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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 391 Documents
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PRAGMATIC FUNCTIONS OF PRESUPPOSITIONS: HOW PRESUPPOSITIONS SHAPE MEANING IN SPOKEN AND WRITTEN LANGUAGE Eragamreddy, Nagamurali
Premise: Journal of English Education and Applied Linguistics Vol 14, No 3 (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.v14i3.12533

Abstract

This research examines how presupposition triggers a function in storytelling and debate genres to create meaning, finding that distributions of triggers and contexts of discourse determine interpretive dynamics together. The study confirms that definite descriptions make background assumptions in Arthur Conan Doyle's A Scandal in Bohemia and a free-speech debate transcript, and genre-conventional patterns result—narrative uses low-frequency-high-impact clefts and factives to regulate reader involvement, and debate uses plentiful contrastive ("but") and modal ("may") initiators to regulate contestable premises. With a convergent-parallel mixed-methods design, the study gathered and cleaned the entire text of the short story and verbatim debate transcript. Discourse analysis was used to identify and thematically code presupposition triggers, and automated scripts to count their frequency. Key results indicate that definites appear in 100% of narrative turns and 85% of argument turns, whereas "but" and "may" appear in 23% and 15% of argument turns but fewer than 1% in the narrative. The findings directly speak to the congruity between qualitative patterns (world-construction vs. argumentative setup) and quantitative trends. The research concludes that presuppositions are genre-sensitive tools: semantic triggers ground narratives, while pragmatic triggers propel debate dynamics. Consequences reach as far as dynamic semantics theory, high-level discourse pedagogy, and improved NLP models for presupposition detection.
COMPARATIVE ANALYSIS OF MORPHOLOGICAL AWARENESS BETWEEN EFL TEACHERS OF FORMAL AND NONFORMAL EDUCATION: A CASE STUDY Purba, Lenni Novrianti; Dewanti, Ratna
Premise: Journal of English Education and Applied Linguistics Vol 14, No 3 (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.v14i3.11924

Abstract

The ability to dissect words into the smallest unit of language is not something many people can do. However, studies on linguistic awareness have shown that there is a correlation between morphological awareness (MA) and a language learner's level of language proficiency. This study aimed to investigate the morphological awareness of EFL teachers from formal and non-formal education; conventional school and English courses. The teachers-participants were selected from both institutions, tested with a morphological test, and interviewed to verify and confirm their MA test results. Descriptive statistic was used to analyze the results of tests and content analysis to analyze the interviews. Results of this study showed that the non-formal education EFL teachers demonstrated a better understanding of morphological knowledge than the formal education EFL teachers. Moreover, all teachers acknowledged the importance of morphological awareness in their language learning teaching. This study not only contributes to the growing area of morphology within the Indonesian context, but it also encourages teachers, particularly from formal education, to strengthen their understanding of morphological knowledge to design learning materials that fulfill students’ needs of morphological knowledge and awareness, and invites educators and policymakers to consider designing morphologically-focused content.
DEVELOPING AI-BASED SELF-ASSESSMENT METHOD IN THE PROCESS OF OPTIMIZING EFL INCLUSIVE LEARNING ACHIEVEMENT Azmi, Ulul; Arta, Berli
Premise: Journal of English Education and Applied Linguistics Vol 14, No 3 (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.v14i3.13391

Abstract

This research aims to develop AI-based self-assessment method to optimize EFL inclusive learning. This study employed a Research and Development (R&D) approach using ADDIE model consisting of analysis, design, development, implementation, and evaluation. AI based self-assessment module was created to allow students to reflect on their own learning and receive simple feedback that fits their needs. The sample of this study involved 20 university students. AI-based self-assessment module was designed with user-friendly explanations, self-check questions, reflection activities, and AI-generated feedback. The data were validated by material experts with an average score of 3.5, categorized as very good. Therefore, it can be concluded that developing AI-based self-assessment method is appropriate to be implemented in inclusive learning. The result shows that the module is helpful and suitable to be used in EFL inclusive classrooms. It made learning more flexible, helped students to understand the material better, and supported them to learn more independently. This implies that lecturers can start using AI-based self-assessment modules as practical tools to support every student’s learning needs. By giving students simple feedback and space to reflect on their progress, this approach can help them become more confident, independent, and actively involved in their own learning.
THE ROLE OF EMOTIONAL INTELLIGENCE ON ENGLISH SPEAKING SKILLS IN UNDERGRADUATE ENGLISH AS A FOREIGN LANGUAGE (EFL) STUDENTS Ghiffari, Nadira; Ruswandi, Riki; Novarita, Paulina
Premise: Journal of English Education and Applied Linguistics Vol 14, No 3 (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.v14i3.12265

