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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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PROPOSED INTEGRATED LISTENING AND SPEAKING SKILLS LEARNING ACTIVITIES USING PROJECT BASED LEARNING MODEL Indriani, Ketut Santi
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (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.v13i3.10932

Abstract

This study explores the development of project-based learning activities tailored for the integration of listening and speaking skills in an EFL context. Listening skills, in particular, present challenges for educators, who often struggle to modify traditional instructional methods. Conventional approaches to listening instruction, such as listening to audio and answering questions, tend to be monotonous, potentially diminishing student motivation, especially in English language learning. To address these issues and enhance student competence, integrating listening and speaking skills through a project-based learning (PBL) approach has been recommended (Loi & Hong, 2023a). The design of these activities and projects must be carefully crafted to ensure effective learning outcomes and improvement in both skill areas. This study adopts a literature review methodology to identify suitable forms of project-based learning activities for integrating listening and speaking skills. The data were gathered from existing studies and analyzed using data reduction techniques, focusing on key insights, which were then synthesized into a narrative that outlines a project-based learning plan. The results of the research provide a detailed series of integrated activities aimed at enhancing both listening and speaking skills, culminating in a final project involving the creation of a short video. The designed activities were found to significantly boost student motivation and participation throughout the learning process.
TEACHING ENGLISH WRITING FOR JUNIOR HIGH SCHOOL IN MERDEKA CURRICULUM: NARRATIVE INQUIRY Jannah, Evi Isfiatul; Daulay, Irma Khoirot
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (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.v13i3.10722

Abstract

This research investigates English teachers' perceptions of teaching recount text paragraphs under junior high school's Merdeka Curriculum (MC). The investigation was conducted to get more information on teachers' experiences in recount text paragraph class, primarily focusing on teacher perceptions of effectiveness, extent implementation, and recommended actions to enhance curriculum effectiveness through a narrative inquiry approach. Qualitative data were collected from two participants, Mrs. W and Mr. A, using narrative frames and structured interviews. Then, the data are analyzed using the theory from Miles, Huberman, and Saldana, involving data reduction, data display, and conclusion drawing to synthesize results. The result and discussion in this research showed that the teachers perceive MC positively in enhancing student engagement and learning outcomes in writing recount text paragraphs. The participants highlighted the curriculum's key strengths: flexibility, interactive nature, and alignment with modern teaching methodologies. Besides, the teachers also emphasized the importance of professional development, collaborative learning among teachers, and integrating learning technology to enhance curriculum effectiveness further. By investigating this topic, it gives us insights into optimizing the effectiveness of the curriculum. The optimization focuses on integrating flexible and interactive elements into the teaching process, investing in professional development for teachers, encouraging collaborative learning, and embracing learning technology tools.
CHALLENGES IN INTEGRATING ENGLISH FOR SPECIFIC PURPOSES INTO THE INDONESIAN TEFL CURRICULUM: A LITERATURE STUDY Nabung, Adrianus; Emilia, Emi; Purnawarman, Pupung
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (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.v13i3.9972

Abstract

This study examines the challenges of integrating English for Specific Purposes (ESP) into Indonesia's Teaching English as a Foreign Language (TEFL) curriculum. As language teaching evolves, ESP integration addresses learners' professional linguistic needs but faces significant obstacles. Based on a literature study from peer-reviewed journals and academic databases, the analysis identifies key challenges, including teacher qualifications, instructional methods, theoretical frameworks, varied learner proficiency, inadequate materials, institutional policies, and the lack of curriculum guidelines and assessment strategies. The study emphasizes the crucial role of teachers in overcoming these issues, noting a gap between theoretical concepts and practical application in ESP teaching. Addressing these challenges is essential for improving language learning outcomes. The findings highlight the need for teacher professional development and collaborative efforts to establish comprehensive ESP integration frameworks. This study contributes to the discourse on language education in Indonesia, offering insights for future research to enhance teaching practices and outcomes.
ENHANCEMENT OF STUDENTS’ CRITICAL THINKING SKILL AND WRITING ACHIEVEMENT THROUGH GUIDED-INQUIRY LEARNING Juansyah, Mardi; Arono, Arono; Yunita, Wisma
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (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.v13i3.9888

