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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 391 Documents
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AN ERROR ANALYSIS OF ARGUMENTATIVE ESSAY (CASE STUDY AT UNIVERSITY MUHAMMADIYAH OF METRO) Fenny - Thresia
Premise: Journal of English Education and Applied Linguistics Vol 2, No 2 (2013): Premise Journal: p-ISSN: 2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v2i2.687

Abstract

The purpose of this study was study analyze the students’ error in writing argumentative essay. The researcher focuses on errors of verb, concord and learner language. This study took 20 students as the subject of research from the third semester. The data took from observation and documentation. Based on the result of the data analysis there are some errors still found on the student’s argumentative essay in English writing? The common errors which repeatedly appear are verb. The second is concord, and learner languages are the smallest error. From 20 samples that took, the frequency the errors of verb are 12 items (60%), concord are 8 items (40%), learner languages are 7 items (35%). As a result, verb has the biggest number of common errors.
AN ANALYSIS OF STUDENTS’ SPEAKING ANXIETY TOWARD THEIR SPEAKING SKILL Juni Bayu Saputra
Premise: Journal of English Education and Applied Linguistics Vol 7, No 1 (2018): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v7i1.1334

Abstract

This article points out the results of the study attempting to analyze the students speaking anxiety at students in one of the College of Teacher Training and Education (STKIP) in Lampung. For the purpose of the topic, 28 fellow students were selected as the sample. Research method was quasi-experimental design with two way ANOVA. It was conducted for about four months. According to the results of speaking test, findings showed that using Communicative Language Teaching (CLT) had positive meaningful effect on improving students’ speaking skill viewed from different speaking anxiety. To sum up, CLT is an effective method to teach students’ speaking skill viewed from different speaking anxiety.
USING WORKSHEETS TO TEACH ENGLISH SPEAKING SKILL Widiani Trisnaningsih
Premise: Journal of English Education and Applied Linguistics Vol 4, No 2 (2015): Premise Journal:e-ISSN:2442-482x, p-ISSN:2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v4i2.288

Abstract

AbstractThis research aimed at analyzing 1) effectiveness of using students’ worksheets in increasing English speaking skill; and 2) efficiency of using worksheets in speaking instruction. It was a quantitative research using quasi experimental non equivalent control group design. The sampling method was non probability sampling using purposive sampling. The instruments used were speaking test to analyze the students’ speaking skill, or the effectiveness of using worksheet on the other words; and questionnaire to analyze the efficiency in terms of students’ learning result, learning effort, and teaching time. The findings showed that the worksheets were effective in increasing students’ speaking skill (0.00 < 0.05). The effectiveness was seen from both linguistic aspects (ideas, pronunciation, vocabularies, and grammar) and sosiolinguistic aspects. The use of worksheets was also found efficient in increasing learning result, learning effort, and the use of instruction time. Needless to say, there are still some suggestions need considering for better treatment in the future.Key words: worksheets, speaking skill, learning effectiveness, learning efficiency.
DEVELOPING STUDENT SPEAKING ACTIVITIES THROUGH VIDEO RECORDINGTECHNIC Widiani Tresnaningsih
Premise: Journal of English Education and Applied Linguistics Vol 2, No 1 (2013): Premise Journal: p-ISSN: 2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v2i1.1097

Abstract

Speaking skill is believed as an importantgoal of many English classes and courses. Thus, many ways,technics, researches are growing to find out better performance of the students.The use of technology nowadays is also developing fast in this case. Speaking activities are nor only done traditionally by having the students stand up in front of the class and recite the dialog.One of the alternatives is by using video recording technic. It is not something new in the English teaching learning, but some teachers are still not aware of it and have no clear ideas how to make use the video recording in their speaking subjects.This paper explores the benefits of using video recording technic in light of the kinds of activities to videotape in order to develop students’ speaking performances. The steps of speaking activities are going to be explained slightly as the view for those who are interested to apply in their speaking lessons.. 
A THINK-ALOUD PROTOCOLS AS A COGNITIVE STRATEGY TO INCREASE STUDENTS’ WRITING NARRATIVE SKILL AT EFL CLASSROOM Purwo Trapsilo
Premise: Journal of English Education and Applied Linguistics Vol 5, No 2 (2016): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v5i2.817

