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 277 Documents
 1   2   3   4   5 
AN ANALYSIS OF GRAMMATICAL ERRORS IN SPEECH AT THE STUDENTS OF ENGLISH EDUCATION STUDY PROGRAM OF MUHAMMADIYAH UNIVERSITY OF METRO ACADEMIC YEAR 2013/2014 Septian Dwi Sondiana; Sudirman - -
Premise: Journal of English Education and Applied Linguistics Vol 3, No 2 (2014): 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.v3i2.709

Abstract

The objectives of the research are to find out the types of grammatical errors in English students’ speech; to find out the percentage of grammatical errors in English students’ speech; to find out the factors influencing English students’ grammatical errors in their speech. Based on the data, the students have problem in producing verb group, errors in subject-verb agreement, errors in the use of articles, errors in the use of prepositions, errors in noun pluralization, errors in the use of pronouns, and errors in the use of conjunctions. It shows that Anisa made eleven sentences in 2 minutes 28 seconds. She made eight errors. Dewi made seven sentences in 1 minutes 57 seconds. She made five errors. Fatika made sixteen sentences in 4 minutes 14 seconds. She made eight errors. Fitri made sixteen sentences in 4 minutes 23 seconds. She made seven errors. Ibnu  made  ten sentences in 2 minutes 18 seconds. He made eight errors. Linda made fiveteen sentences in 3 minutes 7 seconds. She made eight errors. Musli made fourteen sentences in 2 minutes 39 seconds. She made six errors. Nyoman made twelve sentences in 3 minutes 43 seconds. He made nine errors. Pera made ten sentences in 2 minutes 23 seconds. She made seven errors. Sri made fourteen sentences in 6 minutes 34 seconds. She made eleven errors. And about the percentages of errors, here is the data; Anisa: 72,73% of errors; Dewi: 71,4% of errors; Fatika: 50% of errors; Fitri: 43,75% of errors; Ibnu: 80% of errors; Linda: 53,3% of errors; Musli: 42,8% of errors; Nyoman: 75% of errors; Pera: 70% of errors; Sri: 78,57% of errors. Based on interview, it shows it can be concluded the factors influence of English students’ grammatical errors in their speech when their speak using grammar rule. The internal factors are; The first, the students are still difficult to make feeling, for example; confident, feel scary, when they are speaking in public. The second, the students are not mastered in their skills. The third, the students are not have many vocabulay, so they can not express their idea to speak. The forth, the students are still think that grammar are not important to speak. For the external factors are; the first, the student  can not express their speaking because of their environment or comunity. The second, the teaching-learning process.
Uncovering Students’ Attitude toward Vlogging Activities in Improving Students’ Speaking Ability Berlinda Mandasari; Dyah Aminatun
Premise: Journal of English Education and Applied Linguistics Vol 8, No 2 (2019): 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.v8i2.2241

Abstract

The objective of this study is to uncover the students’ attitude toward vlogging activities in improving students’ speaking ability. Participants of this study are 40 students majoring English Education who enrolled in transactional conversation subject at Universitas Teknokrat Indonesia. Research design used in this study is descriptive qualitative. Data were gained through questionnaire exposing students’ attitude toward the subject and students’ attitude toward using vlog to support learning process. There were 11 indicators with 32 questionnaire items. The results of this study reveal that Vlog helps students to understand the materials, improve students’ learning achievement, motivation, creativity, and engagement, provide interesting learning activities, efficient learning, effective learning, and lead students to be confident, independent and critical.
THE EFFECTIVENESS OF USING TASK BASED LANGUAGE TEACHING (TBLT) IN TEACHING THE STUDENTS’ ENGLISH SPEAKING ABILITY AT THE ELEVENTH GRADE OF SMK PENERBANGAN AAG ADISUTJIPTO YOGYAKARTA Yasmika Baihaqi
Premise: Journal of English Education and Applied Linguistics Vol 5, No 1 (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.v5i1.419

