Articles
<![CDATA[Extending the Students’ Narrative Text Comprehension through Reading SMART Protocol ]]>
<![CDATA[Fachri Ardiansyah]]>;
<![CDATA[Aswadi Jaya]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 3 No. 1 (2020): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v3i1.4727
<![CDATA[Abstract: The problem of this study was “is there any significant difference on students’ reading achievement in learning narrative text to the tenth grade students of state vocational high school 1 Palembang who are taught through smart technique and those who are not?â€. The main objective of this study was to find out whether or not there is any significant difference on students’ reading achievement in learning narrative texts to the tenth grade students of state vocational high school 1 Palembang who are taught through smart technique and those who are not. This study applied a Quasi Experimental Designs. The population was the Tenth grade students at State Vocational High School Palembang with the total number of the 389 students. The sample was 60 students. They were 30 students from X AKL 1 as control group and X AKL 2 as experimental group taken by using Purposive Random Sampling. The data were collecting by using a written test with multiple choice questions and analyzed by using Independent t-test. The result of the study showed that the students’ average score in control group in pre-test was 35.07 and in post-test was 47.04 and in experimental group in pre-test was 55.54 and in post-test was 84.54. The value of t-obtained 4.951 was higher than the value t-table 1.669, at the significant level 0.05 in two - tailed with df=64, It is found that there was significant difference on the tenth grade students’ reading achievement between those who are taught through Smart Technique and those who are not of State Vocational High School 1 Palembang.Keywords: Teaching, Reading, Narrative Text, and Smart Technique.]]>
<![CDATA[THE EFFECTIVENESS OF PORPE STRATEGY IN TEACHING READING COMPREHENSION TO THE ELEVENTH GRADE STUDENTS OF SMA YAYASAN BAKTI PRABUMULIH ]]>
<![CDATA[Asti Veto Mortini]]>;
<![CDATA[Aswadi Jaya]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 2 No. 2 (2019): Esteem Journal of English education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v2i2.4823
<![CDATA[Abstract: PORPE is a study strategy that can be used in any content area course that uses the essay exam to measure learning or any test format that encourages higher levels of thinking such as synthesis, application, and evaluation. This study was conducted as an attempt to find out the effectiveness of applying Predict, Organize, Rehearse, Practice, Evaluate (PORPE) strategy on students’ reading comprehension. This study used experimental design. The population of this studywas students of Grade XI, Senior High School Yayasan Bakti Prabumulih which consisted of 120 students. There were sixty students from the population taken as the sample in this study. The sample was divided into two randomized groups: experimental and control groups . The experimental group was taught by using PORPE strategy, while the control group was taught by using conventional method. To obtain the reliability of the test, the writer applied Kuder Richardson 21 formula (KR- 21) . The result of the reliability was 0.81. The data were analyzed by using t-test formula. The analysis showed that the scores of the students in the experimental group were significantly higher than the scores of the students in the control group at the level of significance 0.05 with the degree of freedom (df) 58 , t -observed value 2.8 > t – table value 2.00. The findings indicated that using PORPE strategy significantly affected the students’ reading com prehension. Therefore, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted.]]>
<![CDATA[The Effect of Crawford Series Teaching (CST) on the Students’ Writing Achievement ]]>
<![CDATA[Aswadi Jaya]]>;
<![CDATA[Hermansyah Hermansyah]]>;
<![CDATA[Asti Veto Mortini]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 1 No. 1 (2018): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v1i1.4827
<![CDATA[Abstract: This experimental study aimed to investigate if there was any significant difference in writing ability between the students who were taught by Crawford series Teaching technique and those who were taught by using individual writing technique. Two classes of the first grade students of SMAN 5 Palembang were selected randomly as the sample of the study; experimental and control groups. Each group consisted of 28 students. The instrument used in this study was a set of pre and post-tests. This study used t-test to see the difference achievement between experimental and control groups in terms of writing descriptive paragraph. The result showed that the students in EG achieved better performance in writing descriptive paragraph. P-value got from T-test was 0.02; it was less than the level of significance (0.05). Furthermore, the mean score of the post-test of the EG increased 13.35 points compared to the pre-test, while there was a progress of 6.67 points in the CG. The result also showed a great improvement in the five aspects of writing (content and mechanical, organization, vocabulary, and grammar. In conclusion, students’ achievement in writing descriptive paragraph improved significantly through Crawford Series Teaching technique.]]>
