Premise: Journal of English Education最新文献

{"title":"PRE-SERVICE ENGLISH TEACHERS' READINESS TO DEVELOP DIGITALIZED AUTHENTIC MATERIALS WITH ISLAMIC VALUES","authors":"Edwin Nuvianto Al Azis, Toyyibah Toyyibah","doi":"10.24127/pj.v12i1.6588","DOIUrl":"https://doi.org/10.24127/pj.v12i1.6588","url":null,"abstract":"Abrar, M. (2019). Re-telling: A Narrative inquiry of Indonesian graduate students’ speaking experiences in a United Kingdom university. Indonesian Journal of Applied Linguistics, 8(3), 588. https://doi.org/10.17509/ijal.v8i3.15257Alfa, R. R. (2020). Using podcast as authentic materials to develop studentsâ€tm speaking skill. JELLT (Journal of English Language and Language Teaching), 4(1), 65–74. https://doi.org/10.36597/jellt.v4i1.7692Alfian, A., Yusuf, M., & Nafiah, U. (2021). Integrating islamic values in teaching English: Lessons learned from an integrated islamic school. Elsya : Journal of English Language Studies, 4(1), 1–11. https://doi.org/10.31849/elsya.v4i1.7322Andriani, E., & Bram, B. (2022). Technology use in teaching literature amid and post-pandemic: teachers’ perceptions. Premise: Journal of English Education, 11(2), 279. https://doi.org/10.24127/pj.v11i2.4908Baidawi, A., Alim, W. S., & Rabi’ah, R. (2020). Integrating islamic moderation values in teaching speaking through group activity. PANYONARA: Journal of English Education, 2(2), 137. https://doi.org/10.19105/panyonara.v2i2.3667Barkhuizen, G. (2014). Revisiting narrative frames: An instrument for investigating language teaching and learning. System, 47, 12–27. https://doi.org/10.1016/j.system.2014.09.014Craig, C. J. (2007). Story constellations: A narrative approach to contextualizing teachers’ knowledge of school reform. Teaching and Teacher Education, 23(2), 173–188. https://doi.org/10.1016/j.tate.2006.04.014Hidayat, M. C., Arifin, S., Asrori, & Rusman. (2020). Integration science technology with islamic values: Empowering education model. Proceedings of the 1st Borobudur International Symposium on Humanities, Economics and Social Sciences (BIS-HESS 2019), 436, 966–970. https://doi.org/10.2991/assehr.k.200529.202Hidayati, T. (2017). English language teaching in islamic education in indonesia; challenges and opportunities. Englisia Journal, 3(2), 65. https://doi.org/10.22373/ej.v3i2.751Kamal, R. (2017). Internalization of moderate islamic values in education. Islamic studies journal for social transformation, 1(1), 67. https://doi.org/10.28918/isjoust.v1i1.1142Khaidir, E., & Suud, F. M. (2020). islamic education in forming students’ characters at as-shofa islamic high school, pekanbaru riau. International Journal of Islamic Educational Psychology (IJIEP), 1(1), 50–63. https://doi.org/10.18196/ijiep.1105Khairiah, N., & Nurzannah. (2020). Many ways to internalize islamic values implemented in indonesia. Islamic Quarterly, 64(4), 507–526. https://doi.org/https://doi.org/10.33258/birci.v3i4.1462 3956Kodirova, S. S. (2021). Using authentic materials in elt in the process of continuous education. CURRENT RESEARCH JOURNAL OF PHILOLOGICAL SCIENCES, 02(12), 71–74. https://doi.org/10.37547/philological-crjps-02-12-15Liza, K., & Andriyanti, E. (2020). Digital literacy scale of English pre-service teachers and their perceived readiness toward the application of digital technologies. Journa","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"2013 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121515594","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"WHAT DO LAW STUDENTS NEED AND WHAT PROBLEMS THEY EXPERIENCED IN LEARNING ENGLISH? INSIGHT FROM STUDENTS AND ALUMNI","authors":"Tusi Hardiana, Novinda Rosayanti","doi":"10.24127/pj.v12i1.4950","DOIUrl":"https://doi.org/10.24127/pj.v12i1.4950","url":null,"abstract":"Many scholars addressed how English was essential to master in many fields. However, few scholars addressed what content of English was required by significant law students. This article, therefore, proposes a little investigation: the problem encountered by law students in mastering English, the basic skills, and materials considered fundamental to be taught in the learning process. Descriptive quantitative was applied to gather the data. Seven-four second-semester students and alums majoring in Law were taken as samples. The researchers collected the data and analyzed them using Microsoft Excel. The findings of the first research question revealed that listening was the most difficult skill to be perceived by the students majoring in Law. Moreover, the finding of the second research question claimed that speaking was assumed as the most necessary skill to be taught. Furthermore, formal and informal English languages were expected to be involved in English learning materials. By looking at the findings of this research, the practitioners can be used as a reference for the betterment of designing materials for Law students. The study implies that students frequently encounter the essential skills and materials to be taught.