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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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CO-CREATION IN TEACHING ENGLISH TO TERTIARY STUDENTS Sahyoni, Sahyoni; Damanik, Lia Agustina; Oktarina, Hanifah
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.
HOW ARTIFICIAL INTELLIGENCE (AI) SUPPORTS UNDERGRADUATE STUDENTS’ ACADEMIC WRITING: EVIDENCE FROM INDONESIA Wahyuningsih, Sri
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.
THE TENTH GRADE STUDENTS’ PERCEPTION OF ANIMATION VIDEO AS MEDIA FOR LEARNING LISTENING AT SMK AL-HIKMAH JEPARA Aldira, Ardiani Ivon; Rismiyanto, Rismiyanto; Madjdi, Ahmad Hilal
Prominent Vol 7, No 1 (2024): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v7i1.10870

Abstract

In this advanced information and communication era, technology can influence the educational practices of teachers and students. Watching Animation Video is one of the ways to develop listening skill and in this case, it refers to students’ perception of Animation Video as media for learning listening at SMK Al-Hikmah Jepara to gives them the authority to their listening skill. The objective of this research is aimed to know the students’ perception of Animation Video as media for learning listening at SMK Al-Hikmah Jepara. This kind of research is qualitative with a descriptive qualitative design. The participants of this research are 25 tenth grade students of AKL 1 at SMK Al-Hikmah Jepara. The instruments used in this study were questionnaires and interviews. The result of this study shows that the perception of the tenth grade AKL 1 students of SMK Al-Hikmah Jepara toward using Animation Video as media for learning listening, it can be concluded that most of the students agree to use Animation Video as media for learning listening. It means that the use of Animation Video as media for learning listening gives a potentially positive contribution to developing listening skills. Most students are enjoy and interested in using Animation Video as media for learning listening. Not only that the use of Animation Videos does not make students bored, but students become more active so they are more interested and of course, Animation Videos also help students in increasing vocabulary and developing listening skills. Therefore, hopefully, this research will help students improve their listening skills, especially through the use of Animation Video as listening learning media. Besides that, the researcher also suggests teachers be able to use Animation Videos as media for learning listening in class. Then the researcher suggests for the next researcher, in order to be able can explore more information about the students' perceptions of using Animation Video as media for learning listening in different methods.
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 Use of Dubbing in Pronunciation Practice Class: Teachers’ and Students’ Perceptions Akila, Ni Luh Ayu Ada; Listyani, Listyani; Nandari, Martha
Prominent Vol 7, No 1 (2024): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v7i1.11479

Abstract

Pronunciation is one of the important skills that language learners need to master. In consequence, their acquisition in language learning can be affected if they do not master the skills. However, one of the difficulties that students often face is related to pronunciation skills. This study attempted to investigate the English Language Education Program (ELEP) students' and teachers' perceptions of the use of the dubbing project in the Pronunciation Practice class. The study was conducted in Semester II, 2021-2022 academic year, at the English Language Education Program (ELEP), Faculty of Language and Arts (FLA), at a private university in Indonesia. The respondents of the research consisted of 26 (twenty-six) students, one speaking teacher, and one pronunciation teacher at the mentioned-above study program. In collecting the data, the researchers used a questionnaire and interview protocols. The research findings from the questionnaire and interview sessions revealed that the students and teachers showed positive attitudes toward the dubbing project. Most of the participants agreed that the project helps increase students' pronunciation skills, including syllables, word stresses, vowel and consonant sounds, intonation, and fluency. It can be concluded that the implementation of the dubbing project in the Pronunciation Practice class has beneficial impacts in improving students' pronunciation skills.
THE EFFECTIVENESS OF ENGLISH SONGS FOR TEACHING ENGLISH TO YOUNG LEARNERS Hanif, Muhammad Syafa
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.
An interpersonal meaning analysis of the EFL student's talk in learning Descriptive Text at Junior High School Maharani, Geana Sekar; Samsi, Yogi Setia
Prominent Vol 7, No 1 (2024): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v7i1.10551

Abstract

Abstract: Language is a type of action that is utilized to serve human needs by communicating information. It is concerned with interpersonal meaning or language-based human expressions. SFL analysis is significant to master in the grammatical field because it provides an overview for analyzing and interpreting the meaning of a written or spoken text. This study analyzed a conversation by student and teacher in learning writing descriptive text using interpersonal meaning. The aim of this study is to identify the mood system contained in transcript conversation students and teacher in junior high school. This study employed qualitative research due to the written form of analysis, and focused on analyzing speech function and the mood system that includes declarative mood, interrogative mood, exclamative mood and imperative mood. The findings of this study showed of the mood system contained in declarative mood, interrogative mood, exclamative mood and imperative mood. This showed that conversation student and teacher being analyzed contains information according to the function of the declarative mood, interrogative mood, exclamative mood and imperative mood, which is to describe information through a statement. Researcher found modality is probability, obligation, inclination, usuality in the data. Researcher for conversation, students, and teachers can better comprehend the underlying meanings and intentions conveyed through communication with the support of an in-depth knowledge of interpersonal meaning, which builds the interpretation and analysis of a variety of communication objects
English Language Students’ Perception of Their Preparedness in Doing Online Teaching Dhamma, Satya; Triprihatmini, Veronica
Prominent Vol 7, No 1 (2024): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v7i1.11654

Abstract

The COVID-19 pandemic in 2020 made students and teachers teach and learn from home. The teaching and learning experience changed to an online environment. This research was intended to explore the English Language Education Study Program (ELESP) students’ preparedness doing online teaching and their challenges in doing so.This research employed the mixed method strategy. The instruments were questionnaires and interviews. The participants were 68 ELESP students from batch 2017 in Sanata Dharma University. There were 4 participants involved in the interview.The findings of this research showed that the ELESP students perceived that they were prepared to do online teaching. The students perceived that the lessons they got in their study program were adequate to prepare themselves to conduct online teaching. However, the students were faced with some challenges in preparing for online teaching. This research concluded that technical problems, difficulties in creating a supportive environment for learning, and adapting to an online environment were the challenges that the ELESP students faced in their experience during the PLP-PP program.Keywords: preparedness, online teaching, pre-service teachers.
Enhancing English as a Foreign Language Reading Proficiency: Key Skills for Comprehension and Engagement The, Hery Yanto
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.
Fostering Reading Habit of English Fiction Books to Improve English Vocabulary: Evidence from Students in an Indonesian Higher Education Wahyuningsih, Sri; Ludfiyani, Anif
Prominent Vol 7, No 1 (2024): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v7i1.10465

Abstract

Low English literacy has a major impact on the education sector. In particular, it has an impact on less qualified human resources. This study aims to explore the students’ perception of reading habits on English fiction books to improve English vocabulary in Indonesian higher education. This study used a qualitative case study method. Data were gathered through semi-structured interviews with four students consisting of two female and two male students from the English Education Department. The results of the study reveal that students believe that reading fiction books can help them memorize English vocabulary, and English fiction books can enrich English vocabulary, especially new words. On the other hand, some challenges appear in reading English fiction books. These include the difficulty of understanding unfamiliar words in English fiction books among male students and the need for sufficient time to read English fiction books completely. Finally, the implication of this study was discussed. 

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