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All Journal Esteem Journal of English Study Programme JURNAL PENDIDIKAN TAMBUSAI FOSTER: Journal of English Language Teaching ELLTER Journal English Learning Innovation (englie) Smart: Journal of Multidisciplinary Educationa INTERACTION: Jurnal Pendidikan Bahasa
Tahrun
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Journal : Esteem Journal of English Study Programme

 1 
EFFECTIVENESS OF MOBILE ASSISTED LANGUAGE LEARNING (MALL) IN ENHANCING SPEAKING SKILL EFL STUDENTS’ AT SMP NEGERI 45 PALEMBANG Septi Purnama Sari; Tahrun; Ana Theriana
Esteem Journal of English Education Study Programme Vol. 7 No. 1 (2024): 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.v8i1.16018

Abstract

The purpose of this study is to assess how well Mobile Assisted Language Learning (MALL) at SMPN 45 Palembang improves speaking abilities in English as a foreign language (EFL). Using a pre-experimental approach, the study involves a single group of students from the same class using the MALL method. This study is quantitative in nature and uses oral pre- and post-test data gathering methods in a single class of students at SMP Negeri 45 Palembang. With an average pre-test score of 61.69 and an average post-test score of 79.3, the statistical analysis and data gathering results demonstrate an improvement in English language proficiency following the implementation of MALL. These results demonstrate that MALL is a useful instrument for raising students' proficiency in speaking English as a foreign language (EFL).
INDOGLISH USED BY MOBILE LEGENDS PLAYERS ON INSTAGRAM Dina Fitri, Dwi; Tahrun; Ana Theriana
Esteem Journal of English Education Study Programme Vol. 7 No. 1 (2024): 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.v7i1.16078

Abstract

This study investigates the use of Indoglish a mix of Indonesian and English  as a sociolinguistic phenomenon among Mobile Legends players on a social media with around 56% Indonesian population are using named Instagram. Involves the integration of Indonesian linguistic elements with English vocabulary through qualitative methods: observations, interviews and documentation. The formation likely English nouns and adjectives with Indonesian prefixes (di-, nge-, se-) and suffixes (-nya, -an).  Prominent Indoglish phrases like "partyan," "matchmakingnya," "ditroll/ngetroll," "ngebug," "ngepush," "ngerank," "systemnya," "segame," "skillnya," "ngelag," "gamenya," and "ngestuck" are found and examined based on informants also players’ feedback. The results demonstrate that gamers often use Indoglish phrases on Instagram and in game, demonstrating how skilledly they can use these terms. Gamers believe that Mobile Legends is a useful tool for improving their English in a variety of settings, supporting Indoglish since it is useful and accepting of its contribution to improving their relationships with other players.
THE EFFECTS OF COOPERATIVE LEARNING METHOD AND LEARNING MOTIVATION: IMPROVING READING COMPREHENSION Hayani; Tahrun; Mulyadi
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.v8i1.16651

Abstract

The purpose of this study was to look into how eighth-grade students at MTs. Negeri 2 Ogan Komering Ilir's cooperative learning and learning motivation strategies affected their reading comprehension skills. The study investigated the effects of two independent variables—methods and learning motivation—using a 2x2 factorial design (with two levels: high motivation and low motivation). Four different groups were created out of the participants: class without treatment-low motivation, class without treatment-high motivation, cooperative learning-low motivation, and cooperative learning-high motivation. Tests and questionnaires were used to gather information about the participants' reading comprehension abilities. The results showed that students with varying levels of learning desire, as well as those who participated in cooperative learning and attended class without receiving any instruction, had differing reading comprehension abilities. Nevertheless, it was not discovered that there was a statistically significant interaction between cooperative learning and learning motivation. These findings imply that although learning motivation and cooperative learning both have an independent impact on reading comprehension, their combined effect could not have a substantial effect on students' performance in this specific situation. The results advance our knowledge of how technique and student motivation interact to improve reading comprehension abilities.
TEACHING SPEAKING BY USING 'ELSA AI' TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 42 PALEMBANG Salsabilla, Dinda; Tahrun; Rosmiyati, Evi
Esteem Journal of English Education Study Programme Vol. 7 No. 2 (2024): 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.v7i2.17085

Abstract

This study investigates the effectiveness of the ELSA Speak application in enhancing English speaking skills among eighth-grade students at SMP Negeri 42 Palembang. Employing a quantitative method with a quasi-experimental design (one-group pre-test and post-test design), the research involved 34 students. The instruments used included a pre-test, treatment, and post-test. The results indicate that using ELSA Speak effectively improves English pronunciation skills compared to traditional learning methods. The average pre-test score of the students was 64.9118, which increased to 85.5882 in the post-test, showing an improvement of 31.82%. Hypothesis testing revealed a significance value of 0.000, indicating a significant effect of using ELSA Speak on students' performance improvement. The Cohen's Kappa value of 0.809 demonstrates excellent inter-rater reliability, which positively supports the validity of the obtained results. Future research should examine the long-term effects of ELSA Speak on fluency and confidence, compare it with other language learning tools, and involve larger, more diverse samples for broader insights.
STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF WORDWALL Irawan, Tata Regita Sherfaty; Wahyuni, Aelista Dwi; Tahrun
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.v8i1.18148

Abstract

This study explores the impact of word walls in enhancing student learning motivation, addressing factors both internal and external to students. The purpose of this research is to examine student perceptions of the application of word walls. A qualitative approach was used, involving questionnaires and interviews as data collection instruments. The research respondents consisted of 33 tenth-grade students from SMA Negeri Plus Banyuasin III. The results indicate that word walls play a significant role in boosting student interest in learning, expanding vocabulary, and supporting the acquisition of new knowledge through reading books. Additionally, word walls contribute to the development of students' reading, writing, and speaking skills. Based on these findings, it is concluded that word walls are an effective tool for motivating students to engage in their learning process. It is recommended that educators consider incorporating word walls into their teaching strategies to improve student engagement and language development.
IMPROVING READING COMPREHENSION USE QUIZIZZ APPLICATION AND COGNITIVE STYLE Dewi, Emilia Purnama; Tahrun; Masagus Firdaus
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.v8i2.18196

