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All Journal LINGUA: Jurnal Bahasa dan Sastra Esteem Journal of English Study Programme Journal On Teacher Education (Jote) Jurnal Pendidikan Guru (JPG) Teaching and Learning Journal of Mandalika (Teacher) Wahana Dedikasi : Jurnal PkM Ilmu Kependidikan Jurnal Kemitraan Masyarakat
Hanni Yukamana
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Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Journal : Esteem Journal of English Study Programme

 1 
INSPIRING THE STUDENTS TO LEARN ENGLISH FROM INTRINSIC ELEMENTS AND MORAL VALUES DEPICTED IN THE MOVIE ENTITLED “MOWGLI: LEGEND OF THE JUNGLE” DIRECTED BY: ANDY SERKIS Nia Yulia; Baginda Simaibang; Hanni Yukamana
Esteem Journal of English Education Study Programme Vol. 5 No. 1 (2022): 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.v5i1.7697

Abstract

This research aimed at describing and analysing intrinsic elements and moral values depicted in the movie “Mowgli: Legend of the Jungle” directed by Andy Serkis. Content analysis method was used in doing this research. Method of data collecting is by watching the movie, and then the data were analysed by using triangulation: movie, interview and book review. Based on the findings of the study, the intrinsic elements that are participating informing a story of the movie consist of character, setting, plot, theme or statement and subject matter. While there are 7 moral values that can be depicted through the movie. They are love and affection, struggle, kindness, courage, bravery, wisdom and strong believe. The most dominant one is bravery. By Analysing the elements and the moral values of the movie, hopefully will build a good character for students and also will give them inspiration that learning English by watching movie is more enjoyable than learning through book.
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.
THE INFLUENCES OF IMPLEMENTING PROJECT-BASED LEARNING AND STUDENTS’ MOTIVATION IN IMPROVING WRITING SKILL Vicxy Dilarose; Mulyadi; Hanni Yukamana
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.v8i2.18197

Abstract

This study aims to examine the impact of implementing Project-Based Learning (PBL) and students' motivation on improving writing skills. The research adopts a factorial design method, incorporating both a control and an experimental group. The sample consists of two randomly selected classes, with one group applying the PBL method and the other serving as a control group without any specific instructional method. Data collection was conducted through writing tests and student motivation questionnaires. The analysis reveals a significant difference in students’ ability to write explanation texts between those taught using the PBL approach and those who did not receive structured instructional methods. Furthermore, students’ learning motivation positively influences their writing skills. Those with higher motivation demonstrated greater improvements in writing proficiency compared to students with lower motivation levels. Based on these findings, this study concludes that implementing Project-Based Learning can effectively enhance students’ writing skills, particularly in explanation texts, when accompanied by strong learning motivation. As a result, it is recommended that teachers incorporate the PBL method into writing instruction and actively foster student motivation to maximize learning outcomes.
THE INFLUENCES OF IMPLEMENTING PROJECT-BASED LEARNING AND STUDENTS’ MOTIVATION IN IMPROVING WRITING SKILL Vicxy Dilarose; Mulyadi; Hanni Yukamana
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.v8i2.18197

Abstract

This study aims to examine the impact of implementing Project-Based Learning (PBL) and students' motivation on improving writing skills. The research adopts a factorial design method, incorporating both a control and an experimental group. The sample consists of two randomly selected classes, with one group applying the PBL method and the other serving as a control group without any specific instructional method. Data collection was conducted through writing tests and student motivation questionnaires. The analysis reveals a significant difference in students’ ability to write explanation texts between those taught using the PBL approach and those who did not receive structured instructional methods. Furthermore, students’ learning motivation positively influences their writing skills. Those with higher motivation demonstrated greater improvements in writing proficiency compared to students with lower motivation levels. Based on these findings, this study concludes that implementing Project-Based Learning can effectively enhance students’ writing skills, particularly in explanation texts, when accompanied by strong learning motivation. As a result, it is recommended that teachers incorporate the PBL method into writing instruction and actively foster student motivation to maximize learning outcomes.
Co-Authors Anita, Diska Baginda Simaibang Bukman Lian, Bukman Doraimon Mahasir Mahasir Masagus Firdaus Meliani Sasya Andini MULYADI Mulyadi Mulyadi Nia Yulia Nurlina Nurlina Rahayu Febriana Sari SRI WAHYU INDRAWATI Suherman Suherman Tahrun Tahrun Tahrun Tambunan, Rofriyanti Veronika Tri Widayatsih Vicxy Dilarose Wahidy, Achmad Yudi Irwansi