cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dedi Turmudi
Contact Email
tdeditur@gmail.com
Phone
+6281385471415
Journal Mail Official
premise@ummetro.ac.id
Editorial Address
Jl. Ki Hajar Dewantara No. 116 Metro Timur Kota Metro, Lampung Indonesia 34111 Telp.(0725)42445-42454 Fax.(0725)42445
Location
Kota metro,
Lampung
INDONESIA
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
 42   43   44   45   46 
FUN MEETS FUNCTIONALITY: EXPLORING THE ROLE OF GAMES IN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOMS THROUGH THE LENS OF TEACHERS Ahmad labib Irvani; Lulut Widyaningrum
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.v15i1.14524

Abstract

How do teachers in the context of teaching English as a foreign language (EFL) with limited resources view and implement GBL after participating in targeted professional development? This study investigates how three experienced EFL teachers view GBL and the challenges they face in its implementation. Data were collected through written reflections using Gibbs' Reflective Cycle, supported by classroom observations and document reviews. Interview data were analysed using Braun and Clarke's (2006) six-phase thematic analysis. Results indicate that teachers view GBL as effective in increasing student motivation, participation, and confidence, as well as reducing anxiety about English, especially when games align with curriculum objectives and are used for clear pedagogical purposes. However, they reported structural barriers such as limited instruction time, unstable internet connections, unequal access to devices, and rigid curriculum and assessment requirements. To overcome these barriers, teachers adopted practical strategies including team-based formats, games projected to the whole class, and short, focused game activities. The study concludes that maintaining GBL in similar English as a foreign language (EFL) learning environments requires continuous professional development, adequate infrastructure, and greater curriculum flexibility.
POW+TREE STRATEGY ON HIGH SCHOOL STUDENTS’ WRITING ACHIEVEMENT IN MUNTOK, INDONESIA Riany Mutmainah; Annisa Astrid; Winny Agustia Riznanda
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.
REIMAGINING ENGLISH LANGUAGE TEACHING THROUGH MULTILITERACIES PEDAGOGY: A SCOPING REVIEW OF EMPIRICAL STUDIES (2015–2025) Aji Budi Rinekso; Rianawati Rianawati; Gin Gin Gustine; Bachrudin Musthafa; Budi Kadaryanto
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.  
AUGMENTED REALITY (AR) VERSUS NON-AUGMENTED REALITY (NON-AR) FLASHCARDS ON ENGLISH AS FOREIGN LANGUAGE (EFL)’ WRITING SKILLS: A COMPARATIVE ANALYSIS Lintang Shafa Kamila; Siti Tarwiyah; Muhammad Nafi Annury
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.v15i1.14744

Abstract

Writing is the most challenging EFL skill, requiring linguistic accuracy and creativity. AR and non-AR flashcards offer different pedagogical approaches, yet no systematic comparison exists for EFL writing development. This mixed-methods systematic literature review compares both modalities' effectiveness on writing skills and motivation. Following PRISMA 2020 guidelines, eight studies (2021–2025) with 249 students were analyzed. Non-AR flashcards improved grammar and vocabulary through structured memorization, while AR flashcards enhanced motivation, engagement, and creativity via immersive interaction. Moderator analyses revealed AR flashcards yield greater affective-creative outcomes. Corpus imbalance (5 non-AR vs. 3 AR studies) and Indonesian-context dominance limit generalizability. The study validates Dual-Coding Theory and suggests that integrating both modalities optimizes EFL writing development, warranting further cross-contextual research.
EXPLORING HIGH SCHOOL STUDENTS’ AFFECTIVE RESPONSES TOWARD AUTHENTIC TEXTS IN READING ACTIVITIES : A CASE STUDY IN MALANG INDONESIA Azizatul Khoir; Ima Mutholliatil Badriyah; Faridah Ariani
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.
ENHANCING INCIDENTAL VOCABULARY ACQUISITION THROUGH GLOSSING AND GALLERY WALK IN INDONESIAN HIGH SCHOOL ENGLISH AS A FOREIGN LANGUAGE (EFL) CONTEXT Yesi Nuraini Ritonga; Yeni Mardiyana Devanti; Kuni Hikmah Hidayati
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.
FOSTERING HIGH SCHOOL ENGLISH AS A FOREIGN LANGUAGE (EFL) STUDENTS’ SPEAKING CONFIDENCE THROUGH PHOTOVOICE 2.0: A QUALITATIVE CASE STUDY Faricha Maula Chabibah; Hendi Pratama
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.
MACHINE TRANSLATION IN ENGLISH LANGUAGE LEARNING: EXPLORING TEACHER AND STUDENT PERCEPTIONS IN INDONESIAN SECONDARY SCHOOLS David Oktavianus; M. Yuseano Kardiansyah
Premise: Journal of English Education and Applied Linguistics Vol. 15 No. 2 (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.v15i2.15336

