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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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BIG BOOK: STUDENTS’ PERCEPTION OF ITS BENEFITS TO READING SKILL Cahyani, Chandrika Rahmania; Megawati, Fika
Premise: Journal of English Education and Applied Linguistics Vol 13, No 2 (2024): 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.v13i2.8922

Abstract

This research uncovers students' perceptions of the benefits of significant books on reading skills. A purposive descriptive case study was used to explore their perceptions of the benefits of big books on reading skills and the challenges in practicing the activity. Five elementary school students who read big books became participants in this research. To fill the gap, this research aimed to describe the benefits of big books on students' reading activities. An open-ended questionnaire was used for data collection. Data were collected through structured interviews and analyzed using Interpretative Phenomenological Analysis (IPA). The results showed that students positively perceived reading using big books. They argued that this technique stimulated and encouraged their creativity. However, it was found that big book has limited verbal representation and development of other skills. This research implies that big books can enhance creativity, are easy to use, and are not fixated on technology.
EFL STUDENTS’ PERCEPTIONS ON THE USE OF LIVEWORKSHEETS AS TEACHING AND LEARNING PLATFORM Alfiana, Nuraviah
Premise: Journal of English Education and Applied Linguistics Vol 12, No 3 (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.v12i3.8188

Abstract

 This study aims to provide comprehensive insights into EFL students' perceptions of using the live worksheets as a teaching and learning platform. The study involved 8-grade students at Al-Ikhlas Excellent Junior High School Rembang, consisting of 9 female and five male students. This study conducted the case study design by using the descriptive statistics method. Surveys and interviews were conducted to gather students' opinions and feedback regarding their experiences with live worksheets. The survey explored aspects such as ease of use, usefulness, satisfaction, and benefits of the live worksheets’ platform in EFL learning. The interviews provided more profound insights into students' perceptions and experiences. The data will be statistically analyzed using descriptive techniques. The result indicated that 78,6% of students had utilized live worksheets for their assignments. From the frequency of use, it was found that 57.1% of students formed their first impressions of Live worksheets through this research, while 50% found it to be well-suited to their needs. Impressively, 85.7% of students reported enjoying the platform. Furthermore, the Likert scale shows that 71,4% of students feel this platform is easy to access. 78,5% of students say this platform has a fascinating display. Then, 78,5% of students convey that this platform has various tasks. In conclusion, Live worksheets emerged as an efficient teaching and learning platform. It was found to be easily accessible, visually appealing, and diverse in its range of tasks, making it a valuable tool for EFL education. Hopefully, this study contributes to the existing literature on technology integration in language education and provides practical insights for educators, curriculum developers, and platform designers.
A CASE STUDY OF ARGUMENT PATTERNS IN JAPAN AND KOREAN EFL LEARNERS’ ARGUMENTATIVE ESSAY Amaliah, Amaliah; Sari, Farnia; Wahyudi, Agus
Premise: Journal of English Education and Applied Linguistics Vol 13, No 1 (2024): 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.v13i1.8792

Abstract

Argumentation is crucial in education in activating students’ critical thinking and increasing their ability in thinking reflectively. TAP model as an integrated assessment framework could be used to measure their critical thinking. Thus, the aims of the study are (1) to identify the elements of the argument structures in the Japanese and Korean EFL learners’ argumentative essays, based on the (adapted) Toulmin model, (2) to evaluate the quality of the Japanese and Korean EFL learners’ argumentative writing based on the uses of the Toulmin Argument Pattern (TAP), and (3) to determine whether female and male learners have the same or different quality of argument pattern. A qualitative descriptive research design and a library research approach were carried out on this study to answer the research questions. Library research was used to collect sources and evaluate the sources taken from the ICNALE and sophisticated contrastive interlanguage analysis of Asian learners of English. The data sources were the Japanese and Korean EFL learners’ argumentative writing. Based on the quality of arguments, all students covered 1–4 levels. The highest was level 2, and the lowest was level 4. It tends to be the majority of students who are still in level 2. It needs practice to write argumentatively in order to shape the writing ability to organize a good surface structure and acceptable arguments.
‘HEY BLOG’ CAN PERSONAL WEBSITE ASSIST L2 STUDENTS’ WILLINGNESS TO DO PEER FEEDBACK? Puspita, Nurul; Aryanika, Septa
Premise: Journal of English Education and Applied Linguistics Vol 13, No 2 (2024): 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.v13i2.9154