Abstract

Emotional intelligence (EI) is still rarely studied in the context of English-speaking skills, particularly in terms of its specific impact on speaking skills among undergraduate students. Therefore, this study aims to investigate the relationship between emotional intelligence (EI) and English-speaking skills among EFL students at Islamic Nusantara University in Bandung. A survey design involving 93 English Language Education students was employed, utilizing a quantitative approach selected through purposive sampling. This study employs a quantitative approach using a survey design. The data collection technique employed a questionnaire with a 5-point Likert scale, which was analyzed using descriptive statistics. The study results indicate that emotional intelligence (EI) has a significant impact on the English-speaking abilities of EFL students, playing a crucial role in enhancing confidence, managing anxiety, and improving speaking skills. An average score of 3.99 reflects students’ perception that EI plays a significant role in the success of speaking English. This study’s implications highlight the integration of EI lessons into the English learning curriculum to enhance students’ confidence and speaking skills, thereby creating a more satisfying learning experience. This research offers valuable insights for educators and curriculum developers to design programs that promote the development of emotional intelligence (EI) in the context of language learning, thereby enhancing students’ English-speaking skills.
THE EFFECT OF DIFFERENTIATED LEARNING ON EFL ACHIEVEMENT: A META-ANALYSIS Putri, Shalsa Aledya; Mujiono, Mujiono; Sulistyo, Teguh
Premise: Journal of English Education and Applied Linguistics Vol 14, No 3 (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.v14i3.12703

Abstract

The present meta-analysis explored the effects of differentiated learning on EFL learners' achievements, examining the impact of various moderating factors․ The study synthesized eight experimental studies (2014–2025), adhering to PRISMA guidelines, and found that differentiated Instruction had a large, statistically significant effect on English achievement (Hedges' g = 1․92)․ Overall effect sizes were evaluated, and moderator analyses were applied to assess variation by educational level, language-learning target, and geographical region․ The study revealed that learners at the primary level demonstrated greater gains in English achievement than their secondary-level peers, suggesting age-related responsiveness to differentiated instruction․ The study showed that those who learned reading and writing skills improved more than those who learned general English language learning․ The findings indicate that differentiated learning can be aligned with learners' needs and characteristics to make the teaching–learning procedure more personalized and interactive․ This study, therefore, favours more research into finding how best differentiated learning can be implemented in different educational domains․
QUILLBOT-ASSISTED COLLABORATIVE WRITING: IMPACT ON EFL STUDENTS’ DESCRIPTIVE WRITING AND SELF-EFFICACY Pramudiharjo, Fendi Sebastian; Laksmi, Ekaning Dewanti; Khoiri, Niamika El
Premise: Journal of English Education and Applied Linguistics Vol 14, No 3 (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.v14i3.12447

Abstract

This study investigates how QuillBot-assisted Collaborative Writing affects EFL students' descriptive writing performance and self-efficacy. Employing a quasi-experimental design, 45 Indonesian senior high school students were divided into control (21 students) and experimental groups (24 students). The experimental group engaged in collaborative writing with QuillBot, while the control group followed a conventional teacher-centered approach. Data collection included pre-test and post-test writing assessments and a self-efficacy questionnaire. Mann-Whitney U test was applied to analyze the data due to violations of normality and homogeneity assumptions. The result revealed a significant difference in post-test scores between the groups. Meanwhile, self-efficacy showed no statistically significant influence on writing performance. These findings suggest that QuillBot-assisted Collaborative Writing enhances students’ interaction and writing proficiency. The use of QuillBot provides timely feedback and reduces the teachers’ load. Future research should explore long-term effects, student engagement levels in the areas of cognitive, behavior, social, and affective engagement, and qualitative perspectives on AI-assisted writing in K-12 setting. This research contributes to the growing discussion related to QuillBot’s roles in language learning, emphasizing its abilities as a complementary rather than autonomous instructional tool.
INTEGRATING FABLE VIDEO VIA YOUTUBE TO ENHANCE EFL STUDENTS’ LISTENING SKILL Wardani, Debby Kusuma; Nuraini, Kristi; Fatkurochman, Henri
Premise: Journal of English Education and Applied Linguistics Vol 14, No 3 (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.v14i3.13365

