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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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DESIGNING SUPPLEMENTARY MATERIALS FOR TEACHING-LEARNING OF WRITING EXPLANATORY TEXT BASED ON A GENRE-BASED APPROACH Cornelia, Cornelia; Ikhsanudin, Ikhsanudin; Surmiyati, Surmiyati; Apriliaswati, Rahayu; Rezeki, Yanti Sri
Premise: Journal of English Education and Applied Linguistics Vol 12, No 1 (2023): 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.v12i1.6141

Abstract

Writing an explanatory text following the advanced contents in the textbook may be arduous for rural students. Territory differences remarkably denote that students' needs for topics in the explanatory text are also distinct. Therefore, the exposure topics must be by the students' conditions. This study aimed to design supplementary materials as an e-book based on the genre-based approach for students' learning of writing explanatory text with closely-related topics. The students were the eleventh graders of SMAN 01 Seponti at Kayong Utara regency. This study employed research and development (R&D) with the procedure of the ADDIE concept (Analyze, Design, Develop, Implement, Evaluate). The data collection employed instruments, field notes, interview protocol, documenting notes, and questionnaires. We collected the data through observation, interview, document analysis, and questionnaire distribution. The data were analyzed using fieldnote reflection, interview transcription, textbook analysis results, and the rating scale interpretation. The need analysis results show that the textbook used by the teacher to teach writing the explanatory text was not in line with the student's condition. After the e-book was entirely developed, the internal evaluation was inquired. It resulted in the 'very good' category for its general appearance, layout and design, methodology, activities, language skills, language content, topic content, teachability and flexibility, and assessment, with percentages of 93,33%, 93,33%, 93,33%, 86,67%, 93,33%, 93,33%, 93,33%, 86,67%, 80%, respectively. The study implies that the product is feasible, and this study may add insights for future research.
ASSESSING THE LEVEL OF THE STUDENTS’ READING COMPREHENSION ABILITIES AND ITS DIFFICULTIES Rahmah, Dita Aulia; Mistar, Junaidi
Premise: Journal of English Education and Applied Linguistics Vol 12, No 1 (2023): 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.v12i1.4895

Abstract

This study aimed to assess the student's reading comprehension level and the difficulties that the students faced in reading. The writer conducted this study at Senior High School 2 Pasuruan, especially the 11th-grade students in Language Programs. This study focused on the student's reading ability level and the difficulties that the students faced in reading. The writer used survey research designs in conducting this study. The participants of this study were 30 students. In collecting the data, the writer distributed closed-ended questionnaires, which consisted of 29 questions with a 4-point scale (always, sometimes, rarely, and never). The result showed that 47% of students faced many problems or difficulties understanding the reading text. While 37% of students sometimes found difficulties reading an English passage, 16% of the students who chose "rarely" indicated that the difficulty they faced was not challenging. In conclusion, it was found that many students still need help comprehending the text. The study implies that the influencing factors in reading must be addressed.  
STUDENTS AND TEACHERS’ PERCEPTIONS CONCERNING SMARTPHONE USAGE IN EFL LEARNING Pale, Erlinda Sonya; Luruk, Fransiska Densiana; Seran, Primus; Leda Leu, Aloysia Trivonia
Premise: Journal of English Education and Applied Linguistics Vol 12, No 2 (2023): 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.v12i2.6697

Abstract

The infancy of research on junior high school students and English teachers in the border areas concerning the implementation of smartphones in English learning triggered the researchers to conduct a study to deal with the phenomenon. Hence, a recent study was undertaken to acquire the following goals. 1) to identify the level of smartphone utilization as a medium of learning English at SMP Satap Sono and SMPN Napan. 2) to know the perception of the students and English teachers of SMP Satap Sono and SMPN Napan towards using smartphones as a medium for learning English. This study embraced 60 participants comprising 30 students from SMPN Napan and 30 from SMPN Sono, as well as 3 English teachers from the two schools. The research design applied was qualitative descriptive. To procure data, the researchers applied three instruments: questionnaires, interviews, and class observation. The researchers observed the learning process in which English teachers and students incorporated smartphones, distributed questionnaires to the students and the English teachers, and interviewed the students and the English teachers concerning the implementation of smartphones as a medium in English learning. Further, the data were scrutinized by a descriptive method. Research results signified that the level of using the smartphone in learning English for the students and English teachers in SMP Satap Sono and SMPN Napan was categorized as low. On the contrary, the English teachers and the students had positive perceptions of the application of smartphones to support English learning. Then, the current study could inform the English teachers at the two schools on how their students perceive the integration of smartphones. Henceforth, it is expected that the subsequent researchers could explore a variety of English learning applications to be applied by the students and teachers at the border area.
ONLINE PROJECT-BASED LEARNING IN COVID-19 PANDEMIC: EFL PRE-SERVICE TEACHER’ STORY Arwanto, Harun; Ni'mah, Ana Mufidatun
Premise: Journal of English Education and Applied Linguistics Vol 12, No 2 (2023): 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.v12i2.5680

