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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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IMPLEMENTING SHORTS MOVIES TO IMPROVE THE STUDENTS’ VOCABULARY KNOWLEDGE: A SIMPLE EXPERIMENTAL STUDY Safitri, Hilma; Amalia, Nur
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.v14i3.13956

Abstract

This study aims to improve the vocabulary of eighth-grade students by using movies as a medium in learning at SMP Al-Ma’mur.  By employing a simple experimental study design, incorporating both qualitative and quantitative data, this study explored the impact of movie-based vocabulary instruction.  Data collection involved pre-tests, post-tests, and some student interviews.  The participants were 15 junior high school students in grade 8 that were given some pre and post-tests together with the interview for some both qualitative and quantitative data findings. Some data quantitative were calculated to find some significant improvement. While some data qualitative were interpreted based on some theories adopted. The results revealed a statistically significant improvement for the students' vocabulary scores in which the maximum pretest score was < 50 that indicated under the minimum passing score (KKM) /75. While the posttest score was 100 maximums complemented by overwhelmingly positive qualitative feedback regarding the students’ learning experience. The study concludes that utilizing movies as an instructional tool in language classrooms creates a more dynamic and motivating learning environment, thereby promoting effective language acquisition.
BOOSTING READING SKILLS THROUGH PLAY: BLOOKET’S ROLE IN TEACHING DESCRIPTIVE TEXT Annisa, Adelia Rizky; Febriyanti, Emma Rosana; Elyani, Eka Puteri; Fadilla, Raisa
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.v14i3.13338

Abstract

Descriptive text is an important part of the English curriculum in junior high school, especially for seventh-grade students. However, many students faced difficulties in understanding descriptive text, which hindered their reading comprehension and limited their academic achievement. Traditional teaching methods were often ineffective in engaging students. In contrast, gamification had been recognized as an innovative strategy to increase student motivation and improve learning outcomes. This study aims to determine the effect of the use of the Blooket platform on students' reading comprehension ability in descriptive texts. This study uses a quantitative method with a quasi-experimental design. The subjects of the study were 76 seventh grade students at SMPN 3 Banjarmasin who were divided into experimental classes and control classes through cluster random sampling techniques. Both classes are given pre-tests and post-tests that focus on descriptive texts. The data analysis technique used was the Mann-Whitney U test with the help of SPSS version 26. The result showed that there was a significant difference between the post-test scores of students taught using Blooket and those taught using Quizizz. The experimental class achieved higher scores, with a significance value 0.000, which was lower than the 0.05 threshold. It can therefore be concluded that the Blooket platform had a significant positive impact on students’ reading comprehension of descriptive texts. Consequently, it is recommended that English teachers integrate Blooket into their teaching practices to foster greater student engagement and improve comprehension outcomes.
THE INFLUENCE OF SOCIAL INTERACTION ON WRITING DEVELOPMENT: THE ROLE OF COLLABORATIVE LEARNING Nugroho, Nugroho
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.v14i3.13456

Abstract

This quasi-experimental study investigates how controlled peer interaction through round-robin methodology affects writing development, contrasting with conventional solitary approaches. Using a mixed-data types design, 120 intermediate-level students were divided into experimental (n=60) and control (n=60) groups. Quantitative pre- and post-tests assessed writing fluency, coherence, and complexity, while qualitative observations examined turn-taking equality, feedback quality, and nonverbal engagement. Results showed the experimental group achieved significant improvement with mean gains of 37.66 points versus 19.04 points in the control group (p<0.001). The experimental group's normalized learning gain (N-Gain) reached 77.69%, nearly double the control group's 39.36%. Qualitative findings revealed the experimental class demonstrated high turn-taking equity (63.3% balanced participation), constructive feedback (58.3% specificity), and active nonverbal engagement (66.7% eye contact, open posture), contrasting sharply with control-group dominance hierarchies (38.3% low equity) and superficial feedback (43.3% vagueness). Grounded in Vygotsky's socio-cultural theory, the study demonstrates how structured peer collaboration democratizes participation and scaffolds writing skills through critical discourse, supporting round-robin techniques as effective writing instruction that balances independence and interdependence.
ENGLISH AS FOREIGN LANGUAGE (EFL) STUDENTS’ PERCEPTION OF AI WRITING TOOLS BASED ON THEIR EDUCATION LEVEL Annishah, Annishah; Widiati, Utami; Wulyani, Anik Nunuk
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.v14i3.12243

