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 EFFECT OF THE NEUROLOGICAL IMPRESS METHOD IN TEACHING READING COMPREHENSION ]]>
<![CDATA[Ilham, Ilham]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 13, No 1 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v13i1.8435
<![CDATA[This study aims to 1) analyse the effectiveness of the Neurological Impress Method in teaching reading at a junior high school in Lingsar, West Lombok.. This study used a quasi-experimental design with a non-equivalent control group design. The researcher employed two classes in this study, control and experimental classes. This research has 30 students as the sample of study in which each class consists of 15 students. The reading test is utilized for collecting the data as the research instrument. Sampling was carried out using cluster random sampling. The data was analysed using SPSS 12 which the data collected from the pre-test and post-test design. The results showed that the use of the neurological impress method affected students' reading skills. Students' reading achievement before being taught using the neurological impress method in reading texts is generally low, as shown by the average score of 40.76. Students reading achievement after being taught by using the neurological impress method is better than before. This can be seen from the mean value of 67.13. Statistical analysis using paired sample t-test using SPSS 12, indicated by t (0.05) t-table value is (0.000) and t-value or t-count (0.000). It was lower than the 0.05 level. The alternative hypothesis (Ha) is accepted and the null hypothesis (Ho) is rejected. Therefore, this research is expected to provide implications for implementing the neurological impress method for teaching reading skills in junior high schools in Indonesia to encourage the improvement of the neurological impress method on a large scale.]]>
<![CDATA[TRANSLATING COLLABORATIVELY: PERSPECTIVES OF NOVICE TRANSLATORS ]]>
<![CDATA[Manipuspika, Yana Shanti]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 13, No 2 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v13i2.8984
<![CDATA[In today's world, translation practices are constantly changing. The traditional belief that translators operate alone has disappeared chiefly due to the needs of modern business practices. Because of the techniques significant translation firms employ, individual translation must give way to collaborative translation. In translation, collaboration is still a relatively new field with several advantages and disadvantages. However, collaboration in translation is considered a relatively unexplored terrain with many advantages and disadvantages. Bearing this in mind, higher education institutions should be prepared to tackle the issue of collaborative translation from the aspect of curricula design and market requirements, which requires additional research focusing on collaborative work. This article addresses the study conducted to examine the usage of in-class collaborative translation practices at the university level and the effects such activities might have on increasing novice translators’ competence in translating texts. It discusses the characteristics of collaborative translation and provides an insight into student translators' perception of the usage of such activities, thus attempting to explore the concept of collaboration in translation from the perspective of active participants]]>
<![CDATA[ENGLISH TEACHERS’ KNOWLEDGE OF GENRE-BASED APPROACH: CONCEPT AND IMPLEMENTATION ]]>
<![CDATA[Nabilah, Nadia]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 12, No 3 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v12i3.8046
<![CDATA[The Indonesian government places a high priority on revising and improving the curriculum to achieve the desired outcomes. Since 2004, the Genre-Based Approach (GBA) has been implemented as one of the approaches to teaching English. Although GBA has several benefits in English language teaching, there has been much concern that the outcomes still need to be achieved. This study investigated English teachers' understanding of the GBA concept and its implementation. Using a semi-structured interview, this study involved two high school English teachers in Aceh Tengah. Thematic analysis was used to analyze the data. It was found that English teachers' knowledge of the genre-based approach could be much higher and require further development and guidance. They need to show it to understand the general concept of GBA, text types, and basic GBA principles. Regarding GBA implementation, their lack of knowledge is shown by incomplete activities at certain cycle stages, difficulties in applying the stages, and inaccuracy in assessing students' achievement. Thus, it is suggested that teachers improve their knowledge of the approach practically and conceptually because the quality of the teaching processes is vital in achieving student learning success.]]>
<![CDATA[EXPLORING HOW ELEMENTARY ENGLISH TEACHERS IN REGIONAL AREAS TRANSFORMED THEIR TEACHING DURING THE PANDEMIC ]]>
<![CDATA[Susanto, Indra]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 13, No 2 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v13i2.8798
