cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dedi Turmudi
Contact Email
tdeditur@gmail.com
Phone
+6281385471415
Journal Mail Official
premise@ummetro.ac.id
Editorial Address
Jl. Ki Hajar Dewantara No. 116 Metro Timur Kota Metro, Lampung Indonesia 34111 Telp.(0725)42445-42454 Fax.(0725)42445
Location
Kota metro,
Lampung
INDONESIA
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
 13   14   15   16   17 
USING AUTHENTIC LISTENING MATERIALS IN EFL CLASSROOM: STUDENTS’ PERCEPTIONS IN INDONESIAN CONTEXT Refai Refai
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.v7i1.1291

Abstract

Instructing listening comprehension to EFL students need good plannings. Authentic listening materials as a strategic teaching media are best utilized by English instructors to facilitate the EFL students’ listening comprehension in classrooms and language laboratory. Applying authentic listening materials as teaching media in listening practice activites are challenged to bridge EFL students and not only enhancing their listening skill but also improving and developing their  knowledge of the real life, culture, and social affairs of English native speakers.The source of authentic listening materials applied in the subject class are mostly taken from youtube.com. A popular open source website which provide online videos. The aim of the study was to find out EFL students’ attitudes and perceptions when and after using the authentic videos in an EFL listening class. The participants of the study were the second semester EFL students of English Language Teaching department in Universitas Muhammadiyah Metro Indonesia. The data were gathered from a questionnaire and open interviews. It is found out that most of EFL students who were instructed by the authentic videos show positive attitudes and have good perceptions in utilizing youtube videos as one of the alternative authentic materials in comprehending English utterances.
EXAMINING TRANSLATION PROBLEMS IN INDONESIAN TOURISM BROCHURES: A CASE FROM GORONTALO Novriyanto Napu; Usman Pakaya
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.v10i1.3104

Abstract

 The purpose of this study is to examine the English translations of brochures published by the Tourist Board of Gorontalo Province Government in Indonesia. This quantitative study looked at tourism brochures, both in Indonesian and English, as the source of data. The data were analyzed by considering the frequency and percentage to assess the problems of the English translation used as promotional material. The results reveal that the most frequent problems were syntactic problems (61.54%), followed by semantic problems (26.37%) and miscellaneous problems (12.09%) respectively. This study is expected to contribute to the form of feedback and implications regarding the level of problems and effectiveness of the promotional material in English for future improvement. The results of this study can also be used to develop a model for the use of effective and persuasive English to improve the quality of tourism promotion material by the aforementioned party so that there will be an increased number of interest in foreign tourists visiting Gorontalo in the future. The implication in language learning especially in translator training is also considered.
Teaching English through Online Games for Junior High School Students Sastika Seli
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.v4i1.281

Abstract

Teaching language is an attractive activity both for the teacher and for the acceptor. They can interact together in this act. Teaching English is a challenge for the teachers to make the students interest in English because as we know English is not the first language for some countries in this world including Indonesia. There are various ways and ideas to teach English so that it can be fun and interest to be taught and to be learnt. But those ways and ideas also should be an up date method and also use a modern technology to be implemented. Along with the development of modern technology, the teachers should involve with it and make it as a part of English teaching tools. Two of the famous and sophisticated tools are computer and the internet. These things have a close relation to be urgent equipment for people. In this article, the writer wants to purpose the use of online games as a way to teach English for junior high school. Te article aims to give another teaching alternative in attracting the junior high school students to learn English in funny and enjoyable way. Through online games they do not only can play the various games but also indirectly they do the exercises of English skills.
RATERS’ BIAS, BACKGROUND AND PERCEPTION IN AWARDING SCORE OF WRITING PERFORMANCE Endah Yulia Rahayu
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.v6i2.1022

Abstract

Assessing writing performance commits bias due to interaction between raters and criteria because raters can score more consistently or harshly on  some criterions. Therefore I explored how the seven raters assessed three essays in order to seek their bias in their rating task, how their background effect (having teaching writing experience & length of teaching writing) their scoring, and how their perception understanding the scoring rubric. The instruments were three essays, analytical writing rubric, questionairres of raters’ background and perception. I applied Two-Way Anova, One-Way Anova and Hoyt’s Anova to measure the raters’ bias, background and perception in awarding score of writing performance. The raters’ scoring criteria of  Content, Organization and Vocabulay  (0.195, 0.511, 0.545 )  were respectively found bias. Based on the raters’ background of having experience of teaching writing, the scoring criteria of Mechanics was bias (0.026  0.050). But the length of teaching writing experience did not affect   the scoring criteria of Content, Organization, Vocabulary, Language Use and Mechanics, in term of no bias (0.705, 0.663, 0.171, 0.206, 0.090 ≥ 0.050). Based on the raters’ perception questionnaire, they were familiar with the instrument of writing rubric prior to this reseach and agreed that the rubric help them to discriminate among the different score level. They also considered that the rangefinders in the rubric were usefull tools to asign score, and the writing rubric measured some essential elements for effectively teaching and learning writing. They assumed  the rubric could be used as a professional development tool to support teaching and learning writing, and finally they  were confident in their ability to score using the rubric.
AN ANALYSIS OF GRAMMATICAL ERRORS IN SPEECH AT THE STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM OF MUHAMMADIYAH UNIVERSITY OF METRO ACADEMIC YEAR 2013/2014 Septian Dwi Sondiana; Sudirman - -
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.v3i2.710

