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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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THE IMPLEMENTATION OF MAKE A MATCH MODEL IN WRITING POETRY AT SENIOR HIGH SCHOOL LEVEL IN MADURA Aini, Nor; Listyowati, Rini; Hanna, Ina Daril
Premise: Journal of English Education and Applied Linguistics Vol 14, No 2 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Writing poetry is often considered a difficult skill for students, thus requiring innovative learning models to increase their engagement and creativity in the classroom. The purpose of this research was to determine the implementation of  Make a Match Model in writing poetry and the challenges faced by students when implementing the Make a Match Model in writing poetry. This reserach uses a case study design. participants were 22 EFL students from eleventh grade at MA Al-Djufri. The instruments used include observation, interviews, and documentation. Data were collected through classroom observations and interviews with  students and teacher, then analyzed using descriptive qualitative techniques, including data reduction, data display, and conclusion drawing. The results show that the implementation of the Make a Match Model begins with the teacher preparing poetry material and cards containing questions and answers, explaining the steps of writing poetry, forming student groups, distributing the cards, matching them, writing poems, and presenting the final work. Challenges faced by students include difficulty in matching card, limited vocabulary, confusion about poetry structure, lack of self-confidence in presenting their work. The implication of this reserach is future research is suggested to examine of this model on other language skills or educational levels.
DEVELOPING A TEACHING BOOK ‘ENGLISH FOR MATH’ BASED ON LOCAL WISDOM Siregar, Ayu Meita Puteri; Sahyoni, Sahyoni; Suadi, Suadi
Premise: Journal of English Education and Applied Linguistics Vol 14, No 2 (2025): 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.v14i2.12065

Abstract

This study introduces an innovative approach to English for Specific Purposes (ESP) by developing an English for Mathematics textbook infused with local wisdom. This novel integration bridges the gap between linguistic competence and cultural relevance in mathematics education. Employing the Research and Development method, this work addresses a critical gap in ESP materials by embedding indigenous knowledge into mathematical English instruction, a unique contribution to the field. Participants from the Mathematics Education Study Program at STAIN Mandailing Natal provided insights through questionnaires, validation sheets, and interviews, with data analyzed using descriptive statistics. The findings reveal a strong student need for a textbook that integrates mathematical English vocabulary, communicative teaching methods, and skill-based tasks in speaking and reading. The integration of local wisdom enhances student engagement. It promotes culturally responsive learning, making the textbook distinct from standard ESP materials. Expert reviews affirmed its high quality in terms of content, design, and language. Student responses highlighted its practicality, interactivity, and creativity, reflecting its educational innovation. This study contributes to the global ESP field by demonstrating that localized content can enhance English skills in specific disciplines, providing a model adaptable to other contexts. The textbook emerges as a groundbreaking tool for culturally sustaining mathematics education.
READING ATTITUDE AND READING INTEREST OF STATE JUNIOR HIGH SCHOOL STUDENTS TOWARD THEIR FUNCTIONAL READING ACHIEVEMENT Yustika, Retno Indri
Premise: Journal of English Education and Applied Linguistics Vol 14, No 2 (2025): 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.v14i2.11804

Abstract

Despite growing emphasis on reading literacy in educational policy, limited attention has been given to the specific contributions of reading attitude and reading interest to students’ functional reading achievement (FRA), particularly among junior high school learners. This study examines the relationship between various aspects of reading attitude and interest and students’ FRA, providing empirical insights from a less-explored context. The objectives were to examine students’ FRA, reading attitude, and reading interest; the correlations among these variables; and the extent to which attitude and interest contribute to FRA. Data were collected through the Functional Reading Achievement Test (FRAT) and the Attitude Toward and Interest in Reading Literacy (ATIReaL) questionnaire, administered to 237 students at state junior high schools in Seberang Ulu 1 and 2, Palembang. Results indicated that students’ FRA was very low (mean = 41.78), with no significant difference between male and female students. While students generally showed a positive attitude toward reading, their reading interests varied. Correlation analysis showed no significant relationship between total scores of FRA and total scores of reading attitude or interest. However, two specific attitude components and 17 interest components were significantly correlated with FRA. Among them, seven interest items and two attitude items significantly contributed to FRA. The highest contribution came from interest in another language (6.1%) and the attitude of reading to learn new things (5.2%). These findings suggest that although overall reading disposition may not directly predict FRA, certain specific interests and attitudes play a meaningful role in shaping students’ reading performance.
TRANSLANGUAGING AND IDENTITIES CONSTRUCTIONS: INVESTIGATING MULTILINGUAL PRACTICES AMONG INDONESIAN ENGLISH LEARNERS IN A UNIVERSITY Fauziyah, Nur Nabilah; Andriani, Merry
Premise: Journal of English Education and Applied Linguistics Vol 14, No 2 (2025): 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.v14i2.12170

