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PREMISE: Journal of English Education and Applied Linguistics
Published by Universitas Muhammadiyah Metro
ISSN : 20893345     EISSN : 2442482x     DOI : 10.24127/pj.v9i1.xxxx
Core Subject : Education, Social,
Education Languange, Linguistic, Communication & Media Social Sciences
PPREMISE: Journal of English Education focuses and welcomes researcher in both EFL and ESL context to publish professional or conceptual articles, and research articles formed in qualitative and quantitative study in the area of the following scopes: Analysis on English Literatures in English Education Context Discourse Analysis in English Education context ELT Material Development (K-12 and Higher Education) English Applied linguistics English for Specific Purposes in higher education English for Young Learners (K-12) and Adult (Higher Education) English Language Teaching in the four skills; listening, speaking, reading and writing English Language Testing and Evaluation Second Language Acquisition Translations in English Education It allows any writer to submit up to 10-15 pages or equivalent with 3000 to 5000 words in range. It applies APA style in all articles submitted to this journal. More than 5000 to 7000 words are preferable
Arjuna Subject : Ilmu Sosial - Linguistik dan Bahasa
Articles 396 Documents
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COMMUNICATIVE LANGUAGE TEACHING’ AND ITS RELEVANCE TO THE LIBYAN ENGLISH LANGUAGE TEACHING CONTEXT Jahbel, Khalil S.M.
Premise: Journal of English Education and Applied Linguistics Vol 6, No 1 (2017): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v6i1.762

Abstract

The main purpose of this paper is to investigate the relevance of the communicative language teaching (CLT) to the teaching English  in Libyan context.  Moreover, it was intended to highlight the historical perspective, features and principles of CLT, followed by an illustration and discussion of the description of the specific classroom context. Finally, after discussing all the elements that are pertaining to this approach, it concluded that CLT seems to be an appropriate approach that may remain on top of a variety –list of approaches, since it focuses on all the language aspects such as functional and grammatical elements and also its tasks imply working with real life situations. 
A Need Analysis of ESP for Physical Education Students in Indonesia Budi Eko Pranoto; Suprayogi Suprayogi
Premise: Journal of English Education and Applied Linguistics Vol 9, No 1 (2020): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v9i1.2274

Abstract

This research aims at constructing the ideal English material for Physical Education students of universities in Lampung. Currently, students at university are taught about general English and it stimulates the writers to conduct a research to reveal their need of ESP as the answer of the current issues. This research is conducted in two universities, namely Universitas Teknokrat Indonesia and Universitas Lampung. The participants are 50 students, and 10 lecturers of Physical Education study program from both respective universities. The data are in the form of qualitative data which are taken from the interview and the questionnaire to students and lecturers which cover topics needed, and teaching method. The findings reveal the Physical Education students need of ESP in varied range of topics. The highly desired topics are English for sport journalism, English for professional athlete/referee/coach. Furthermore, based on the perspective of lecturers, they believe that students speaking, and writing must be well developed in order to compete in international level as professional athlete, coach, journalist, and etc. The result of analysis concludes the importance of ESP for Physical Educations students. Further research shall be conducted to test the effectiveness of the English topics constructed based on this current research.
ERRORS IN NARRATIVE TEXT COMMITTED BY STUDENTS IN GRADE XI OF VOCATIONAL HIGH SCHOOL (SMK) STATE 4 SURAKARTA Eko Mulyono
Premise: Journal of English Education and Applied Linguistics Vol 5, No 2 (2016): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v5i2.816

Abstract

This study aimes to identify the types of  errors in the students’ writing, to  know the frequencies of each type of errors, and to investigate the causes of errors. There are three types of errors occured in the students’ writing namely lexical error, syntactical error, and discourse error. The errors can be categorized into twenty four subcategories of errors: wrong spelling words (10,35%), wrong selection words (15,53%), omission verb (0,74%), omission v-ing after preposition for (0,55%), addition unnecessary verb (0,74%), using simple present tense refers to simple past (22,37%), use simple future instead of past future (2,40%), using irregular past verb tense after to infinitive (2,40%), addition final ed after to infinitive (1,85%), addition v-ing after to infinitive (1,11%), addition double marking verb (1,66%), omission to be (11,65%), addition to be (1,29%), omission s/es in the use of plural noun (2,40%), addition s in singular noun (1,29%), omission article (6,47%), addition unnecessary article (1,66%), wrong article (1,11%), wrong subject pronoun (2,03%), wrong object pronoun (0,55%), wrong possessive pronoun (2,03%), generic structure (2,96%), reference (2,03%), wrong selection conjunction (4,81%). The most dominant error is in syntactical error i.e. using simple present tense refers to simple past with the percentage 22,37%. Those errors are caused by four aspects, they are overgeneralization, incomplete application of rules, ignorance of rule restrictions, and false concept hypothesized.
THE CONTRIBUTIONS OF TOURISM INDUSTRY TOWARD STUDENTS’ SPEAKING MOTIVATION IN LEARNING ENGLISH Umar Umar; Suparman Suparman
Premise: Journal of English Education and Applied Linguistics Vol 7, No 1 (2018): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v7i1.1330