Abstract

The objectives of the research are to find out the types of grammatical errors in English students’ speech; to find out the percentage of grammatical errors in English students’ speech; to find out the factors influencing English students’ grammatical errors in their speech. Based on the data, the students have problem in producing verb group, errors in subject-verb agreement, errors in the use of articles, errors in the use of prepositions, errors in noun pluralization, errors in the use of pronouns, and errors in the use of conjunctions. It shows that Anisa made eleven sentences in 2 minutes 28 seconds. She made eight errors. Dewi made seven sentences in 1 minutes 57 seconds. She made five errors. Fatika made sixteen sentences in 4 minutes 14 seconds. She made eight errors. Fitri made sixteen sentences in 4 minutes 23 seconds. She made seven errors. Ibnu  made  ten sentences in 2 minutes 18 seconds. He made eight errors. Linda made fiveteen sentences in 3 minutes 7 seconds. She made eight errors. Musli made fourteen sentences in 2 minutes 39 seconds. She made six errors. Nyoman made twelve sentences in 3 minutes 43 seconds. He made nine errors. Pera made ten sentences in 2 minutes 23 seconds. She made seven errors. Sri made fourteen sentences in 6 minutes 34 seconds. She made eleven errors. And about the percentages of errors, here is the data; Anisa: 72,73% of errors; Dewi: 71,4% of errors; Fatika: 50% of errors; Fitri: 43,75% of errors; Ibnu: 80% of errors; Linda: 53,3% of errors; Musli: 42,8% of errors; Nyoman: 75% of errors; Pera: 70% of errors; Sri: 78,57% of errors. Based on interview, it shows it can be concluded the factors influence of English students’ grammatical errors in their speech when their speak using grammar rule. The internal factors are; The first, the students are still difficult to make feeling, for example; confident, feel scary, when they are speaking in public. The second, the students are not mastered in their skills. The third, the students are not have many vocabulay, so they can not express their idea to speak. The forth, the students are still think that grammar are not important to speak. For the external factors are; the first, the student  can not express their speaking because of their environment or comunity. The second, the teaching-learning process.
WHAT IS SO SCARY ABOUT LEARNING ENGLISH? INVESTIGATING LANGUAGE ANXIETY AMONG FILIPINO COLLEGE STUDENTS Al Ryanne Gabonada Gatcho; BONJOVI HASSAN HAJAN
Premise: Journal of English Education and Applied Linguistics Vol 8, No 2 (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.v8i2.2221

Abstract

Learning English as a foreign/second language is never a straightforward process. Several constraints may come along the way that tend to hinder students’ learning. Studies have shown that the successes and failures of L2 learners in an English language classroom are dependent upon various psychological and social factors including anxiety. This study examined the English language learning anxiety of Filipino college students. The Foreign Language Classroom Anxiety survey adapted from Horwitz, Horwitz and Cope (1986) was administered to a group of 150 students randomly selected from 5 programs at a private university in the Philippines to identify students’ anxiety level in terms of fear of negative evaluation, communication apprehension, fear of test, and anxiety of English class and to determine which factor is most probable to cause anxiety among them.. The results indicated that the students expressed different levels of anxiety among the four factors as majority provided answers ranging from neutral to strongly agree. However, it was discovered that fear of negative evaluation and communication apprehension were the most probable to cause anxiety among them. The study offers practical implications as to how L2 teachers can help students overcome their English anxiety and thus be successful in the learning of the target language.
LANGUAGE CHANGE AND DEVELOPMENT: HISTORICAL LINGUISTICS Trisna Dinillah Harya
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.v5i1.418

