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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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Exploring the ESP Students' Voices on the Integrated English Skills for Professional Context Rozanah Katrina Herda; Bonifasia Ekta Fima Natalia; Zohaib Hassan Sain
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.v8i2.14724

Abstract

In today’s globalized world, proficiency in English has become a vital skill for students pursuing careers in various professional fields. For accounting students, mastering integrated English skills is essential for success in their academic and professional endeavours. This study explores students' perceptions of the importance of integrated English skills for professional contexts and examines how these skills impact their academic performance and success. The participants were 47 undergraduate students from non-English departments, majoring in Accounting. The combination of quantitative and qualitative approaches allows for a comprehensive understanding of the students’ perspectives by distributing questionnaires and conducting semi-structured interviews. The findings showed that students perceive proficiency in all four language skills as essential for their future professional contexts, particularly in the accounting field. This study highlights several advantages of mastering integrated English skills for accounting students, emphasizing the practical benefits these skills bring to their academic and professional lives. Furthermore, by focusing on their perspectives, this study contributes to a more inclusive understanding of how integrated English skills are developed and utilized in real-world professional settings.
Unveiling Feminist Themes: Simone de Beauvoir’s Influence on The Book Little Women Nanda Putri Aeniaska; I Gusti Ayu Mahatma Agung; I Gusti Ayu Gde Sosiowati
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.v8i2.14873

Abstract

From a feminist standpoint, this article examined Louisa May Alcott's Little Women with a perspective on issues such as the complexity of womanhood, existential independence, personal choice, and the continuous fight against objectification. This study, using a qualitative method, examined how the characters, especially the March sisters, negotiate the gender roles imposed upon them in 19th-century society. Every sister has a different reaction to the cultural standards of femininity, and their experiences expose the restrictions placed by social roles. Jo's defiance of conventional wisdom, particularly her refusal to marry for convenience and her will to be a writer, questions the belief that a woman's fate rests just in marriage and housekeeping. Marmee also stresses over simple social compliance the value of financial independence and personal conviction. These character paths highlight how women try to establish autonomy inside limited systems and reflect more philosophical questions about freedom, choice, and identity. Little Women challenges the cultural narratives that try to define and restrict women in other ways than telling a coming-of-age story through its subtle representations. This study highlights the continuing importance of the work and shows how literature can be an important lens through which feminist issues, especially the complexity of gendered experience may be explored and understood.
Difficulties Faced Twelfth-grade Students of SMK PGRI 1 Kudus in Speaking English Audrey Hanindita Chaerunnisa; Slamet Utomo; Farid Noor Romadlon
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.v8i2.14888

Abstract

Speaking is the process of expressing ideas, thoughts, emotions, or information through oral communication, serving as a key tool for exchanging messages between individuals. Speaking can be particularly difficult for English language learners to master because it needs not only the ability to pronounce words correctly, knowledge of vocabulary and grammar (linguistic), but also anxiety, a lack of practice opportunities, and insufficient exposure to actual spoken English can all limit the learning process (non-linguistic). This study aims to investigate the difficulties students have when learning English, particularly focusing on improving their speaking skills, and the techniques they use to overcome those difficulties.The study uses a case study research design and a qualitative approach and focuses on twelfth-grade Beauty and Spa major students at SMK PGRI 1 Kudus during the 2024/2025 academic year. The sample group consists of 27 students from the XII KS 1 class, with data collected through questionnaires and interviews.The findings indicate that students' motivation to learn English speaking improves when they receive positive support from peers, teachers, and family. Common struggles include fluency issues, difficulties in expressing thoughts, using correct tenses, and communicating clearly in English. To address these difficulties, students employ various strategies, such as using language-learning apps, participating in English clubs, watching English media with subtitles, and practicing independent speaking through self-narration and recordings. To further enhance their speaking skills, students can engage in activities like taking courses, joining extracurricular activities, using both school-provided and online English learning apps, and actively practicing speaking.
Task-Based Learning as an Instructional Strategy to Foster Speaking Skills in EFL Classrooms Iwan Dudy Gunawan
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.v8i2.15077

