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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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INDONESIAN ICT-BASED TEACHING OF ENGLISH-SPEAKING SKILL: A QUALITATIVE SYSTEMATIC REVIEW Effendy, Muhammad Burhanuddin; Taufik, Moh.
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.v12i2.5228

Abstract

The fact that technology is inevitable nowadays in education has shifted the traditional teaching method to modern. It offers teachers various accessible facilities to support English learning based on context and needs. This paper is objected to eliciting how the teaching of English-speaking skills is integrated with Information and Communication Technology in the Indonesian context. It employs a qualitative systematic review method that synthesizes the existing studies related to the topic involving its' procedures and how those procedures bring success to learners. It has six main steps; (1) topic formulation, (2) overall study design, (3) sampling, (4) data collection, (5) data analysis, and (6) data presentation. The findings provide some insights for education developers to design methods and activities for speaking. Moreover, future researchers are suggested to explore rarely discussed areas, including young learners and unpopular technologies related to English teaching. It is also found that Information and Communication Technology based teaching speaking in Indonesia has significantly developed through the years, especially as a learning material using video, movies, and podcasts.
STUDENTS' STRATEGIES TO OVERCOME ENGLISH SPEAKING ANXIETY Rizkiya, Ani; Pratolo, Bambang Widi
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.v12i2.7417

Abstract

Speaking anxiety appears detrimental to English learners since it can lead to negative self-perceptions, mental slowness, and poor performance. As a result, students cannot achieve a high degree of English competence, particularly fluency. English Education students at Universitas Ahmad Dahlan Yogyakarta experienced a fear of speaking because they find it challenging to communicate with lecturers and peers in English. This study investigates students' English-speaking anxiety levels, the factors that cause students' English-speaking anxiety, and the strategies the students use to overcome English-speaking anxiety. This qualitative study utilized questionnaires and interviews to answer the research questions and collect data. The questionnaire of 33 statements related to anxiety in speaking English; semi-structured interviews were used to collect the data for this study. Six students were interviewed, and 85 students in the third semester were respondents to the questionnaire, a random sample. This study found that 34 students had moderate anxiety levels, while the anxiety factors that influenced students were communication apprehension, test anxiety, and fear of negative evaluation. The students' strategies to reduce anxiety are preparation, positive thinking, relaxation, and peer seeking. Those strategies could reduce the students' English-speaking anxiety. The results of this study can be used as input for students who experience anxiety in speaking English and for English teachers to understand their students' anxiety better.
KILLING TWO BIRDS WITH A STONE: MERGING READING AND WRITING ACTIVITIES THROUGH BLACKOUT POETRY Sulastri, Fera; Sri, Melisa; Belkis, Salma Ayu
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.v12i2.7008

Abstract

This study investigates students' perceptions of writing online blackout poetry in an elective course called Children's Literature. A descriptive case study is purposively used to explore their perceptions of the advantages of writing online blackout poetry on their reading and writing skills and the obstacles in doing the activity. Fifty-one students of children's literature writing blackout poetries are the research participants. Close-ended and open-ended questionnaires were used for the data collection. Meanwhile, the data were analyzed thematically using the framework of Braun and Clarke (2006). The findings show that students have a positive perception of writing blackout poetry. They believe that the activity is challenging and promotes their creativity. Furthermore, it is regarded as a media that merges reading and writing activities. However, it is found that blackout poetry has limited word expression. Despite its weaknesses, this study implies that blackout poetry can promote creativity and reading and writing activities in the EFL context.
EFL TEACHERS AND STUDENTS’ VOICES ON EMERGENCY REMOTE TEACHING IN SPEAKING CLASS Riyani, Riyani; Febriani, R. Bunga; Faridah, Didih; Syafryadin, Syafryadin
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.v12i2.5950