Abstract

Technology's rapid growth has significantly impacted how lecturers incorporate technology into classroom activities, especially when providing feedback. The students will receive feedback during the revision session. There are many techniques for giving feedback on students' writing. For instance, peer and self-feedback are two techniques for checking students' mistakes. Therefore, this research portrays technology as a medium for implementing peer and self-feedback in students' writing. This research aims to describe the integration of media in giving feedback. The media are blogs and Google Docs. This research also gathered students' perceptions of the use of online media. In this research, the researcher implemented qualitative research. This research was conducted by the fourth-semester students of the essay writing class, English Education Study Program, Uin Raden Intan Lampung. The researcher used documentation, an internet survey, and an observation sheet to gather data. The data from the research is analyzed interactively. The findings highlight the significant benefits of utilizing blogs and Google Docs for reflective writing practices. The implication of this research underscores the importance of integrating online media for peer and self-feedback to enhance students' writing skills effectively. This research contributes valuable insight into leveraging technology for academic improvement and fostering a conducive learning environment.  
EXPLORING POTENTIALS AND CHALLENGES OF MICROLEARNING IN ESP AND ESP MATERIALS DESIGN: A SYSTEMATIC REVIEW Caroline, Stephani Fahra; Sumarni, Sri; Darmahusni, Darmahusni
Premise: Journal of English Education and Applied Linguistics Vol 12, No 3 (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.v12i3.8421

Abstract

The intrigue surrounding microlearning's potential in English for Specific Purposes (ESP) has motivated this research, aiming to delve into its applications and challenges in ESP and its materials design. This study explores the potential and impediments of employing microlearning in ESP, focusing on its material design and instructional methodology. Through a systematic literature review, five pertinent articles from 2016-2022 were selected and analyzed using platforms like Publish or Perish and Google Scholar. The findings reveal a limited yet impactful application of microlearning in ESP, highlighting its capacity to enhance learning through the facilitation of digital materials, bite-sized and self-paced learning, and student empowerment, among other benefits. In ESP materials design, microlearning stimulates learning and underscores the importance of integrating multimedia into the learning process. However, challenges such as the need for appropriate technology, poor learning initiative, creation of a new learning culture, students’ time constraints, teachers’ unfamiliarity with technology, and the need for adaptive material design based on microlearning principles, material development, and ESP materials, emerge as significant hurdles. This research implies a valuable pathway for future studies and practical applications, offering insights into navigating through these challenges and optimizing the application of microlearning in ESP and its material design, thereby contributing to the field's pedagogical development.
EXPERIENCING GOOGLE APPLICATIONS IN LEARNING BASIC STRUCTURE FOR EFL UNDERGRADUATES DURING COVID-19 Supeno, Supeno; Rosyada, Amrina
Premise: Journal of English Education and Applied Linguistics Vol 13, No 1 (2024): 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.v13i1.8849

Abstract

During COVID-19, learning through Google Applications has become the first option to enable students, teachers, and lecturers to discuss lessons more easily. It only needs one Google account, and all applications can be utilized and explored. Various research has been conducted on that issue. However, few studies have focused on basic structure learning in higher education. Therefore, it is interesting to discover the Google applications emphasizing and their influence on learning English for Indonesian undergraduates. In particular, the research highlighted the utilization of Google Classroom, Google Meet, and Google Form in conducting the Basic Structure course for the 2nd-semester students of the English education program. The sample seized 40 students of the Basic Structure course and administered an explanatory sequential mixed-method design with descriptive and narrative analyses. Through English structure assignments and questionnaires, the research emphasized Google Applications, which supports students in achieving the best output and experiencing a different learning atmosphere. The results revealed that fifty per cent of the students indicated increasing achievement from the first to the second cycle, while forty-five percent indicated the opposite. The findings bring benefits in decreasing learning obstacles and obtaining alternatives to different free online applications.
MULTILINGUAL CODE-SWITCHING IN THE CLASSROOM: AN ANALYSIS FROM THE TEACHER’S NARRATIVE Ramdhan Fathin Al Farabi, Muhammad; Hamamah, Hamamah; Muttaqin, Syariful
Premise: Journal of English Education and Applied Linguistics Vol 13, No 1 (2024): 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.v13i1.9265

