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[TEACHER CORRECTIVE FEEDBACK IN TEACHING DESCRIPTIVE TEXT WRITING OF ENGLISH FOR SPECIFIC PURPOSES: A CASE STUDY ]]>
<![CDATA[Alfayed, Affied]]>;
<![CDATA[Hartiningsih, Sri]]>;
<![CDATA[Hamdani, Muhammad Fadhil]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v13i3.10128
<![CDATA[The demand for vocational education in Indonesia is rising due to the evolving and fiercely competitive job market. English teachers are required to be able to improve students' English skills for specific purposes, mainly writing skills. Few studies have investigated how teachers provide corrective feedback on students' writing in English for Specific Purposes (ESP) settings. Therefore, this study investigates teachers' practice of corrective feedback and the rationale behind the practice in ESP settings. This research used a case study method on an English teacher in a secondary vocational school. Interviews, classroom observations, and documentation of student writing were used to collect data. The findings revealed that the teacher practiced oral corrective feedback when teaching the writing of a product description text. The oral corrective feedback strategies the teacher practices include explicit correction, metalinguistic correction, and recast. Additionally, the reason behind the practice is based on the teacher's teaching experience and personal beliefs. This study implies that teachers should consider students' developmental levels, linguistic needs, and feelings when using oral corrective feedback in ESP.]]>
<![CDATA[PROVIDING INPUT FOR STUDENTS IN LANGUAGE LEARNING IN THE POST COVID 19 ]]>
<![CDATA[Mohammad, Amiruddin]]>;
<![CDATA[Sa’adiyah Sy, Evha Nazalatus]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v13i3.9853
<![CDATA[This study aims to explore how teachers create input in language learning. The study facilitates student interaction and sharing of thoughts in English, which serves as beneficial input for language learning. This study is a qualitative research using a descriptive case study approach. The study details teachers' methods to provide input for language acquisition in the post-COVID-19 period. The participants of this study are the students. Observation and interviews are conducted to get the data of providing input in language learning in the new normal. Teachers employed grammar exercises and communicative practice to give input to their pupils. 14 of 44 students (32%) indicated that grammar exercises encourage active participation. Grammar exercises help to improve the language's beauty. In contrast, 30 (68%) of students said they use commutative practices to meet students in input. It implies that it is important for teachers to design the class to focus on meaningful intake in language learning rather than forms.]]>
<![CDATA[INNOVATIVE PERSPECTIVE ON FORMATIVE ASSESSMENT; PERCEPTION AND EXPERIENCE OF EFL STUDENTS IN SIDOARJO ]]>
<![CDATA[Al-Imamah, Hidayatul Ummah]]>;
<![CDATA[Nurjati, Nunung]]>;
<![CDATA[Rahayu, Endah Yulia]]>;
<![CDATA[Irawan, Nico]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v13i3.11015
<![CDATA[In contemporary secondary EFL (English as a Foreign Language) education, formative assessments play a critical role in enhancing students' language proficiency. This research explores the perceptions and experiences of EFL students in Sidoarjo regarding formative assessment practices. The central research question focuses on how students' perceptions and experiences with formative assessments influence their engagement and language development. Employing a phenomenological approach, qualitative data were collected through in-depth interviews and classroom observations with 25 secondary EFL students. Thematic analysis identified recurring patterns and themes, providing a comprehensive understanding of how these students perceive and experience formative assessment practices. Findings reveal that students perceive their experiences with interactive tools like Kahoot! and Quizizz as highly engaging and motivating, which they believe contributes to a more dynamic and participatory learning environment. Additionally, students' experiences with timely and constructive feedback were pivotal in helping them recognize and correct mistakes, thereby improving their language skills. Peer assessment and self-reflection were also seen as fostering a more student-centered learning environment, though some students encountered challenges in consistently understanding and applying these methods. These challenges underscore the need for better support and resources to ensure effective implementation. The research concludes that well-designed formative assessments, when aligned with students' perceptions and experiences, can substantially improve engagement and language proficiency. Recommendations include integrating interactive tools, emphasizing constructive feedback, and promoting peer assessment and self-reflection. Future research should explore the long-term impacts of formative assessments on EFL learning outcomes. This study underscores the transformative potential of formative assessments in EFL education and advocates for continuous support to enhance their effective implementation.]]>
<![CDATA[THE USE OF ENGLISH AS A LINGUA FRANCA IN TEACHING THAI STUDENTS: THE PERSPECTIVES FROM INDONESIAN TEACHERS ]]>
<![CDATA[Suminto, Elisabeth Avryanne]]>;
<![CDATA[Ena, Ouda Teda]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v13i3.8880