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114154319","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Exploring Students’ Perception toward Reading Class in Online Zoom Application","authors":"M. N. Raunaq, Dzulfikri Dzulfikri, Anas Fawaid","doi":"10.24127/pj.v11i3.5149","DOIUrl":"https://doi.org/10.24127/pj.v11i3.5149","url":null,"abstract":"Prior studies show gaps in using the Zoom application for language learning with various perceptions of language learning. This study attempts to reveal students' perceptions of using the Zoom Cloud Meeting Application in teaching and learning reading classes at one of the universities in Malang. Therefore, the descriptive qualitative approach was adopted for this study. The researcher collected data using a questionnaire adapted prior study (Suadi, 2021). The findings of this study suggest that the virtual reading lesson offered via the Zoom application to students majoring in communication science at one of the universities in Malang was highly welcomed by students. Aside from that, pupils thought the Zoom application might help them improve their reading skills and overcome their shyness in virtual classroom interactions. This finding further illuminates the discrepancies in students' perceptions, which may serve as consideration for using the Zoom application in teaching and learning reading.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128094696","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"HARMONY OF THE PHILOSOPHICAL FOUNDATION OF ENGLISH TEXTBOOKS AND THE 2013 ENGLISH CURRICULUM","authors":"Lilik Sugianti, O. Purwati, S. Setiawan, S. Anam","doi":"10.24127/pj.v11i3.5018","DOIUrl":"https://doi.org/10.24127/pj.v11i3.5018","url":null,"abstract":"Philosophy is one of the most important fundamental aspects in developing the 2013 curriculum to determine teaching and learning objectives and processes. Accordingly, textbooks should represent curriculum ideas. It must be developed in line with the philosophical foundation of the curriculum. It is to realize the objectives of teaching and learning that emphasize critical thinking and student character development. This study aimed to reveal the philosophical foundations of LKS (Lembar Kerja Siswa) in English ninth grade and its compatibility with the 2013 curriculum. LKS is an exercise guide for developing cognitive aspects and all learning aspects in the form of an experimental or demonstration guide. This study used inferential content analysis on six units of LKS-English in ninth grade, semester one, publisher by CV. Library Pillar. It examined six philosophical foundations in LKS-English of ninth grade: existentialism, essentialism, perennials, humanism, social reconstruction, and progressivism. It also examines six philosophical foundations in the 2013 curriculum, including essentialism, perennials, humanism, social reconstruction, progressivism, and idealism. So, there is a harmony between the philosophical foundation of the LKS-English of ninth grade and the 2013 Curriculum. The LKS-English and the 2013 curriculum focus on developing students' character and 21st-century skills, such as critical thinking, problem-solving, communication, collaboration, creativity, and innovation.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"4 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132710590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"THE IMPLEMENTATION OF ONLINE LEARNING IN RURAL AREAS DURING COVID-19: VOICE OF RURAL ENGLISH TEACHERS","authors":"M. Jelimun, Y. Jem, Indra Susanto, Yanuarius Mardiantoro","doi":"10.24127/pj.v11i3.5833","DOIUrl":"https://doi.org/10.24127/pj.v11i3.5833","url":null,"abstract":"This research investigates the rural teachers' voices related to implementing online learning during covid-19. Due to understanding the schools' readiness in remote areas, it is essential to carry out English learning activities in emergencies. The subject of this research was 6 English teachers from two schools. Three were from SMAN 1 Ruteng-Anam, and three other teachers from SMAN 1 Lelak Manggarai regency, Nusa Tenggara-Timur. This research is categorized as qualitative research. The data were explained descriptively. In collecting the data, a questionnaire and interview were used. The questionnaire consisted of 3 main questionsinvolved. They covered the teachers' enthusiasm for Teaching English Using  Technology, the Implementation of Online Learning During the COVID-19 Epidemic, and the obstacles that English teachers faced during the pandemic. The teachers' additional information was gathered in the interview section. The data were analyzed and explained descriptively based on the result of the questionnaires and interviews. The result of the research showed that teachers at SMAN 1 Ruteng Anam and SMAN 1 Lelak during the pandemic still adapted to the situation. The limitations of technological facilities during the pandemic are not able to prevent teachers from teaching English activities. However, English teachers experienced many issues during the pandemic. The issues are related to teaching planning, delivery, and evaluation of the material. Those problems implicated the quality and intensity of learning activity, in which many English teachers assessed the students' improvement subjectively.