PREMISE: Journal of English Education and Applied Linguistics
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
Articles
396 Documents
<![CDATA[Students’ Morphological Errors in Writing Recount Text at Muhammadiyah University of Metro ]]>
<![CDATA[Fitri Palupi Kusumawati]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 4, No 1 (2015): Premise Journal:e-ISSN:2442-482x, p-ISSN:2089-3345 ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO) ]]>
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DOI: 10.24127/pj.v4i1.285
<![CDATA[The objectives of this research are to find out the kinds of students’ morphological error in writing recount text and to find out the difficulties faced by the student in writing recount text. This research is a descriptive qualitative. It means this study focused to describe and analyze the students’ error. Based on the result that mentioned previously, the researcher found that the number of students’ omission and misformation errors are high. The highest students’ errors made in misformation are about 51, 19 %. Most of the students used wrong form of morphological in their writing. The second is the students errors made in omission are around 32, 74 %.The students not adding bound morpheme, they omit the necessary item in their sentences. The third, the students made errors in addition and misordering are about 13, 69 % and 2, 38 %. The students add unnecessary item and put incorrect placement of morpheme in their writing. On the other hand, according to table 4.2 the researcher conclude that the number of error is five or 31, 25 % students made error in global error and 11or 68, 75 % students made in local error. Key Words: Morphological errors, students’ writing]]>
<![CDATA[THE COMPARISSON OF SPEAKING ABILITY USING PAIR DISCUSSION OF COOPERATIVE LEARNING AND REPETITION DRILL OF AUDIO LINGUAL METHOD AT DIFFERENT SELF-CONFIDENCES STUDENTS OF SMAN 1 RUMBIA ACADEMIC YEAR 2012/2013 ]]>
<![CDATA[Tukir Wianto]]>;
<![CDATA[Fachrudin Latif]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 2, No 1 (2013): Premise Journal: p-ISSN: 2089-3345 ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO) ]]>
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DOI: 10.24127/pj.v2i1.1089
<![CDATA[This undergraduate thesis carries on as experimental study toward speaking ability at different self confidences. Since speaking needs correctness of pronunciation, form of the sentences uses and understandable dialogue. Here the students are expected to be able to speak in English with pronouncing an English word and the form of sentences well also making a better dialogue with their friends. To build the students speaking ability they can learn by practicing and repeating the words and structure of a sentence. The students speaking ability is also influenced by these self confidence.The purpose of this research is to find out the comparison average scores by applying Pair Discussion and Repetition Drill Technique at different self confidence. By applying the two techniques, students are expected to be able to speak confidently, pronounce the English word and along with the form of the sentences well. in this research, there are two classes of students the eleventh grade of SMA N 1 Rumbia as a sample.The finding of the result proves from experiment class which taught by Pair Discussion Technique find that students are able to pronounce and to form the sentences well, since this technique focus on discussion in pair as their practice to form the sentences and to pronounce of English words. While in the control class students taught by Repetition Drill Technique find that they are able to pronounce the sentence, since this technique focus on drill and repetition students are able to imitate the pronounce directly. But, by applying both of them, the students who have high and low self confidence have different result of speaking. It means that by applying two methods students can develop their speaking ability although in the different result of speaking ability.After conducting the research the researcher find that both Pair Discussion and Repetition Drill Technique are good to be applied for students in different self confidence, especially to develop the students’ speaking ability. The researcher expects to the English teachers have to be creative in conducting teaching learning technique so that students can interest in studying. ]]>
<![CDATA[DEVELOPING EVALUATION INSTRUMENT OF READING FOUR TEST FOR UNIVERSITY STUDENT ]]>
<![CDATA[Refai Refai]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 3, No 2 (2014): Premise Journal: p-ISSN: 2089-3345 ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO) ]]>
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DOI: 10.24127/pj.v3i2.717
<![CDATA[Abstract: The objective of the study was to develop the evaluation Instrument of reading four test . The development of such instrument is a valuable effort to measure the students’ mastery of the reading skill and to improve the quality of the evaluation instrument which is produced by the teacher. Before the teacher develop the reading evaluation instrument, he had cultivated the previous test instrument to analyze the weakness and the strength of the implemented test instrument. After that, the teacher started to develop a prototype which has been modified by the teacher himself. Then, he administered the first try out to the English students of semester VII and collecting some inputs and critics of the modified reading test instrument after the students finished doing the test. The result of the test together with the students’ critics and inputs were used to rebuild the reading test intrument better. At last, the teacher has developed the evaluation instrument of reading test for students of semester VII in Muhammadiyah University of Metro.]]>