<![CDATA[As the number of non-native speakers of English is increasing, the use of English as a Lingua Franca is spread across the globe. English as a Lingua Franca enables the people who come from different background of language to communicate and interact with each other. It is important to study the use of English as a Lingua Franca in teaching English to Thai students as it fosters the teachers to be creative by employing different learning strategies in teaching English. This study aims to find out the beliefs and attitudes of the Indonesian teachers on the use of ELF in Thai context. Furthermore, this study aims to explore the factors which contribute to these beliefs and attitudes. The writers employed qualitative study by using closed-ended and open-ended questionnaires as well as interviews to collect the data. The findings indicated that there were three categories of beliefs which were found; they were: virtual, maximal, and optimal positions. The findings implied that for the Thai students with the poor level of English, mixing English and Thai was needed. Furthermore, there were also two factors which contribute to the shaping of the beliefs; they were: English learning experience and the English language identity.]]>
<![CDATA[RASCH MODEL CLOZE TEST TO EVALUATE VOCABULARY OF ISLAMIC ELEMENTARY SCHOOL STUDENTS ]]>
<![CDATA[Uswah, Maulidiyyatul]]>;
<![CDATA[Ningrum, Ary Setya Budhi]]>;
<![CDATA[Syafi'i, Muhammad Dliya Uddin]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 14, No 1 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v14i1.11448
<![CDATA[Numerous studies on cloze tests have been conducted regarding their beneficial use; however, research examining their efficacy for students in primary schools remains scarce. Consequently, existing cloze test designs often lack innovation and practicality for classroom implementation. A cloze test can be an alternative method for assessing elementary school students. Therefore, this study aims to develop a practical, innovative, and user-friendly cloze test tailored explicitly for elementary school students, providing teachers with a valuable tool to enhance vocabulary assessment. Hence, the Research and Development (R&D) under the ADDIE model is employed to develop the final product of English assessment, especially for fourth graders in elementary school. The average score percentage from linguistic and media experts was 93%, indicating that the test product was sufficiently good and ready for usage. The reliability was satisfactory, as indicated by a score of 0.73. The cloze test demonstrated an improvement in students' vocabulary mastery, as evidenced by the increase in scores from pre-test to post-test.]]>
<![CDATA[INDONESIAN AND PHILIPPINES ENGLISH AS FOREIGN LANGUAGE STUDENTS (EFL): PERCEPTIONS AND ATTITUDES TOWARD ENGLISH LANGUAGE ]]>
<![CDATA[Permadi, Ahmad Sapta Seno]]>;
<![CDATA[Susanti, Elis]]>;
<![CDATA[Munisah, Eny]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 14, No 1 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v14i1.11382
<![CDATA[Students' perceptions and attitudes are two relevant variables in the learning process. This study is motivated by understanding students' perceptions and attitudes in learning English as a Foreign Language (EFL), especially between Indonesian and Filipino students. This study aims to analyze the attitudes of senior students in Indonesia and the Philippines towards learning English. This study compared senior high school students in Indonesia with junior high school students in the Philippines. The research method used was mixed, i.e., quantitative and qualitative methods, through filling out questionnaires and interviews to collect data from both groups of students. The results showed different perspectives between students in Indonesia and the Philippines regarding English language learning and their attitudes toward the learning process. The findings provide greater insight into the factors influencing students' views and attitudes in English language learning, which can help educators develop more effective learning measures in Indonesia..]]>
<![CDATA[TEACHERS' ATTITUDES TOWARDS THE IMPLEMENTATION OF EXTRAMURAL ENGLISH (EE) IN ENGLISH AS FOREIGN LANGUAGE (ELT) ]]>
<![CDATA[Yulitriana, Yulitriana]]>;
<![CDATA[Emeral, Emeral]]>;
<![CDATA[Karani, Elanneri]]>;
<![CDATA[Susanty, Susanty]]>;
<![CDATA[Syeba, Sulamit]]>;
<![CDATA[Aderia, Rikha]]>;
<![CDATA[Wulansari, Angely Eunike]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 14, No 1 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v14i1.11267
<![CDATA[Teachers have essential roles in facilitating ELT, and their attitudes towards the approaches applied will contribute to the success of language learning. The objective of this research was to examine teachers' attitudes towards the implementation of Extramural English (EE) in ELT. One-shot survey research was conducted in rural areas of a regency in Central Kalimantan, Indonesia, with 60 high school English teachers participating as the sample. A survey incorporating both closed- and open-ended questions was administered to gather data. The data analysis involved calculating the percentages from the closed-ended responses, followed by a detailed explanation of the teachers' answers to the open-ended questions. The findings indicate that most teachers have integrated Environmental Education (EE) activities throughout all phases of English Language Teaching (ELT). They employ EE, particularly in conjunction with Technology, due to its ability to broaden their knowledge, improve their skills, effectively engage students' interests, and facilitate English learning. Furthermore, the advantages of utilizing EE significantly surpass the associated challenges. Therefore, developing English Language Teaching (ELT) to meet students' English as an additional language (EAL) needs is crucial, as EAL plays a significant role in students' language development. In conclusion, teachers have a positive attitude towards implementing English Education (EE) in English Language Teaching (ELT) since it positively contributes to ELT.]]>
