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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
 42   43   44   45   46 
EXPLORING IRREGULAR VERB ACQUISITION IN INDONESIAN EFL LEARNERS’ SPEAKING THROUGH NARRATIVE AND RECOUNT LESSON: A QUALITATIVE STUDY Erly Mulfias Yuli; Aizzatul Hijaiyah; Nabila Ramadani; Ghitif Cavan El-Hadya
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.v15i2.15471

Abstract

The using of irregular verbs still remains challenges for Indonesian high school students, especially in spontaneous oral communication. Although learners often recognize irregular verb forms in written contexts, they frequently fail to apply them accurately in speaking. This qualitative case study investigates how Indonesian secondary school EFL learners acquire and use irregular verbs in speaking activities, identifies common error patterns, and examines the role of comprehensible input in supporting this acquisition. Data were collected from ten classroom observation videos of narrative and recount text lessons across different Indonesian high schools. The videos were purposively chosen based on the participants who are 10 grade senior high school students that learn narrative and recount text. Furthermore, the videos were transcribed and analyzed using IRF (Initiation–Response–Feedback) classroom discourse analysis and error analysis within an interlanguage framework to find how the students’ repertoire in speaking irregular verbs through narrative and recount text topics. Acquisition was inferred from recurring pattern of students oral production. The findings reveal that students were generally able to convey past events fluently but demonstrated unstable control of irregular verb forms, frequently relying on base forms, overgeneralization, and inconsistent tense marking. Pedagogically, irregular verbs acquisition in speaking requires sustained instructional support alongside meaningful speaking practice. The implication of this study suggests that meaningful speaking activities may not be sufficient to facilitate irregular verbs acquisition. It is important to integrate communicative practice that are complemented by systematic grammatical support and language input. Keywords: irregular verb, interlanguage ,second language acquisition (LS), speaking skill, EFL learners  
STUDENTS’ PERCEPTION ON USING ENGLISH WITH CoE FOR HOSPITALITY: A CASE STUDY IN UNIVERSITY OF MUHAMMADIYAH MALANG Meta Nordiana; Masyhud -
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.v15i2.15473

Abstract

This study examines students' perceptions of English language use in the Hospitality Center of Excellence (CoE) program at the University of Muhammadiyah Malang, highlighting how these perceptions shape their professional development. Many students view English language proficiency as crucial for improving customer service skills, adapting to multicultural environments, and enhancing self-confidence. This study explores how English language skills impact students' internship experiences and career aspirations. This study employed a qualitative descriptive method. The participants consisted of three students from the English Language Education Department who participated in hospitality internships in different hotel divisions, namely front office and housekeeping. Data were collected through semi-structured interviews with three students who participated in hospitality internships in different hotel divisions. The data were analyzed using thematic analysis based on Miles, Huberman, and Saldaña’s interactive model, including data condensation, data display, and conclusion drawing. Findings revealed positive perceptions. Students recognized English as a valuable skill for facilitating communication with international guests, boosting self-confidence, and enhancing career readiness. However, challenges included difficulty understanding diverse accents and initial anxiety in a professional environment. Despite these obstacles, students demonstrated resilience, using tools such as Google Translate to aid communication. The results suggest that real-world experiences through internships complement classroom learning, enhancing students' adaptability and competitiveness in a global workforce.
MANAGING COHERENCE AND FLUENCY THROUGH DISCOURSE MARKERS IN UNIVERSITY EFL STUDENTS’ ACADEMIC ORAL PRESENTATIONS: A PRAGMATIC DISCOURSE ANALYSIS Arni Alfina Damayanti; Khoirul Huda; Buyun Khulel
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.v15i2.15482

Abstract

EFL university students frequently struggle to maintain coherence and fluency simultaneously during academic oral presentations, yet the pragmatic role of discourse markers in addressing this challenge remains underexplored in the Indonesian EFL context. This study investigated the types of discourse markers employed by EFL students, their pragmatic functions in supporting discourse coherence, and their contribution to fluency maintenance during academic oral presentations. A qualitative descriptive design was employed, applying Pragmatic Discourse Analysis as the analytical framework, drawing on the theoretical foundations of (Fraser, 1990) and (Schiffrin, 1987). The participants were 14 fifth-semester undergraduate students of the English Language Education Program at Universitas Islam Darul Ulum (UNISDA), Lamongan, Indonesia, at an intermediate level of English proficiency. Data were collected through audio recording and verbatim transcription of classroom presentations, using a researcher-developed Discourse Marker Identification Checklist and Coding Scheme. Data were analyzed through systematic identification, classification, and pragmatic interpretation across all transcripts. The findings revealed five functional categories: additive (31.19%), causal (21.56%), sequential (17.43%), elaborative (16.51%), and contrastive (13.30%), across 218 total instances. These markers functioned to organize discourse structure, signal logical relationships, and sustain speech fluency simultaneously. A key limitation is the small, institution-specific sample. The study concludes that discourse markers serve as integrative pragmatic devices managing coherence and fluency concurrently. EFL educators should integrate explicit instruction on all five discourse marker categories into academic speaking curricula. While future research should expand to larger, multi-institutional samples using mixed-method designs.
MAPPING THE UNDEREXPLORED TERRAIN: A BIBLIOMETRIC ANALYSIS OF DIALOGIC FEEDBACK IN SENIOR HIGH SCHOOL EFL CLASSROOMS Stefindityaningrum Gita Nurani; Bambang Widi Pratolo; Ani Susanti
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.v15i2.15506