Abstract

Adapting to the current condition of the COVID-19 pandemic has become crucial to keep teaching-learning going since the shift of traditional classes to emergency remote teaching. Meanwhile, teachers and students have difficulties implementing emergency remote teaching(ERT), especially in speaking classes. Thus, this present research aimed to explore the teachers' and students voices on emergency remote teaching in speaking classes to contribute to the previous related studies by employing a phenomenological study, as the research design, at a private university in Ciamis, Indonesia. The data were collected by distributing close-ended questionnaires and semi-structured interviews with 15 EFL students and 2 EFL teachers who have experienced emergency remote teaching in speaking class. The results of this study revealed that speaking class-based emergency remote teaching could be carried out interchangeably through synchronous and asynchronous platforms, namely Zoom Meeting; Google Meet; Google Classroom; and Video Recording, along with its benefits and drawbacks. Furthermore, the successful implementation of emergency remote teaching could not be separated from the solutions to overcome the problems and the school support in training teachers and students to implement emergency remote teaching and become well-trained in utilizing technology.
AN EXPLORATION OF STUDENTS ENGAGEMENT IN EFL ASYNCHRONOUS CLASS Emiliasari, Raynesa Noor; Nurhidayah, Yayah; Putri, Sopiah Jamaliah Supriadi
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.v12i2.5820

Abstract

Students' engagement is an ongoing concern for educators because of its positive association with deep learning, educational purpose, and educational outcomes. The purpose of this study is to reveal the students' engagement and to explore the factors of students' engagement in EFL asynchronous classes. This research was qualitative design with a case study approach. The participants of this study were 35 ten-grades students in one of the senior high schools in Majalengka. Survey and interviews were used to gain the data from the participants. The survey was conducted to 35 ten-graders which focused on their engagement during the asynchronous class as well as their reasons for being to or not engaging with the lessons. Meanwhile, factors that influenced their engagement in the asynchronous class were elaborated using the interview. The result showed that students gave positive responses in students engagement on cognitive and behavioral engagement, most of the students both high and middle achievers always follow the teacher's instructions and sometimes give opinions/ideas. The most prominent factors that influence student engagement is teacher factors, among them are interesting teaching method and teachers' characteristic This study suggests that teachers need a variety of methods in which to use online platforms and conduct more creative activities in order to get the best learning outcomes.Keywords: Asynchronous Learning, EFL Class, Student Engagement.
PROJECT-BASED LEARNING OF ELT STUDENTS ON ESSAY WRITING Maya Sari, Dina Merris; Prasetyo, Yudy; Riza, Muhammad Dicky
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.v12i2.5380

Abstract

Essay writing has always been an important skill for students. However, this skill could be more comfortable for them. Therefore, an effective technique is needed to help students to cope with the problem. Project-based learning (PjBL)is one of the learning models which can make learners interested and motivated in writing. The study employs expose-facto with mixed data types. This research investigated 23 English students activities, results, and their responses in essay writing using a PjBL model. We employed three instruments; observation, questionnaire, and test. Qualitative descriptive techniques analyzed the data. The results showed that (1) the implementation of the project-based learning model was classified as good and successful. It can be seen from the student's learning outcomes and the successful implementation of the steps that have been determined. (2) The students responses to the project-based learning model have been classified as positive since the students explained effective ways of learning essay writing. The students learning outcomes show better achievements in learning essay writing. Thus, learning essay writing can be concluded. It implies that implementing the PjBL model in ELT students yields good vibes in students learning activities.
PORTRAYING THE USE OF AUTHENTIC MATERIALS IN EFL READING CLASSES: A STUDY ON STUDENTS’ PERCEPTIONS Mayarega, Hevin; Rahmawati, Henny; Azami, Mochamad Imron
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.v12i2.7473

