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[THE INFLUENCE OF USING NHT TECHNIQUE TOWARD STUDENTS’ READING COMPREHENSION AT THE TENTH GRADE OF SMA NEGERI 1 BATANGHARI ACADEMIC YEAR 2014/2015 ]]>
<![CDATA[Syaifudin Latif Darmawan]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 4, No 2 (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.v4i2.293
<![CDATA[Abstract: The objective of the research is to know whether there is influence of using Number Head Together technique toward students’ reading comprehension. The subjects of thisresearch are two classes consist of 26 students of class X1 as experimental group and 27 students of class X2 as control group. The design of this research is quasi experimental design. In collecting the data, the researchers use a test. The test consits of pre-test and post-test. To analyze data, the researcher uses ttestformula. The result of the research shows that tcount =3,81 and tdaf 2,70 (on criteria 1) and tdaf =2,02 (on criteria 2). So, the null hypothesis (Ho) is rejected and the alternative hypothesis (Ha) is accepted. It means that there is influence of using Number Head Together technique toward students’ reading comprehension at the tenth grade of SMA N 1 Batanghari Academic Year 2014/2015.Key words: Number Head Together Technique, Reading Comprehension.]]>
<![CDATA[AN ANALYSIS OF GIVING REINFORCEMENT BY TEACHER IN STUDENTS’ LEARNING ENGLISH MOTIVATION OF SMP MUHAMMADIYAH IWAY JEPARA ACADEMIC YEAR 2012/2013 ]]>
<![CDATA[Dewi, Hesti Tusiana]]>
<![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.v2i1.1095
<![CDATA[This undergraduate thesis analyzes about giving reinforcement by teacher to motivate students in learning English. Language learning is not a set of easy steps that can be programmed in a quick do-it-yourself kit. People achieve fluency in a foreign language solely within the activity in the classroom. Process in the classroom become the important part to transfer knowledge so the result of the learning process will be maximal. Reinforcement is one of the important steps in learning, can be functioned to motivate students in learning process.There are three problems of this study, (1) Does teacher give reinforcement to motivate the students in learning English ? (2) What is the effect of reinforcement toward the students’ motivation in learning English? (3) What factors cause the unmotivated students in learning English? This research is designed as a qualitative research and conducted in odd semester at the Eight B grade of SMP Muhammadiyah I Way Jepara East Lampung Academic Year 2012/2013. As a source of data, the writer utilized two instruments to get the data by using observation and questionnaires. The analysis of the data used comparative method enclose reduction the data, categorization and synthesizing the data.The result of this analysis are (1) the teacher have given reinforcement in learning English, it can be proven by seeing percentage of the analysis result that 75 % teacher often use reinforcement in learning English and 25 % teacher rare use some activities that indicated the teacher have given reinforcement in learning English.(2) the students are motivated after getting reinforcement in Learning English. (3) some activities that cause students are unmotivated in Learning English.By studying and analyzing giving reinforcement in learning English, the writer expects an English teacher should give reinforcement in all learning process especially learning English and should avoid some factors that cause the students are unmotivated in learning English because by giving reinforcement in learning the students are motivated in learning English. It means that giving reinforcement by teacher can motivate students in learning English. ]]>
<![CDATA[COMPARATIVE STUDY ON READING COMPREHENSION BETWEEN STUDENTS OF JUNIOR HIGH SCHOOLS IN CITY AND RURAL AREA ]]>
<![CDATA[Lilis - Sholihah]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 2, No 2 (2013): Premise Journal: p-ISSN: 2089-3345 ]]>
Publisher : <![CDATA[UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO) ]]>
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DOI: 10.24127/pj.v2i2.690
<![CDATA[This study is aimed to: (1) find out the differences on reading comprehension between students of junior high school in city and rural area, (2) to find out factors that causes differences on reading comprehension between students in city and rural area. This resarch was carried out in SMPN 1 Serang, SMPN 1 Cilegon, SMPN 1 Picung and SMPN 1 Banjarsari. The method used was quantitative method in the form of comparative study. The writer used Ex Post Facto Design in this research. The population of the research was all the third year students of those four schools. The sampling technique was purposive sampling. The writer took 80 students for the sample. The instruments for collecting data were questionnaire, interview, test and also unstructured observation. The technique used to analyze data was T-Test separated variance and polled variance. The result of the study showed that there was a significant difference of students reading comprehension between students in city and rural area. It can be seen from the result of the test. Based on questionnaire which were given to the students and interview for the teacher, the researcher could find out the factors that cause differences on reading comprehension between students in city and rural area, such as the students’ interest, motivation of students, teaching methodology, reading material, vocabulary mastery, and culture.]]>
