Articles
<![CDATA[THE EFFECTS OF COOPERATIVE LEARNING METHOD AND LEARNING MOTIVATION: IMPROVING READING COMPREHENSION ]]>
<![CDATA[Hayani]]>;
<![CDATA[Tahrun]]>;
<![CDATA[Mulyadi]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 8 No. 1 (2025): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v8i1.16651
<![CDATA[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.]]>
<![CDATA[TEACHING SPEAKING BY USING 'ELSA AI' TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 42 PALEMBANG ]]>
<![CDATA[Salsabilla, Dinda]]>;
<![CDATA[Tahrun]]>;
<![CDATA[Rosmiyati, Evi]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 7 No. 2 (2024): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v7i2.17085
<![CDATA[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.]]>
<![CDATA[STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF WORDWALL ]]>
<![CDATA[Irawan, Tata Regita Sherfaty]]>;
<![CDATA[Wahyuni, Aelista Dwi]]>;
<![CDATA[Tahrun]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 8 No. 1 (2025): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v8i1.18148
<![CDATA[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.]]>
<![CDATA[ENHANCING VOCATIONAL STUDENTS’ WRITING SKILLS IN PROCEDURE TEXTS THROUGH CANVA APPLICATION: A CLASSROOM ACTION RESEARCH ]]>
<![CDATA[Trisnani, Eka Suli Suci]]>;
<![CDATA[Tahrun]]>;
<![CDATA[Yukamana, Hanni]]>
<![CDATA[ ELLTER Journal Vol. 6 No. 1 (2025): ELLTER JOURNAL ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Prof. DR. Hamka (UHAMKA Press) ]]>
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DOI: 10.22236/ellter.v6i1.18503
<![CDATA[Writing is a creative activity that entails finding and recognizing one's ideas. One definition of writing is the act of turning ideas into words and putting them in writing. This classroom action research aims to overcome students’ problems in writing procedure texts by using the Canva application. There were 17 eleventh-grade students of ATPH at SMKN 1 Tungkal Ilir who enrolled in the academic year 2024/2025 and participated in the study. The researcher used a writing test, observation checklist, and documentation to gather the data. The research was accomplished in three cycles. The criteria of success of this research were 85% of students to get score 75 as the minimum target. In cycle 1, 65% of students got 75. Then, there was an improvement in cycle 2, 76%. Finally, 88% students could achieve score 75 as minimum target in cycle 3. The result of this research indicates that tstudents’ writing skills in procedure text improved after the Canva application was used as the learning tool in the teaching and learning process.]]>
<![CDATA[An Analysis of Character Education in “English for Nusantara” Textbook for Eight Grade Students ]]>
<![CDATA[Tahrun]]>;
<![CDATA[Indri Nurhasanah]]>;
<![CDATA[Aty Hartati]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol. 11 No. 2 (2024): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong ]]>
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DOI: 10.36232/interactionjournal.v11i2.1197
<![CDATA[This paper was to analyze character education principles embedded in the English textbook "English for Nusantara" for eighth grade students in line with the Merdeka curriculum, explain skills embedded in learning resources covering six dimensions in Pancasila student profile. The study's subjects were English conversation scripts and images from English for Nusantara textbooks. The writers use a checklist as a tool for gathering data. One of the goals of the Merdeka curriculum is to create a Pancasila student profile, which the author employs the values of the Pancasila student profile established by the Republic of Indonesia's Ministry of Education and Culture. The Pancasila Student Profile's six dimensions were used to classify the characters from the textbook. The study identified six Pancasila Student Profile dimensions. The dimensions measured include faith, fear of God, noble character (24.96%), global variety (14.74%), mutual collaboration (13.16%), independence (20.4%), critical thinking (19.12%), and creativity (9.71%). The Pancasila Student Profile has 20 aspects across six dimensions. The characters in this book are primarily implicitly integrated. The "English for the Nusantara" textbook emphasized faith, fear of God, and noble character. Furthermore, the textbook emphasized the importance of manners towards others. According to Prismarani's (2014) character education classification, this textbook received a perfect score of 100%, indicating very high' quality.]]>
<![CDATA[IMPROVING READING COMPREHENSION USE QUIZIZZ APPLICATION AND COGNITIVE STYLE ]]>
<![CDATA[Dewi, Emilia Purnama]]>;
<![CDATA[Tahrun]]>;
<![CDATA[Masagus Firdaus]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v8i2.18196
<![CDATA[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.]]>
<![CDATA[THE USE OF CODE MIXING IN ELT: A CASE STUDY ]]>
<![CDATA[Habso, Putri Ayu]]>;
<![CDATA[Tahrun]]>;
<![CDATA[Mulyadi]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v8i2.18710
<![CDATA[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.]]>
<![CDATA[Enhancing EFL Students’ Reading Comprehension and Motivation through the SQ3R Method: A Classroom Action Research Study ]]>
<![CDATA[Suarno, Indri Nurhasanah]]>;
<![CDATA[Tahrun]]>;
<![CDATA[Masagus Firdaus]]>
<![CDATA[ FOSTER: Journal of English Language Teaching Vol. 6 No. 3 (2025): FOSTER JELT ]]>
Publisher : <![CDATA[Faculty of Education and Teacher Training of UIN Palopo ]]>
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DOI: 10.24256/foster-jelt.v6i3.253
<![CDATA[This study investigates the implementation of the SQ3R (Survey, Question, Read, Recite, Review) method in a ninth-grade classroom at SMP Negeri 4 Rambang Niru, aiming to enhance both reading comprehension and student motivation. A total of 28 students participated in this classroom action research project, which spanned an academic semester. To evaluate the effectiveness of the SQ3R methodology, the research employed test cycle implementation for reading comprehension assessments, alongside a motivation questionnaire adapted from the Attitude Motivation Test Battery (AMTB). This comprehensive approach allowed for a detailed examination of the interconnected variables of motivation and comprehension. The results indicated a significant improvement in students' reading comprehension abilities and a noticeable increase in motivation levels, with 85% of participants reporting enhanced interest in reading tasks. Furthermore, the findings illustrated that utilizing a structured approach like SQ3R not only deepened student engagement but also empowered learners to take ownership of their educational experiences. This aligns with existing literature underscoring the correlation between motivation and reading outcomes and suggests that motivated students generally display improved comprehension skills. The implications of this research emphasize the necessity for educators to integrate motivational techniques into reading instruction and suggest opportunities for further research across diverse educational contexts. Future studies may explore the long-term impacts of the SQ3R method on various age groups or demographic profiles, contributing to a broader understanding of its effectiveness in different learning environments.]]>
<![CDATA[IMPROVING READING COMPREHENSION USE QUIZIZZ APPLICATION AND COGNITIVE STYLE ]]>
<![CDATA[Dewi, Emilia Purnama]]>;
<![CDATA[Tahrun]]>;
<![CDATA[Masagus Firdaus]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
Show Abstract
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DOI: 10.31851/esteem.v8i2.18196
<![CDATA[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.]]>
<![CDATA[THE USE OF CODE MIXING IN ELT: A CASE STUDY ]]>
<![CDATA[Habso, Putri Ayu]]>;
<![CDATA[Tahrun]]>;
<![CDATA[Mulyadi]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
Show Abstract
|
Download Original
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Original Source
|
Check in Google Scholar
|
DOI: 10.31851/esteem.v8i2.18710
<![CDATA[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.]]>
