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All Journal Wahana Didaktika IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Pendas : Jurnah Ilmiah Pendidikan Dasar Esteem Journal of English Study Programme FOSTER: Journal of English Language Teaching Teaching and Learning Journal of Mandalika (Teacher) Education Journal of Indonesia (EJI) Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Kemitraan Masyarakat Jurnal Pendidikan dan Sosial Humaniora
Masagus Firdaus
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Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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Journal : Esteem Journal of English Study Programme

 1 
AN ANALYSIS OF READING EXERCISES QUESTION INSERTED IN ENGLISH BOOK ORIENTED TO HOTS FOR THE TENTH GRADE STUDENTS OF SMKN 1 PENUKAL UTARA Doraimon; Masagus Firdaus; Hanni Yukamana
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.v8i1.16687

Abstract

English, as the lingua franca of our interconnected world, holds immense significance for contemporary students. Its status as a global language transcends borders, enabling communication across diverse cultures, industries, and regions. Proficiency in English is not merely a skill but a gateway to numerous opportunities, such as accessing international academic resources, participating in global job markets, and fostering cross-cultural understanding. This research underscores the critical role of English in modern education, highlighting its function in facilitating global collaboration and access to critical educational resources. Most scholarly literature and leading educational materials are in English, making proficiency in the language essential for keeping up with developments across various fields.This study employed a qualitative research design to explore the role of the "Work in Progress" English textbook within the learning environment at SMKN 1 Penukal Utara. The qualitative approach enabled an in-depth examination of students' perceptions of the textbook, their responses to its teaching methodology, and the contribution of the textbook to their English language proficiency. Findings from the study reveal that the textbook incorporates a significant number of Higher Order Thinking Skills (HOTS) questions, particularly for 10th-grade students. Approximately 70% of the textbook's content focuses on enhancing students' analytical and problem-solving skills, aligning with its overarching goal of deepening students' understanding of the English language. The integration of HOTS questions in each thematic unit significantly contributes to the development of students' higher-order thinking abilities.
EXPLORING TEACHERS’ STRATEGIES IN TEFL Tambunan, Rofriyanti Veronika; Masagus Firdaus; Hanni Yukamana
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.v8i1.16690

Abstract

This research explores the teachers’ teaching strategies in teaching English as a foreign language at SMP Bethesda Palembang. Kayi’s theory has fifteen strategies that can be applied by English teachers to teach speaking in the teaching and learning process. Several teaching methods include discussion, role-play, simulation, information gap, brainstorming, story-telling, interview, story completion, reporting, card games, picture narration, picture description, and spotting the differences. A qualitative descriptive method was utilized for this research, and two teachers as samples. To gather data, the researcher used questionnaires, interviews, and documentation as instruments in this research. The results of this research show that Teacher 1 employed strategies such as conversation, speeches, interviews, and discussions. In contrast, Teacher 2 used presentations, reporting, project-based learning, games, interviews, and story retelling. Teachers use those strategies because the strategy makes the students participate in teaching and learning activities. Overall, the teachers implemented a variety of strategies to teach speaking skills.
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.
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.
Co-Authors Anita, Diska Bukman Lian, Bukman Dewi, Emilia Purnama Doraimon Fitriani Hanni Yukaman Hanni Yukamana Muhammad Rafli Mulyadi Mulyadi Noviati Noviati Nurlina Nurlina Shelvi Carmelya soleha, Ayu SRI WAHYU INDRAWATI Suarno, Indri Nurhasanah Suherman Suherman Tahrun Tahrun Tahrun Tambunan, Rofriyanti Veronika Tata Regita Sherfaty Irawan Tri Widayatsih Yudi Irwansi Yusni Arni