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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 102 Documents
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TYPES OF MOOD USED BY THE LECTURER IN TEACHING READING: A SYSTEMIC FUNCTIONAL LINGUISTIC ANALYSIS Sri Mulatsih; Sunardi Sunardi
Prominent Vol 4, No 1 (2021): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v4i1.5778

Abstract

Teaching Reading is a way to develop students’ awareness and to facilitate students to learn the reading skill in order to develop students engaged with the text they read in a meaningful way. In teaching Reading, the lecturer used several types of mood to make the students understand the materials. This study is aimed at describing the types of mood used by the lecturer in teaching two Reading classes in a private university in Semarang, Central Java, Indonesia. This study used qualitative research design since it describes certain phenomenon that is types of mood used by the lecturer in teaching Reading. The setting of this research is in English Department, Universitas Dian Nuswantoro Semarang, Central Java, Indonesia. The data are in the forms of utterances used by the lecturer in teaching Reading. Data collection was done by observing and taking notes on the teaching and learning process of Reading, video recording the teaching and learning process of Reading, viewing the data to show the completeness of the data, and transcribing the recorded data into the written forms. The were analyzed using qualitative data analysis offered by Creswell (2009), those are organizing and preparing data, coding and segmenting the written data into clauses,  identifying the type of mood, classifying the type of mood, and interpreting the data. The result showed that the type of mood mostly used by the lecturer in teaching Reading is declarative because the lecturer gives much information to the students to make the students understand the materials. Other types of mood used are interrogative and imperative ones.
THE BEST MICROTEACHING PRACTICE PLATFORM: OFFLINE, ZOOM, OR WHATSAPP GROUP? Rismiyanto Rismiyanto; Fitri Budi Suryani
Prominent Vol 4, No 2 (2021): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v4i2.6459

Abstract

Teaching practice may be done in various platforms in this modern era. The platforms enable the interaction of students and student teachers in Microteaching practice to be implemented in offline face to face class as well as in online classes. They are optionally implemented; even the current worldwide pandemic situation forces the online platforms to be implemented in higher frequency. This research is aimed at finding the best Microteaching practice platform by comparing the student teachers’ Microteaching practice achievement as well as their perception in Microteaching Class by using offline, synchronous, and asynchronous platforms of learning during this pandemic at English Education Department Muria Kudus University. Through an expose-facto design this research shows that the best Microteaching practice platform uses Zoom Meeting. This refers to the comparison of the student teachers’ best Microteaching practice achievement scores and opinion of using offline, Zoom, and WhatsApp Group platforms; and the result of the student teachers’ opinion indicates that they basically prefer having offline teaching platform; and supporting that Zoom Meeting is as the best Microteaching practice platform, they have reasons: they felt more comfortable and confident; they felt more efficient; they felt not being directly observed; and they had bigger freedom in practicing teaching.
THE PERCEPTION ON THE USE SOCIAL MEDIA IN LEARNING ENGLISH Rahmawati Dwi Handayani; Muh Syafei Syafei; Aisyah Ririn Perwikasih Utari
Prominent Vol 4, No 1 (2021): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v4i1.5780

Abstract

 Abstract The objective of the research to know the perception of fourth semester students of Universitas Muria Kudus  on the use social media in learning English. The researcher used descriptive qualitative research and the data was collected by the used of questionnaire. The participants are 50 students of English Education Department of Universitas Muria Kudus. The result showed social media have good perception for the fourth semester students of English Education Department of Universitas Muria Kudus. Social media have provide rich resource to learn English.                It is indicate that social media has positive contribution for learning English they are listening, reading, writing and speaking skill.
LEARNING VOCABULARY: WHAT STRATEGIES ARE UTILIZED BY PRIMARY SCHOOL STUDENTS? Nilam Wahyu Safira; Rusiana Rusiana
Prominent Vol 4, No 2 (2021): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v4i2.6467

Abstract

The objectives of the study are to figure out the strategies and problems in learning vocabulary of the fifth grade students of SD 7 Cendono Dawe Kudus in academic year 2019/2020. This present study is a descriptive study which employed questionnaire and interview guideline in collecting the data. The participants were 20 students, 11 boys and 9 girls of fifth graders  of SD 7 Cendono Dawe Kudus. The results revealed that the learning strategies utilized by the students in learning vocabulary are metacognitive strategy (21.45), memory strategy (18.95), compensation strategy (15.47), social strategy (14.96), cognitive strategy (14.71) and affective strategy (14.46).  While the most problems faced by the students are spelling, pronunciation, memorizing,  and meaning.
RELATIONSHIP BETWEEN HIGHER-ORDER THINKING SKILLS (HOTS) AND ENGLISH ACHIEVEMENT Ernis Sholikah; Suprihadi Suprihadi; Nuraeningsih Nuraeningsih
Prominent Vol 4, No 1 (2021): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v4i1.5791

Abstract

Higher-order thinking skills (HOTS) is a new concept of thinking in Curriculum 2013 in Indonesia, which is based on the revised top three levels in Bloom’s Taxonomy: analyzing, evaluating, and creating. This survey research used 44 students who were purposively sampled. The objective of this research was to determine if there was a linear correlation between HOTS and the English achievement of the eleventh grade students of SMA N 2 Kudus. Using Pearson’s Product Moment Correlation in the level of significance .05 and degree of freedom 42, this research showed that there was a high positive significant linear correlation between HOTS and the English achievement of the eleventh grade students of SMA N 2 Kudus. Key words: HOTS, taxonomy, curriculum 2013, English achievement
DEVELOPING INTENS (INTERACTIVE ENGLISH) BOOK FOR ADVANCE LEARNERS iin baroroh ma'arif; Ulfa Wulan Agustina; Nisrina Nur Vieda Fitri
Prominent Vol 4, No 2 (2021): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v4i2.6179

