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All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra Esteem Journal of English Study Programme Jurnal Caksana: Pendidikan Anak Usia Dini Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jurnal Adat dan Budaya Indonesia English Education: English Journal for Teaching and Learning Jounal of Education and Teaching (JET) Prominent : Journal of English Studies Warta Pengabdian Andalas: Jurnal Ilmiah Pengembangan Dan Penerapan Ipteks Journal of English Education and Linguistics Afeksi: Jurnal Penelitian dan Evaluasi Pendidikan English Education and Applied Linguistics Journal (EEAL Journal) Journal of Language and Pragmatics Studies Khirani: Jurnal Pendidikan Anak Usia Dini Abdi Masyarakat UIKA Lantern: Journal of Language and Literature English Education: English Journal for Teaching and Learning ALFIHRIS: Jurnal Inspirasi Pendidikan
Hanifah Oktarina
Sekolah Tinggi Agama Islam Negeri Mandailing Natal
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Journal : esteem journal of english study programme

 1 
THE EFFECT OF STRIP STORY MEDIA ON STUDENTS' LEARNING OUTCOMES Nasution, Amanda Sari; Hanida, Rahmi Seri; Hanifah Oktarina
Esteem Journal of English Education Study Programme Vol. 8 No. 1 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i1.17765

Abstract

Effective communication between teachers and students plays a crucial role in the success of the learning process. Poor communication can hinder the delivery of material, making the learning process less engaging. One method to enhance learning engagement is through the use of strip story media. This medium is practical, simple, and enjoyable, supporting both teachers and students in creating a dynamic learning environment. This study aims to investigate the effect of using strip story media on students' learning outcomes in social studies. The research employed a one-group pretest-posttest experimental design. The results showed that the average score of students using strip story media was 80, higher than the control group's average score of 95. Statistical analysis using the Independent Sample t-Test indicated a significant effect, with the calculated t-value (t_calculated = 9.149) exceeding the critical t-value (t_table = 2.564) and a significance level (Sig = 0.000) below 0.05. This led to the rejection of the null hypothesis (H0) and the acceptance of the alternative hypothesis (Ha), confirming that strip story media significantly impacts the social studies learning outcomes of fourth-grade students at SD Negeri 080 Panyabungan. In conclusion, strip story media positively and significantly affects students' learning outcomes. The findings imply the need for integrating innovative teaching media like strip stories to enhance learning. Future research could explore its application in other subjects or educational levels to expand its benefits.
A COMPARATIVE STUDY OF ENHANCE AND IMPROVE IN L1 AND L2 ACADEMIC WRITING Hasibuan, Apriyanti; Oktarina, Hanifah
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v8i2.19363

Abstract

Lexical verbs like enhance and improve are crucial in academic writing, signaling change, development, and authorial stance. However, their use by native (L1) and non-native (L2) English writers remains underexplored. This comparative study investigates the frequency, grammatical patterns, and stance-related functions of these verbs in journal articles by L1 and L2 authors. Using AntConc and Partington et al.’s (2013) evaluative stance framework, the study analyzes syntactic and semantic usage. Results show that while both groups use the verbs correctly, L1 writers prefer abstract, passive, and nominalized structures that reflect disciplinary conventions and subtle evaluation. L2 writers, however, favor active constructions and concrete collocations, often linked to observable outcomes or instructional contexts. These differences reveal varied approaches to expressing stance and rhetorical positioning, suggesting that L1 writers demonstrate greater awareness of disciplinary norms. The study emphasizes the role of verb choice and syntactic form in academic identity construction and offers implications for academic writing instruction, particularly in supporting L2 writers’ engagement with disciplinary discourse.
Co-Authors Adi Hidayat Ali Masran Daulay Annisa Wahyuni Annisa Wahyuni Annisa Wahyuni Apriyanti Hasibuan Damanik, Lia Agustina Dede Hafirman Said, Dede Dewi , Sinta Eri Kurniawan Eva Devi Sofyawati Hasdina, Niken Isra Hayati Darman Khoirul Imam Lubis, Siti Nurhaliza Mahardhika Zifana Muhammad Ari Sahputra Nada Riani Nasution, Amanda Sari Nasution, Yuni Sari Nurkholijah, Nurkholijah Parulian Siregar Putri Amanda Rahmi Seri Hanida Rani Ismil Hakim Resdilla Pratiwi Riani, Nada Rinaldi Supriadi Sahyoni, Sahyoni Samhani Siregar Sinta Dewi Sinta Dewi Soraya Hasyim Hasibuan Soraya Hasyim Hasibuan Syihabuddin Torkis Lubis Wahyuni, Annisa Wakiah Tussukria Zifana, Mahardhika