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 102 Documents
 1   2   3   4   5 
A MODEL OF COMMUNICATIVE TEACHING AND LEARNING OF ENGLISH VOCABULARY THROUGH INTERACTIVE ACTIVITIES Sri Endang Kusmaryati
Prominent Vol 1, No 1 (2018): Prominent : Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v1i1.2488

Abstract

Teaching English vocabulary is very important, and it is more than just presenting and introducing new vocabulary to the students. Knowing words is not only memorizing them, but the students need to understand the meaning of the word in context and how the words are used. This can be achieved through correct vocabulary instruction which should involve vocabulary selection, word knowledge and techniques. This article aims to describe how to design a model of communivative teaching and learning of English vocabulary through interactive activities.
KINDERGARTEN TEACHERS’ STRATEGIES TO TEACH ENGLISH VOCABULARY IN A MONOLINGUAL SCHOOL IN AMBARAWA, INDONESIA Sherly Aggita Putri; Listyani Listyani
Prominent Vol 3, No 2 (2020): Prominent : Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v3i2.5203

Abstract

Living in Ambarawa, which is a small town, an English teacher in such a location has a unique challenge in teaching the target language. This study was conducted at a monolingual kindergarten in Ambarawa, Indonesia. There is one primary question to be answered in this study, which is what strategies were used by English teachers in teaching vocabulary to young learners at a monolingual kindergarten in Ambarawa, Indonesia. Knowing that learning English vocabulary is important, the researchers conducted this research by observing the class ten times and interviewing the English teacher.  Class observations, which included the strategies used by the teachers and the learning and teaching process used to collect the data. Besides that, an interview with the teacher was conducted after the class observation to find out the reasons for the teacher in choosing the related teaching strategies. The results of the study presented some various teaching strategies which were used to teach English vocabulary in a monolingual school in Ambarawa. From ten class observations and interviews, three main strategies were identified.  The three primary strategies used by the English teacher in a monolingual kindergarten in Ambarawa, Indonesia in teaching English vocabulary to young learners were the use of teaching media, the implementation of appropriate methods and approaches, and the use of fun activities to create a more engaging class. Therefore, given the unique condition of each school, English teachers need to be creative yet wise in choosing the most appropriate teaching strategies to meet the needs of the learners.
STUDENTS’ PERSPECTIVE ON KETRAMPILAN WAJIB BAHASA INGGRIS IN UNIVERSITAS MURIA KUDUS Nuraeningsih Nuraeningsih
Prominent Vol 2, No 2 (2019): Prominent : Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v2i2.4221

Abstract

Due to globalization, the need of English mastery is getting higher. Therefore, it is very important for students to master the international language in order to survive in the global competition.  To prepare its alumni with good English competence Universitas Muria Kudus requires all students to pursue Ketrampilan Wajib Bahasa Inggris (English Compulsory Skill)  with 0 SKS. This policy has been ruled since 2001 and organized by Language Center of Universitas Muria Kudus. To know whether the program runs effectively, at the end of each semester, there is an evaluation conducted by the instructors along with the head of the Language Center. However, it does not involve the students. Therefore, it is worthy to investigate students’ responses and opinions of the class. This study aims at describing students' perceptions on the learning process of Ketrampilan Wajib Bahasa Inggris in the academic semester of 2014/2015. To achieve the above objectives, this study was conducted by survey. Questionnaires were distributed to 98 students who were selected randomly, out of 498 students joining the class in the academic year  2014/2015. The results of data analysis shows that the learning process of Ketrampilan Wajib Bahasa Inggris class in odd semester academic year 2014/2015 ran well. This is shown from the learning strategies, learning media, learning materials, student interests, students discipline in joining the English course and student mastery were classified as good.  Some improvements need to be done so that the quality of learning can be improved due to satisfactory service of Language Center.Keywords: Ketrampilan Wajib Bahasa Inggris, learning, TOEFL.
ENGAGING STUDENTS IN READING BY ANALYZING CHARACTERS AS A PART OF EXTENSIVE READING ACTIVITY Eros Meilina Sofa
Prominent Vol 2, No 1 (2019): Prominent : Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v2i1.2539