Abstract

The increasing presence of machine translation (MT) tools has caused both opportunities and challenges for English language education. This mixed-method case study examines teachers’ and students’ perceptions of machine translation (MT) use in a secondary school in Bandar Lampung, Indonesia. Data were gathered by a supervised Google Forms questionnaire combining closed items (n = 76; teachers n = 4; students n = 72) and open-ended responses. Descriptive analyses indicate that the major group of students (≈91.6%) used MT sometimes or often, while teachers reported moderate confidence in guiding students’ responsible use (mean = 3.25 on the reported scale). Thematic analysis of open responses generated five principal themes: (1) MT as scaffolding for comprehension and production; (2) time-saving and accessibility benefits; (3) accuracy and trustworthiness issues; (4) a tension between dependence and strategic engagement; and (5) assessment integrity and curricular guidance needs. Supervised administration improved data completeness but may have influenced some responses. Findings suggest MT is embedded in student practice and that teachers favor guided integration rather than prohibition. The study contributes context-sensitive evidence from a Southeast Asian secondary-school setting and provides recommendations for MT literacy instruction, assessment adaptations, and teacher professional development. Limitations are discussed, and directions for future research are proposed.
REFINING SCHOLARLY ARGUMENTS: THE ROLE OF TOULMIN’S QUALIFIERS AND REBUTTALS IN MASTER’S STUDENTS’ RESEARCH ARTICLES IN SINTA JOURNALS Frisca Clara Wilar; Swita Wulan Kumaat; Olga Rorintulus
Premise: Journal of English Education and Applied Linguistics Vol. 15 No. 2 (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.v15i2.15358

Abstract

Academic writing requires argumentative patterns to make it strongly appeal to readers. One argumentative pattern frequently used by writers is the Toulmin Argument Pattern. Some basic elements of the Toulmin Argument Pattern, such as Claim, Data, and Warrant, are often found in academic writing and articles, but many also neglect additional elements, such as qualifiers and rebuttals, so that the writing is not balanced. This article analyzes how Toulmin's additional elements, such as qualifications and rebuttals, strengthen the structure of an article, making it more complete, balanced, and complete, and thus more widely accepted by readers. Using a descriptive qualitative design, this study analyzed three articles written by Indonesian master's students in the 4-indexed Sinta Journal, using the Toulmin Argument Pattern (TAP) as a diagnostic framework. The results revealed and demonstrated that 100% of the articles analyzed by master's students successfully integrated qualifications and rebuttals. The use of these elements correlated significantly with higher quality argumentation, indicating greater rhetorical precision and dialectical balance. The study concludes that master's students demonstrate a developed awareness of rhetorical precision, utilizing qualifiers to limit overgeneralization and rebuttals to anticipate counter-arguments. These results suggest that Toulmin’s model is an effective diagnostic tool and should be explicitly integrated into academic writing curricula to bridge the gap between undergraduate and master's student writing proficiency.
ASSESSING PRESERVICE ENGLISH TEACHERS’ METACOGNITIVE AWARENESS AND ITS RELATION TO THEIR TEACHING PERFORMANCE Sri Wahyuni; Nabil Al-Awawdeh; Nurul Aini
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. 

Page 44 of 46 | Total Record : 458

 42   43   44   45   46 

Filter by Year

2012 2026


Reset
Filter By Issues
All Issue Vol 15, No 2 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol. 15 No. 2 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 15, No 1 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol. 15 No. 1 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol. 14 No. 3 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 14, No 3 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 14, No 2 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 14, No 1 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 13, No 2 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 13, No 1 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 12, No 3 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 12, No 2 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 12, No 1 (2023): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 11, No 3 (2022): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 11, No 2 (2022): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 11, No 1 (2022): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 10, No 2 (2021): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 10, No 1 (2021): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345 Vol 9, No 2 (2020): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 9, No 1 (2020): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 8, No 2 (2019): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 8, No 1 (2019): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 7, No 2 (2018): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 7, No 1 (2018): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 6, No 2 (2017): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 6, No 1 (2017): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 5, No 2 (2016): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 5, No 1 (2016): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 4, No 2 (2015): Premise Journal:e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 4, No 1 (2015): Premise Journal:e-ISSN:2442-482x, p-ISSN:2089-3345 Vol 3, No 2 (2014): Premise Journal: p-ISSN: 2089-3345 Vol 3, No 1 (2014): Premise Journal: p-ISSN: 2089-3345 Vol 2, No 2 (2013): Premise Journal: p-ISSN: 2089-3345 Vol 2, No 1 (2013): Premise Journal: p-ISSN: 2089-3345 Vol 1, No 2 (2012): Premise Journal: p-ISSN: 2089-3345 Vol 1, No 1 (2012): Premise Journal: p-ISSN: 2089-3345 More Issue