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Workshop Pembelajaran Interactive Bahasa Inggris di UPT SMAN 11 Banyuasin 2 Yuspar Uzer; Evi Rosmiyati; Marleni M; Yus Vernandes Uzer; Herlina H; Noviati N
Nanggroe: Jurnal Pengabdian Cendikia Vol 2, No 1 (2023): Januari
Publisher : Yayasan Daarul Huda Kruengmane

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Kegiatan PKM ini bertujuan mendeskripsikan Workshop Pembelajaran Interactive Bahasa Inggris di UPT SMAN 11 BANYUASIN 2 untuk meningkatkan hasil belajar dan melatih keterampilan berpikir Interactive siswa SMA. Kelayakan perangkat diukur dari validitas, kepraktisan dan efektivitas. Validitas perangkat dilihat dari penilaian ahli media dan ahli materi. Kepraktisan perangkat dilihat dari keterlaksanaan pembelajaran, respon dan minat siswa. menunjukkan bahwa terdapat peningkatan kemampuan berbahasa inggris. Dengan demikian, kegiatan ini menunjukkan bahwa multimedia interaktif berbasis inkuiri yang dikembangkan layak digunakan untuk meningkatkan hasil belajar dan melatih keterampilan berpikir kritis siswa dalam membaca Bahasa Inggris.

Sosialisasi Metode Total Physical Response Komunikasi Bahasa Inggris Menggunakan Perangkat Multimedia di SMPN 16 Palembang Yus Vernandes Uzer; David Budi Irawan; Herlina H; Marleni M; Ferri Hidayad; Yuspar Uzer; Reza Syahbani
Nanggroe: Jurnal Pengabdian Cendikia Vol 2, No 3 (2023): Juni
Publisher : Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.8225363

Pemahaman Total Physical Response (TPR) Metode Total Physical Response adalah konsep pengajaran bahasa yang dikembangkan oleh Prof. James J. Asher, seorang psikolog dari San Jose State College, California, AS pada pertengahan 60-an. Metode Total Physical Response adalah metode pengajaran bahasa yang dibangun berdasarkan koordinasi bicara dan tindakan. Metode ini berupaya mengajarkan bahasa melalui aktivitas fisik atau aktivitas motorik (Astutik & Aulina, 2017) atau dengan kata lain adanya saling koordinasi antara ucapan, tindakan, dan fisik (Aulia Rahman, 2014). James Asher mencatat bahwa manusia saat belajar bahasa, untuk pertama kalinya tampaknya lebih banyak mendengarkan daripada berbicara dan bahwa kegiatan mendengarkan disertai dengan respons fisik (mencapai, merasakan, bergerak, melihat, dan sebagainya). Ini juga memberi perhatian pada pembelajaran otak kanan. Dengan demikian, kelas TPR adalah kelas di mana para murid mendengar dan bertindak. Instruktur sangat langsung berkonsentrasi dalam tindakan (Amiruddin Asiddiqqi, 2014). Metode Aktivitas Total Physical Response (TPR) dalam Proses Pembelajaran Dalam proses belajar mengajar dengan metode Total Physical Response (TPR) dapat dilakukan melalui, antara lain:1) Latihan imperatif, 2) Dialog atau percakapan (dialog percakapan), 3) Role Play (Main peran), 4) Presentasi dengan OHP atau LCD, 5) Kegiatan membaca dan menulis (Diah Setiyowati, 2003).

Sosialisasi Metode Total Physical Response Komunikasi Bahasa Inggris Menggunakan Perangkat Multimedia di SMPN 16 Palembang Yus Vernandes Uzer; David Budi Irawan; Herlina H; Marleni M; Ferri Hidayad; Yuspar Uzer; Reza Syahbani
Nanggroe: Jurnal Pengabdian Cendikia Vol 2, No 3 (2023): Juni
Publisher : Yayasan Daarul Huda Kruengmane