Abstract

Despite growing scholarly interest in dialogic feedback as a pedagogical strategy, no bibliometric study has systematically mapped its research landscape specifically in relation to senior high school English as a Foreign Language (EFL) classrooms (a context that remains substantially underrepresented in the global literature). This study addresses that gap by mapping research advancements and synthesizing the prospects and challenges of dialogic feedback in senior high school EFL settings. Scopus-indexed papers published between 2020 and 2026 were subjected to a combination of bibliometric analysis and qualitative thematic synthesis. After applying inclusion criteria, 368 pertinent publications were analyzed to identify prevailing research themes, publication trends, and pedagogical implications. The findings reveal a steady expansion of dialogic feedback research, with dominant concentration in higher education and technology-enhanced learning environments. Senior high school EFL contexts, particularly in non-Western countries such as Indonesia, are critically underrepresented. Enhanced student autonomy, feedback literacy, and learner engagement are identified as key opportunities, while curricular demands, time constraints, and insufficient teacher preparation represent persistent obstacles. These results indicate that more context-specific bibliometric and empirical research is needed to support effective dialogic feedback strategies in secondary EFL classrooms.
SOCIAL MEDIA ENGAGEMENT AND ADOLESSCENTS’ READING COMPREHENSION IN SENIOR HIGH SCHOOL Gizella Taskia Ramadana; Yuri Lolita
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.v15i2.15641

Abstract

 The rapid incorporation of social media into students’ daily lives has transformed it into a powerful learning medium. This shift raises important questions about its potential impact on their academic performance, especially reading comprehension. This study aims to investigate the correlation between senior high school students’ engagement with social media platforms –Instagram, TikTok, and YouTube –and their reading comprehension. A quantitative correlational research design was employed involving 36 senior high school students. Data were collected using a social media engagement questionnaire measuring behavioral, cognitive, and emotional engagement. Further, the reading comprehension test is conducted, consisting of 25 multiple-choice questions. The data were analyzed using Pearson Product-Moment correlation. The correlation analysis showed a significant positive relationship between social media engagement and reading comprehension, with TikTok showing the strongest correlation (r = .823), followed by YouTube (r = .675), and Instagram (r = .395). The results suggest that social media platforms, especially those providing short and multimodal content, may facilitate students’ reading comprehension.
AN ANALYSIS ON THE UTILIZATION OF CHATGPT IN ENHANCING STUDENTS’ ENGLISH LANGUAGE KNOWLEDGE FOR THESIS WRITING: A CASE STUDY OF TWO BEST GRADUATES Aulia Firdausyiah; Muhammad Yunus
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.v15i2.15659

Abstract

The rapid development of artificial intelligence technology has encouraged the use of ChatGPT in academic contexts, particularly in students’ thesis writing processes. This study aims to analyze the utilization of ChatGPT in improving students’ English language knowledge during thesis writing through a case study of two high-achieving graduates. This study employed a qualitative research design using a case study approach. The participants were two best graduates from the English Department who had completed their undergraduate theses and actively used ChatGPT during the writing process. Data were collected through in-depth semi-structured interviews, documentation of thesis drafts and final manuscripts, and indirect observation of writing outputs. The data were analyzed using the interactive model proposed by Miles and Huberman, which consists of data reduction, data display, and conclusion drawing and verification. The findings indicate that ChatGPT was utilized as a supportive tool in writing English abstracts, correcting grammar, constructing academic sentences, and selecting appropriate academic vocabulary. The use of ChatGPT contributed positively to the improvement of students’ English language knowledge, particularly in vocabulary mastery, sentence structure, and grammatical accuracy. These findings suggest that ChatGPT functions as a learning assistant that supports independent learning and enhances students’ academic writing quality, provided that it is used critically and in accordance with academic ethics
THE EFFECTIVENESS OF CROSSWORD PUZZLES WITH VARIED CLUES TYPES ON VOCABULARY MASTERY AMONG SECONDARY SCHOOL STUDENTS IN JEMBER Anisa Intama; Kristi Nuraini; Muhlisin Rasuki
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.v15i2.15863