Abstract

While many studies have explored the enhancement of critical thinking skills through inquiry and guided inquiry learning models, there is no research specifically examining the impact of the guided inquiry learning model on both critical thinking and writing achievement in the EFL context. This study aimed to examine the potential of the Guided Inquiry Learning model to enhance critical thinking skills and English writing achievement. This study was quasi-experimental research with a pretest-posttest control group design. A cluster random sampling technique was used to get two groups of samples. One experimental group was taught by guided inquiry learning, and one control group was taught without guided inquiry learning. The data were collected through six-item essay tests to measure students' critical thinking skills and writing tests to measure students' writing achievement. Those data were analyzed descriptively and inferentially. The prerequisite test of normality and homogeneity preceded the analysis of the t-test. The results of data analysis showed: 1) there is an increased score for students' critical thinking skills and writing achievement in each group, and 2) there is a significant difference in students' critical thinking skills (with sig. value of 0.000) and students' writing achievement (with sig. value of 0.005) after the implementation of guided inquiry learning model. The findings of this research highlight the significance of incorporating the GIL model into EFL instruction to equip students' writing achievement and critical thinking skills.
EFL IN-SERVICE TEACHERS' EFFICACY BELIEFS: FINDINGS FROM AN UNDERDEVELOPED INDONESIAN CONTEXT Loppies, Hellien Jequelin; Patty, Jusak
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (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.v13i3.10939

Abstract

Numerous studies have significantly highlighted the importance of exploring English as a foreign language (EFL) teachers' efficacy belief in different contexts. Nevertheless, examining teachers' capability to take action in underdeveloped settings where constrained circumstances may hinder them from undertaking necessary actions for better student achievement is scarce to date. This mixed-methods study then investigated the self-efficacy beliefs of Indonesian EFL in-service teachers in the underdeveloped region of Maluku province. This study explored how teachers perceived self-efficacy influenced their pedagogical content knowledge (PCK) and instructional practices in this resource-constrained context. Data were collected from 39 teachers through the English Language Teachers' Efficacy Beliefs Questionnaire and semi-structured interviews. The findings revealed moderate levels of self-efficacy across domains like teaching knowledge, ethics, classroom management, instructional strategies, student engagement, and evaluation. Teachers faced challenges in providing effective language models, seeking professional development, and catering to diverse learner needs. Their self-efficacy beliefs shaped approaches to curriculum implementation, understanding learners, instructional delivery, and classroom practices. The underdeveloped context likely contributed to moderate self-efficacy due to limited resources and student diversity. Strengthening teacher education programs emphasizing self-efficacy, PCK, and evidence-based practices and establishing supportive professional learning communities could enhance teachers' effectiveness in fostering positive learning environments and improving English education quality in underdeveloped regions. These findings imply that targeted interventions that enhance teacher self-efficacy could be crucial in improving educational outcomes in resource-constrained settings like Maluku.
EFL STUDENTS AND TEACHERS' PERSPECTIVES OF ISOLATED AND INTEGRATED APPROACH IN HIGH SCHOOL Siregar, Lastri Nita; Puspitorini, Dwi
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (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.v13i3.10824

Abstract

This study examines the perceptions of high school EFL students regarding isolated and integrated approaches to grammar teaching in Depok, Indonesia. Using a qualitative descriptive method, the research investigates how students view and evaluate the effectiveness of these approaches in grammar instruction. Data was collected through questionnaires completed by 113 students. The results show a strong preference for the integrated approach, with 98.3% of students favoring grammar instruction during communicative activities. Although there were some inconsistencies in student preferences, students recognized the benefits of integrating grammar with communicative tasks. However, challenges such as students' tendency to forget grammar rules and difficulties in implementation were noted. This study emphasizes the importance of a balanced approach, combining integrated grammar instruction with structured practice to optimize learning outcomes.
PRESUPPOSITIONS: THE HIDDEN FORCE SHAPING EVERYDAY CONVERSATIONS Eragamreddy, Nagamurali
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (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.v13i3.10121