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129167351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"READING COMPREHENSION AND SELF-REGULATED LEARNING: A CROSS SECTIONAL STUDY OF UNIVERSITY STUDENTS","authors":"Cayandrawati Sutiono, Novita Triana, Elvina Arapah","doi":"10.24127/pj.v11i3.4747","DOIUrl":"https://doi.org/10.24127/pj.v11i3.4747","url":null,"abstract":"Reading is a critical component of academic life. Undergraduate students' course success depends much on how they process their reading. However, some studies show that students face difficulties in their reading in several terms. These difficulties are twofold for English as a Foreign Language students who have to deal with reading and language content. In this respect, students must be able to self-regulate their reading activities in and outside classrooms. This study was intended to investigate the students' levels of self-regulated learning in reading comprehension. This study used a cross-sectional design with 40 English Language Education Study Program students at Universitas Lambung Mangkurat. The instrument was a questionnaire adapted from Zimmerman's Academic Self-Regulated Learning Scale (2000). The questionnaire was distributed online to the students using Microsoft Forms. The data were analyzed using a t-test. The findings show that the ways both groups of students regulate their cognitive processes, motivation, and behavior within an educational setting are similar. Nevertheless, concerning that the fourth-semester students might be more organized SRL students than the second-semester ones, reading instructions must be structured to develop students' self-regulated learning. In other words, lecturers should condition the instructions to enhance the students' self-regulation","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"120918405","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"MEASURING INDONESIAN EFL TEACHERS’ TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE IN THE POST-PANDEMIC ERA: DO DEMOGRAPHICAL ISSUES MATTER?","authors":"Ahmad Syafi’i, S. Anam","doi":"10.24127/pj.v11i3.4574","DOIUrl":"https://doi.org/10.24127/pj.v11i3.4574","url":null,"abstract":"This research aimed to measure Indonesian EFL teachers' Technological Pedagogical Content Knowledge (TPACK) in the post-pandemic era. EFL teachers must have balanced technological knowledge, pedagogical knowledge, content knowledge, technological pedagogical knowledge, pedagogical content knowledge, technological pedagogical content knowledge, and web content knowledge since the Covid-19 pandemic has altered mainstream educational practices. Face-to-face instruction has shifted to online instruction, affecting EFL teachers' TPACK. The researcher hypothesized a significant difference in gender, age, and length of teaching experience in Indonesian EFL teachers' TPACK, particularly during online learning. The participants of this study were 24 Indonesian EFL teachers from 22 different schools and affiliations. An adopted TPACK questionnaire was administered to measure the Indonesian EFL teachers' TPACK during online learning. It consists of 25 total items. The data were calculated using SPSS version 26 software to determine each datum's U-value, mean, and standard deviation. This research revealed no significant difference in all aspects of TPACK based on the EFL teachers' gender. Moreover, there was no significant difference in the five aspects of TPACK based on the five age categories, except in Content Knowledge (CK). Furthermore, there was also no statistical difference in all aspects of TPACK based on the EFL teachers' length of teaching experience. However, age and teaching experience, particularly, contribute to shaping the Indonesian EFL teachers' level of TPACK. ","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123583377","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"“I Feel Like a Real Teacher”: Emergent Professionalism of Indonesian Pre-Service Teachers of English","authors":"Adaninggar Septi Subekti","doi":"10.24127/pj.v11i3.5108","DOIUrl":"https://doi.org/10.24127/pj.v11i3.5108","url":null,"abstract":"The present study investigated how Indonesian pre-service English teachers' professionalism emerged during their teaching practice. The study employed a qualitative document analysis of secondary data in the form of 26 student teachers' reflections from 13 pre-service teacher participants taking Micro Teaching class in