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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 408 Documents
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REIMAGINING ENGLISH LANGUAGE TEACHING THROUGH MULTILITERACIES PEDAGOGY: A SCOPING REVIEW OF EMPIRICAL STUDIES (2015–2025) Rinekso, Aji Budi; Rianawati, Rianawati; Gustine, Gin Gin; Musthafa, Bachrudin; Kadaryanto, Budi
Premise: Journal of English Education and Applied Linguistics Vol 15, No 1 (2026): 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.v15i1.14710

Abstract

Multiliteracies pedagogy addresses complex communication issues in the digital world by promoting diverse literacy practices, multimodal meaning-making, and critical engagement with texts. Many studies have explored how multiliteracies pedagogy is applied in language learning from multiple perspectives, yet comprehensive reports remain limited. To address this gap, this scoping review synthesizes empirical studies on the implementation of multiliteracies pedagogy in English language teaching across primary, secondary, and tertiary education. Guided by PRISMA framework, 526 records were retrieved from the Taylor & Francis database, selected for its extensive coverage of Scopus-indexed journals in humanities and applied linguistics. Based on predefined inclusion and exclusion criteria, 23 articles published between 2015 and 2025 were included in the final analysis. The analysis identified seven key themes: identity and cultural expression; multimodality and technology integration; multiliteracies and pedagogical innovation; power, equity, and resistance; language and academic literacy development; challenges in implementing multiliteracies pedagogy; and intercultural understanding and global English. Findings reveal that multiliteracies pedagogy supports learner identity, inclusivity, intercultural awareness, and academic development, while also indicating gaps in geographical coverage, primary-level research, and methodological diversity. This review complements previous studies by providing a cross-level synthesis of empirical research across different educational contexts.  
THE DYNAMICS OF GENDERED PERCEPTIONS TOWARD GPT USE BY UNIVERSITY LECTURERS IN ENGLISH ACADEMIC WRITING Wahyuni, Rina; Ardini, Weda Ayu
Premise: Journal of English Education and Applied Linguistics Vol 15, No 1 (2026): 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.v15i1.14262

Abstract

Artificial Intelligence (AI) has increasingly transformed higher education, particularly in the domain of academic writing. Among AI tools, Generative Pre-trained Transformer (GPT) has been widely adopted to support drafting, editing, and enhancing scholarly texts. However, limited attention has been given to how gender influences lecturers’ perceptions of GPT, especially in Indonesia where publishing in English remains both a professional requirement and a challenge. This study investigates gendered perceptions of GPT adoption in academic writing. A descriptive qualitative design was employed, involving 10 lecturers (5 male and 5 female) selected from a larger pool of 40 participants across disciplines. Semi-structured interviews were conducted and analyzed thematically using NVivo 12 within the Unified Theory of Acceptance and Use of Technology (UTAUT) framework. Findings reveal distinct gender-based differences: male lecturers emphasized efficiency and speed, while female lecturers expressed concerns regarding quality, ethics, and accuracy. Moderator variables such as age, technological experience, and voluntariness of use further shaped these perceptions. The study concludes that gender functions as a significant contextual moderator in GPT adoption in academic writing. These insights contribute to refining technology acceptance models and highlight the need for inclusive training programs in higher education that address gender dynamics and promote equitable use of AI tools.
EXPLORING HIGH SCHOOL STUDENTS’ AFFECTIVE RESPONSES TOWARD AUTHENTIC TEXTS IN READING ACTIVITIES : A CASE STUDY IN MALANG INDONESIA Khoir, Azizatul; Badriyah, Ima Mutholliatil; Ariani, Faridah
Premise: Journal of English Education and Applied Linguistics Vol 15, No 1 (2026): 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.v15i1.14784