<![CDATA[SPEAKING CHALLENGES THAT ENCOUNTER 2ND AND 3RD YEAR EFL UNIVERSITY STUDENTS ]]>
<![CDATA[Feras Saleh A Al-Esaifer]]>;
<![CDATA[Hisham Mohammed A. Alshareef]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 7, No 1 (2018): 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.v7i1.1339
<![CDATA[This research investigated the common problems and difficulties that face 2nd and 3rd year undergraduate students in developing their speaking skills. The qualitative approaches (interview and observation) were used as methods of collecting data of this study. Four classes were involved in the classroom observation, twenty students from this cohort and four teachers were interviewed. Some of the difficulties which were introduced in this study were related to the poor classroom conditions and methods that teachers employ in teaching speaking skills. Some other difficulties were related to pronunciation, including adding extra vowels and intonation and stress. Furthermore, there were other difficulties regarding the lack of vocabulary, which lead the students to avoid practicing their problems, have been provided in this study. The findings of this study are important as they represent the most influential factors which appear to be responsible for the problems of developing 2nd and 3rd year under- graduate students speaking skills. Recognition of the problems outlined in the first step of this study in order to supply appropriate solutions for overcoming these difficulties. In addition, these findings draw attention towards the importance of helping both the foreign language teachers and students to change their perspective about teaching and learning English speaking skills.]]>
<![CDATA[REPOSITIONING CULTURE IN TEACHING TARGET LANGUAGE: LOCAL CULTURE OR TARGET CULTURE? ]]>
<![CDATA[Hieronimus Canggung Darong]]>;
<![CDATA[Sebastianus Menggo]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 10, No 2 (2021): 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.v10i2.4106
<![CDATA[The role of culture in teaching target language is undeniable. This article belongs to a literature review. As such, it deals with the reviews of culture integration in English Language Teaching. The article provides the conflicting findings of teaching target language with local culture or target culture along with the reasonable reasons for each. The writers adopt the systematic way of doing literature review consisting of four steps namely designing the review, conducting the review, analyzing, and writing the review. Drawing from the review of the progress reports in the field, the writer recommends an intermediary for prospective English Language Teaching accommodating both local and target culture in question. Recommendations for future research studies are highlighted at the end.]]>
<![CDATA[ACTION RESEARCH ON USING SHORT STORIES TO BOOST EFL LEARNERS’ PERFORMANCE: A SYSTEMATIC REVIEW ]]>
<![CDATA[Parlindungan Pardede]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 10, No 2 (2021): 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.v10i2.3620
<![CDATA[Various conceptual and empirical research has revealed that short stories are effective learning tools teachers can use to boost English as a foreign language (EFL) learning performances. However, most EFL teachers are still find using short stories in EFL classrooms challenging. To solve the problem, conducting action research on using short stories in EFL teaching seems to be the best option. This study aims at reviewing action research on using short story use to increase EFL students’ learning achievement. Employing four inclusion and three exclusion criteria, 12 action research articles indexed in Google Scholar and published in 2011-2020 were selected. Data were analyzed using the constant comparative method. The results showed that the use of short stories employing the Before-During-After reading strategy, language-based model, and literature as content model managed to attain the intended outcomes in 2 to 3 cycles. This review is ended by highlighting some research gaps for future action research and future review as well. ]]>
<![CDATA[E-MODULE BASED PROJECT LEARNING FOR TEACHING SPEAKING ]]>
<![CDATA[Diyah Dwi Agustina]]>;
<![CDATA[Ahmad Efendi]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 10, No 2 (2021): 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.v10i2.4244