Abstract

Speaking is an essential ability in English as a Foreign Language (EFL) acquisition; nonetheless, it poses significant challenges for Indonesian university students due to restricted exposure, insufficient communicative practice, and the prevalence of traditional grammar-centric teaching methods. In addressing this issue, Task-Based Learning (TBL) has been suggested as a learner-centered and communicative methodology to enhance speaking fluency. This study examines the application of TBL in an EFL speaking class, assesses its effects on students' speaking sub-skills, and evaluates the attitudes of both students and lecturers concerning the model. The study utilized a mixed-methods approach with an integrated experimental framework. The study involved 58 English as a Foreign Language (EFL) students from a private university in Indonesia, categorized into a control and an experimental group. Data were gathered via pre-test and post-test speaking evaluations, classroom observations, student surveys, and instructor interviews. The TBL intervention was implemented in five cycles, following the phases of pre-task, task cycle, and linguistic emphasis. The results indicated substantial enhancements in all speaking sub-skills, with the most pronounced advancements noted in fluency and vocabulary. Observations demonstrated heightened student participation and interaction during activities, while survey findings reflected favorable student perceptions of TBL. Instructors noted increased student engagement but also emphasized difficulties in task formulation and classroom administration. This study validates the efficacy of TBL in improving speaking skills and provides insights for communicative language teaching methodologies in Indonesian higher education. 
Assessing Student-Designed Teaching Materials in a Learning Material Development Course Sri Wahyuni; Dyah Nugrahani; Ratna Wahyu Pusari; Siti Fatimah
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.v8i2.15164

Abstract

English Education Study Program students of UPGRIS are required to attend the Learning Material Development (LMD) course. In this class, students are learning about preparing material dan teaching media for English classes. The final product of the course is handouts as the teaching materials, designed according to the guidelines provided by the lecturer. However, the teaching materials resulting from the design need to be assessed to determine their suitability or acceptability as teaching materials that can be used by stakeholders.  The purpose of this study is to describe the results of the assessment of teaching materials in the Learning Material Development course of the English Education Study Program, Universitas PGRI Semarang. The assessment of teaching materials is carried out through several stages, namely 1) evaluation of material presentation, 2) linguistic evaluation, 3) evaluation of teaching material content, and graphic evaluation. Furthermore, the evaluation data is described qualitatively. Based on the research, it can be concluded that: 1) the teaching materials are declared feasible for publication, and it is declared that the two material experts, 2) the teaching materials are concluded to have the materials presentation feasibility, and also feasibility for language, content, and graphics. 
Podcast As Reflection Platform for Promoting EFL Preservice Teachers’ English Skill, Sense of Motivation, And Critical Thinking Muhammad Hafizh Fariadhi; Yustian Fadlan Fadillah; Rana Rahmat Hidayat; Apandi Apandi; Utut Kurniati
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.v8i2.15281

Abstract

This study investigated how pre-service EFL (English as a Foreign Language) teachers perceived the use of podcasts as a reflective tool to improve their motivation, critical thinking, and English language skills. The primary goal was to find out how podcasts can reinforce language competencies, reflective practice, professional development, and richer and deeper learning. Case study was the method used whereby 34 students of a private Indonesian university participated in a two-week podcasting exercise. Semi-structured interviews and surveys were the methods used to gather data. It revealed that the podcasts encouraged self-expression, critical reflection, and growing confidence alongside linguistic skill, in terms of listening and speaking. In addition to this, participants reported that freedom to learn alone had increased motivation and satisfaction levels. The study makes several recommendations for improving the use of podcasts in EFL contexts, including making sure the content is credible, incorporating interactive elements to prevent passive learning, and completely incorporating podcasts into the EFL curriculum. It is recommended that future studies investigate the use of podcasts in diverse educational contexts and look into their long-term effects. All things considered, the study shows that podcasts are a versatile and useful tool that can enhance future EFL teachers' language learning and professional development. 
Exploring Semantic Component and Expansion: Unpacking the Layers of Meaning in “Kung Tuyo Na Ang Luha Mo, Aking Bayan” by Amado V. Hernandez Mar Fernandez Martin; Cristian Gregor E Atacador
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.v8i2.15526

Abstract

This study explores the semantic components and expansions of “Kung Tuyo na ang Luha Mo, Aking Bayan,” focusing on the linguistic experiences of the author in the poem, semantic components, semantic expansion, and implications in education. Relational qualitative content analysis was utilized to unpack the poem systematically. The findings highlight significant semantic components and expansion in line/s such as “Lumuha ka, aking bayan; buong lungkot mo iluha”, Personification, depicted as a person crying, symbolizing national grief under colonial oppression, additionally, “Katulad mo ay si Huli, naaliping bayad-utang, katulad mo ay si Sisa, binaliw ng kahirapan”, Simile, the nation is compared to Rizal’s tragic characters Juli and Sisa, symbolizing suffering under colonial and systemic oppression. Moreover, with words/phrases like "Lukob ng dayong bandila" or "Covered by a foreign flag", the Philippines is metaphorically overshadowed by foreign domination, symbolizing lost sovereignty. "Sisigaw kang buong giting sa liyab ng libong sulo" or "You will shout courageously in the blaze of a thousand torches.", The phrase signifies unity and revolution, portraying a collective uprising. Therefore, students significantly appreciate literature and how helpful it is in fostering historical and national knowledge as identity. This research provides a foundation to include works like "Kung Tuyo Na ang Luha Mo, Aking Bayan" in the curriculum, encouraging students to interact with texts to drive social change and cultivate a greater appreciation for Philippine literature.
Exploring Digital Media as a Source of Aural Vocabulary Growth among Young EFL Learners in Papua Adelce Sisilia Ferdinandus; Niko Kobepa; Benyamin Marotno
Prominent Vol. 9 No. 2 (2026): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