Abstract

This study explores the impact of the Quizizz application and visualizer-verbalizer cognitive styles on students' reading comprehension. The research aims to determine whether interactive learning tools like Quizizz can improve students' reading comprehension by considering their cognitive preferences. The issues addressed in this study include (1) students perceiving English as a challenging subject, (2) weak reading comprehension skills in descriptive texts, (3) limited mastery of English grammar, (4) disengagement with conventional teaching methods, and (5) the need for interactive tools to boost engagement and comprehension. The study specifically examines the influence of the Quizizz application and cognitive styles on the reading comprehension of seventh-grade students. Employing a 2 x 2 factorial design, the research focuses on two independent variables: the use of Quizizz and cognitive styles (visualizer vs. verbalizer). The findings reveal that the Quizizz application significantly enhances students' reading comprehension. Furthermore, the interaction between the Quizizz application and cognitive styles suggests that personalized digital tools can improve student engagement and comprehension, offering valuable insights for future English language teaching strategies.
THE USE OF CODE MIXING IN ELT: A CASE STUDY Habso, Putri Ayu; Tahrun; Mulyadi
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.v8i2.18710

Abstract

This study explores the phenomenon of code mixing in English Language Teaching (ELT) at SMP IT Al Hasanah Prabumulih, focusing on the types, frequency, and pedagogical relevance of its use in the classroom. Conducted between December 2023 and June 2024, this qualitative descriptive research utilized classroom observations and interviews to collect data. The findings indicate that both teachers and students employed three main types of code mixing: intra-sentential, intra-lexical, and phonological variation. Among these, intra-sentential code mixing emerged as the most dominant. Teachers perceived code mixing as an effective instructional strategy that supports vocabulary acquisition and facilitates learner comprehension, especially in a multilingual setting. Theoretically, this study enhances the understanding of code mixing as a communicative and instructional resource within ELT contexts. Practically, the findings offer valuable implications for educators, suggesting that code mixing, when used strategically, can bridge linguistic gaps and increase classroom engagement. Future research is recommended to further examine the long-term effects of code mixing on language proficiency and to explore its application in other educational settings. Additionally, comparative studies across different school levels and regions may yield broader insights into the pedagogical potential of code mixing.
IMPROVING READING COMPREHENSION USE QUIZIZZ APPLICATION AND COGNITIVE STYLE Dewi, Emilia Purnama; Tahrun; Masagus Firdaus
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.v8i2.18196

Abstract

This study explores the impact of the Quizizz application and visualizer-verbalizer cognitive styles on students' reading comprehension. The research aims to determine whether interactive learning tools like Quizizz can improve students' reading comprehension by considering their cognitive preferences. The issues addressed in this study include (1) students perceiving English as a challenging subject, (2) weak reading comprehension skills in descriptive texts, (3) limited mastery of English grammar, (4) disengagement with conventional teaching methods, and (5) the need for interactive tools to boost engagement and comprehension. The study specifically examines the influence of the Quizizz application and cognitive styles on the reading comprehension of seventh-grade students. Employing a 2 x 2 factorial design, the research focuses on two independent variables: the use of Quizizz and cognitive styles (visualizer vs. verbalizer). The findings reveal that the Quizizz application significantly enhances students' reading comprehension. Furthermore, the interaction between the Quizizz application and cognitive styles suggests that personalized digital tools can improve student engagement and comprehension, offering valuable insights for future English language teaching strategies.
THE USE OF CODE MIXING IN ELT: A CASE STUDY Habso, Putri Ayu; Tahrun; Mulyadi
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.v8i2.18710

Abstract

This study explores the phenomenon of code mixing in English Language Teaching (ELT) at SMP IT Al Hasanah Prabumulih, focusing on the types, frequency, and pedagogical relevance of its use in the classroom. Conducted between December 2023 and June 2024, this qualitative descriptive research utilized classroom observations and interviews to collect data. The findings indicate that both teachers and students employed three main types of code mixing: intra-sentential, intra-lexical, and phonological variation. Among these, intra-sentential code mixing emerged as the most dominant. Teachers perceived code mixing as an effective instructional strategy that supports vocabulary acquisition and facilitates learner comprehension, especially in a multilingual setting. Theoretically, this study enhances the understanding of code mixing as a communicative and instructional resource within ELT contexts. Practically, the findings offer valuable implications for educators, suggesting that code mixing, when used strategically, can bridge linguistic gaps and increase classroom engagement. Future research is recommended to further examine the long-term effects of code mixing on language proficiency and to explore its application in other educational settings. Additionally, comparative studies across different school levels and regions may yield broader insights into the pedagogical potential of code mixing.
Co-Authors Alfaizah, Iffah Marta Ana Theriana Aty Hartati Dewi, Emilia Purnama Dina Fitri, Dwi dion, Grydhion Yuschiyanxa Evi Rosmiyati, Evi Habso, Putri Ayu Harapan, Edy Harlina, Sri Hayani Indri Nurhasanah Irawan, Tata Regita Sherfaty Marleni Masagus Firdaus Maulidasari, Intan MULYADI Mulyadi Salsabilla, Dinda Septi Purnama Sari Suarno, Indri Nurhasanah Sugiarni Trisnani, Eka Suli Suci Wahyuni, Aelista Dwi Widiastuti, Dina Eka Yukamana, Hanni