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.8225363

Pemahaman Total Physical Response (TPR) Metode Total Physical Response adalah konsep pengajaran bahasa yang dikembangkan oleh Prof. James J. Asher, seorang psikolog dari San Jose State College, California, AS pada pertengahan 60-an. Metode Total Physical Response adalah metode pengajaran bahasa yang dibangun berdasarkan koordinasi bicara dan tindakan. Metode ini berupaya mengajarkan bahasa melalui aktivitas fisik atau aktivitas motorik (Astutik & Aulina, 2017) atau dengan kata lain adanya saling koordinasi antara ucapan, tindakan, dan fisik (Aulia Rahman, 2014). James Asher mencatat bahwa manusia saat belajar bahasa, untuk pertama kalinya tampaknya lebih banyak mendengarkan daripada berbicara dan bahwa kegiatan mendengarkan disertai dengan respons fisik (mencapai, merasakan, bergerak, melihat, dan sebagainya). Ini juga memberi perhatian pada pembelajaran otak kanan. Dengan demikian, kelas TPR adalah kelas di mana para murid mendengar dan bertindak. Instruktur sangat langsung berkonsentrasi dalam tindakan (Amiruddin Asiddiqqi, 2014). Metode Aktivitas Total Physical Response (TPR) dalam Proses Pembelajaran Dalam proses belajar mengajar dengan metode Total Physical Response (TPR) dapat dilakukan melalui, antara lain:1) Latihan imperatif, 2) Dialog atau percakapan (dialog percakapan), 3) Role Play (Main peran), 4) Presentasi dengan OHP atau LCD, 5) Kegiatan membaca dan menulis (Diah Setiyowati, 2003).

THE INFLUENCE OF WHIP AROUND TECHNIQUE TOWARD WRITING DESCRIPTIVE PARAGRAPH OF THE TENTH GRADE STUDENTS OF STATE SENIORHIGH SCHOOL 4 OF PALEMBANG Herlina Herlina; Asti Veto Mortini; Ria Pratama
Esteem Journal of English Education Study Programme Vol. 3 No. 2 (2020): 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.v3i2.4542

The objective of this study was to find out whether or not there is any significant influenceon studentâ€™s achievement in writing descriptive paragraph tothe tenth grade students of State Senior High School 4 Palembang who are taught through Whip Around Technique and those who are not. Thi study applied quasi-experiment method with nonequivalent control group design. The population of this study was all of the tenth grade students of State Senior High School 4 of Palembang, in the Academic Year 2018/2019 with total number 320 students and 64 students were taken as sample in experimental and control group. In collecting the data, a written test of descriptive paragraph was used, and the data were analyzed by using SPSS 22. The result of this study showed that experimental group studentsâ€™ average score in pretest was 64.37 and in posttest it was 77.93 while in control group, studentsâ€™ average score in pretest was 64.53 and in posttest it was 66.78. The value t-obtained was (11.392) which was higher than the value of t-table (2.000) at the significant level 0.05 in two tailed test with 62 (df). It was assumed that the null hypothesis (H0) was rejected, and the alternative hypothesis (Ha) was accepted. It means that there was significant influenceon studentâ€™s achievement in writing descriptive paragraph tothe tenth grade students of State Senior High School 4of Palembang who were taught through Whip Around Technique.Â Keywords: Teaching, Writing, Descriptive Text, Whip AroundÂ Â Â Â Â Â Â

APPLYING ENGAGING RESPONSE STRATEGY TO PROMOTE LITERARY APPRECIATION Herlina Herlina; Santoso Santoso
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.v5i1.7284

This paper reviews about the studentsâ€™ response in literary appreciation of literature class.Â The problem of this study was â€œIs the engaging response strategy able to promote literary appreciation of the fifth semester students of English Education Study Program of Faculty of Teachers Training and Education Â Â University of PGRI Palembang?â€ Â The objective of this study was to know or to identify the ability of the fifth semester students of English Education Study Program of Faculty of Teachers Training and Education University of PGRI Palembang in applying engaging response strategy to promote literary appreciation and, to identify the development of studentsâ€™ literary appreciation. The method used in this study was pre-experimental.Â Â Â From the calculation of t-test, it was found out that the value of t-obtained was 4.2. It is higher than t table (1.687). It means that null hypothesis (Ho) was rejected and alternative hypothesis (Ha) was accepted. From the calculation, it was found out that there was a significant difference between the students who were taught by using engaging response strategy.

JOURNALIST QUESTIONS TECHNIQUE IN WIRITING ABILITY WITH NARRATIVE TEXT Disky Prayoga; Herlina Herlina; Evi Rosmiyati
Esteem Journal of English Education Study Programme Vol. 6 No. 1 (2023): 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.v6i1.10223

The purpose of the study was to describe how the students use the journalist questions technique in writing ability in narrative text and to describe the studentsâ€™ responses produced in the class, the researcher would use written responses. This study used qualitative research, related to collect and analyse the data in the various forms, especially non-numeric forms. The researcher chosed this approach because the study's objectives include demonstrating knowledge of detailed and in-depth sample evaluation as well as class XI students at Senior High School PGRI 2 Palembang. The result showed that the narrative text was an idea from the students to understand and how to use journalist questions in writing with narrative text. The result showed that the 11th graders have a positive response towards the use of journalist questions in writing ability with narrative text. As a results of the studentsâ€™ responses produced in the class, the researcher found that students showed a range of behaviors that demonstrated their writing ability in narrative text and evaluation of the texts as well as of their responses. The class had a relatively sufficient feedback which provided. Students demonstrated a high comprehension from the text. The amounts of tasks in the text clearly aimed to reach the goal. Studentsâ€™ responses in written form also showed that they were trained to be more capable in writing.