<![CDATA[The Covid-19 pandemic has brought about many changes in many spheres of life, including education. The country's unique geographic and demographic characteristics challenge Indonesia's government's remote learning policy to preserve education throughout the unprecedented period, including for English teachers in Indonesian regional areas. This study examines how elementary English teachers in regional Indonesia adapt their teaching throughout the pandemic. Through in-depth interviews, the experience of two elementary English teachers who taught before and during the epidemic was investigated in a qualitative study using a case study approach to determine how their teaching changed. The difficulties encountered and the help obtained were also examined. A thematic analysis of the interviews determined that the teaching transformation during the pandemic decreased, though to varying degrees, for each participant. The participants' difficulties contributed to the deterioration, for which the assistance they received was deemed valuable but insufficient. The study's findings indicate that regional English teachers in Indonesian regions request more institutional and governmental support for their teaching. Moreover, cooperation between several sectors is required to improve their education during and after the pandemic.]]>
<![CDATA[CONVERSATIONAL IMPLICATURE FOUND IN STUDENTS’ CONVERSATIONS OF PRAGMATIC CLASS ]]>
<![CDATA[Liliyan, Awdrey Nanda]]>;
<![CDATA[Sabat, Yulyanto]]>;
<![CDATA[Sari, Endah Alam]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 12, No 3 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v12i3.8418
<![CDATA[Pragmatics is a relatively new branch of linguistics. Pragmatics can be interpreted as a branch of linguistics that studies the meaning intended by speakers or, more often, studying language in terms of language speakers. Language plays an important role in communication. This role will impact the interlocutor's acceptance of the speaker. Sometimes, spoken language functions in a different form. What is said with what is intended is sometimes different. This study will be discussed in conversational implicature. Conversational implicature tries to analyze a conversation to obtain its true meaning. The concept of conversational implicature explains the differences between what is said and what is implied. Humor is the mental ability to find, express, or appreciate something funny or uncommon. Each implicature has a specific intent and purpose by each speaker.]]>
<![CDATA[PIVOT SYSTEM IN ARABIC COORDINATION SENTENCE: A SYNTACTIC TYPOLOGY STUDY ]]>
<![CDATA[Mubshirah, Dara]]>;
<![CDATA[Mulyadi, Mulyadi]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 13, No 1 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v13i1.7929
<![CDATA[Coordination sentences are those that operate effectively in both written and spoken discourse. The pivot system will discuss the Arabic coordination sentence in this research. This study aimed to highlight the syntactic typology and pivot system of the Arabic coordination sentence. This study used a qualitative approach with descriptive and content analysis methods. This data was analyzed using the Miles and Huberman method. The data were obtained from the form of coordination sentences found in Arabic books and other sources that are considered relevant. The result showed that the Arabic coordinating sentences are formed by four types, namely (1) intransitive-intransitive, (2) intransitive-transitive, (3) transitive-intransitive, and (4) transitive-transitive. Eliminating FN for A and P in Arabic coordinating sentences differs from dropping FN for A and P in English and Arabic coordinating sentences. However, based on the syntactic constructions with indefinite verbs, Arabic grammar is the same as English and Indonesian. The findings of this study contribute insight and treasure to the wealth of science in syntactic typology.]]>
<![CDATA[ENGLISH DIPHTHONGS & STUDENTS’ PERCEPTION: AN ANALYSIS FROM PHONOLOGICAL POINT OF VIEW ]]>
<![CDATA[Firghy, Siti Aisyah Mutiara]]>;
<![CDATA[Bochari, Siska]]>;
<![CDATA[Hastini, Hastini]]>;
<![CDATA[Mukrim, Mukrim]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 13, No 1 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v13i1.9218
<![CDATA[Certain English sounds are absent from Indonesian, making pronating English diphthongs challenging for certain students. It is challenging for students to pronounce English diphthongs correctly due to various internal and external factors, including their ignorance of when to pronounce them based on their type and position. The researchers attempt to examine how difficult it is for the students and how they perceive English diphthongs based on the issue they are facing. This study's objectives are the most challenging diphthongs pronounced by students, the most difficult diphthong position, and the degree to which students struggle with pronouncing English diphthong sounds. The design of this study is quantitative and descriptive. Forty-two students comprise the study's sample, and their answers to an oral exam and questionnaire are used to gather data. The researchers found 97 errors in the closing type and 191 in the centring type of diphthongs uttered by the students. The most challenging position of diphthongs in their pronunciation is the centering position (eə, ɪə, ʊə). In addition, five factors are becoming the reason for students' difficulty in pronouncing English diphthong sounds. They are (1) the students have less confidence while pronouncing words, (2) each student has different and limited skills, (3) the lack of motivation from the students causes difficulties in the teaching and learning process, (4) the family environment is very influential in the language development of the students, and (5) the social environment is also one of the influences in the language development of the students. The implication of this study can be in the field of linguistics and education, for example, phonological theories and pedagogical strategies.]]>