Abstract

The purpose of this study was twofold: its first aim was to know whether any differences of think-aloud potocols to develop writing narrative skill; second, to know whether which one is more effective to develop students’ writing narrative skill by using think-aloud protocols and traditional method.Students randomly assigned to an experimental and a control group. Treatment had three stages. In Stage 1, students were asked to write about a topic. InStage 2, students in the experimental group studied a model essay about that writing task and they hadthink-aloud protocol about those aspects of language that they noticed in the model essays. However inthe control group, students studied model essays for themselves and they did not have think-aloud part. InStage 3, students were asked to rewrite the writing task. The students in the experimental group showed that they got higher score in writing narrative by using think-aloud protocols than the control group. Furthermore, in the post test, experimental groupoutperformed the control group. The findings of the study suggest that thinking-aloud could be a goodstrategy for improving writing narrative performance.
THE COMPARISON OF STUDENTS’ WRITING ABILITY IN DESCRIPTIVE TEXT INSTRUCTION BETWEEN USING DRAW-LABEL-CAPTION (DLC) AND JIGSAW TECHNIQUE Yayah Safitri
Premise: Journal of English Education and Applied Linguistics Vol 1, No 2 (2012): Premise Journal: p-ISSN: 2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v1i2.1123

Abstract

The objectives of this research are to know the difference result of using DLC and Jigsaw technique toward students’ writing ability in descriptive text istruction  and to know which one is more effective of students’ writing ability in descriptive text instruction between learning by using DLC and Jigsaw technique.This research uses quantitative research. This research uses  Pre-Test and Post-test design. The result shos that DLC Technique is more effective technique than Jigsaw technique to improve of students’ writing ability in descriptive text instruction. Calculation results provide evidence that the posttest students in experimental class are better than control class. This can be seen when the posttest score of students compared with pretest score. The result showed that there was significant differences between pretest and posttest score (posttest>pretest). The results are consistence with the result of research Khoirul Anam (2010).It implies that DLC is preferable technique for future study.
THE INFLUENCE OF COOPERATIVE LEARNING TEAM ASSISTED INDIVIDUALIZED (TAI) TYPE TO THE STUDENTS’ LEARNING MOTIVATION AND ENGLISH READING COMPREHENSION AT STIK BINA HUSADA PALEMBANG Agus Wahyudi
Premise: Journal of English Education and Applied Linguistics Vol 4, No 1 (2015): Premise Journal:e-ISSN:2442-482x, p-ISSN:2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v4i1.279

Abstract

As an international language, English plays an important role in making people acquire knowledge, information, skills in communication in order to compete with other people in the international level. For example, those who master English can easily communicate with people from other countries in English and can read scientific books written in English. In Indonesia, there is a great demand for the people to learn English both in formal education and in non-formal education. In order to take an active part or even to survive in the present state of technological advancements and rapid growth of the globalization, someone has to have proficient mastery of the English language. One way to develop students’ achievement is through cooperative learning, they can work together, appreciate others’ opinion and give others chance to share their opinion, therefore the students can have higher motivation because they are encouraged by others. The sample of this research is STIK Bina Husada students, the researcher gives treatment to the experimental group, that is Team Assisted Individualized (TAI), the results are compared between before and after the treatment, to analyze the motivation changes, the researcher distributes a quetionnaire  through likert skale and t test, and to analyze students’ reading comprehension, the researcher distributes a reading test. Based on statistical analysis, it is found that there is significant influence of cooperative learning to the students’ learning motivaion and english reading comprehension where t value in students motivaion 8.212, reading comprehension 7.008, in .000 significant level. Keywords: TAI, learning motivation, reading achievement
COHESIVE DEVICES (CDS) IN EXPOSITORY ESSAY WRITTEN BY INDONESIAN STUDENTS OF ENGLISH AS A FOREIGN LANGUAGE (EFL) Leti Marsetia Nilopa; M Zaini Miftah; Aris Sugianto
Premise: Journal of English Education and Applied Linguistics Vol 6, No 2 (2017): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v6i2.1003

