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.
The Students' Perception on Using YouTube Channel "Learn English with Jessica" in Learning Speaking Anastasya Wilujeng Hayuningsari; Sri Surachmi W; Rusiana Rusiana
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.v8i1.14097

Abstract

YouTube channel are helpful for students, offering videos, tutorials, and helpful content to make learning easier and explain difficult topics, like “Learn English with Jessica”. This study aimed to describe the students’ perception on using YouTube Channel “Learn English with Jessica” in learning speaking. The method used in this study is qualitative. The questionnaire and focus group discussion were conducted with 29 eleventh-grade students from the Beauty and Spa class at SMK PGRI 1 Mejobo, Kudus. The findings showed that students have a positive attitude toward the YouTube channel “Learn English with Jessica,” as it helps improve their speaking skills. The findings align with research showing that YouTube enhances pronunciation, fluency, and confidence. Students also rely on the channel for homework and exam preparation.  Students prefer the YouTube channel over traditional textbooks because of their visual and interactive nature, which keeps them engaged. For beauty and spa students, the content is particularly valuable in helping them explain treatments and communicate with customers effectively, supporting studies on multimedia's benefits for learning. The channel is also a helpful tool for self-study, with students watching videos both in and outside the classroom. This flexibility allows them to review lessons and practice speaking skills at their own pace. Furthermore, it supports homework by providing extra explanations and examples to complement classroom learning.
Exploring Indonesian Students’ Socio-Affective Perceptions of CLIL (Content and Language Integrated Learning) in a Science Class Titis Sulistyowati; Mil’ul Hana; Rosiana Rosiana; Diah Kurniati
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.v8i1.14335

Abstract

CLIL (Content and Language Integrated Learning) is an innovative teaching approach that combines content subject with language learning. It is essential to explore students' socio-affective perceptions of the implementation of this approach because these perceptions can influence their learning experience and outcome. This study aims to explore students’ socio-affective perceptions of 11th grade senior high school students at MAN 2 Kudus regarding the use of CLIL in science class. In this study, researchers used qualitative methods with open-ended questionnaires and semi-structured interviews. The participants were 27 students in the 11th grade of XI-5 at MAN 2 Kudus. The results show that students’ attitudes in CLIL-based Science class, such as confidence, comfort, motivation, and participation, are influenced by their English proficiency. Those with higher English proficiency tend to feel more confident, motivated, and participative in the classroom, while those with lower proficiency have more challenges and participate less. Despite these challenges, most students had a positive perception of the use of the CLIL approach. They believe that it helps enhance their English skills, significantly improving their vocabulary.
Correlation Between Students’ Passive Vocabulary Mastery and Reading Comprehension at Public School in Kudus Calvina Izumi Febriani; Achmad Hilal Madjdi; Sri Surachmi
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.v8i2.14639

Abstract

Mastering vocabulary naturally aids students in the use of and examining the four language skills including listening, speaking, reading, and writing. As a result, there is a precise hyperlink between vocabulary knowledge and language capability performance. Therefore, this study aimed to know the relationship between students' passive vocabulary mastery and reading comprehension at Public School in Kudus. The quantitative method design was used in this research. The subject of this research was 30 students who were randomly selected. The instruments used were multiple-choice tests to measure passive vocabulary acquisition and reading comprehension. The data were analyzed using Pearson Product-Moment Correlation with the help of SPSS 25. The results showed a positive and significant correlation between passive vocabulary mastery and reading comprehension, with a correlation coefficient (r) of 0.533. This indicates that students' reading comprehension of English literature improves with their level of passive vocabulary acquisition. It means that the development of students’ vocabulary mastery is important to their reading comprehension. Therefore, teachers could implement more strategies that ultimately supporting students in becoming stronger and more confident readers. In addition, future researcher provides more nuanced insights into the relationship between passive vocabulary and reading comprehension on their research.

Page 13 of 15 | Total Record : 143

 11   12   13   14   15 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol. 9 No. 2 (2026): Prominent: Journal of English Studies Vol. 9 No. 1 (2026): Prominent: Journal of English Studies Vol 8, No 2 (2025): Prominent: Journal of English Studies Vol. 8 No. 2 (2025): Prominent: Journal of English Studies Vol 8, No 1 (2025): Prominent: Journal of English Studies Vol. 8 No. 1 (2025): Prominent: Journal of English Studies Vol. 7 No. 2 (2024): Prominent: Journal of English Studies Vol 7, No 2 (2024): Prominent: Journal of English Studies Vol 7, No 1 (2024): Prominent: Journal of English Studies Vol 6, No 2 (2023): Prominent: Journal of English Studies Vol 6, No 1 (2023): Prominent: Journal of English Studies Vol 5, No 1 (2022): Volume 5 Number 1 January 2022 Vol 5, No 2 (2022): Prominent: Journal of English Studies Vol 5, No 1 (2022): Prominent: Journal of English Studies Vol 4, No 2 (2021): Prominent: Journal of English Studies Vol 4, No 1 (2021): Prominent: Journal of English Studies Vol 3, No 2 (2020): Prominent : Journal of English Studies Vol 3, No 1 (2020): Prominent : Journal of English Studies Vol 2, No 2 (2019): Prominent : Journal of English Studies Vol 2, No 1 (2019): Prominent : Journal of English Studies Vol 1, No 1 (2018): Prominent : Journal of English Studies More Issue