<![CDATA[Visual Scaffolding and Intensive Reading Strategies Based on Gender ]]>
<![CDATA[Asti Veto Mortini]]>;
<![CDATA[Aswadi Jaya]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 4 No. 1 (2021): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v4i1.5130
<![CDATA[The objectives of this study are to find out whether or not; 1) there is a significant increase in students’ reading comprehension achievement based on after they are taught by using visual scaffolding strategy and intensive reading strategy and those who are not. 2) there is a significant contribution of visual scaffolding strategy and intensive reading strategy towards reading comprehension achievement of the high, average, and low achievers? This reserach used factorial experimental designs. These designs are essentially modifications of either the posttest-only control group or pretest-posttest control group designs. The sample was the students of PGRI University of Palembang. Two classes were chosen in which first class was experimental with male students was applied and the second was the second experiemnetal group trained by intensive reading strategy with the female students. The results showed that First, Visual scaffolding and Intensive Learning Strategy technique affected the students’ reading achievement of PGRI University. The result of t independent test was the mean of experiment group higher than mean of control group. It could be concluded, experiment group and control group were significantly difference and the visual scaffolding and Intensive Learning Strategy technique was effectively to use in improving students’ reading achievement.  The Second, there was an interaction effect of visual scaffolding and intensive learning strategy technique and students’ learning achievement toward the students’ reading achievement.]]>
<![CDATA[USING MIXIDEA ONLINE DEBATING STRATEGY TO PROMOTE THE STUDENTS’ SPEAKING ABILITY ]]>
<![CDATA[Aulia Sari]]>;
<![CDATA[Aswadi Jaya]]>;
<![CDATA[Hermansyah Hermansyah]]>;
<![CDATA[Asti Veto Mortini]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 5 No. 2 (2022): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v5i2.8591
<![CDATA[The problem of the study was there any significant difference between the Tenth Grade students of SMA Dharma Bhakti Palembang who were taught trough Mixidea Online Debating Strategy and those who were not. Therefore, the objective of the study was to find out whether or not there is any significant different scores between Tenth Grade students of SMA Dharma Bhakti Palembang who are taught through Mixidea Online Debating Strategy and those who are not. Quasi Experimental research design was applied in this study. The population of this study was 68 of Tenth Grade students of SMA Dharma Bhakti Palembang. The sample was selected by using purposive sampling method non-random sampling. Oral test was used as technique in collecting the data and they were analyzed by using independent sample t-test. From this study, the writer found out that Mixidea Online Debating Strategy was effective to be taught to the Tenth Grade Students of Dharma Bhakti Palembang. It could be seen from the result of t-obtain (22.585) was higher that t-table (4.290) where 34 students based on the table stated. Besides the null hypothesis (Ho) was rejected and alternative hypothesis was accepted.]]>
<![CDATA[INTEGRATED CURRICULUM USED IN LEARNING ENGLISH ]]>
<![CDATA[Marleni Marleni]]>;
<![CDATA[Aswadi Jaya]]>;
<![CDATA[Ferri Hidayad]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 5 No. 2 (2022): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v5i2.8592
<![CDATA[In Indonesia, curriculum changes continue to occur because they are deemed not in accordance with expectations, so some schools apply the international curriculum. The Cambridge curriculum focuses on students' understanding, knowledge and critical thinking skills. This study aims to determine students' perceptions toward Cambridge curriculum used in learning English at Senior High School Sumsel, because students are the subject of implementing the curriculum. To find out the perceptions of students, researchers first studied how schools implemented the curriculum and the data analysis methods used were triangulation techniques, interviews to find out how the curriculum was implemented, questionnaires to determine student perceptions and documentation to support research results. The results of this study are (1) positive student perceptions. Positive things are shown by some students who are enthusiastic in learning to use the Cambridge curriculum and make students have a global prespective, (2) the implementation of the Cambridge curriculum in South Sumatra is quite good because schools continue to map the national curriculum and Cambridge curriculum and to material that is not the same will be made into additional class.]]>