Abstract

The study aims at describing the types of cohesive devices used by the third semester students of English Department of Tarbiyah Faculty of State Institute for Islamic Studies (IAIN) of Palangka Raya who took Essay Writing Course. The subjects of the study were thirteen (13) of the third semester students’ of English department of Tarbiyah Faculty of State Institute for Islamic Studies (IAIN) of Palangka Rayawho took Essay Writing Course. In order to get the data, the students were asked to write expository essays by choosing the following topics which include; (1) why the teachers should be profesional, (2) the use of digitial technology in learning and (3) how to prevent forest from a fire. The data were analysed based on Halliday and Hasan’s (1976) framework on cohesive devices covering  reference, substitution, ellipsis, conjunction and lexical cohesion. The study shows that (1) the types of cohesive devices to be found in in the students’ essays are conjunction (43.25%), reference (33.73%) and lexical cohesion (23.01%). Although there are a few cohesive devices to be used, the majority of the students’opinion essaya fail to achieve cohesion.
INVESTIGATING THE INDONESIAN EFL STUDENTS’ ARGUMENT IN ARGUMENTATIVE ESSAY Dedi Turmudi
Premise: Journal of English Education and Applied Linguistics Vol 9, No 2 (2020): Premise Journal: e-ISSN:2442-482x, p-ISSN:2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v9i2.3079

Abstract

This study investigates the written test results of the Indonesian undergraduate students’ argumentative essay. For that reason, three research questions are made. 1). what is the level of achievement of the students in the argumentative essay quantitatively? 2). what aspects of an essay appear in respect to the argumentative essay generic structure as formulated? 3). how well did they use the rhetoric reputation and argument in their essay?. 27 handwriting' answer sheets of undergraduate English Department students enrolled at semester four of a state university in Indonesia were taken purposively. The data analysis uses a quantitative and qualitative approach. The results show that the students quantitatively achieved average score 76,74 which means good. All parts of generic structures were expressed in different quality. However; the organization of the essay is the lowest part compared to the other four parts respectively content, vocabulary, and language use seen from their segmented scores. This study is confirmed to be inline the previous study in that the majority of the students did not present the refutation section in both their English essays. This implies that teachers should be more aware of promoting this absent aspect as this refutation or rebuttal is a distinguishing marker in argumentative and discussion essays.
THE CORRELATION BETWEEN STUDENTS’ GRAMMAR MASTERY AND THEIR PERFORMANCE IN WRITING DESCRIPTIVE TEXT AT THE TENTH CLASS OF SMK MUHAMMADIYAH 1 METRO ACADEMIC YEAR 2012/2013 Een - Fariyanti; Eva - Faliyanti
Premise: Journal of English Education and Applied Linguistics Vol 2, No 1 (2013): Premise Journal: p-ISSN: 2089-3345
Publisher : UNIVERSITAS MUHAMMADIYAH METRO (MUHAMMADIYAH UNIVERSITY OF METRO)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v2i1.720

Abstract

Writing is a language skill that is used for indirect communication to convey a message or information to the readers. In writing a text, we can explore our ideas, feelings and thoughts which are arranged in words, sentences, and paragraph by using eyes, brain and hand. In writing a text, we must be able to use a good language and we also must be able to arrange good sentences grammatically in order the readers understand about the content of our writing. Besides that, if the students will make a sentences or paragraph, they must have knowledge about tenses. The objectives of the research are to find out the students’ simple grammar mastery and their performance in writing descriptive and also to find out whether or not there is a correlation between the students’ grammar mastery and their performance in writing descriptive. The subjects of this research are the tenth grade of SMK Muhammadiyah 1 Metro (class XA1 and class XAP). In this research, the writer used descriptive quantitative method because the final score of variable is number and the analysis is using statistic. The researcher tried to analyze the current data about students’ grammar mastery and their performance in writing descriptive. In collecting data, the researcher administered two kinds of test. They are simple present tense test and writing test. The simple present tense test are consists of 20 items of multiple choice and the writing test, the students choose one of topics from three topics. The result of this research shows that the students’ simple present tense mastery was middle. It can be seen from the average of simple present tense test is 70.6. The students’ performance in writing descriptive was middle. It can be seen from the average of writing descriptive test is 74.9. The conclusion above was from result of data analysis, it was found that writing descriptive affected by simple present tense mastery.

Page 7 of 40 | Total Record : 391

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