Abstract

This study is intended to find out that the task based language teaching method is effective in improving the students’ speaking ability at the eleventh grade students of SMK Penerbangan AAG Adisutjipto Yogyakarta in the academic year 2012/ 2013. The population of this research is the eleventh grade students of SMK Penerbangan AAG Adisutjipto Yogyakarta in the academic year 2012/ 2013. The researcher in this case takes two intact classes with a total number of 63 students selected as the samples of the study. To collect the data, the researcher utilizes a test and questionnaire. The test is employed to reveal the students’ speaking ability while the questionnaire is used to collect the data of the students’ learning activities during the teaching and learning process. The data are analyzed utilizing descriptive and inferential statistics. The task based language teaching (TBLT) method is effective on the students’ speaking ability at the eleventh grade students of SMK Penerbangan AAG Adisutjipto Yogyakarta in the academic year 2012/ 2013. It is supported from the mean of the pre test and post test for experimental group and control group. This study yields the mean in pre-test for experimental group is 37.13 and 34.71 for control group. In the post test, the mean of the experimental group becomes 69.13 and 37.94 for control group. The t-test value showed 20.509 with the degree of freedom 62. It was higher than the value of t-table (2.000) at the significant level of 0.05. It means that TBLT method is more effective than teacher’s own method to teach speaking.     .
BECK MERCHANT’S REVENGE AS REFLECTED IN SANDRA BROWN’S WHITE HOT: A PSYCHOSOCIAL STUDY Fitri Palupi
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.v1i2.1117

Abstract

The White Hot is the novel from American writer. She is Sandra Brown, was born in Waco on March 12 1948. She began her writing carrier in 1981, since then she has published 68 novels. White hot was released in August of 2004 and became the best seller novel in many bookstores. This novel tells much about revenge, where revenge becomes phenomenon that booming in our daily life. It describes Beck Merchant as the protagonist who had a motive to seek revenge. This research entitled “Beck Merchant’s revenge as reflected in Sandra Brown’s white Hot: A Psychosocial Study” is intended 1) to describe the motives of seeking revenge of Beck Merchant in the novel White Hot 2) to describe the way how Beck Merchant solve his problems.The type of this research is a library research. The researcher uses the primary data and secondary data. The primary data is the novel White Hot written by Sandra Brown. With the primary data, the researcher reads and observes the novel White Hot carefully and critically. The secondary data of the research are taken from other sources such as some critical books from the library and also data from internet are used to help the researcher to interpret the novel White Hot. The data analysis technique used in this research is descriptive qualitative method. In doing this research the writer uses psychoanalysis theory by Sigmund Freud. It is the theory which analyzes Beck Merchant’s revenge related to Id, Ego and Superego.  
THE EFFECTIVENESS OF PEER FEEDBACK TECHNIQUE TO TEACH WRITING VIEWED FROM STUDENTS’ CREATIVITY Andianto - Andianto
Premise: Journal of English Education and Applied Linguistics Vol 3, No 1 (2014): 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.v3i1.698

Abstract

The objectives of the research are to examine whether: (1) Peer Feedback Technique is more effective than Teacher Feedback Technique to teach writing for the tenth grade students of SMA Muhammadiyah 1 Metro; (2) the students having high creativity have better writing ability than those having low creativity for the tenth grade students of SMA Muhammadiyah 1 Metro; and (3) there is an interaction between teaching techniques and students’ creativity to teach writing for the tenth grade students of SMA Muhammadiyah 1 Metro. The method applied in this research was an experimental study. It was conducted at the tenth grade students of SMA Muhammadiyah 1 Metro. It consists of six classes. The Samples were two classes of six classes chosen by using cluster random sampling. Each class was divided into two groups (the students having high and low students’ creativity). The data were analyzed by using Multifactor Analysis of Variance (ANOVA) test of 2 x 2 and Tuckey test. Based on the data analysis, there are some research findings that can be drawn. They are (1) Peer Feedback Technique is more effective than Teacher Feedback Technique to teach writing for the tenth grade students of SMA Muhammadiyah 1 Metro; (2) the students having high creativity have better writing ability than those having low creativity; (3) there is an interaction between teaching techniques and students’ creativity to teach writing in which Peer Feedback Technique is more appropriate to teach writing for students having high creativity and Teacher Feedback Technique is more appropriate to teach writing for students having low creativity. In short, the effect of teaching technique depends on students’ creativity.
DEVELOPING ENGLISH MODULE FOR HOSPITALITY STUDENTS USING INQUIRY-BASED LANGUAGE LEARNING IN BALIKPAPAN STATE POLYTECHNIC Elizabeth Milaningrum; Patria Rahmawaty
Premise: Journal of English Education and Applied Linguistics Vol 8, No 1 (2019): 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.v8i1.1928