Abstract

This research aimed to find out The Contributions of Tourism Industry toward Students’ Speaking Motivation in Learning English on Students who live around Tourism Object. The participants of this research proposal is the students who live around tourism object (case study at Kencana Beach Cottages in Labuhan Badas Sumbawa Besar). The present study used mixed method. It contain to be examined in relation to quantitative and qualitative methods of data collection and analysis. The instrument used in collecting data was questionnaire, speaking test and observation.  Questionnaire and speaking test used descriptive statistics of frequencies and percentages. It was analyzed by using SPSS Program.Observation was analyzed by using qualitative method. Based on the data analysis technique above, it was found out the the contributions oftourism industry toward students’ speaking motivation in learning English and to know how the contribution of tourism industry toward students’ speaking motivation in English.
LEARNING STYLE IN LEARNING PRONUNCIATION OF EFL LEARNER Yasmika Baihaqi; Bambang Eko Siagiyanto; Rahmad Adhi Pamungkas
Premise: Journal of English Education and Applied Linguistics Vol 10, No 1 (2021): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v10i1.3030

Abstract

The people usually ignore pronunciation when speaking, telling something, discussing, singing, etc. The focus of this research is to explore the learning style of an EFL learner named Kharis  Fikril Muhorobin in practicing pronunciation. The design of this research is a case study in the form of qualitative research design. The objective of this research is finding the learning style of an EFL learner. This research was conducted on campus and in the informant's boarding house. The data were collected by using triangulation involving observation, interview, and documentation. The analysis of the data was conducted using descriptive analysis. The result shows that  the informant focused on British pronunciation. Based on the result of data analysis, it is found that there are three strategies applied by an informant in practicing British pronunciation. Those strategies are listening and practicing English songs, watching, and listening to English movies,   and reading out loud English books
THE IMPLEMENTATION OF PEER FEEDBACK STRATEGY FOR WRITING INSTRUCTION AT THE FIRST SEMESTER OF WRITING 1 CLASS AT MUHAMMADIYAH UNIVERSITY OF METRO Lilis Sholihah
Premise: Journal of English Education and Applied Linguistics Vol 4, No 1 (2015): Premise Journal:e-ISSN:2442-482x, p-ISSN:2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v4i1.280

Abstract

ABSTRACTPeer feedback is one alternative strategy that can be used by the teacher/lecturer when conducting teaching writing. The procedure of the strategy enables the students to work cooperatively in a group/peer. The students can give comments on their classmates’writing for better quality writing. They also can learn how to revise their own text based on comments from peers. Peer feedback can be one solution to minimize the errors made by the students in their writing. The implementation of peer feedback in the classroom offers beneficial effects for the students either as the writers or as the readers. This method is appropriate design in improving the students writing ability.   
THE COMPARATIVE STUDY OF USING NUMBER HEAD TOGETHER (NHT) AND COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) TOWARD STUDENTS’ READING ABILITY Cahya, Pramudita Dewi; Sholihah, Lilis
Premise: Journal of English Education and Applied Linguistics Vol 6, No 2 (2017): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO ( MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v6i2.1014

Abstract

Reading is one of the four language skills that has important role for the students. Every students must have good achievement in reading. That is the reason why the reading ability should be built as early as possible. The research was proposed to know the distinction between students reading ability instructed by NHT and CIRC at the ninth grade of SMPN 1 Melinting to know which one more effective between NHT and CIRC. This design is quantitative research and the researcher give pre-test and post-test to the students. The researcher used cluster random sampling with the population of the students about 117 students. From the four classes in ninth grade, the researcher took two classes as the samples. The samples are 9.1 as Experimental class and 9.2 as the control class. Based on the result of research, there is distinction between NHT and CIRC. And the last result show that NHT is more effective than CIRC toward  reading ability in report Text  in SMP N 1 Melinting.
THE INFLUENCE OF USING THINK PAIR SHARE AND PAIRS CHECK TEHNIQUE TOWARD STUDENTS’ WRITING ABILITY IN RECOUNT TEXT AT THE STUDENTS OF SMP N 2 PEKALONGAN ACADEMIC YEAR 2013/2014 Lia Aris Tantya; Syaifudin Latif Darmawan
Premise: Journal of English Education and Applied Linguistics Vol 3, No 2 (2014): Premise Journal: p-ISSN: 2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v3i2.711

