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Prominent : Journal of English Studies
Published by Universitas Muria Kudus
ISSN : 2621024X     EISSN : 26210258     DOI : https://doi.org/10.24176/pro.v3i2
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
Prominent Journal of English Studies is a national journal of OJS published by English Education Department, Faculty of Teacher Training and Education, University of Muria Kudus (UMK) dedicated to publish high quality articles of research and non-research in the field of English Studies covering linguistics, literature, teaching, education, translation, culture, information and communication technology (ICT).
Arjuna Subject : Umum - Umum
Articles 6 Documents
 1 
Search results for , issue "Vol 3, No 2 (2020): Prominent : Journal of English Studies" : 6 Documents clear
IMPROVING THE USER SURVEY OF UNIVERSITAS MURIA KUDUS BASED ON INFORMATION TECHNOLOGY TO MAXIMIZE THE RESULT IN SUPPORTING ACCREDITATION OF HIGHER EDUCATION INSTITUTION (AIPT) 3.0 Muhammad Arifin; Farid Noor Romadlon
Prominent Vol 3, No 2 (2020): Prominent : Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v3i2.5401

Abstract

Alumni or graduates are the key of university's accountability. Alumni who are well accepted in the working place, whether they are entrepreneurial or working with other people, are able to become the basis of the institution existence to get a trust. User survey is a must for university because it is a compulsive point that must be completed in preparing accreditation forms for both universities and departments. The use of information technology media is expected to increase its maximum results at score 4. This study aims to determine the use of information technology in implementing user survey at Universitas Muria Kudus. The results obtained are quite good. The use of information technology in the user survey has been carried out in almost every stage of the activity. These stages were collecting data from the alumni website and then identifying the departments. The next was blasting information on tracer study activities and procedures to alumni via email and WhatsApp group of alumni in each department. After the alumni had filled out the questionnaire through career center (PKPA) website, respondents’ data were classified based on the name of the workplace, alumni, and departments. After that, alumni assessment questionnaire was sent via post to alumni users, which was attached with the names of the alumni. It was then confirmed via WhatsApp and or email to HRD or Contact Person at the alumni workplace two weeks after sending. The number of workplace (companies/agencies/schools) which responded was quite good. There were 83 workplaces responded back the assessment by post or email. The result of user survey is inecessary as an input for institutions in escalating the quality of graduates.
THE EFFECTIVENESS OF CHUNKING STRATEGY IN DEVELOPING STUDENT'S ABILITY IN STORY RETELLING Rohmaniyah Nia; Nur Ekaningsih
Prominent Vol 3, No 2 (2020): Prominent : Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v3i2.4821

Abstract

Abstract: This research aims at finding out whether or not the use of chunking strategy is effective in developing students’ ability of story retelling to the tenth-grade students at MAN 01 Pekalongan. Quasi experimental research was applied as the method with two groups : experimental and control group. The total subject of this research was 52 students which were taken from two classes of X IPS 1 as a control group and X AGAMA 2 as an experimental group. Face and content validity were done by asking the English teacher and advisor to be expert judgements to validate the instrument by using a rubric appearance of test for face validity and its conformity by curriculum as a content validity. Inter-rater reliability in giving scores to the students’ was done to measure the reliability of the test. This research used SPSS in analysing the data of speaking test through several activities. They were pre-test before treatments, and post-test after treatments. The result of the research shows the significant difference in the story retelling ability between tenth grade students who were taught by using chunking strategy and those were not taught by using it. It can be seen in the result of mean score in the post-test of experimental class which is 89 and control class which is 83 and as a result Sig. (2-tailed) is 0.044 less than 0.050. Therefore, the null hyothesis of this study is rejected. It means that the use of chunking strategy had significantly improved the tenth-grade students story retelling ability in English teaching and learning process of the experimental class at MAN 01 Pekalongan in the academic year 2019/2020. Keywords:     chunking, teaching speaking strategy, story retelling
PRONUNCIATION ERRORS MADE BY EFL STUDENT TEACHERS IN SPEECH PERFORMANCE Diah Dwi Lestari; Fitri Budi Suryani; Nuraeningsih Nuraeningsih
Prominent Vol 3, No 2 (2020): Prominent : Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v3i2.5396