Abstract

Using authentic materials in EFL reading classes is essential as a medium to help students practice their reading skills. This study uses mixed methods to determine student perceptions, motivation, and anxiety when using authentic texts in EFL reading classes. The participants of this study were 19 students of a university in Malang in the third semester. The data collection instruments used include questionnaires and interviews. The results of this study indicate that students tend to give positive perceptions. Nevertheless, it is undeniable that some students give negative responses for several reasons. Positive responses indicate that students feel authentic texts have many benefits. In contrast, negative responses indicate that they cannot understand the contents of the reading and do not feel the benefits that can be obtained. The level of student motivation is also higher than student anxiety. Students feel motivated because they can improve their English skills, gain knowledge, and feel challenged. However, they also encounter difficulties that make them anxious when reading authentic texts. The reason is that they find many uncommon words, language, and sentence structures. For future researchers, doing more research on students and conducting more profound interviews is suggested so that the data obtained is more varied than the current one.
THE REFLECTION OF STUDENTS EFL CLASSROOMS ANXIETY IN UNDERGRADUATE PROGRAM Nirwana, Gusti Puspita; Rosayanti, Novinda; Mahrus, Miftahul
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.v12i2.7013

Abstract

Anxiety is one of the constraints affecting EFL learners in acquiring the target language of the communicative classroom contexts, especially for university students. Therefore, the research aims to shed light on the students' English foreign language classroom anxiety in undergraduate programs. The research employed a qualitative approach with a case study design. This research involved sixty-two students in an undergraduate program. Purposive sampling was applied in this research to select the participants. The instruments used in this study were questionnaires and semi-structured interviews. The Questionnaire adopted from Horwitz, Horwitz, and Cope (1986) consisted of 33 items. The result revealed that the average student's anxiety level was 114, categorized as anxious in the EFL classrooms. Another result showed that the students experienced some symptoms and phenomena based on the three subdimensions, indicating anxiety in EFL classrooms.
ANALYSIS ON STUDENTS' HOTS THROUGH EXTENSIVE READING IN ENGLISH DEPARTMENT OF UNIVERSITAS MUHAMMADIYAH PONOROGO Indriastuti, Niken Reti; Mustikawati, Diyah Atiek; Asiyah, Siti
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.v12i2.6140

Abstract

This research investigates students' higher-order thinking skills in the English Department of Universitas Muhammadiyah Ponorogo while learning reading through extensive reading (ER) approach. The class discussion in a chatting group (WhatsApp) was chosen since the learning process was conducted online; the data was chatting texts of class discussion when the intermediate and advanced reading class students presented their selected material. There were sixteen texts presented in the intermediate reading class. The texts could generate one hundred and six questions, one hundred and six answers, and twelve texts presented in the advanced class, creating seventy-seven questions and sixty-eight answers. The questions and answers were then analyzed based on the top three levels of Bloom's cognitive taxonomy. The results show that all questions could present their skill of higher thinking order. Meanwhile, most of the answers could reflect HOTS too, although there were few considered as LOTS (low-order thinking skill).
POLITENESS STRATEGIES OF ASSERTIVE ACTS BY INDONESIAN EFL LEARNERS IN CONVERSATION CLASS Hastuti, Diyah Murti; Wijayanto, Agus
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.v12i2.5431

Abstract

The basis of human communication is the ability to conduct smooth conversations. It is currently highly demanded for people to be able to conduct conversations through politeness. In L2 learning, this has induced linguists and language educators to develop methods for enhancing L2 learners ability to communicate appropriately in L2. This paper is part of a descriptive qualitative study investigating the types of politeness EFL learners use during English conversations. It mainly analyzed the politeness strategies used by L2 learners with instructors during EFL activities. The participants were elementary students and the instructor. Observation and recording were the ways to collect the data. The data analysis process was through the politeness theory by Brown and Levinson (1987). This study revealed three politeness strategies; the students frequently used negative and positive politeness strategies. Whereas bald on record strategy was rarely used. The implication of the study was to build the students' good character. In addition, it could be beneficial for applying pragmatic theory to the ELT process in a particular course.

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