Abstract

This article examines the impact of translanguaging spaces on the language practices and identity constructions of Indonesian English learners. To answer these questions, we employed multiple conceptual frameworks, including the concept of translanguaging, moment analysis, and English global positions. We collected the data through classroom observation, semi-structured interviews, and an analysis of written texts from fifth-semester students in the English Literature department at an Indonesian university in Malang. The findings show that translanguaging is highly appreciated by most Indonesian English learners, both in oral presentations and written works. Translanguaging has several pedagogical functions, including improving students' understanding of content, clarifying complex ideas, providing authenticity to stories, and reducing language anxiety. We also found multiple and dynamic identities constructed by participants in different contexts, namely hybrid identity, multilingual identity, laissez-faire liberalism, colonial celebration, and linguistic imperialism. These dynamic identities are primarily influenced by the dominance of monolingual and colonial celebration views in various contexts, despite the increasing use of translanguaging in classrooms. 
ENHANCING MORPHOLOGICAL AWARENESS AND READING FLUENCY IN EFL LEARNERS THROUGH AI TOOLS Damanik, Lia Agustina; Pratiwi, Resdilla; Rosada, Bintang
Premise: Journal of English Education and Applied Linguistics Vol 14, No 2 (2025): 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.v14i2.12079

Abstract

Morphological awareness, which involves understanding word structure and formation, plays a pivotal role in developing reading fluency among English as a Foreign Language (EFL) learners. This study investigates the effect of AI-based tools on morphological awareness and reading fluency among 25 third-semester English as a Foreign Language (EFL) students at STAIN Mandailing Natal. Using a quantitative pre-test and post-test design, students completed a 30-item morphology awareness test and a fluency reading test before the intervention, which involved using Grammarly and ReadTheory for eight weeks. Grammarly provided feedback on morphology-related errors, while ReadTheory adapted reading passages to proficiency levels. A post-test was used to measure improvements, which were analyzed using a paired t-test. Results show a significant increase in post-test scores, confirming the effectiveness of AI tools in enhancing morphological understanding and reading fluency. Compared to previous studies, this research reinforces the correlation between morphological awareness and reading skills, while highlighting the role of AI as an interactive learning tool. These findings suggest that integrating AI into EFL instruction enhances self-directed learning, improves linguistic accuracy, and fosters reading proficiency. 
COMPARING KWL AND SQ3R MODELS ON ENHANCE JUNIOR HIGHSCHOOL STUDENTNS’ READING COMPREHENSION Thaharnunu, Margaretha Maurits; Sulistyanto, Irwan; Muchyidin, M. Syaichul
Premise: Journal of English Education and Applied Linguistics Vol 14, No 2 (2025): 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.v14i2.12080

Abstract

This study examines the comparative effectiveness of the KWL (Know-Want-Learned) and SQ3R (Survey, Question, Read, Recite, Review) methods in enhancing reading comprehension among 7th-grade students at SMPN 2 Ngadiluwih. The research was motivated by the lack of consensus on the superiority of both methods and the need to account for classroom dynamics and student motivation, factors often overlooked in prior studies. Participants included 68 students, divided into two groups: an experimental group (KWL) and a control group (SQ3R), with reading comprehension scores as the dependent variable, measured via a 20-item multiple-choice test. The objective was to compare the impact of both methods while identifying external factors such as student engagement and teacher competency. A quasi-experimental design with a pre-test and post-test revealed significant improvements in reading comprehension for both methods. However, no statistical difference was found (p-value = 0.914). Data analysis using the Kolmogorov-Smirnov normality test, homogeneity test, and independent t-test in SPSS 27 confirmed that implementation success was influenced by the classroom environment, such as the presence of peer tutors in the SQ3R group, which fostered a conducive learning atmosphere. The study concludes that the KWL method is suitable for simpler texts with high student motivation. In contrast, the SQ3R method is more effective for in-depth analysis with structured guidance. Practical implications include recommendations for teachers to combine both methods based on student needs, the necessity of research-based reading strategy training, and future exploration of technology integration in pedagogical approaches.
GUIDED CONVERSATION TECHNIQUE IN EFL CLASSROOMS: SUPPORTING SPEAKING SKILLS DEVELOPMENT Mulki, Nur; Meisuri, Meisuri; Rahmawati, Istiqomah Nur
Premise: Journal of English Education and Applied Linguistics Vol 14, No 2 (2025): 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.v14i2.12049