<![CDATA[EXPLORING THE STUDENTS' SPEAKING ABILITY BASED ON THEIR DIFFERENT PERSONALITIES ]]>
<![CDATA[Arma Dianti Putri]]>;
<![CDATA[Aswadi Jaya]]>;
<![CDATA[Marleni Marleni]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 6 No. 1 (2023): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v6i1.10203
<![CDATA[The Purpose of the study was to analyze the students' different personalities and their speaking ability. The Methodology of this study was used qualitative descriptive method by using the triangulation such as interview, questionnaire and documentation. The result of the data shows us that there are 12 students as openness, 11 students as conscientiousness, 7 students as agreeableness, 6 students as neuroticism and 4 students only as extroverts. Then, the students' different personalities don't affect their speaking ability. Lastly, neuroticism is better in speaking English than other personalities. From this study, the writer found out that the big five personalities (extrovert, conscientiousness, openness, agreeableness and neuroexisted in IBA senior high school.]]>
<![CDATA[STUDENTS' SPEAKING ABILITY THROUGH SMALL GROUP DISCUSSION ]]>
<![CDATA[Atiiqah Mardhiyah]]>;
<![CDATA[Aswadi Jaya]]>;
<![CDATA[Yuspar Uzer]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 6 No. 1 (2023): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v6i1.10216
<![CDATA[The purpose of this study was that students could communicate fluently using English in everyday life, using small group discussion strategies to make students more active in interacting with others. To collect the data for this research, the writer conduct in interview and questionnaire with the eight grade students at Junior High School Bina Jaya of Palembang. Each student will be given a paper like a questionnaire. The author will discuss the results of the research that has been done, namely using the small group discussion technique in learning speaking skills of students in the eighth grade. From the results of the questionnaire data processing, it can be seen from the statement item no.32 "Small group discussion techniques can improve students ''speaking skills". Most of the students chose 8 (50%) of the 16 respondents answered fully agree, while the rest chose 8 (50%) of the 16 respondents answered agree. Then the dominant result is balanced. The overall results of the study showed that small group discussions can effectively improve students' speaking skills, they actively conduct group discussions with their friends. Allow them to have an opinion and help each other, without mocking or laughing at each other.]]>
<![CDATA[NEARPOD WEBSITE STRATEGY IN INCREASING STUDENTS' LISTENING ABILITY ]]>
<![CDATA[Anisa Turahmah]]>;
<![CDATA[Djunaidi Djunaidi]]>;
<![CDATA[Aswadi Jaya]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 6 No. 1 (2023): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v6i1.10220
<![CDATA[The main problem of this study was " is there any significant effect on the students' listening achievement after being taught by using Nearpod and those who are not?. The method used in this study was quantitative or quasi-experimental method. The data collected by using written test and online based test on Nearpod Website. The data were analyzed through matched t-test formula and percentage of analysis to find out the effectiveness of teaching listening through Nearpod and Conventional Method. It was found out that the value of t-obtained was 8.12 where the value of the t-table at 0.05 significant level for two tailed with 18 (df) was 2.100. It means that there was significant difference between the result of pre-test and post-test especially the experimental class. It can be stated that the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It is indicated that Nearpod Website Strategy could increase students’ listening ability.]]>
<![CDATA[VISUAL REPRESENTATION AND COMPREHENSION: THE EXPLORATION OF MULTIMODAL TEXT TO ENERGIZE READING OF THE TENTH GRADE STUDENTS' AT STATE VOCATIONAL HIGH SCHOOL 5 OF PALEMBANG ]]>
<![CDATA[Inggit Ayu Fadilah]]>;
<![CDATA[Aswadi Jaya]]>;
<![CDATA[Yuspar Uzer]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 6 No. 1 (2023): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v6i1.10226
<![CDATA[Reading is a critical English ability for students to attain develop master to examine English, it is crucial to the destiny of students who want to be better degrees of studying. This study was aimed at finding out the exploration of multimodal text to energize reading with visual representation and comprehension. This study used a qualitative descriptive method. The data in this study were, observation, documentation and questionnaire. Based on the result of questionnaire in graph of pie, it was found that 53% of students answered fully agree and 39% of 35 students answered agree, so it can be concluded a students to give the positive perception about multimodal text as a media to energize their reading, and it can be conclude that the tenth grade students of State Vocational High School 5 of Palembang has positive perception. So students can enjoy and explore the multimodal text with their own choices.]]>