<![CDATA[ENGLISH AT HIGHER EDUCATION LEVEL: A NEED ANALYSIS ]]>
<![CDATA[Tantry Ajeng Parnawati]]>;
<![CDATA[Atik Ulinuha]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 8, No 2 (2019): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO) ]]>
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DOI: 10.24127/pj.v8i2.2296
<![CDATA[This study aimed to reveal students’ skills on each English language skill and find out what students need and want on English language learning at higher education level. To meet the aim of the study, a mixed-method approach was employed. The participants of this study were students who have enrolled in a General English course at the target University. Quantitative data was gained from an online questionnaire and Qualitative data was obtained from the interviews. The result of this study showed that students are more confident with their reading and writing skills than their speaking and listening skills. The finding also showed that they need to learn more about speaking skill. For the students’ need, English for supporting their job gained the highest percentage among the other choices. However, students also wanted to learn more on grammar. Therefore, an adjustment for English teaching material at higher education level at the target university needs to conduct]]>
<![CDATA[THE AUTHENTICITY OF ENGLISH LANGUAGE ASSESSMENT FOR THE TWELFTH GRADERS OF SMK(VOCATIONAL HIGH SCHOOL) NEGERI 4 SURAKARTA ]]>
<![CDATA[Nurul Hidayati]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 5, No 1 (2016): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO) ]]>
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DOI: 10.24127/pj.v5i1.429
<![CDATA[The new curriculum applied in Indonesia recommended the use of authentic assessment. This study deals with the authenticity of English assessment. This research aims at finding empirical facts about what type of assessments are used, describing the authenticity of the assessments, showing teachers’ understanding to the assessment system and identifying problems encountered in applying authentic assessment. The method used is qualitative research, and the data was collected by observation, interview and content analysis. The findings are firstly, the teacher used three types of assessment : (a) Formative Test covering affective-cognitive-psychomotoric aspects (b) Mid Term Test (c) Semester Test. Secondly, the Formative Test had high level of authenticity, while the Mid Term Test and Semester Test had low authenticity. Thirdly, the scoring system used was the Criterion Reference Test which refers to Minimum Mastery Criteria. (4) There were at least four problems in applying authentic assessment : (a) the teacher felt overburdened with too many assessment formats (b) the inconsistency in regulation cause confusion for teachers (c) insufficient learning facilities caused ineffectivity (d) insufficient IT system needed improvement. The school had been doing efforts to overcome the problems. ]]>
<![CDATA[THE COMPARISON OF USING STAD AND JIGSAW TECHNIQUE OF COOPERATIVE LEARNING METHOD TOWARD STUDENTS’ SPEAKING ABILITY OF SMP N 4 METRO ACADEMIC YEAR 2011/2012 ]]>
<![CDATA[Suko Suko]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 1, No 2 (2012): Premise Journal: p-ISSN: 2089-3345 ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO) ]]>
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DOI: 10.24127/pj.v1i2.1120
<![CDATA[Many techniques presented as a solution in this research to develop speaking ability, they are STAD and Jigsaw technique. In this research, the researcher uses the experiment design. The research is conducted at the eight levels of SMP N 4 Metro in the academic year 2011/ 2012. The researcher takes 46 students as the sample, 23 students are as experiment class and 23 students are as control class that taken based on cluster random sampling. After analyzing the data by using the formula of ttest, the researcher get the result of ttest is 3,95 and ttable is 2,69 (on criterion 1) and 2,01 (on criterion 2). It means that thit > ttable. And the criterion of ttest is Ha accepted if thit> ttable. So, There is significant difference between using STAD and Jigsaw technique toward students’ speaking ability for the eight grades students of SMPN 4 Metro and STAD technique is more effective than Jigsaw tecnique toward students’ speaking ability for the eight gradea students of SMPN 4 Metro.Cooperative Learning Method, STAD, Jigsaw and Students Speaking Ability]]>
<![CDATA[A Rat in a Maze: Analysis of Violation and Flouting Of Maxims in the Television Adaptation of Margaret Atwood’s The Handmaid’s Tale ]]>
<![CDATA[Vicente Mari Mangilaya II]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 9, No 2 (2020): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO) ]]>
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DOI: 10.24127/pj.v9i2.3038