<![CDATA[EFL STUDENTS’ PERCEPTION OF MALL IN FOSTERING VOCABULARY MASTERY: A MIXED METHODS APPROACH ]]>
<![CDATA[Ferdiansah, Deny]]>;
<![CDATA[Indrayadi, Toni]]>;
<![CDATA[Musdizal, Musdizal]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 14, No 1 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v14i1.11428
<![CDATA[Technology plays a crucial role in helping students enhance their vocabulary mastery. A lack of attention to proper vocabulary learning during the teaching and learning process can pose challenges. Numerous studies have explored EFL students' perceptions of vocabulary development through technology. However, limited research has examined the influence of gender on students’ attitudes in this context. Therefore, this study aims to investigate EFL students’ attitudes toward English vocabulary enhancement concerning gender differences. An explanatory mixed-methods approach was employed, incorporating Davis’ (1993) questionnaire on technology integration in language learning and interviews. Quantitative data were gathered from 72 students and analyzed using descriptive statistical methods. Additionally, qualitative data were collected through semi-structured interviews with ten participants and examined using thematic analysis. The questionnaire findings indicated that students responded positively to the use and convenience of MALL, with no significant differences observed between male and female students. Moreover, interview results suggested that MALL facilitated vocabulary comprehension and mastery. These findings not only recommend the incorporation of more practical vocabulary learning media but also equip English lecturers with actionable insights to enhance student engagement in the learning process. This study also contributes to English pedagogy by emphasizing the importance of integrating technology into vocabulary learning.]]>
<![CDATA[GENDER-BASED SPEAKING ANXIETY IN ONLINE ENGLISH AS FOREIGN LANGUAGE POSTGRADUATE STUDENTS ]]>
<![CDATA[Majid, Rusni Hi.]]>;
<![CDATA[Amri, Misbahul]]>;
<![CDATA[Zen, Evynurul Laily]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 14, No 1 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v14i1.9275
<![CDATA[Speaking anxiety became one of the common problems faced by EFL students at any level. This study aims to determine the speaking anxiety level among postgraduate EFL students as well as the contributing factors to speaking anxiety in the setting of online learning. The data were collected from 20 respondents through a questionnaire adapted from Horwitz. The respondents are postgraduate EFL students from the 2023 batch at one of the universities in Malang. The survey was chosen to collect the data. The questionnaire was distributed through WhatsApp. In analyzing the data, the researcher used SPSS-24. The finding revealed that male students have moderate speaking anxiety, and the dominant factors causing it were fear of communication, next comes test anxiety, and fear of negative evaluation. In contrast, female students have significant levels of speaking anxiety. Variables contributing to their speaking anxiety involve fear of negative evaluation. The next one is anxiety in communication and test anxiety. Because of that, it can be stated that female students have a higher level of anxiety compared to male students. The results can help educators in teaching online learning to understand students' anxiety based on their gender.]]>
<![CDATA[AN ERROR ANALYSIS ON ENGLISH DIPHTHONGS PRONUNCIATION BY BANYUMASAN JAVANESE SPEAKERS IN INDONESIA ]]>
<![CDATA[Anindita, Maharani Laksmi]]>;
<![CDATA[Munandar, Aris]]>
<![CDATA[ Premise: Journal of English Education and Applied Linguistics Vol 14, No 1 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Metro ]]>
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DOI: 10.24127/pj.v14i1.11466
<![CDATA[First language interference is when a speaker transfers their L1 systems into L2. In Indonesia, vernacular could also cause interference. However, no research has been conducted to analyze the interference of L1 Banyumasan Javanese. This research analyzes English diphthong pronunciation errors due to interference in the Banyumasan Javanese language. This research is descriptive qualitative research, and the participants are ten L1 Banyumasan Javanese junior high school students. The data is participants' pronunciation of English diphthong sounds, and the data collection method is recording. Error analysis (EA) is used to analyze the data. The result showed that the diphthong [aʊ] has the least number of participants that pronounced incorrectly, and diphthong [ɪә], [eә], and [ʊə] are the most difficult for the Banyumasan Javanese speaker participants. The phonological error types are sound omission and substitution. The linguistic factor that caused the error is the difference in the phonological system between the Banyumasan Javanese and English languages. The difference in diphthong inventory caused the participants to substitute the diphthong with a monophthong sound similar to L1 Banyumasan Javanese. In contrast, the difference in the frequency of use of the diphthongs, where Banyumasan Javanese is more dominated by monophthongs, caused the participants to have difficulty in pronouncing complex diphthong sounds and eventually simplified the diphthong by omitting the last vowel of the diphthong. The result of this study could be used to consider phonology as one of the main focuses in English language teaching.]]>