<![CDATA[INVESTIGATING EFL STUDENTS’ SATISFACTION AND EXPECTATION IN VIRTUAL LEARNING ENVIRONMENTS ]]>
<![CDATA[Yasa, I Gede Bayu Kartika]]>;
<![CDATA[Santosa, Made Hery]]>;
<![CDATA[Kusuma, I Putu Indra]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 12, No 3 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v12i3.7451
<![CDATA[Online learning became a learning adaptation during the COVID-19 pandemic, and in the post-pandemic era, learning still implements online learning in blended learning. The satisfaction and expectation terms were used to measure the effectiveness of online learning during the COVID-19 pandemic and prepare for a practical blended learning experience. This study aims to investigate EFL junior high school students’ satisfaction with online learning and delve into the students’ expectations of blended learning in the post-pandemic era. An explanatory sequential mixed method design was conducted through an online survey of 151 eighth-grade students and interviews with ten students among the survey respondents comprising five in each high and low satisfaction category. The study collected the data through a purposive sampling technique analyzed using descriptive analysis for the quantitative data and thematic analysis for the qualitative data. The result explained that most students were satisfied with online learning: instructor pedagogical skills, interaction, technology, and learning resources factor. Furthermore, for blended learning, the students expect to keep blended learning and be able to use technology used in online learning, such as a smartphone. These results help the EFL teacher to raise students’ satisfaction with online and blended learning at the junior high school level.]]>
<![CDATA[A STUDY OF SCIENCE STUDENTS' MOTIVATION IN LEARNING ENGLISH AS A FOREIGN LANGUAGE (EFL) AT THE DARUL HIKMAH LANGUAGE DORMITORY ]]>
<![CDATA[Yulianti, Erma]]>;
<![CDATA[Suryanto, Bradhiansyah Tri]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 13, No 2 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v13i2.9879
<![CDATA[Motivation is an essential factor in teaching and learning activities. English is learned as a foreign language and is essential in every aspect, especially education. The researcher explored this study because he saw the enthusiasm of science students toward English. The purpose of this research is to find out what motivation the students majoring in science have. This research uses a descriptive qualitative design. In this study, the researcher examined two 32 students majoring in IPA MAN 1 Probolinggo d in learning English as a foreign language at the Darul Hikmah language dormitory: extrinsic motivation Data were collected through observation and interviews with ten questions to the participants. The researcher analyzed the data using the thematic analysis method. Based on the findings, the results of this study show that students have good extrinsic and intrinsic motivation. The extrinsic motivation possessed by students in this study is encouragement from parents, the desire to get a good job, and motivation from students of Darul Hikmah Islamic Boarding School who interact using English. For students, intrinsic motivation is the desire to interact fluently using English and open private lessons. In addition, the interview results show that the teacher's role also influences the students' learning process.]]>
<![CDATA[CAN DIFFERENT LEARNING STYLES IMPACT EFL LEARNERS' TOEFL ACHIEVEMENT? ]]>
<![CDATA[Palupi, Asti Diah]]>;
<![CDATA[Suwartono, Tono]]>;
<![CDATA[Sukawati, Dewi]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 13, No 1 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v13i1.8751
<![CDATA[Educators need insights into how various learning styles can influence learners' performance in assessments. Exploring the impact of different learning styles on EFL learners' TOEFL reading achievement is a multidimensional endeavor with implications for educators, learners, and the broader society. This study aims to investigate the extent to which vocational diploma EFL learners acquired English based on their preferred learning styles. The ex-post facto design was used for this study. As many as 37 participants were selected purposely from all majoring fourth semester students at an EFL vocational diploma college. A questionnaire was used to divide the participants into three groups depending on their preferred learning styles: visual, auditory, and kinesthetic. A TOEFL reading test was employed to measure the participants’ English proficiency. The average scores for each learning style group were calculated and revealed that visual learners had an average TOEFL reading score of M=43.22, kinesthetic learners had an average TOEFL reading score of M=38.70, and auditory learners had an M=35.00. To statistically compare these averages, one-way analysis of variance (ANOVA) was used. The ANOVA results showed a non-significant finding with df=2, F=1.102 and P=0.344. The findings revealed that the TOEFL reading comprehension scores of students with different learning styles did not differ significantly. This study contributes to the ongoing discourse surrounding individualized learning experiences and standardized language assessments. As the field of language education continues to evolve, further research will be pivotal in refining pedagogical practices to better meet the diverse needs of learners striving to excel in their language proficiency endeavors. ]]>