Abstract

Reading is a complex language skill because it involves various cognitive and affective processes in understanding text. This study attempts to analyze the students' affective responses and the challenges faced by them while reading authentic English texts at a high school level. This study applied a qualitative method with a case study approach. The subjects of this study were tenth-grade students at a high school in Malang. The research data was obtained through observation, questionnaires, and interviews, which showed that students’ affective responses to the use of authentic texts in reading activities were divided into five aspects, namely receiving (3.77, high category), responding (3.37, medium category), valuing (4.04, high category), organization (3.64, high category), and characterization (3.17, medium category). However, the students also faced several challenges, especially regarding some problematic vocabulary, sentence structures, and cultural understanding of the texts. This study is expected to provide useful information for the development of reading activities based on authentic texts, and this could serve as a reference for further research conducted in the context of authentic text use.
POW+TREE STRATEGY ON HIGH SCHOOL STUDENTS’ WRITING ACHIEVEMENT IN MUNTOK, INDONESIA Mutmainah, Riany; Astrid, Annisa; Riznanda, Winny Agustia
Premise: Journal of English Education and Applied Linguistics Vol 15, No 1 (2026): 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.v15i1.14579

Abstract

The purpose of this study was to determine whether: (1) there was a significant improvement in the twelfth-grade students' writing achievement before and after treatment using the POW+TREE strategy, and (2) there was a significant difference between students who were taught using the POW+TREE strategy and students who did not at SMAN 1 Muntok, Bangka Barat. The writing test was administered using a pre- and post-test in a quasi-experimental design. An experimental group was taught using POW+TREE, and a control group was taught through a strategy that is usually used by the teacher. The results showed a substantial improvement in the writing ability of the experimental group students after the implementation of the POW+TREE strategy, as well as significant differences between the experimental and control groups. This study also fills an empirical gap, as previous research on POW+TREE has focused mainly on lower grade levels under Curriculum 2013, whereas this study examines twelfth-grade students in the Merdeka Curriculum context. The findings of this research indicated that the POW+TREE strategy is effective in helping students improve their more structured, organized, and communicative writing skills.
ENHANCING INCIDENTAL VOCABULARY ACQUISITION THROUGH GLOSSING AND GALLERY WALK IN INDONESIAN HIGH SCHOOL ENGLISH AS A FOREIGN LANGUAGE (EFL) CONTEXT Ritonga, Yesi Nuraini; Devanti, Yeni Mardiyana; Hidayati, Kuni Hikmah
Premise: Journal of English Education and Applied Linguistics Vol 15, No 1 (2026): 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.v15i1.14817

Abstract

This study investigates the effectiveness of integrating glossing and Gallery Walk to enhance incidental vocabulary acquisition in secondary EFL classrooms. The primary issue in vocabulary learning in English classes is the reliance on memorization methods, which can lead to students becoming less motivated and hindering their ability to retain new vocabulary. However, limited studies have examined the integration of glossing strategies within interactive classroom practices, particularly in the Indonesian secondary Foreign Language in English learning contexts. This study employed an action research design following the model proposed by Kemmis and McTaggart (1988), conducted in two cycles, involving ten eleventh-grade students at a private secondary school in Jember Regency. The learning activities integrate the gloss strategy in reading with the steps of a Gallery Walk. Data were collected through pre-tests, post-tests, and classroom observations, and analyzed using comparative quantitative and qualitative approaches. The results demonstrate progressive improvement in vocabulary achievement and student engagement across cycles, suggesting that integrating glossing and Gallery Walk effectively supports incidental vocabulary acquisition and learner motivation. These results provide practical implications for vocabulary teaching in secondary EFL classrooms.
LOGICO-SEMANTIC RELATIONS IN A UNIVERSITY STUDENT'S ARGUMENTATIVE ESSAY: CONTENT ANALYSIS OF CLAUSE COMPLEXES Hitimala, Hardianto; Gunawan, Wawan
Premise: Journal of English Education and Applied Linguistics Vol 15, No 1 (2026): 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.v15i1.10584

