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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 458 Documents
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INTEGRATING FABLE VIDEO VIA YOUTUBE TO ENHANCE EFL STUDENTS’ LISTENING SKILL Debby Kusuma Wardani; Kristi Nuraini; Henri Fatkurochman
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.
THE EFFECTIVENESS OF PUZZLE MEDIA IN TEACHING CAUSE-AND-EFFECT SENTENCES TO EFL LEARNERS IN INDONESIA Aryanti Nafasatuz Zukhli; Muhlisin Rasuki; Henri Fatkurochman
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 AI-BASED SELF-ASSESSMENT METHOD IN THE PROCESS OF OPTIMIZING EFL INCLUSIVE LEARNING ACHIEVEMENT Ulul Azmi; Berli Arta
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 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.
A NARRATIVE INQUIRY INTO MIDWIFERY EFL STUDENTS’ EXPERIENCES USING CANVA: CHALLENGES AND ADAPTATIONS IN ONLINE SPEAKING CLASSES Rina Wahyuni; Yulia Wahyuningsih
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 increase the English-speaking skills of midwifery students, focusing on their experiences, challenges, and adaptations in online speaking classes. 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' views on using Canva to enhance their speaking skills. A qualitative narrative inquiry was conducted, supplemented by a closed-end questionnaire to capture students’ perceptions, with responses summarized descriptively. 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. The results of this study suggest that Canva be incorporated into language learning curricula to maximize students’ speaking potential and motivation. These findings provide insights for EFL instructors and curriculum developers to design more engaging and supportive online speaking environments.
THE EFFECTIVENESS OF YOUTUBE ANIMATION VIDEOS TO IMPROVE STUDENTS' VOCABULARY MASTERY Corry Evalyna Pramesti; Yusnita Sylvia Ningrum
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.
IMPLEMENTING SHORTS MOVIES TO IMPROVE THE STUDENTS’ VOCABULARY KNOWLEDGE: A SIMPLE EXPERIMENTAL STUDY Hilma Safitri; Nur Amalia
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.
THE DYNAMICS OF GENDERED PERCEPTIONS TOWARD GPT USE BY UNIVERSITY LECTURERS IN ENGLISH ACADEMIC WRITING Rina Wahyuni; Weda Ayu Ardini
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.
CULTURAL ENGAGEMENT THROUGH E-MODULES: THE DEVELOPMENT OF LOCAL WISDOM BASED MATERIAL TO IMPROVE HIGH SCHOOL STUDENTS’ READING COMPREHENSION SKILLS IN ACEH Intan Zuhra; Muhammad Alfata; Mutia Agustisa; Muhammad Darwis; Muhammad Haris Mustaqim
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.v15i1.14305

Abstract

A narrative text E-Module based on Acehnese local wisdom has never been developed by any scholars, yet it is essential for material development in English as a Foreign Language (EFL) context at high school level to enhance students’ reading comprehension skills. The research process involved four stages: needs analysis, expert validation, implementation, and student response evaluation. The needs analysis involving 35 students revealed that learners required short, simple, accessible, and up-to-date texts, particularly folklores reflecting local wisdom. Expert validation indicated that the developed E-Module achieved a “very valid” category, with material validation scoring 96.7% and media validation scoring 94.6%. While the module was considered highly effective in improving vocabulary, inference, and comprehension skills, experts recommended minor revisions to better support independent learning and enrich multimedia features. The effectiveness of the E-Module was further confirmed through a paired sample t-test, which demonstrated a significant improvement between pre-test and post-test scores (t = -10.81, p < 0.05), with a mean gain of 26.57 points. Moreover, students’ responses were overwhelmingly positive, with 80%–89% strongly agreeing and 6%–14% agreeing across aspects such as ease of use, systematic arrangement, motivation, and contribution to reading comprehension. This study concludes that the developed E-Module is pedagogically sound, contextually relevant, and feasible for broader implementation in EFL reading instruction. This study provided reading material with local wisdom based that can be easily access online.
THE ENGLISH AS FOREIGN LANGUAGE (EFL) STUDENTS’ PERSPECTIVES ON THE READING EDUCATIONAL COMICS BASED ON LOCAL WISDOM “THE STORY OF CANDI PARI Nadliyah Putri Syalwa; Vidya Mandarani; Yuli Astutik
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.v15i1.14407

Abstract

This qualitative study explores seventh-grade students' perspectives on using "The Story of Candi Pari" educational comic in English reading instruction at SMP Dharma Wanita 7 Tanggulangin, East Java. Data was collected through semi-structured interviews with 10 selected students, alongside observations and documentation, which were later analyzed through thematic analysis. Eight themes emerged in response to two research questions. Students identified four strategies that enhanced reading skills: the integration of visual and textual components aided comprehension; gaining vocabulary in context was facilitated by various hints; making comics led to increased engagement; and visual panels helped in grasping narrative structure. Four additional themes represented the students' views: increased enthusiasm and enjoyment, a preference for visual formats that reduce reading anxiety, cultural significance which contributes to a deeper understanding through familiar local material, and pride in their local identity and history. The results indicate that educational comics rooted in local narratives can serve effectively as both instructional and reading resources. They encompass multiple dimensions of reading development, such as cognitive, metacognitive, motivational, and sociocultural elements. This offers substantial proof of the effectiveness of culturally relevant multimodal approaches in secondary education in Indonesia.

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