<![CDATA[In this digital era, e-module becomes a great help in accessing knowledge combined with the good method application. This study is intended to develop an e-Module design based on Project Learning in the Speaking for General Communication course. This e-Module Project Based Learning is designed with the purpose of creating effective and efficient learning. The subjects of this study were students in 2nd semester of the English Education study program. The kinds of this research are a Research and Development (R&D) research and the method used is ADDIE development method (Analysis, Design, Development, Implementation and Evaluation). The stages in this study are the needs analysis stage, the e-module planning and design stage, the e-module development stage, the e-module implementation stage and the evaluation and revision stage of the module. The research used descriptive qualitative and quantitative descriptive methods. Through the project designed in the e-module, it is hoped that it will increase student creativity and increase student activity in speaking. Furthermore, students' speaking skills can be improved.]]>
<![CDATA[EMBRACING NEW NORMAL: COPING WITH COURSE LEARNING OUTCOMES AMID COVID-19 PANDEMIC ]]>
<![CDATA[Lina Septianasari]]>;
<![CDATA[Irma Wahyuni]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 10, No 2 (2021): 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.v10i2.4117
<![CDATA[This paper aims to throw light on the students’ perception of emergency remote learning and their assessments in completing the Course Learning Outcomes (CLOs). The methods used in this study were statistical quantitative and descriptive qualitative methods. The data were collected by spreading questionnaires to the participants, having an unstructured interview, and taking the secondary data from the classroom teachers. LISREL software was used to analyze the quantitative data and descriptive interpretation was also done to analyze the qualitative data. The finding showed that most students had moderate to positive learning engagement, motivation, and self-efficacy in which affected their CLOs. The students who failed to pass the CLOs were those who faced more challenges in joining the virtual class. In short, students’ ability to cope with emergency remote learning has significant impacts on their CLOs’ assessments.]]>
<![CDATA[THE USE OF DISCORD APPLICATION IN VIRTUAL ENGLISH LEARNING: AN INVESTIGATION ON STUDENTS’ PERCEPTIONS ]]>
<![CDATA[Evi Isfiatul Jannah]]>;
<![CDATA[Daning Hentasmaka]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 10, No 2 (2021): 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.v10i2.4168
<![CDATA[Discord application, a voice and text chat platform usually used for games, social, class, or business groups, started to be used as one of the alternative media in virtual learning. A deeper investigation was conducted to get more information about students’ perception of virtual learning by using Discord application. This study implemented a qualitative research design, especially a case study. The data were collected from tertiary education students who were experienced in virtual English learning by using Discord by distributing an online questionnaire and doing interviews. Based on the results of data analysis, it was found that 89.72% of the students positively perceived the use of Discord application in virtual English learning. Some advantages of virtual learning by using Discord application found in the study were elaborated.]]>
<![CDATA[ADJECTIVE PHRASE CONSTRUCTION INDICATED IN STUDENTS DESCRIPTIVE TEXT: A CROSS SECTIONAL STUDY ON STUDENTS OF SMA NEGERI 1 MATAULI PANDAN TAPANULI TENGAH ]]>
<![CDATA[Erma Hermawar]]>;
<![CDATA[Rahmat Husein]]>;
<![CDATA[Audi Yundayani]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 10, No 2 (2021): 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.v10i2.4129
<![CDATA[ This study investigates the types of interlanguage of adjective phrase construction that students made when writing English descriptive text. The errors function as a system and can be used to determine interlanguage. The researcher employed a cross-sectional design and used descriptive qualitative methods. The descriptive texts of the students were collected as primary data at the same time but different levels of proficiency. Thirty tenth-grade students from Matauli Senior High School in Central Tapanuli, North Sumatera, participated in the study. Error Analysis (EA) and Interlanguage theories were central to the data analysis (IL). The findings revealed that students' English production is still interlanguage because their writings contain a wide range of errors regarding adjective phrases. There are 113 errors in total. There are up to 70 items of omission errors (62%), 19 items of misformation errors (17%), 15 items of misordering errors (13%), and 9 items of addition errors (8%). Furthermore, four processes were identified as contributing to students' interlanguage in this study, with the student's native language having the greatest influence on their English production (Language transfer (71%), second language learning strategies (14%), false concepts hypothesized (9.7%), and overgeneralization (5.3%)). The findings also revealed that both interlingual and intralingual sources have caused errors in second language learning. It can be concluded that students' competence at each level is insufficient. Due to their system, they are on the interlanguage continuum, which has a structurally intermediate status between the native and target languages.]]>