Abstract

This article discusses about character analysis of a story as a part of Extensive Reading to engage students in reading activity. The writer used qualitative approach to conduct this research by analyzing their works and arguments after the task given, and there were 95 students of English Education Department as the participants. In order to get the data, there were two main sources, the students’ analysis and their written comments on the work. To maintain the concept of Extensive Reading, the students had to read the story and gave their analysis freely on a paper. They also had to write their comment toward the story in several sentences. The result revealed that students could express their ideas and creativity on the paper as well as their capability in creating English sentences. Besides, they could increase their self-confidence because of their ability in reading and analyzing the English story.
READING DESCRIPTIVE TEXT COMPREHENSION IMPROVEMENT BY JOGSAW TEACHING TECHNIQUE Puspa Rini; Nur Ekaningsih
Prominent Vol 3, No 1 (2020): Prominent : Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v3i1.4671

Abstract

The goal of this research was to decide how effective jigsaw improved the comprehension ability of reading descriptive text of class X students of Sultan Agung 1 Semarang Islamic High School in 2018/2019 academic year in understanding descriptive text. This research type was on a quasi-experimental design.  The Senior High School students gade tenth as the population of this study which divided into two groups, X IPS 1 class developed as group of class control and X IPS 2 served as the group of experimental. The way to gather some data, Pre-test and post were used to evaluate the students’ competence. Grounded on the results of the study, the mean score of pretest done in the control class was in the average of 52.93, while on the experimental class was happened 53.06. Treatment was implemented on the experiment class in about four times while the control class was educated by conservative teaching. After implementing four times of treatment, the mean score of the post-test of the control class rose up by 60.17. Accordingly, the post-test mean of the experimental class in the average score of 70.32. Based on the results of data analysis showed that there was a significant difference because of the T-test indicating that sig (2-tailed) showed in the number 0.000. Briefly, Ho was rejected but H1 was accepted. This means that jigsaw was operative to enhance reading comprehension ability of the students. Hence, Using jigsaw in understanding descriptive text could give better comprehension in students' reading skillsKeywords: Jigsaw, Reading Comprehension, Descriptive Text
STUDENTS’ PERCEPTION ON THE APPLICATION OF TIMED WRITING PRACTICE (TWP) Muh Syafei
Prominent Vol 2, No 1 (2019): Prominent : Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v2i1.3044

Abstract

Abstract This preliminary research is as a part of learning need analysis for developing a discourse based writing material with a timed-writing technique in an English teacher education department in Indonesia. In timed writing practice (TWP), students must write a paragraph on a sheet of paper without help in a given time limit. However, no empirical information on whether the students agree or disagree with the application of timed writing and the reasons behind their perceptions is not yet avaiable.The research subjects consist of 31 students who take writing course. The objectives are to investigate (1) the extent of the students’ acceptance and (2) the reasons behind the acceptance on the application of timed-writing practice (TWP) in writing class. A qualitative analysis is administered by identifying and classifying contents of students’ opinions and reflections expressed in the students’ responses to questionare. Twenty five students (81%) agree with the application of TW. Four students (13%) disagree and 2 students (6%) give no preference. Timed writing are perceived as (1) Encouraging Writing Activity,  (2) Improving Time Management and Control, (3) Training Thinking Skills, (4) Improving Writing Skills, (5)Training Speed Writing, (6) Improving Soft Skills, (7) Giving Challenging Activity, and (8) Improving Concentration and Accuracy.  The reasons from those who disagree are: (1) Feeling nervous and confused (2) Having insufficient preparation time, and (3) Expecting Variation of Activity. In conclusion, timed writing is mostly accepted and positively perceived by the students with very high category. Reasons from those who disagree must also be taken into consideration for future betterment. Based on the research findings, the timed writing, accordingly, can be used as a technique or a strategy to be integrated in a discourse-based writing material for students of English teacher education program.Key Words: Timed-Writing, Students’ Acceptance, Reasons
INTERCULTURAL ASPECTS IN LANGUAGE EDUCATION Titi Rokhayati
Prominent Vol 1, No 1 (2018): Prominent : Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v1i1.2491