Abstract

Code switching, the practice of alternating between languages in conversations, was of interest to researchers in sociolinguistics, especially in multicultural classrooms. This qualitative research utilized narrative interviews to explore code switching in the classroom, focusing on the teacher's narrative. Interviews were audio-recorded and supplemented with field notes. Data analysis involved narrative blocks. The research findings emphasized the effectiveness of multilingual code-switching and individualized instruction in enhancing students' English language learning. Embracing linguistic diversity, valuing students' native languages, and using creative learning approaches created a positive and inclusive environment, fostering comprehension, vocabulary retention, and cultural appreciation while motivating students. In conclusion, multilingual code-switching enhanced English learning by integrating native languages with instruction. Tailored teaching methods supported individual proficiency and learning styles, while creative code-switching boosted engagement and comprehension by linking English concepts to native languages.
THE INFLUENCE OF MOTIVATION AND ACHIEVEMENT IN SENIOR HIGH SCHOOL Denarti, Rizki; Damayanti, Ika Lestari
Premise: Journal of English Education and Applied Linguistics Vol 12, No 3 (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.v12i3.7658

Abstract

This study aims to investigate the kind of students' motivation in studying English, whether they had intrinsic or extrinsic motivation, and to explore what kind of motivation would impact students with higher scores in their achievement. Using random sampling, this study employed 53 first-grade students from the population of 324 from Senior High School in Bengkulu. Data was collected using a questionnaire and analyzed using Likert Scale, descriptive statistics, and Pearson Correlation in SPSS. The results showed that the students have intrinsic and extrinsic motivation in learning English, with a total mean score of intrinsic motivation of 4.14 and extrinsic motivation of 3.87, and they are categorized as having high levels of motivation. However, when the data was correlated with motivation, it was shown that intrinsic motivation has a weak correlation (r= 0,327) with achievement; meanwhile, extrinsic motivation does not relate. From this finding, the researcher would state that motivation does not significantly impact students with higher achievement. 
CHILDREN'S ENGLISH LANGUAGE ACQUISITION IN AN INDONESIAN FAMILY: PERSPECTIVES FROM LANGUAGE POLICY Astutik, Astutik; Suryanto, Bradhiansyah Tri
Premise: Journal of English Education and Applied Linguistics Vol 13, No 2 (2024): 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.v13i2.9170

Abstract

The primary purpose of this research is to find out the English language acquisition of children in Indonesian families. More specifically, this research analyzes the role of parents in children's acquisition of foreign language skills. The object of this research was taken from one of the families in the city of Probolinggo. The method used is Narrative Inquiry. Information was received through participant statements and interviews. It was analyzed using an inductive evaluation technique, including studying the transcript several times and identifying texts associated with the study's targets and observations. The results of this study reveal 3 points, namely parents' experiences, challenges faced by parents, and language policies. 
UNLEASHING HIDDEN POTENTIALS: THE EFFECT OF SELF-RECORDING IN LANGUAGE ASSESSMENT Darong, Hieronimus Canggung
Premise: Journal of English Education and Applied Linguistics Vol 13, No 1 (2024): 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.v13i1.9020

Abstract

The purpose of this study was to know the effects of using self-recording in peer and self-assessment in language learning. This mixed-method research design with post-test control groups utilized speaking tests, rubrics, self-assessment checklists, interview guides, and teaching scenarios to collect data. Instrument preparation, validation, and reliability tests were all part of rigorous data-gathering procedures. Using stratified random sampling, participants were divided into control and experimental groups. Each group received different treatment, using self-recording for peer and self-assessment in the experimental group and traditional oral presentations in the control group. Speaking performances by students were recorded for self-and peer assessment, whereas the control group was assessed using a teacher's criteria. The results of the posttest showed that the experimental group fared much better than the control group, demonstrating the superior effectiveness of self-recording in enhancing speaking skill. In addition, the results of the interview confirmed that self-recording is meaningful for self-control, feedback, time-shifted assessment, equity, and fairness. More importantly, the transformative power of self-recording in assessments highlights the critical function of self-recording in strengthening self-regulation abilities. Thus, in educational and assessment contexts, this technique has the potential to unleash hidden self-regulation capacities, resulting in deep personal development and positive transformations.

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