Abstract

The present investigation explores the key questions: presuppositions exist in conversation, interact with speech patterns, and function with other language elements in real-world communication beyond the speaker's intended meaning. According to linguistic theory, presuppositions significantly strengthen communication through implicit meanings that work collaboratively with linguistic structures to promote understanding, establish relationships, and elicit associated cultural convictions (Allan, 2014). Data was collected using a mixed-method methodology from various sources, including conversations, interviews, speeches given in public, articles, and literary excerpts. Discourse and pragmatic analysis were deployed to explore how presuppositions interact with speech patterns, conversational dynamics, and contextual comprehension. The results show that presuppositions often influence communication by embedding hidden meanings into questions, metaphors, and negations. Although these presuppositions improve discourse meaning-making, unspoken presuppositions might lead to misunderstandings. It was discovered that presuppositions played a significant role in establishing connections between individuals, establishing emotional bonds, and gently directing interpretations in cross-cultural settings. According to the study's findings, presuppositions are essential to everyday discourse and have significant implications for pragmatic competence, intercultural communication, and language enhancement.
THE CORRELATION BETWEEN READING ANXIETY AND READING COMPREHENSION ACHIEVEMENT EFL OF MAN 2 PALEMBANG Annura, Tasya; Warna, Dewi; Sartika, Eka
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (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.v13i3.10631

Abstract

Reading anxiety refers to the fear learners experience when reading a foreign language, impacting both the mind and body. This anxiety leads to cognitive, physical, and emotional problems, hindering students' ability to understand and extract information from texts, which significantly affects their reading achievement. This research examined the correlation and influence between students' reading anxiety and reading comprehension achievement among eleventh-grade students at MAN 2 Palembang. This study employed a quantitative, non-experimental research design utilizing a correlational approach. The study focused on eleventh-grade students from MAN 2 Palembang, with a sample of 102 students selected using convenience sampling. This study utilized the FLRAS Questionnaire, developed by Saito et al. (1999), and a reading test to gather data. The Pearson product-moment correlation was used with SPSS 26 to evaluate variable relationships. The findings indicated a moderate relationship between students' reading comprehension proficiency and reading anxiety level, with the correlation coefficient or R-value (0,522) higher than r-table (0,192). Furthermore, the findings suggested that students' reading anxiety substantially impacted their reading comprehension achievement, whose value (6,114) was higher than t-table(1,984)and sig. Value (0,000) was lower than probability (0,05). It could be proved that different levels of reading anxiety had a significant correlation to the student's reading comprehension achievement. The study revealed text features as the primary cause of students' foreign language reading anxiety, offering potential pedagogical benefits for future research and students.
NEED ANALYSIS OF ENGLISH FOR TOURISM AND EVENT LEARNING DESIGN DURING HYBRID-TECHNOLOGY ERA Nova, Muhamad; Lastari, Ni Kadek Herna
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (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.v13i3.10972

Abstract

With the development of the economy and tourism in Indonesia after the pandemic, there are some changes in the industry needs, especially in MICE and Event. The change in the shifting use of hybrid technology requires adjustments in skills and knowledge applied in MICE and Event industry, especially the need for communication skills in English. The current study focuses on the need for English for Tourism and Event learning design to support the hybrid-technology era. This study employed a qualitative approach with a narrative inquiry design. The current study took eight students as participants who had taken the English for Tourism and Event class and had already finished their MICE and Event industry internship. The data was gained through field observation, questionnaire distribution, and semi-structured interviews. The data obtained was analyzed through three phases: condensation, display, and conclusion drawing. Based on the result, 16 learning topics related to communication skills are needed and used by the internship students in the industry. Learning material development is required to fulfill the industry's needs. It implies that the current English learning design needs to be updated with the rapid changes in the MICE industry.
THE IMPACT OF WORDWALL ONLINE GAMES ON ENGLISH VOCABULARY MASTERY IN READING Al Firdaus, M. Wildan Maulana; Rahmawati, Eva
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (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.v13i3.10838

Abstract

This quantitative quasi-experimental study examines vocabulary mastery differences between students taught with Wordwall Online Games and students taught with traditional learning methods. Conducted with 58 junior high school 8th graders, participants were divided into control and experimental groups. Vocabulary proficiency was assessed via an updated vocabulary level test administered through Google Forms, with data analyzed using paired sample t-tests. Findings indicate significant vocabulary improvement in both groups from pre- to post-test. Effect size calculations using Cohen's d revealed large effect values for both groups, with Cohen's d = 2.19718 for the experimental group. Cohen's d = 1.52645 for the control group, reflecting a difference of 0.67073. Despite both methods being practical, this difference suggests a notably stronger impact of Wordwall Online Games on vocabulary mastery than traditional media. Thus, while Wordwall enhances vocabulary acquisition more substantially, traditional media also plays a valuable role in vocabulary development, supporting its continued use in language education. This research could enhance vocabulary mastery in students' reading skills, encourage interactive teaching methods, and serve as a valuable resource for future studies on using Wordwall Online Games to improve vocabulary in junior high school.

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