Abstract

The study explored the experiences of a pre-service EFL teacher when participating in online project-based learning activities in critical listening class during the Covid-19 pandemic. The study aimed to investigate students' skills that can be developed through online project-based learning other than language skills and a female pre-service EFL teacher's perspectives on the benefits and challenges of using online project-based learning in English as a foreign language online class. The study employed a narrative inquiry model. The semi-structured interview and narrative frame were employed to collect the data. The result revealed that not only develop critical listening but such skills as technical skills in using technology for learning; self-learning; problem-solving; collaboration and communication with peers; critical and creative thinking; and time management outside the classroom can also be increased after joining online classes that implement project-based learning by using various learning platforms. In addition, implementing online project-based learning also provides several benefits and challenges for the participant
ACCURACY ORDER OF THE ACQUISITION OF THE ENGLISH ARTICLE SYSTEM: EVIDENCE FROM THE WRITTEN AND ORAL PRODUCTION OF UNDERGRADUATE ARAB EFL LEARNERS Muftah, Muneera
Premise: Journal of English Education and Applied Linguistics Vol 12, No 2 (2023): 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.v12i2.7502

Abstract

The present study investigates the accuracy order and underlying processes of acquiring English articles by 45 undergraduate Arab EFL learners drawn from three proficiency groups. The theoretical approach adopted here is Bickerton's (1981) semantic model that focuses on the features Specific Referent(SR) and Assumed Known to the Hearer (HK). The study aims to identify what the three measures, SOC (Supplied in Obligatory Contexts), TLU (Target-Like Use), and UOC (Used in Obligatory Contexts), reveal about the accuracy order of the acquisition of English articles in the written and oral production tasks. It also seeks to determine the semantic contexts in which the articles are overgeneralized and the most challenging context to acquire. The results show that the SOC measure reveals an accuracy order of a >the > and the >a >, whereas the TLU measure reveals an accuracy order of the>a> across the groups. In addition, the UOC measure reveals that goes through a flooding-then-trickling process, then experiences a U-shaped behavior highlighted by an overgeneralization stage, and follows the by undergoing a U-shaped development. Furthermore, the learners have difficulty distinguishing [HK] and [Countability]. The accuracy comparison in article use showed that [+SR, ?HK] and [?SR, +HK] were the most challenging contexts to acquire.
CORRELATION BETWEEN STUDENTS’ SELF-EFFICACY LEVEL AND THEIR SPEAKING ACHIEVEMENT Yuliantari, Shinta; Femilia, Praptika Septi
Premise: Journal of English Education and Applied Linguistics Vol 12, No 2 (2023): 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.v12i2.4836

Abstract

English Educational students should have good or even high speaking ability because they are English teacher candidates who are expected to be able to speak English very well. They will speak English a lot when they become teachers later. If they have a low speaking ability, there might be a misunderstanding and them and their students. This study aims to determine if there is a positive correlation between the self-efficacy of English students and their speaking skills. The research utilized a correlational examination plan to examine the students' self-efficacy. The study used the self-efficacy Questionnaire and the speaking test for the 6th-semester English students of UIN KHAS. The sample size was composed of 137 students and used the Slovin formula. The sample total in this research is 34 consisting of 7 males and 27 females. Instrument Instruments for this research are a speaking test and a questionnaire. The information was examined using Statistical Package for Social Sciences (SPSS) 16.0 program. Researchers utilized the Pearson product-moment correlation to discover the correlation result. The correlation result is r count = 0.848, and the significance value is ρ = 0.000. The r table for N = 34 is 0.329. Therefore, the r count is more than the r table (0.848 > 0.329), indicating a strong correlation. In addition, the significance value is less than 0.05 (0.000 < 0.05). Therefore, the null hypothesis (Ho) is rejected, and the alternative hypothesis (Ha) is accepted.   
DESIGNING VOCABULARY SCRAPBOOK USING CANVA FOR ELEMENTARY SCHOOL Kayyis, Rahmatika; Yuniarti, Fatma; Imaniar, Milu Arumi
Premise: Journal of English Education and Applied Linguistics Vol 12, No 2 (2023): 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.v12i2.7381