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

Abstract

Limited access to authentic English input remains a persistent challenge in English-as-a-Foreign-Language (EFL) contexts, particularly in underrepresented regions such as Papua, Indonesia. This study examines the potential of digital media as an alternative source of aural vocabulary exposure among young EFL learners. Thirty-five first to third-grade students from SD YPPK Gembala Baik Abepura in Jayapura participated in a survey on English-language media engagement, accompanied by a lexical analysis of five YouTube channels' Cocomelon, Peppa Pig Asia, Ryanâ's World, KreekCraft, and Vlad & Niki. The findings demonstrate that children's frequent interaction with these media sources introduces a broader lexical repertoire than that typically encountered in school-based materials. High-frequency words are predominantly associated with daily routines, emotions, and interpersonal interaction, while technology- and entertainment-related terms appear as emergent categories linked to digital environments. The results suggest that digital media serve as a complementary channel of incidental vocabulary learning, contributing to the development of aural receptive knowledge in early language acquisition. These findings hold implications for EFL curriculum design and the development of vocabulary assessment instruments tailored to multilingual contexts in Papua.
Teaching English Language and Civic Education in the Era of Artificial Intelligence in Kaduna State, Nigeria: A Teacher's Perspective Uthman Shehu Lawal; Zulai Muhammad Rabiu; Abu Bakar Rabiu; Zohaib Hassan Sain; Rozanah Katrina Herda
Prominent Vol. 9 No. 2 (2026): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

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

Abstract

The integration of artificial intelligence (AI) into education has transformed teaching and learning globally, presenting both opportunities and challenges for educators. This study examined the perspectives of English language and civic education teachers in Kaduna State, Nigeria regarding the implementation of AI in their teaching practices. A descriptive survey research design using a quantitative approach was employed, with a population comprising English language and social studies teachers in Kaduna and Zaria metropolitan areas. A sample of 400 teachers was selected using stratified random sampling. Data were collected using structured questionnaires and interview guides, while the analysis employed descriptive statistics and Pearson Product Moment Correlation (PPMC) with regression analysis. The findings revealed that 78% of the teachers acknowledged the potential of AI to enhance English language instruction, while 65% expressed concerns about its impact on traditional civic education delivery. This study found significant relationships between teachers' digital literacy levels and their acceptance of AI integration (r = 0.67, p < 0.05). The results indicate that teachers with higher educational qualifications showed greater readiness to adopt AI tools in language and civic education. This study recommends comprehensive teacher training programs, infrastructure development, and policy frameworks to support effective AI integration in Kaduna State's educational system. Keywords: artificial intelligence, civic education, english language, teacher perspectives
Bridging the Gap Between Evidence and Argument: Exploring Undergraduate EFL Students’ Struggles with Logical Warrants in Academic Writing Muthmainnah Mursidin; Ida Ilmiah Mursidin
Prominent Vol. 9 No. 2 (2026): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

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

Abstract

The ability to integrate facts and opinions through logical warrants constitutes a fundamental yet frequently neglected competency in undergraduate academic writing. This study investigates the nature and causes of undergraduate EFL students' struggles with logical warrant construction and examines how these difficulties impede broader critical thinking development. Employing a descriptive qualitative design, data were collected from 20 undergraduate students enrolled at Universitas Islam Makassar, South Sulawesi, Indonesia, through three instruments: a Critical Thinking-Based Writing Test, a short essay assignment, and a focused interview protocol. Findings were analyzed using Toulmin's Argumentation Model (2021), focusing on the presence and quality of Claims, Data, and Warrants. The results reveal a profound "Synthesis Crisis": while 85% of participants demonstrated adequate declarative knowledge of the fact-opinion distinction, only 10% succeeded in constructing explicit logical warrants in their argumentative essays. Three interconnected obstacles were identified: (1) the "data-dumping" phenomenon (present in 35% of essays), wherein factual evidence is cited without interpretive purpose; (2) a persistent misconception of academic opinion as purely subjective feeling (observed in 60% of participants); and (3) the wholesale absence of logical warrant construction (documented in 80% of essays). These findings suggest that current EFL writing pedagogy in Indonesian higher education, which predominantly emphasizes structural and grammatical correctness, is insufficient for developing genuine argumentation competency. Implications for curriculum redesign and warrant-focused pedagogical intervention are discussed.

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