Abstract

Intercultural understanding essentiallybecomes a part of  living with others in the diverse world of the twenty-first century. It assists people to become responsible local and global citizens through their education for living and working together in an interconnected world.  Language is a major component and supporter of culture as well as a primary tool for transferring message, which is inextricably bound with culture. Language is a key component of culture. It is also a primary medium for transmitting the culture itself. Without language, culture would not be possible. Students learning their native language are learning their own culture. Meanwhile, learning a second language also involves learning a second culture to varying degrees. A language is influenced and shaped by culture. It reflects culture. Cultural differences are the most serious areas causing misunderstanding, unpleasantness and even conflict in cross-cultural communication. Both foreign language learners and teachers accordingly should pay more attention to cultural communication information.
THE PRESENCE OF COLLABORATION SKILL IN ELT CLASS Mutohhar Mutohhar; Hakim Sudinpreeda; Agung Dwi Nurcahyo; Fajar Kartika
Prominent Vol 3, No 2 (2020): Prominent : Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v3i2.5333

Abstract

One of the skills that must be possessed in the 21st century is collaboration skill. It requires teachers to present or provide it in the learning process, so that later students are expected to be able to implement it in their real life. The study reported in this paper aims to describe the implementation of collaboration skill in the process of teaching and learning. The data collected by means of close-ended questionnaires and guided interview that were administered to 125 freshman students of the English Education Department of Universitas Muria Kudus. The result shows that 84% of the students said that the teacher has implemented the collaboration skill, however from 84%, only 48% is categorized as instructionally effective. It is suggested that the teachers should manage some instructions and control how the instructions are executed. Keywords: 21st century skills, collaboration skill, effective instruction.
THE IMPLEMENTATION OF DIRECTED READING THINKING ACTIVITY (DRTA) IN LITERACY-BASED LANGUAGE TEACHING AT LEMBAGA BIMBINGAN BELAJAR TELADAN KUDUS Diah Kurniati Tafsir; Suprihadi Suprihadi
Prominent Vol 2, No 2 (2019): Prominent : Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v2i2.4178

Abstract

For most foreign language learners, understanding texts written in a foreign language is not an easy thing to do. To help learners in coping with this problem, when teaching reading teachers should provide them with a number of structured tasks that not only focus on students’ reading purpose, but also allow them to confront and reflect upon reading difficulties in socially interactive ways and one of the activities which is appropriate with these tasks is Directed Reading Activity (DRTA). The objective of the research is to compare the behavior of the English reading class students before and after the implementation of DRTA. The subjects of this research were 3 students of LBB Teladan Kudus. The conclusion is that the behavior of the students is better than that before the implementation of DRTA. The students become motivated, active, enthusiastic, paid attention to the teaching learning process, and got involved in the teaching learning process. Considering that DRTA has many benefits for learners especially dealing with learners’ behaviors, it is suggested that this activity should be used by the teacher when teaching reading.
BOTTOM-UP AND TOP-DOWN LISTENING PROCESSES WITHIN COGNITIVE CONSTRUCTIVIST LEARNING THEORY titis sulistyowati
Prominent Vol 2, No 1 (2019): Prominent : Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v2i1.2962

Abstract

The attention in Listening processes has switched from the text to the listener, from the process of identification to the process of understanding, and from the decontextualized memorization of definitions to developing language competence of students. This conception is then supported by the theory of congnitive constructivism which sees learning as the process of constructing new knowledge. This paper aims to explore activities which can be applied to develop listening language skills in a context of authentic learning within constructivist learning approach. The learning activity will be based on the features of constructivism which views learning as an active process and knowledge is not absorbed passively but it is invented by the learners. By integrating the top-down and bottom-up listening processes and cognitive constructifist learning activities, this process will facilitate students in elaborating their previous knowledge and constructing new knowledge.

Page 2 of 11 | Total Record : 102

 1   2   3   4   5 

Filter by Year

2018 2025


Reset
Filter By Issues
All Issue Vol 8, No 2 (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 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