Abstract

This research is aimed at developing the existing English module for hospitality students to fulfill the students' needs in learning English using inquiry-based language learning at Balikpapan State Polytechnic. This research was conducted in the second semester of hospitality students at Balikpapan State Polytechnic. The research methodology used in this research was a research and development (R & D) for developing supplementary existing English module for hospitality students using IBLL. There are two stages of R & D study: (1) exploration stage which consists of library research, document analysis, and needs analysis. The purpose of the exploration stage is to find out the weaknesses of the existing English module by conducting documents analysis and to find out the students' need towards English materials by conducting an interview and delivering questionnaire. The result of reveals as follows: (a) the students need ESP (English for Specific Purposes ) materials; (b) the contents of the existing module are too general, only focus on TOEFL preparation and do not correspond with students’ need and integrated English skills; (c) the procedure of the existing module only focus on lecturer center ; and (2) development stage which is purposed to design the supplementary existing English module through several processes: (a) designing prototype based on the result of exploration stage; (b) experts validation; (c) trying out the prototype; (d) final revision. The data was taken from expert validation form, questionnaire, focus group discussion (FGD), and classroom observation. The data was analyzed by using an interactive method. The result shows that supplementary existing English module for Hospitality student is suitable to use in higher vocational education.
IMPROVING STUDENTS’ READING COMPREHENSION THROUGH IINTERACTIVE READ-ALOUD TECHNIQUE Edi Santoso
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.v4i2.305

Abstract

Abstract:The present study, entitled Improving Students’ Reading Comprehension throughInteractive Read-Aloud, attempts to unlock problems found in teaching and readingcomprehension through interactive read-aloud in a Senior High School of Sport (SMAN Olah Raga) Lampung, in Metro. The findings revealed that students’ readingcomprehension improved through interactive read-aloud. The improvement can be seenfrom the increase of test results, meaning construction, and motivation. The process ofreading activities showed that the teacher’s gesture and body language, 20 questions,explain and guess activities were proven to help the students construct meaning from thegiven texts. In addition, interactive read-aloud is effective to boost students’ motivationto comprehend the texts. Key words: Reading comprehension, interactive read-aloud.
USING PROCESS WRITING APPROACH TO IMPROVE THE ABILITY OF MTS STUDENTS IN WRITING A RECOUNT TEXT Amirudin Latif
Premise: Journal of English Education and Applied Linguistics Vol 1, No 1 (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.v1i1.1105

Abstract

This study was intended to improve the ability of the MTs Muhammadiyah 02 Pubian in writing a recount text by using process writing approach. They were guided to write recount texts through the five-step writing process namely prewriting, drafting, revising, editing, and publishing. The result showed that the students’ ability in writing recount texts was improved. In the end of Cycle 2, there were 22 out 30 students who obtained score > 60. Hence, the process writing approach is very effective to improve the students’ ability in writing recount texts.   
DEVELOPING THE LEARNING MATERIALS OF READING 2 INTEGRATED WITH ISLAMIC VALUES Amirudin Latif
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.v5i2.818

Abstract

The objective of the study is to develop the learning materials of reading 2 integrated with Islamic values. The design of the study is research and development (R&D). The setting of the study is English Education Department of Teacher Training and Education Faculty of Muhammadiyah University of Metro. The respondents of study are lecturer and students of the third semester. The steps of the study are need analysis, the result of need analysis, material development, expert validation, try out, and final product. The result of the study is materials of reading 2 inserted with Islamic values. The materials are compiled in a book which consists of five units. Each unit consists of text material, example of texts, vocabulary, and exercises.
THE EFFECT OF WRITTEN CORRECTIVE FEEDBACK STRATEGIES ON COLLOCATION ERRORS OF LOW-PERFORMING ESL LEARNERS Abang Fhaeizdhyall; Collin Jerome
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.v9i2.2755

Abstract

The studies on error correction have been laying their emphasis on grammatical structures of the language with lack of focus on non-grammatical aspect such as lexical collocation. Therefore, this study aims at investigating the effect of direct and indirect written corrective feedback on low-performing ESL learners. Ninety-two students of a public university involved in the study. Three intact groups that have equal proficiency were identified at the beginning of the university’s academic term. A quasi-experimental design was employed with two experimental groups receiving indirect WCF and direct WCF separately, and a control group deprived of any treatment. The groups were measured in three different time points with pre-test before the intervention, immediate post-test after the intervention, and delayed post-test to measure retention effect. One-way ANOVA and repeated-measures ANOVA were used to measure the effect. The findings reveal that significant differences were detected in immediate post-tests of direct and indirect WCF groups which indicate that both WCF strategies can enhance participants’ collocational competency. Additionally, the findings also show that direct WCF strategy greatly affects participants collocation errors despite both groups performed better than the control group. This study demonstrates that retention effect was detected in the group that received direct WCF while the indirect WCF group was not able to retain - in delayed post-test. Recommendation is also discussed for Future directions of studies. 

Page 2 of 28 | Total Record : 277

 1   2   3   4   5 

Filter by Year

2012 2023


Reset
Filter By Issues
All Issue 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