Abstract

EFL students at any level of education are nowadays accustomed to using AI tools to support their English learning. They also use it during academic writing. Understanding the perception is therefore important to optimize the use of AI writing tools.  The existing literature suggests that there are contrasting perceptions among students. Hence, this study aims to uncover the perceptions and uses of AI writing tools used by EFL students from different levels of education, which are undergraduate and master’s degree. This study utilized a mixed method combining surveys and interviews to answer research questions. The result suggests that the difference lies in the varieties of tools used by each level of education. Master’s degree tends to use more diverse AI writing tools compared to an undergraduate. As for the perception, both levels perceived AI writing tools positively. Suggestions for further studies are also presented in the last section. This study contributes to the developing area of AI in education and provides insight on how different levels of education utilize AI writing tools.   
THE EFFECTIVENESS OF YOUTUBE ANIMATION VIDEOS TO IMPROVE STUDENTS' VOCABULARY MASTERY Pramesti, Corry Evalyna; Ningrum, Yusnita Sylvia
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.v14i3.13686

Abstract

Vocabulary plays an important role in language learning. Vocabulary mastery is paramount in learning English because it can improve language skills. However, problems in vocabulary learning can still be found among junior high school students in Indonesia. This study aims to determine the effectiveness and significant differences in the use of YouTube animated videos to improve students' vocabulary mastery. This study is a quantitative research method with a quasi-experimental design that involves grade VIII students of SMPN 1 Madukara. This research instrument is in the form of a multiple-choice test of 35 questions that measure students' vocabulary mastery of verbs and adjectives. Data were obtained by giving pre-tests and post-tests to the control and experimental groups. The results of this study show that YouTube animated videos are not effective in improving vocabulary mastery. The experimental group obtained an average score of 87.24 and the control group obtained a score of 83.84. Meanwhile, the results of student scores in the experimental group before and after treatment showed significant differences. Initially, the average score of the student was 72.92, but after treatment, the score increased to 87.24. It can be concluded that although the score of the experimental group was higher than the score of the control group, the results were insignificant and the use of YouTube animated videos was less effective in improving vocabulary mastery. However, this learning media significantly affects students' vocabulary scores. Therefore, YouTube animated videos can be used for vocabulary learning because they can improve student scores and serve as an alternative to monotonous traditional learning media. These findings also imply that teachers can use morally charged YouTube animated videos as an engaging and contextual support medium to improve vocabulary learning in the classroom.
EXPLORING THE EFFECTIVENESS OF CHATGPT AS A CONVERSATIONAL PARTNER ON EFL STUDENT’S SPEAKING SKILLS: A QUASI-EXPERIMENTAL STUDY IN INDONESIA HIGHER EDUCATION Maharani, Zalfa Cabrina; Siagiyanto, Bambang Eko; Refai, Refai
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.v14i3.12338

Abstract

This study explores the effectiveness of ChatGPT in enhancing the speaking skills of EFL undergraduate students in the Hospital Administration program at Universitas Muhammadiyah Metro. A quasi-experimental research design was employed, involving 42 first-semester students divided into two groups: 21 students in ARS 1 as the experimental group and 21 students in ARS 2 as the control group. The experimental group received treatment using specific prompts designed to initiate conversations with ChatGPT. Data were collected through oral tests conducted before and after the intervention (pre-test and post-test). The results indicate a statistically significant improvement in the speaking skills of students in the experimental group. Hypothesis testing showed a significant value of <0.000 for the first hypothesis and 0.004 for the second, both below the threshold of 0.05, indicating that the alternative hypotheses were accepted. In conclusion, the use of ChatGPT had a positive and significant effect on improving the speaking skills of EFL students in the Hospital Administration program. The results highlight the potential of ChatGPT to supplement classroom speaking activities, while contributing to research on AI in EFL learning.

Page 40 of 40 | Total Record : 396

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