<![CDATA[The influential work of H.P. Grice (1975) on Cooperative Principle has been extensively applied in both authentic and fictional contexts. Scholars in the field of pragmatics argued that non-observance of maxims lead into the creation of humor (Khosravizadeh and Sadehvandi, 2011; Jorfi and Dowlatabadi, 2015; Zeb, 2019; Kuang and Zhao, 2017) and character development (Pertiwi , 2013; Saradifa, 2020; Sembiring and Ghozalo, 2017). Built on this argument, the present study was conducted to confirm such claim by focusing on the instances of violating and flouting of maxims and the purpose it served in an intertwined context of reality and fiction in the television adaptation of Margaret Atwood’s The Handmaid’s Tale. Findings revealed that characters deliberately violated and flouted the maxims in order to avoid conflict and to also highlight information, which are deemed indispensable in building the narrative. This study also found instances of violation and flouting of maxims as a product of suppression of women characters that mirror gender inequalities in many parts of the globe. ]]>
<![CDATA[Integrating Local Culture to Promote Character Education In Teaching Writing ]]>
<![CDATA[Fenny Thresia]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 4, No 1 (2015): Premise Journal:e-ISSN:2442-482x, p-ISSN:2089-3345 ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO) ]]>
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DOI: 10.24127/pj.v4i1.276
<![CDATA[Abstract : Character education plays an important part because it is not only about moral and value education. It has a higher significance of moral education, because it not only teaches what is right and what is wrong. More than that character education inculcate the habit (habituation) about good things and wrong, can feel (affective domain) good value and used to do (behavioral domain). So the character education linked closely associated with persistent habits practiced or implemented. It is commonly believed that the practices of English language teaching always accompanied by the insertion of foreign cultural values which are not always in line with Indonesia cultural values. The aim of this study is to improve students’ writing skill through integrating local culture material. Therefore this study focuses on designing and evaluating teaching writing material for English department students of University Muhammadiyah Metro. The result of this study shows that students have big interest and motivation in writing a text based on their local culture. The students also get moral value and character building through the material. It influences the students’ character in their daily life. Students become more polite, honest, diligent and religious. Keywords: local culture, character education, writing.]]>
<![CDATA[THE HYPOTHETICAL ACTIVITIES OF TEACHER QUESTIONING IN PROMOTING EFL STUDENTS’ LEARNING ]]>
<![CDATA[Milawati - Milawati]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 6, No 2 (2017): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO) ]]>
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DOI: 10.24127/pj.v6i2.998
<![CDATA[This conceptual paper shares the idea of the hypothetical activities of teacher questioning roles in facilitating EFL students’ learning. Evidence is mounting that teacher questions can assist EFL students in various purposes in teaching learning process. The teacher tends to deliver a simple to complex level of question, in order the discussion can run smoothly. Despite this, a various of good questions will not guarantee that the interactive classroom will be created, the appropriate teacher roles in deploying question is a need.Teachers play different roles when they ask different questions, and these roles affect students’ learning. It can be developed by considering; the contents to be taught, the types of questions to be deployed, the role of teacher to be possed and the tasks chosen. The blueprint of the teacher questioning activities can be used in conducting effective classroom questioning.]]>
<![CDATA[THE EFFECTIVENESS OF CONTENT-BASED INSTRUCTION TO TEACH SPEAKING VIEWED FROM STUDENTS’ CREATIVITY ]]>
<![CDATA[Aisyah Sunarwan]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 3, No 1 (2014): Premise Journal: p-ISSN: 2089-3345 ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO) ]]>
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DOI: 10.24127/pj.v3i1.701
<![CDATA[The objectives of the research are to examine: (1) whether Content-Based Instruction is more effective than Audio-Lingual Method to teach speaking to the third semester students of STAIN Jurai Siwo Metro in the academic year of 2012/2013; (2) whether the students having high creativity have better speaking skill than those having low creativity; and (3) whether there is an interaction between teaching methods and students’ creativity in teaching speaking. The method in this research was experimental study. It was conducted at the third semester students of STAIN Jurai Siwo Metro in the academic year of 2012/2013. The sample of the research was two classes; C consists of 40 students as an experimental class and E consists of 40 students as a control class. The sampling technique used was cluster random sampling. Each class was divided into two groups (the students having high and low creativity). The techniques of collecting data were creativity test and speaking test that were tried out to know their readability. The data were analyzed by using Multifactor Analysis of Variance (ANOVA) test of 2 x 2 and Tukey test.The result of data analysis shows that: (1) Content-Based Instruction is more effective than Audio-Lingual Method to teach speaking (2) the students having high creativity have better speaking skill than the students having low creativity and (3) there is an interaction between teaching methods and students’ creativity in teaching speaking. Based on the finding, it can be concluded that Content-Based Instruction is an effective method to teach speaking.]]>