Abstract

The research aims to design a vocabulary scrapbook using Canva and determine whether the product is feasible and practical to teach vocabulary to elementary students. The type of research is R&D by Borg and Gall (2003). This research was conducted at SDN 1 Rejosari. The data collection instruments used were the Questionnaire, interview, and observation analyzed using qualitative and quantitative analysis. The results of media feasibility based on the assessment of media and material experts are categorized as excellent criteria, and the results of teacher and student responses after the tryout and implementation of the product. The media has been successfully designed and effectively used to support teaching vocabulary to elementary. This study also implies that Canva has contributed to the term, function, and benefit of creating the media for teaching English. A teacher is not only using Canva as the online media for teaching, but it can be a supplement to create a lot of media creation that supports the teaching and learning process offline in the classroom. It also gives insight into scrapbooks and other media that can be designed and developed using Canva.
INDONESIAN EFL POSTGRADUATE STUDENTS' PERCEPTION TOWARD ACCENT IN LISTENING COMPREHENSION Maharani, Reynita Adlina
Premise: Journal of English Education and Applied Linguistics Vol 12, No 2 (2023): 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.v12i2.6978

Abstract

Listening comprehension has been one of the most challenging proficiency for EFL learners in Indonesia, including for postgraduate students. In this research, the researcher aims to investigate postgraduate students perception of accents within listening comprehension. Furthermore, this research employed a mixed method and an online open-ended questionnaire as the instrument. 33 Indonesian participants who attended Indonesian and Indian universities were willing to join the research. Moreover, the Questionnaire consisted of 11 questions that needed to be answered by the participants. In addition, the researcher analyzed the data by chart and percentage to show the difference between the participants responses. The result revealed that 93.9% of postgraduate students were primarily familiar with the American accent rather than the British accent throughout their education. It is because most of the schools in Indonesia adopt an American accent for their English course.Furthermore, 87.9% of the participants used an American accent when speaking in English, and 63.6% sometimes had difficulty understanding Americans. Additionally, 66.7% of the participants stated that the speaker's speed was the significant problem they had in listening comprehension. However, all of the participants found that accent also had the utmost role in listening comprehension because the accent they listened to correlated to their understanding of vocabulary being spoken by the speaker in the listening comprehension audio. Thus, based on the research, Indonesian postgraduate students perceived accent as pivotal in listening comprehension. The speaker's accent on the listening comprehension audio determined how well they could do the listening comprehension test.
ELICITING LEARNERS’ MOTIVATION AND ENGAGEMENT IN ONLINE LEARNING: VOICES FROM GRAMMAR CLASS Marlina, Neni; Sulastri, Fera
Premise: Journal of English Education and Applied Linguistics Vol 12, No 2 (2023): 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.v12i2.5862

Abstract

The Covid-19 pandemic has affected educational institutions forcing them to switch from an offline to an online learning model. Since it is difficult for Indonesian students to adapt their learning methods, this circumstance has affected classroom life in various ways. This circumstance has also impacted the learners' motivation and involvement in learning. The purpose of this qualitative descriptive case study was to examine how learners' online learning experiences during the Covid-19 pandemic were perceived from the perspectives of their learning motivation and participation in grammar lessons, as these two factors significantly impact learners' success in their academic endeavors. The study employed a purposive sampling with 20 English education students who participated in grammar classes at a public university in Tasikmalaya, West Java, Indonesia. Data were collected using open questionnaires. Thematic analysis was used to analyze the data from the opened questionnaires. The thematic analysis revealed that learners encountered numerous difficulties and hindrances when learning grammar online, which affected their motivation and engagement. This result contributes for practitioners to find out the appropriate teaching strategies for online learning, especially in grammar classrooms.
EXPLORING CRITICAL THINKING ACTIVITIES IN LISTENING COMPREHENSION EXERCISES Sulistyani, Sulistyani; Khoiriyah, Khoiriyah; Wicaksono, Agung; Aji, Mahendra Puji Permana; Sardanto, Rino
Premise: Journal of English Education and Applied Linguistics Vol 12, No 2 (2023): 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.v12i2.7506

Abstract

This study identifies the critical thinking activities employed in listening comprehension exercises and the way the activities facilitate students' listening comprehension. The study employs content analysis to explore integrating critical thinking activities in listening comprehension exercises. The study involves the listening exercise source, namely a textbook entitled Real Listening and Speakingoye Three by Miles Craven. The result of the study shows that critical thinking activities include identifying the situation and the factors that may influence it, locating the basis for the research that is presented to understand the big picture, learning how to avoid personal biases, and "evaluate information objectively," using the knowledge to make logical inferences, and figuring out what information is the most important and relevant to the situation. Meanwhile, developing the practice of curiosity asking open-ended questions and following up on the answers is not found. The listening skills facilitated by these activities include finding general information, identifying the communicative purpose, finding specific information, and making a conclusion. This study significantly models English teachers to design listening comprehension exercises that promote students' listening comprehension and critical thinking skills.

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