Abstract

This study explored the implementation of guided conversation techniques in supporting speaking skills development among tenth-grade EFL students through a qualitative descriptive approach. Data were collected using semi-structured interviews and guided classroom observations. Findings indicated that the guided conversation technique positively influenced students' speaking proficiency, notably in fluency, vocabulary mastery, pronunciation, grammar, and sentence construction. Importantly, students reported increased confidence and reduced anxiety when speaking English, highlighting the emotional benefits of structured conversational practice. Observations also confirmed increased student participation, interaction, and engagement, supported by consistent and constructive teacher feedback. While some students still encountered challenges such as pronunciation difficulties and shyness, ongoing teacher support significantly mitigated these issues. Overall, the guided conversation technique emerged as a practical instructional approach, enhancing both linguistic skills and emotional readiness in EFL classrooms. Recommendations include incorporating differentiated scaffolding and further qualitative research in varied educational contexts.
IMPLEMENTING FLIPPED CLASSROOM MODEL WITH PEER GROUP TO STRENGTHEN EFL UNIVERSITY STUDENTS' WRITING ACHIEVEMENT Zuhra, Intan; Agustisa, Mutia; Darwis, Muhammad
Premise: Journal of English Education and Applied Linguistics Vol 14, No 2 (2025): 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.v14i2.12117

Abstract

This study was designed to assess students' writing achievement in the third semester of the Syiah Kuala University Paragraph Writing Course in 2021. This study used a quasi-experimental design. Pre-tests, post-tests, and questionnaires were employed as the research instruments. The data were analysed quantitatively. The results indicate that the mean score of the post-test for the experimental group (83.52) is higher than that of the control group (68.76).Furthermore, the percentage of questionnaire results showed that 27.3% strongly agree and 51.1% agree that this teaching model motivates students in learning writing. It can be concluded that there is a significant difference in the writing achievement of students between the experimental and control groups. In other words, the Flipped Classroom Model with Peer Group is an effective teaching model. Hence, the implementation of the Flipped Classroom Model with Peer Group in teaching writing could improve students' learning results and increase students' writing motivation.
ENHANCING ESP STUDENTS' CREATIVE THINKING SKILLS THROUGH VIDEO ADVERTISING PROJECTS: A CASE STUDY IN ENGLISH FOR TOUR OPERATIONS Chaerunnisah, Indah Utami; Nova, Muhamad
Premise: Journal of English Education and Applied Linguistics Vol 14, No 2 (2025): 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.v14i2.10971

Abstract

The rapid growth of global business in the 21st century necessitates integrating creative thinking skills into teaching and learning programs. Regarding this issue, one potential learning output for integrating creative thinking skill enhancement in teaching and learning activities is the creation of video advertisements. The current study investigated the students' perspective toward video advertising project implementation to enhance students' creative thinking skills in a project-based learning class. The current study is a case study that took 24 students as participants. The video project was conducted through 4 meetings. In the current study, the data were obtained through observation, a questionnaire, and an interview. The data was then analyzed using qualitative data analysis, which involved data reduction, data display, and conclusion drawing. The study's results indicate that all students recognized the video advertising project's potential to positively impact their creativity, particularly in terms of enforcing creative ideas, developing scriptwriting skills, refining video editing skills, and honing negotiation skills. Only a few students perceived it negatively, as they faced challenges in group contributions. Thus, implementing a video advertising project is necessary to improve students' creative thinking skills.  
ENGLISH EDUCATION STUDY PROGRAM STUDENTS’ PERCEPTIONS ON IMPROVING SPEAKING SKILLS THROUGH LITMATCH Puspitasari, Indah; Sholeha, Ucik Intan
Premise: Journal of English Education and Applied Linguistics Vol 14, No 2 (2025): 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.v14i2.9740

Abstract

This study aims to determine students' perceptions of Litmatch in improving speaking skills. Data were obtained through speaking classes in Litmatch and also through an online survey shared via links on social media. This study utilizes quantitative descriptive research to understand the usage, influence, motivation, and perceptions of the sample. The respondents in this study were 27 students from the English Education Department at STKIP PGRI Pacitan. The sampling technique employed Litmatch and Google Form as media, resulting in summarized findings in the form of tables and diagrams. The research findings indicate that Litmatch application as easy to use and with simple navigation, where the majority of respondents chose "agree" with a total of 13 respondents (48.1%), provides features to practice speaking, where the majority of respondents chose "agree" with a total of 14 respondents (51.9%), improve speaking skill where the majority of respondents chose "agree" with a total of 16 respondents (59.3%), motivates users to practice speaking English more frequently where the majority of respondents chose "agree" with a total of 15 respondents (55.6%), and 22 respondents (81.5%) recommend Litmatch to other English Education students to improve their speaking skills.

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