Abstract

Pronunciation is one of the key factors in communication. The different pronunciation or different sounds will cause different meanings. It is known that the sound of English vowels and consonants are so much different from Indonesian vowels and consonants. A slip of pronunciation might occur and cause listeners misunderstand the message.This study is aimed at finding the pronunciation errors and the factors contributing to the pronunciation errors made by the EFL student teachers in speech performance.A descriptive qualitative research design was used. The data were collected through document analysis and interview. The result of the study shows that there were 79 errors found, meanwhile the factors contributing to the students’ pronunciations consists of  internal and external factors.
KINDERGARTEN TEACHERS’ STRATEGIES TO TEACH ENGLISH VOCABULARY IN A MONOLINGUAL SCHOOL IN AMBARAWA, INDONESIA Sherly Aggita Putri; Listyani Listyani
Prominent Vol 3, No 2 (2020): Prominent : Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v3i2.5203

Abstract

Living in Ambarawa, which is a small town, an English teacher in such a location has a unique challenge in teaching the target language. This study was conducted at a monolingual kindergarten in Ambarawa, Indonesia. There is one primary question to be answered in this study, which is what strategies were used by English teachers in teaching vocabulary to young learners at a monolingual kindergarten in Ambarawa, Indonesia. Knowing that learning English vocabulary is important, the researchers conducted this research by observing the class ten times and interviewing the English teacher.  Class observations, which included the strategies used by the teachers and the learning and teaching process used to collect the data. Besides that, an interview with the teacher was conducted after the class observation to find out the reasons for the teacher in choosing the related teaching strategies. The results of the study presented some various teaching strategies which were used to teach English vocabulary in a monolingual school in Ambarawa. From ten class observations and interviews, three main strategies were identified.  The three primary strategies used by the English teacher in a monolingual kindergarten in Ambarawa, Indonesia in teaching English vocabulary to young learners were the use of teaching media, the implementation of appropriate methods and approaches, and the use of fun activities to create a more engaging class. Therefore, given the unique condition of each school, English teachers need to be creative yet wise in choosing the most appropriate teaching strategies to meet the needs of the learners.
THE PRESENCE OF COLLABORATION SKILL IN ELT CLASS Mutohhar Mutohhar; Hakim Sudinpreeda; Agung Dwi Nurcahyo; Fajar Kartika
Prominent Vol 3, No 2 (2020): Prominent : Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v3i2.5333

Abstract

One of the skills that must be possessed in the 21st century is collaboration skill. It requires teachers to present or provide it in the learning process, so that later students are expected to be able to implement it in their real life. The study reported in this paper aims to describe the implementation of collaboration skill in the process of teaching and learning. The data collected by means of close-ended questionnaires and guided interview that were administered to 125 freshman students of the English Education Department of Universitas Muria Kudus. The result shows that 84% of the students said that the teacher has implemented the collaboration skill, however from 84%, only 48% is categorized as instructionally effective. It is suggested that the teachers should manage some instructions and control how the instructions are executed. Keywords: 21st century skills, collaboration skill, effective instruction.
THE USE OF SOCIAL MEDIA FOR LEARNING ENGLISH Rahmawati Dwi Handayani; Muh Syafei; Aisyah Ririn Perwikasih Utari
Prominent Vol 3, No 2 (2020): Prominent : Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v3i2.5381

Abstract

abstract. The objective of the research is to find out the kinds of social media used by fourth semester students of English Education Department of Universitas Muria Kudus for learning English. The researchers used descriptive qualitative research and the data was collected by the use of questionnaire. The participants are 50 students of English Education Department of Universitas Muria Kudus. The result showed that social media the students use for learning English are YouTube (94%),, Instagram (72%0, WhatsApp (62%), Twitter (32), Facebook (30%), Line (10%), Manwha (6%), Telegram  (2%), Google (2%),  Tik Tok (1%), Cake English App  (1%), Quora (1%) and Discord (1%)

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