Abstract

This study examines the effectiveness of crossword puzzles that integrate various type of clues in improving vocabulary mastery among secondary school students in an EFL learning environment. Vocabulary learning in the classroom can be challenging, as students have limited opportunities to interact with English. On the other hand, empirical research focusing on teaching strategies with structured instructional support is also limited. Therefore, this study aims to examine whether using of crossword puzzles that integrate varied clue types can support vocabulary learning. This study employed a pre-experimental one group pretest-posttest design, supported by qualitative data collected through questionnaires. Because the distribution of vocabulary test scores was not normal, non-parametric analysis was performed. Qualitative findings indicate that clues integrated into crossword puzzles support students, including definitions, synonyms, antonyms, fill-in-the-blanks, and pictures with letter clues in each grid, which help students recall the target vocabulary they have learned, in turn increase their confidence during the activity. The results of the study indicate that crossword puzzles with varied clue types improved students’ vocabulary development and engagement in a rural EFL classroom. In practice, the findings suggest that teachers may adapt crossword puzzles with varied clue types as a low-cost accessible strategy to support vocabulary learning in contexts where exposure to English and instructional resources are limited.
THE ROLE OF AI PRACTICE IN ENHANCING VOCATIONAL HIGH SCHOOL EFL LEARNERS' SPEAKING SELF-EFFICACY IN YOGYAKARTA Anggie Zahratul Arafah; Puji - Rahayu
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.v15i2.15868

Abstract

Research on the use of artificial intelligence (AI) in language learning has grown rapidly in recent years. Most existing studies focus on higher education and involve multiple intervention sessions. However, empirical evidence regarding the impact of a single-session AI-based intervention on students’ speaking self-efficacy remains very limited. This study examines how AI-assisted speaking practice affects the speaking self-efficacy of EFL students at a vocational high school in Yogyakarta. Using a one-group pretest-posttest pre-experimental design, the study involved 63 students selected through convenience sampling. Data were collected via a speaking self-efficacy questionnaire administered before and after structured speaking practice sessions using ChatGPT, then analyzed using a paired-sample t-test. The results indicate that students demonstrated high levels of speaking self-efficacy across all four dimensions: linguistic self-efficacy, self-regulatory, delivery, and performance. The most significant improvement occurred in the performance self-efficacy dimension, while the smallest improvement was found in the linguistic dimension. These findings indicate that AI has the potential to boost students’ self-efficacy in speaking English and can serve as a valuable tool to support the psychological well-being of EFL learners.
BRIDGING GLOBAL AND LOCAL VALUES IN AN INTERNATIONAL EFL CURRICULUM: EXPLORING STUDENTS’ COMMUNICATIVE COMPETENCE AND IDENTITY FORMATION Nanik Ratnawati; Nunung Nurjati; Endah Yulia Rahayu
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.v15i2.15918

Abstract

This study investigates how the integration of global and local values within an international English as a Foreign Language (EFL) curriculum supports students’ communicative competence and identity negotiation. A qualitative case study was conducted involving 20 Grade 7 students and three teachers at a private Islamic junior high school in Surabaya, Indonesia. Multiple datasets were generated through a 20-item questionnaire, semi-structured interviews, classroom observations, and curriculum document analysis. The questionnaire dataset was analyzed descriptively using frequencies, percentages, means, and standard deviations, while interview, observation, and document data were analyzed using thematic analysis. The findings indicate that global and local values were integrated across classroom interaction, learning materials, and instructional practices, creating opportunities for students to develop communicative competence while maintaining their local cultural identity. Rather than experiencing identity conflict, students negotiated their identities positively by combining global perspectives with pride in their Indonesian cultural values. This study contributes to EFL research by demonstrating that the integration of global and local values serves as a contextual mechanism linking communicative competence and identity negotiation within an international curriculum. The findings also provide practical implications for designing culturally responsive international EFL curricula that simultaneously promote global competence and local cultural sustainability.
ENGLISH LANGUAGE NEEDS AND COMPETENCY GAPS OF NATIONAL NARCOTICS BOARD PERSONNEL IN GLOBAL PROFESSIONAL COMMUNICATION DEMANDS Febri Haryanti; Akhyar Rido
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.v15i2.16035

Abstract

This study aims to analyze the English language needs of National Narcotics Board personnel in the context of international cooperation and to identify gaps between their current English proficiency and global professional communication demands. The study employed a qualitative design involving ten personnel from various work units, with five participants selected for in-depth interviews. Data were collected through questionnaires and semi-structured interviews. The questionnaire gathered information on frequency of English use, self-assessed proficiency, and perceived professional demands, while interviews explored experiences and communication challenges in international contexts. Data were analyzed using qualitative thematic analysis to identify patterns of language needs and competency gaps. The findings indicate that English is primarily required for formal professional tasks, including participation in international meetings, report writing, document comprehension, and official correspondence. Speaking, formal writing, and mastery of technical terminology emerged as priority needs and major challenges. The study concludes that a clear gap exists between current competencies and professional communication standards. These findings highlight the importance of aligning institutional language development initiatives with international operational demands to strengthen effective global collaboration REFERENCES Armnazi, M., & Alegasan, M. (2024). Target Situation Needs Analysis of English Language Skills Required by Syrians in the Arabian Gulf Area. Indian Journal of Information Sources and Services, 14(3), 77–85. https://doi.org/10.51983/ijiss-2024.14.3.11 Franchisca, S. (2020). Designing English Course Learning Material for Grand Zuri Hotel Padang Employees. 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