Abstract

Language can change and develop by itself slowly. Language can change and development because of adaptation of development and pattern change and system of society life, such as level of education, social, culture and technology mastery. Language change and development can occur internally and externally. In this article the changes internally and language development will be reviewed by looking through the study of historical change and development language based on the history of its development. While changes in external and development will be explored through the study of Sociolinguistics by examining and looking at changes and developments that language is influenced by socio-cultural factors that occur in society. Changes internally initially occurred in the behavior of speakers in their everyday lives to adjust to each other, and followed by a tendency to innovate in groups of people who are already familiar, then followed by other changes in sequence, which ultimately makes a language different each other, although originally derived from a single language family. Changes in the external language change and language development is caused by the contact of a language with other languages, where humans as social beings who have been cultured either interconnected or inter-ethnic nations in the world in a country.
THE CONTRIBUTION OF STUDENTS TEAM ACHIEVEMENT DIVISION (STAD) AND MOTIVATION TOWARDS WRITING (THE STUDENTS OF ENGINERING FACULTY MUHAMMADIYAH UNIVERISTY OF METRO) Fenny Thresia
Premise: Journal of English Education and Applied Linguistics Vol 1, No 2 (2012): 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.v1i2.1116

Abstract

The purpose of the present study is to explore the positive effects of Student Teams Achievement Division (STAD) on other important factors such as students’ motivation. STAD was used with thirty second-grade students and was compared to thirty second-grade students who worked in groups lacking the key components of STAD. Both groups completed pretest and posttest and responded in motivational questionnaire which measured changes in exposure to writing skill in English. The findings showed that (1) there was a significant progress within each group, (2) there was also significant mean difference between the experimental and control group with the contribution of the STAD  approach to students’ motivation and to writing achievement.  
THE USE OF DOUBLE MATCH PICTURE MEDIA FOR TEACHING READING COMPREHENSION Diyah Dwi Agustina
Premise: Journal of English Education and Applied Linguistics Vol 7, No 2 (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.v7i2.1570

Abstract

This Classroom Action Research is intended to improve the students’ reading comprehension mastery and learning motivation of the eight grade SMPN 1 Purbolinggo. The participant of the research is  the class VIIIA of SMPN 1 Purbolinggo, East Lampung. They consisted of 30 students. This research uses Kemmis and Taggart’s model; planning, action, observation and reflection of the result. Meanwhile, this research employs the triangulation method (observation, interview, and test) to collect the data. After the data are gathered, they are analyzed and interpreted by using data reduction, categorization and synthesis. The findings were formulated as follow: (1) the implementation used more varieties media in presenting the materials using double match picture. Most of the students become more active in learning process; (2) the improvement of students’ reading comprehension could be seen from the test, the mean score improved from 68 in cycle 1 become 73 in cycle 2. Then, in cycle 3 the score is 81 or all of the students pass the minimum passing grade; (3) there is improvement in the students learning motivation and interest. It could be seen from the observation result, questionnaire and interview. After the implementation, most of the students become interested and motivated in reading during teaching and learning process.
INTEGRATING LOCAL CULTURE TO PROMOTE CHARACTER EDUCATION IN TEACHING WRITING Fenny Thresia
Premise: Journal of English Education and Applied Linguistics Vol 4, No 2 (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.v4i2.303

Abstract

Abstract :Character educationplays an important partbecause it isnot onlyabout moralandvalueeducation. It has ahighersignificanceofmoraleducation, because itnot onlyteacheswhat is rightand what iswrong. More than thatcharacter educationinculcate the habit(habituation) aboutgood thingsandwrong, canfeel(affective domain) good valueandused to do(behaviouraldomain).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.

Page 15 of 40 | Total Record : 396

 13   14   15   16   17 

Filter by Year

2012 2025


Reset
Filter By Issues
All Issue Vol 14, No 3 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 14, No 2 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 14, No 1 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 13, No 2 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 13, No 1 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 12, No 3 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 12, No 2 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 12, No 1 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 11, No 3 (2022): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 11, No 2 (2022): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 11, No 1 (2022): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 10, No 2 (2021): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 10, No 1 (2021): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 9, No 2 (2020): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 9, No 1 (2020): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 8, No 2 (2019): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 8, No 1 (2019): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 7, No 2 (2018): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 7, No 1 (2018): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 6, No 2 (2017): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 6, No 1 (2017): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 5, No 2 (2016): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 5, No 1 (2016): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 4, No 2 (2015): Premise Journal:e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 4, No 1 (2015): Premise Journal:e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 3, No 2 (2014): Premise Journal: p-ISSN: 2089-3345 Vol 3, No 1 (2014): Premise Journal: p-ISSN: 2089-3345 Vol 2, No 2 (2013): Premise Journal: p-ISSN: 2089-3345 Vol 2, No 1 (2013): Premise Journal: p-ISSN: 2089-3345 Vol 1, No 2 (2012): Premise Journal: p-ISSN: 2089-3345 Vol 1, No 1 (2012): Premise Journal: p-ISSN: 2089-3345 More Issue