Abstract

Abstract: The objective of this research are to find out whether, the result of students’ score by using Think Pair Share Technique maximal, the result of students’ score by using Pairs Check Technique maximal and students’ score of Writing Ability in Recount Text, how far the result of Influence of  Using Think Pair Share and Pairs Check Tehnique toward Students Writing Ability in Recount Text. This research is Quantitative research. Research design that will be used in this research is true experimental design. The population of this research is the students’ of SMP N 2 Pekalongan in 2013/2014 that consist of 603 students. The sample is 60 students. As the sample, 30 as experimental class and 30 as  control class. In taking sample, the researcher used the cluster random sampling. The data collecting tehniques the researcher used are try-out, pre-test, treatment and post-test. The data analyzing tehniques, the researcher used normality test, homogenity test and hypothesis test. The differences of both the tehnique are TPS Tehnique can make students enjoy and fun in learning process because it is adopted by Share and can make students be active in learning. Based on the data analysis, the researcher uses t-test formula. The researcher got the result of tobserved = 2.78 and ttable is 2.00. it means that tobserved > ttable. And the criterion of ttest is Ha accepted if tobserved > ttable . So, there is differences between using TPS and Pairs Check tehnique toward students’ writing ability in recount text at the students of SMP N 2 Pekalongan in academic year 2013/2014.
TEACHER’S COGNITIVE AND AFFECTIVE VERSUS TEACHERS’ WRITING ASSESSMENT Endang Mastuti Rahayu; Endah Yulia Rahayu
Premise: Journal of English Education and Applied Linguistics Vol 8, No 1 (2019): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v8i1.1936

Abstract

Many English teachers are not confident when they are required to examine their students essay although they have sufficient education and experience in assessing their students’ written works. Therefore, they need to be trained over a short period to rate their students’ writing.  They are also required to improve their knowledge or cognitive in order to literate ESL writing assessment to focus their students on learning to write and to edit their writing. Their affective or attitude to the feedback of writing assessment for writing instruction, the importance of writing assessment, the competence to administer the assessment, time-consuming writing assessment, the confidence of good writing instructor affect their quality in writing assessment. Therefore, in real practice of assessing writing, experienced teachers mostly plan and do their assessment based on what they believe about the assessment. Thus, successful assessing students’ writing does not only constitute the major portion of second language writing teachers’ workloads but also quantifies teachers affective factors. In addition, in administering assessments, teachers as raters need to care their students' and their own affectiveness, so students will value what they learn and teachers will pay attention more to their students’ learning. 
USING QUESTION GENERATING TECHNIQUE IN TEACHING READING COMPREHENSION FOR THE THIRD SEMESTER STUDENTS AT ENGLISH STUDY PROGRAM OF MUHAMMADIYAH UNIVERSITY OF BENGKULU Washlurachim Safitri
Premise: Journal of English Education and Applied Linguistics Vol 5, No 1 (2016): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v5i1.417

Abstract

The objective of this research was to find out Using Question Generating Technique Toward Students Reading Comprehension At The Third Semester Students At English Study Program Of Muhammadiyah University Of Bengkulu. The design of this research was Quasi experimental research. The subject of this research is students at the third semester of English study program. They were A class  that consist of 20 students and D class that consist of 20 students. In collecting data, the researcher used some steps; firstly the students were given a pre-test before the researcher applied Question Generating Technique. Then, the researcher did the treatment for three meetings to the experimental class, after that the researcher did post test to both classes. The last, the researcher analyzed the result of reading test by using criteria for the assessment. The final step was the researcher discussed and concluded the data. The result of this research showed that the tobt was  4,880. Whereas, the degree of freedom of post-test is 68, means that the ttable was 2.021. Based on the scores gained, it shows that tobt is higher than ttable (9,911>4,880). There is a significant difference between the post-test mean of the experimental and control class. The result also showed that the students’ comprehension in reading was significantly. In conclusion, the Question Generating Technique had been successfully gave positive effect to the students’ reading comprehension particularly in reading subject in English study program of University Muhammadiyah of Bengkulu. 

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