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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 277 Documents
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ENHANCING THE STUDENTS’ READING COMPREHENSION BY USING CONTEXTUAL TEACHING & LEARNING (CTL) Refai - Refai
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.v2i2.686

Abstract

The objective of the study was to find out if Contextual Teaching and Learning (CTL) can develop the 12th Grade Students’ reading comprehension. The findings showed that CTL is able to enhance the students’ reading comprehension. Before the teacher applied CTL in the class, he activated the students’ schemata of  understanding some of the English texts, then, he addressed the implementated procedure of the strategy, in addition, the students started to read the text and situated the text to the real-life, then they related the content of the text by answering “What, Where, Why” and the important aspects of understanding the text. At last, the students got post-test of reading comprehension, and the teacher determined the students’ scores.
UTILIZING GRAMMARLY IN EVALUATING ACADEMIC WRITING: A NARRATIVE RESEARCH ON EFL STUDENTS’ EXPERIENCE Muhamad Nova
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.v7i1.1332

Abstract

With the development of technology, any writer now can easily check their academic writing with automated writing evaluation program. Though, the utilization of this program may bring both benefits and drawbacks. Thus, a consideration of its strengths and weaknesses is needed. To fill the need, this study aimed to identify the strengths and weaknesses of Grammarly program as an automated writing evaluation program in evaluating academic writing. Using a narrative inquiry in exploring three Indonesian postgraduate students’ experiences by conducting interview and documentation, the result showed that this program has provided useful color-coded feedback with explanation and example, ease of account access, high rate of evaluation speed, and free service for evaluating academic writing. However, some caveats were also found in this program utilization, such as several misleading feedbacks, weaknesses on detecting the type of English and reference list, and lack of context and content evaluation experienced, which became the weaknesses of this program. Further investigation on the efficiency of the feedback given by Grammarly in improving students’ writing quality is needed.
OPTIMIZATION OF INSTRUCTIONAL DEMONSTRATION TECHNIQUE TO IMPROVE TEACHERS’SKILL TEACHING WITH COOPERATIVE MODEL AT SMP MAARIF 5 METRO ACADEMIC YEAR 2015/2016 Muizzuddin - -
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.v4i2.287

Abstract

THE COMPARISON OF LISTENING ACHIEVEMENT USING MEDIA PODCAST WITH MEDIA AUDIO-VISUAL AT DIFFERENT LISTENING HABIT AT THE STUDENTS OF SMA CATUR SAKTI YEAR ACADEMIC 2012/2013 Juni Bayu Al-Bana
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.v2i1.1091

Abstract

Listening is essential in the language classroom because it provides input for the learner. Without understanding input at the right level, learning cannot begin. Nevertheless, many students at SMA Catur Sakti year academic 2012/2013 who are not interested in listening subject so that their listening achievement goes to low. This research tries to compare between media podcast and audio-visual toward listening achievement at different listening habit. To find out the result of the research, the researcher proposes four hypotheses, they are: (1) there is interaction of listening achievement, learning media, and different listening habit; (2) there is difference of listening achievement using media podcast and media audio-visual; (3) there is difference of listening achievement using media podcast and media audio-visual at good listening habit; and (4) there is difference of listening achievement using media podcast and media audio-visual at bad listening habit. This research is true experimental research with Factorial Design. In analyzing data, the researcher uses the formula of two ways anava. Based on the discussion, the researcher finds that the result of calculation gives the important result. It is found that F cal = 8,5 and F table at significance level 1% is 7,11 and at significance level 5% is 4,01. Therefore, F cal > F table, it means that there is interaction of listening achievement, learning media, and different listening habit. Next, it is found that F cal = 85,65 and  F table at significance level 1% is 7,11 and at significance level 5% is 4,01. It means that F cal > F table, it means that there is difference of listening achievement using media podcast and media audio-visual. Students in experiment class tend to have better score than those in the control class so the researcher concludes that media podcast is better to use than media audio-visual. Afterwards, it is found that F cal = 188,73 and F table at significance level 1% is 7,11 and at significance level 5% is 4,01. It means that F cal > F table, it means there is difference of listening achievement using media podcast and media audio-visual at good listening habit and bad listening habit. Thereby, the researcher concludes that listening habit can also influence the students’ listening achievement. Finally, the researcher suggests the teachers to use media podcast to increase the students’ listening achievement at different listening habit.
THE INFLUENCE OF MALL ON ENHANCING STUDENTS’ LITERACY SKILLS Margaretha Dharmayanti Harmanto
Premise: Journal of English Education and Applied Linguistics Vol 10, No 1 (2021): 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.v10i1.3566

Abstract

This study investigates the influence of MALL (Mobile Assisted Language Learning) on enhancing students' literacy skills in the international program of accounting. The mobile-phone platforms worked as media of interaction with the students in the learning-teaching and outside the classroom. The mobile phone is used as a medium for practising both reading and writing. This research was a quantitative study using an experimental design. The population of the study was the students of the International Program of Accounting department. The result showed that Sig. (2-tailed) .197 > 0.05 which means there was no significant effect in the use of MALL to enhance the students' literacy skills in general. Instead, the use of MALL has a significant effect in improving the spelling which was Sig. (2-tailed) 0.043 < 0.05, and grammar for the plural and singular parts for Sig. (2-tailed) 0.025<0.05.  
PROMOTING STUDENTS’ EXPLICIT INFORMATION SKILL IN READING COMPREHENSION THROUGH GRAPHIC ORGANIZERS Syaifudin Latif Darmawan
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.v2i2.684