the 6th semester of their study. From Thematic Analysis, the study found several themes in their emerging professionalism. First, they realized the role of teacher-student rapport for instructional success and the need to adjust instructions to suit their students' needs and proficiency levels. They could overcome stereotypes and negative preconceptions about teaching vocational students and students with special needs. They reported their joy of being acknowledged by their students as teachers, and they felt happy and proud when they saw their students' success in learning. These indicated the shift in concerns from self to students, signaling the participants' emergent professionalism. Based on the findings, possible contributions and suggested directions for future studies were mentioned, along with the study's possible limitations.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129772058","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Move Analysis of Thesis and Dissertation Abstracts in One Philippine Graduate Institute","authors":"Allen Dave Briones Arboleda","doi":"10.24127/pj.v11i3.5437","DOIUrl":"https://doi.org/10.24127/pj.v11i3.5437","url":null,"abstract":"In the Philippines, move-analytic investigations have been carried out. However, none of these have attempted to look into the genre of thesis and dissertation abstracts. Cognizant of this gap, this study examined a corpus of 100 research abstracts written by Filipino graduate students in one private university in Western Metro Manila. In order to identify the moves, rhetorical organization, linguistic features, and deviations in the corpus, mixed-method research design was employed. Analyses of data reveal that all the moves in Hyland’s model are present in the corpus. Such moves are linguistically realized through the use of present tense, present perfect tense, attitudinal stance words, deictic item+ inquiry type noun+ reporting verb formulaic pattern, past-passive constructions, opening subject+ reporting verb+ that-complement clause formulaic pattern, modals, and nominal phrases. As to rhetorical organization, non-linear organization is the most preferred, while linear organization is the least. With respect to deviations, word count, format, level of usage, syntactic structure, mechanics, grammar, and lexis are uncovered. Based on the results obtained, it is deduced that thesis and dissertation abstracts as corpus can provide meaningful insights as regards the exploration of moves vis-à-vis their linguistic realizations and sequences, academic writing, and Philippine English.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"59 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127695359","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"EVALUATING INTERACTIVE VIDEO UTILIZATION IN ENGLISH FOR TOURISM BUSINESS CLASS","authors":"Putu Sri Darmayanti, Muhamad Nova","doi":"10.24127/pj.v11i3.5661","DOIUrl":"https://doi.org/10.24127/pj.v11i3.5661","url":null,"abstract":"Interactive video as one technology product provides an opportunity to enrich students' learning experience. The current study aimed to identify students' perception of interactive video utilization in English for tourism business classes and students' preference in applying interactive video in learning English for tourism business. The interactive videos were embedded in the learning management system, and the students had to utilize them individually. This study employed mixed-method research with an explanatory design. The data were gained through an administering questionnaire survey to 34 students majoring in the Hospitality program and analyzed using descriptive statistics by calculating the frequency of the answer to each question. Then, an interview was also conducted with several students to gain a further explanation of their learning media preferences. The results showed that the students perceived the interactive video positively based on its question layout, quality, and user interface. Furthermore, 94.1% of the students prefer to learn with interactive video than video. The students claimed that the interactive video helps them remember the learning material better, guides them to understand the material, encourages them to focus while watching the video, and makes the learning process more exciting. However, one student argued that the questions needed to be fully understood, and another highlighted the rewind button's unavailability. The result of the study indicated that the utilization of interactive video could be a beneficial learning tool in teaching English to the tourism business. In contrast, the English teacher or lecturer should also consider the students' freedom of learning.","PeriodicalId":376872,"journal":{"name":"Premise: Journal of English Education","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123553590","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}