Abstract

The purpose of this research is developing English learning media called INTENS (Interactive English) for advance learners. This media consist of some materials which is appropriate to be studied for all English advance learners. The research method used is Research and Development. This development used Borg and Gall theory which have several steps, those are; 1) Research and Information Collection, 2) Planning, 3) Develop Preliminary Form of Product, 4) Preliminary Field Testing, 5) Main Product Revision, 6) Main Field Testing 7) Final Product Revision 8) Dissemination and Implementation. The media validation result got 95 score it was in “very good” category, and the material validation got 92 score it was in “very good” category. Subject of this research was students of MA Al Bairuny Jombang. The students’s responses of try out result 85 was in “good category”. It can be concluded that INTENS (Interactive English) is feasible to be used as a learning media for English advance learners.
VOCABULARY MASTERY STRATEGIES USED BY INDONESIAN EXTENSIVE READING LEARNERS Onie Pradina; Listyani Listyani
Prominent Vol 4, No 1 (2021): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v4i1.5731

Abstract

Vocabulary mastery is a key aspect of foreign language leaning. Various methods can be used to improve vocabulary mastery. This present study was conducted to find out what strategies the learners of the Extensive Reading Course used in mastering the vocabulary in an English Language Education Program (ELEP) at a private university in Central Java, Indonesia, based on the Schmitt (2000) theory. The strategies discussed in this study are the determination, metacognitive, cognitive, memory and social strategy. In this study, a qualitative research design was applied to collect the data using questionnaire with open-ended questions. There were fifty-six participants of three Extensive Reading classes for this study. The result of the study showed that the determination strategy was the most preferable. Most of the participants used that strategy to enrich their vocabulary, while the social strategy was the least used. It was found that most of ER learners used determination strategies to mastery vocabulary.
TIME TOKEN TECHNIQUE TO IMPROVE THE STUDENTS’ LEARNING ACTIVITY AND COMMUNICATIVE COMPETENCE Bambang - Susatyo
Prominent Vol 4, No 1 (2021): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v4i1.5793

Abstract

 ABSTRACT            The purpose of this research is to know the effectiveness of Cooperative  Learning Time Token towards student’s learning activity and Communicative Competence in speaking English. This research uses Classroom Action Research procedures. The research consists of two cycles, each comprises four phases, namely planning, acting, observing and reflecting. The subject of the research is the students of SMK N 2 Temanggung semester 1 2019/2020. To get data, the writer uses Brown’s Scale of Test of Spoken English. While for students’ activities, the writer uses a set of observation sheet to observe the activity of the students in class. The research reveals that the uses of Time Token technique in English class has increased the students’ Learning activities from 68 % in Pre-cycle to 78% in cycle 1 and 80 % in cycle 2. The Communicative competence in speaking English has increased from 74 to 78 in cycle 1 and 81 in cycle 2Key words : Time Token, students’ activity and students’ communicative competence
Academic Writing Students’ Perceptions on Teacher Feedback Zipora Haniel Kileri; Listyani Listyani
Prominent Vol 4, No 2 (2021): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v4i2.6187

Abstract

Academic Writing is a difficult subject for many students because the content requires highly critical academic thinking. Students have to put their ideas to build up arguments. Teachers’ role is very important here in giving direct and indirect feedback to help students solve problems in their essays. Students’ perceptions of teacher feedback in Academic Writing class is the central focus of this paper. The purpose of the study is to describe Academic Writing students' perceptions of teacher feedback. Data were taken through interviews with six students of the English Language Education Study Program (ELEP), of the Faculty of Language and Arts (FLA) in a private university, in Central Java, Indonesia. They had passed the Academic Writing course at the time the interviews were conducted. The kind of interview that was used in this study is a semi-structured interview. Results showed that some students had positive perceptions of teacher feedback, while some others showed negative perceptions. The results of this study hopefully can be useful for Academic Writing lecturers to know more about what kind of feedback is best to be given to their students, adjusted with their needs.
Academic Speaking Students’ Efforts in Minimizing Their Lack of Self- Confidence Novita Kusuma Ningrum; Listyani Listyani
Prominent Vol 5, No 2 (2022): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v5i2.7874

Abstract

The existence of self-confidence is needed and related with students’ academic achievement, which in this context of the study is speaking skills. Speaking skills are the language learning aspects that are also crucial for students to master to have good communication. Unfortunately, speaking skills cannot be mastered because of the lack of self-confidence that is commonly faced by EFL learners. By seeing this reality, the researcher tried to identify the causes of the lack of self - confidence faced by Academic Speaking students (FLA-UKSW) and the efforts that the students implemented to overcome their lack-of self-confidence. This study used a qualitative method in collecting data. The data were collected from thirty-three Academic Speaking students using open-ended questions and semi-structured interviews. The findings indicated the causes of the lack of self-confidence were fear of making mistakes, lack of speaking skills formally, public speaking anxiety and personal experience influenced. The efforts used by students were talking in front of a mirror, practicing pronunciation, rehearsing with friends, mastering materials, making notes, watching YouTube videos. The result of these findings hopefully helped students who are dealing with self-confidence in academic context specifically in speaking skills.                

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