Abstract

This research is carried out to (1) identify whether graphic organizers can improve students’ reading comprehension; and (2) to describe the classroom situation when graphic organizers are employed in instructional process of reading comprehension. The research is adminisitered in two cycles 2014 in the second grade of SMP Muhamadiyah Sekampung, Lampung Timur. The procedure of the research consists of identifying the problem, planning the action, implementing the action, observing the action, and reflecting the result of the research. Qualitative data are collected through interview, observation, questionnaire, and research diary. Quantitative data are collected through test. To analyze qualitative data, the researcher used constant comparative method. It consists of four steps: (1) comparing incidents applicable to each category; (2) Integrating categories and their properties; (3) delimiting the theory; (4) Writing the theory. Meanwhile, to analyze quantitative data, the researcher employed descriptive statistic.    The result of the research shows that using graphic organizers can improve students’ reading comprehension and classroom situation. The improvement on students’ reading comprehension is students are able to find explicit information in a text. The improvement of the classroom situation; (a) students come on time in the class (b) students are more motivated to join the class (c) Students pay more attention in the instructional process. In addition, the improvement also happens to the scores. The mean score increases from 57.56 in the pre-test, 63.34 in the formative test of cycle 1, and 69.56 in the post test of cycle 2
AN ANALYSIS OF THE TENTH GRADE STUDENT’S WRITING ABILITY IN RECOUNT TEXT OF SMA MUHAMMADIYAH 1 METRO ODD SEMESTER ACADEMIC YEAR 2011/2012 Imam Surya Nugraha
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.v1i2.1122

Abstract

The objective of the research is to describe how the students face difficulty in writing ability, to describe what the students face difficulty in making recount text, and to describe the score of students’ in analysis writing ability on recount text. This research is a qualitative descriptive research. The population of this research is the students at the tenth grade of SMA Muhammadiyah 1 Metro in 2011/2012 that consist of 223 students. The sample is 44 students. In taking sample, the researcher uses the cluster proportional random sampling. In collecting the data the researcher uses test, observation, and interview. And in analyzing the data, the researcher uses Alpha Formula. 
TEACHING LEXICALLY FROM VERTICAL LISTS TO HORIZONTAL ALTERNATIVES Dedy Subandowo
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.v4i1.278

Abstract

Abstract Teaching vocabulary for young learners by giving it into semantic set will not help them understand how the words are used. In elementary coursebook, the vocabulary is presented in list semantic set that is semantically related items such as jobs doctor, teacher, lawyer etc. or colours: red, blue, yellow etc.). This idea is really restrictive to develop the students’ vocabulary mastery. It seems that teaching vocabulary in semantically related items is counter-productive but this idea has never been taken on board. The question is Why do students have to go through so much learning of things which they are hardly ever likely to say?. (Estatiev, 2015) and (Leoselivan, 2014) introduce the way to teach students’ vocabulary by developing the students’ idea through communicative purpose beyond the basic description. Developing alternatives in horizontal lists instead of semantic set lists will make learners find the words in which they are likely to go with (co-text) rather than with other words sharing the same superordinate concept. The easy samples are colour and animal. Focusing them in three at a time and present would be more affective to fix the word collocation such as noun that can go along with adjective or noun collocation.  Keyword: EFL, Semantic Set, Teaching Lexically, Vocabulary Mastery
DIFFICULTIES OF SPEAKING THAT ARE ENCOUNTERED BY ENGLISH LANGUAGE STUDENTS AT AL MARGEB UNIVERSITY Mohamed Dalem
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.v6i2.1002

Abstract

The aim of this paper is to explore the speaking difficulties encountered by English language students at Al Margeb University, and to discover the causes of such difficulties. Speaking English has been a vital importance in international communication. Speaking fluent English is a common problem among the nonnative speakers. The second language learners have gone through a variety of cases to learn how to speak not only correct grammar and using the right vocabulary but with correct accent and pronunciation. Many obstacles, therefore, have been known as the predictors of such a problem among the language learners.  According to the review of literature, appropriate speaking instruction was found to be the learners' priority and a field in which they need more attention. In this paper the writer highlight the speaking difficulties encountered by English language students at Al Margeb University, which are considered to be the most urgent for every teacher, such as fear of mistakes, shyness, anxiety, lack of confidence and lack of motivation. This paper can be useful to teachers to consider their language learners' speaking needs in English language teaching and learning context.
GOOGLE FORMS AS AN EFL ASSESSMENT TOOL: POSITIVE FEATURES AND LIMITATIONS Angela Bayu Pertama Sari; Dwi Iswahyuni; Sri Rejeki; Sutanto Sutanto
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.v9i2.3037

Abstract

This study presents an assessment tool in which it aims to investigate the positive features and limitations of Google forms as an EFL assessment tool. The research method used in this study is a descriptive qualitative study in which the instruments employed are class activity log and observation checklist. Moreover, the participants are 240 non-English major students. The results of the study showed that there are 5 positive features and 2 limitations of Google Forms as an EFL assessment tools.  It can be concluded that the positive features of Google forms as an EFL assessment tool are in terms of efficiency in time and energy, conformity to the students’ characteristics, less cost, detail result, and helpful features. In other words, the significant implication is that the use of Google Forms as an assessment tool can alleviate the lecturer’s workload. Furthermore, the limitations deal with scoring and tools issues.

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