Abstract

Listening becomes one of the skills that is very important to master. Unfortunately, many EFL students lack in listening. This study aimed to help EFL students develop their listening skills by integrating fable videos. This research used classroom action research. The participants of this study consist of 31 tenth-grade 3 students at SMAN Arjasa, Jember. The instruments used by the author were an observation checklist and a listening test, and to collect the data, the author observed the students in every cycle of cycle 1 and 2, and also conducted the listening test at the end of each cycle. The data were analyzed by classification and scoring. The use of fable video as the media significantly improved students’ listening comprehension and became an effective tool that can engage students' participation during the learning process, also understandable within the context existing in the video. The use of interactive and effective media, such as fable video, is really needed to improve students' listening skills and participation.
A NARRATIVE INQUIRY INTO MIDWIFERY EFL STUDENTS’ EXPERIENCES USING CANVA: CHALLENGES AND ADAPTATIONS IN ONLINE SPEAKING CLASSES Wahyuni, Rina; Wahyuningsih, Yulia
Premise: Journal of English Education and Applied Linguistics Vol 14, No 3 (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.v14i3.13679

Abstract

This study explores the effectiveness of Canva as a learning tool to enhance the English speaking skills of midwifery students, focusing on the students’ perspectives regarding the implementation of this application in the classroom. Speaking is a vital skill for academic and professional communication, yet many students struggle due to low confidence and limited practice opportunities. The research aims to evaluate students' opinions on using Canva to improve their speaking abilities. A qualitative approach was used, with data collected through a questionnaire, and analyzed using descriptive statistics to summarize the students' responses. The findings reveal that Canva’s interactive features significantly increased students' speaking confidence and engagement in EFL classrooms. Additionally, the study suggests that Canva’s flexibility allows students to practice speaking anytime and anywhere, making it an effective tool for enhancing speaking proficiency. The integration of Canva into English language teaching holds potential for improving language skills while fostering creativity and self-expression. Based on the results, it is recommended that Canva be incorporated into language learning curricula to maximize students’ speaking potential and motivation.
THE EFFECTIVENESS OF PUZZLE MEDIA IN TEACHING CAUSE-AND-EFFECT SENTENCES TO EFL LEARNERS IN INDONESIA Zukhli, Aryanti Nafasatuz; Rasuki, Muhlisin; Fatkurochman, Henri
Premise: Journal of English Education and Applied Linguistics Vol 14, No 3 (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.v14i3.13370

Abstract

Effective writing instruction is crucial for English as a Foreign Language (EFL) learners. Nonetheless, teaching cause-and-effect sentences remains a challenge. The current study aims to examine the effectiveness of puzzle media in addressing this challenge. The study employed a pre-experimental, pre-test/post-test design with one group of participants comprising Indonesian high school students. Specifically, this group underwent a pre-test, instructional treatments using puzzle media, and a post-test, along with a questionnaire. The pre-test and post-test were intended to gauge the effectiveness of puzzle media on cause-and-effect sentences as reflected in the participants’ ability to use these constructions before vs. after receiving the instructional treatments, whereas the questionnaire was intended to explore their views of the given instructional treatment. The data, comprising the participants’ scores on the pre-test and post-test, were analysed using a paired-sample t-test. Results reveal a significant difference between pre-test and post-test scores, indicating that puzzle media is effective in teaching cause-and-effect sentences to EFL learners. Furthermore, the analysis of the participants’ responses on the questionnaire indicates that 62.1% of participants found puzzle media engaging and helpful in writing tasks. This study concludes that incorporating puzzle media into EFL writing instruction can enhance learners’ mastery of cause-and-effect sentences and foster a more engaging learning experience.
DEVELOPING GENIAL.LY BASED SELF-ACCESS LANGUAGE LEARNING SUPPLEMENTARY MATERIALS TO FACILITATE STUDENTS’ LEARNING AUTONOMY IN TERTIARY EDUCATION Fitriani, Ika
Premise: Journal of English Education and Applied Linguistics Vol 14, No 3 (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.v14i3.11868

Abstract

Building learning autonomy is a pivotal thing in the level of higher education. Students should be able to more independent instead of heavily rely on teacher-directed activities within the classroom. It is crucial to provide self-access materials which align with students’ learning needs. This current research, therefore, aimed at developing interactive English supplementary materials using Genial.ly for promoting students’ autonomous learning. Genial.ly is proven to be a promising application, yet the use of Genial.ly to develop English for Specific Purposes (ESP) self-access learning materials for EFL Nursing students is still under studied. Following research and development stages consisting of planning, developing, and evaluating, the findings showed that the average score of language and media expert validation were 4.8 and 4.7 respectively. After that, the researcher conducted the first revision and a small-scale trial with the obtained average score was 4.1. Based on the results, it could be concluded that the learning product met the standard and feasible to be implemented to help both teachers and students as supplementary materials within the process of English teaching and learning. Further classroom action research (CAR) or experimental design is highly suggested to be conducted to dig up the effectiveness of the Genial.ly based learning product. The implementation of Genial.ly based interactive English supplementary materials also needed further and larger feedback from the wider users to provide the information for the future product development that met the students’ needs.

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