Abstract

An argumentative essay is one of the most difficult types of writing for university students, especially in constructing sentences that are logical, cohesive, and coherent, which is called a logico-semantic relation in systematics functional linguistics (SFL). Thus, the objective of this research was to find out the logico-semantic relations manifest in the argumentative essays crafted by university students and a teacher's perspectives on the use of logico-semantic relations in students’ writing. The analysis showed that the essay comprised 10 clause complexes and exhibited logico-semantic relations, as evidenced by the identification of expansion and projection relations. The data on expansion relation revealed that out of 10 clause complexes, 5 clauses 50% had elaboration relations, 3 clauses 30% had enhancement relations, and 2 clauses 20% had extension relations. Among 10 clauses, 3 belonged to the category of idea projection marked by words such as “debate, find out, thinking, based on”, while 2 belonged to the category of locution projection marked by words “tell, say”, and the remaining two clauses did not belong to any category of projection. Concerning the interview, the teacher possessed a solid comprehension of the concept of logico-semantic relations, which are the techniques of linking clauses or sentences to convey the logical and semantic meanings of the text. The teacher also emphasized the importance of logico-semantic relations for attaining cohesion and coherence in academic writing.
FOSTERING HIGH SCHOOL ENGLISH AS A FOREIGN LANGUAGE (EFL) STUDENTS’ SPEAKING CONFIDENCE THROUGH PHOTOVOICE 2.0: A QUALITATIVE CASE STUDY Chabibah, Faricha Maula; Pratama, Hendi
Premise: Journal of English Education and Applied Linguistics Vol 15, No 1 (2026): 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.v15i1.15311

Abstract

This study explores the implementation, impact, and students' perceptions of Photovoice 2.0 in fostering speaking skills. Employing a qualitative case study design, it involved eight purposively selected high school students at SMA Negeri 7 Semarang. Data were gathered through digital observations, semi-structured interviews, and qualitative analysis of voice notes using a validated rubric. The data analysis involved thematic analysis and triangulation to ensure the credibility of the findings. The results indicated that Photovoice 2.0 empowered students as co-researchers and showed strong potential in reducing speaking anxiety. Based on the qualitative speaking rubric, students achieved a high average score of 4.56 out of 5.0, with Comprehensibility and Content & SHOWED Analysis receiving the highest marks (4.75). The Vocabulary aspect recorded the lowest score (4.25), suggesting a need for more explicit linguistic support. Overall, students perceived the method positively, noting increased motivation, confidence, and material relevance. This study concludes that Photovoice 2.0 serves as a strong pedagogical strategy that develops both oral proficiency and critical thinking within digital learning environments. Furthermore, the study implies that integrating Photovoice 2.0 serves as a transformative pedagogical tool for EFL teachers to foster a more inclusive speaking environment and effectively mitigate students' speaking anxiety.
ASSESSING PRESERVICE ENGLISH TEACHERS’ METACOGNITIVE AWARENESS AND ITS RELATION TO THEIR TEACHING PERFORMANCE Wahyuni, Sri; Al-Awawdeh, Nabil; Aini, Nurul
Premise: Journal of English Education and Applied Linguistics Vol 15, No 1 (2026): 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.v15i1.15414

Abstract

Metacognition becomes one of the most psychological concepts and the important domain in any teaching and learning process. It is assumed that students with high level of metacognitive awareness tends to have high academic achievement. However, the relation of metacognitive awareness and teaching performance of pre-service teachers are still questionable. This study aims at investigating the preservice English teachers’ metacognitive awareness and its relation to their teaching performance in UIN Syekh Wasil Kediri. By employing correlational research design, thirty-three preservice English teachers joined this study. Metacognitive awareness inventory (MAI) adopted from Schraw and Dennison (1994) was used to collect the data on metacognitive awareness level, and teaching practicum checklist to evaluate teaching performance. In analyzing the data, descriptive statistics and Pearson Bivariate correlation analysis through SPSS were used. The finding shows that there was no significant relationship between metacognitive awareness and teaching performance of preservice English teachers. The significant value obtained was higher than the significant level (0.557 > 0.05). Furthermore, when both types (metacognitive knowledge and metacognitive regulation) were analyzed separately, there was no significant relationship between metacognitive knowledge and teaching performance (.532 ˃ .05), and between metacognitive regulation and teaching performance (.584 ˃ .05. It implied that metacognitive awareness may not become the main determinant factor in teaching performance of preservice English teachers; other factors such as linguistics competence may influence more on teaching performance. 

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