THE IMPLEMENTATION OF DIRECT READING THINKING ACTIVITY TO IMPROVE READING COMPREHENSION Dilla Aprilia; Herlina Herlina; Asti Veto Mortini
Esteem Journal of English Education Study Programme Vol. 6 No. 1 (2023): 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.v6i1.10225

This study aims to apply the use of Direct Reading Thinking Activity strategy in improving students' reading skills. This study uses a quantitative research with an experimental design. This research was conducted at Vocational High School of 5 Palembang. There were 2 groups selected by purposive sampling consisting of class X BDP 1 as the Experiment group and class X BDP 2 as the control group. Each student was given a pre-test at the beginning of the study and a post-test at the end of the study. The data processing in this study using the Independent Sample T-test. This study results that students who are given an Direct Reading Thinking Activity Strategy can help students in reducing errors in reading significantly as evidenced by the results of the pre-test and post-test data that have been given. This research can be a suggestion for teachers as an alternative to student reading that supports students' in learning. In experimental group, for the highest score in post-test was 100, the lowest score in post-test was 65, and the average was 81,00. Meanwhile, in control group for the highest score in post-test was 70, the lowest score in post-test was 55, the average was 58,00. The result of the research showed that there is a significant difference of reading score of the tenth grade students taught direct reading thinking activity from those ones taught conventional technique at Vocational High School of 5 Palembang

THE USE OF MISTAKE BASTER TECHNIQUE TO PROMOTE THE STUDENTS’ WRITING SKILL Selvi Aprilia; Tahrun Tahrun; Herlina Herlina
Esteem Journal of English Education Study Programme Vol. 6 No. 2 (2023): 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.v6i2.12312

The study aimed to investigate the effectiveness of the Mistake Buster Technique in improving the writing achievement of tenth-grade students at SMK Yayasan Bakti Prabumulih. The objective was to determine whether the use of this technique effectively enhanced the students' ability to write recount paragraphs. An experimental design was employed for this study, specifically a group pretest and posttest design. The population consisted of all tenth-grade students at SMK Yayasan Bakti in the academic year 2021–2022, totaling 60 students. A sample of 28 students was selected using purposive sampling, with 28 students assigned to the experimental group (X TKJ 1) and 32 students to the control group (X TKJ 2). The data were collected through pretests and posttests and analyzed using SPSS 23 software. The results revealed that the experimental group had an average posttest score of 68.03, while the control group had an average posttest score of 61.92. The critical value at a significance level of 0.05 for a one-tailed test with 62 degrees of freedom was 1.699. As the obtained t-value of 13.920 was higher than the t-table value, the null hypothesis was rejected and the alternative hypothesis was accepted. This indicates a significant difference between the tenth-grade students at SMK Yayasan Bakti who were taught using the Mistake Buster Technique for learning to write recount paragraphs and those who were not.

ENHANCING STUDENTS SPEAKING SKILL THROUGH ACTING PLAY SCRIPTS (APS) TECHNIQUE Herlina Herlina; Marleni Marleni; Mega Prasrihamni
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.v6i2.12313

During the process of learning to speak, students often encounter various challenges. Many students exhibit passivity in speaking lessons and lack confidence when speaking in front of the class due to limited vocabulary and a lack of conceptual understanding. The researcher aimed to determine whether the use of "Acting Play Scripts" (APS) in teaching speaking could improve students' speaking skills. The research problem focused on the effectiveness of teaching speaking through the APS technique for students in the English Department of PGRI University Palembang. The objective was to assess the effectiveness of the APS technique in enhancing students' speaking abilities. The study specifically concentrated on students' speaking proficiency in English and utilized a pre-experimental method with a one-group pre-test and post-test design. The researcher selected a single class, namely the 5A class of fifth-semester students from the English Department, comprising 33 students. The findings revealed that the average score in the pre-test was 63.80, while the average score in the post-test was 71.51. The significance level was set at 5%, with a degree of freedom (df) of 32. The critical value of the t-table was 1.6938, and the t-obtained was 55.07. Therefore, the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted, indicating that teaching speaking through the APS technique was effective for students in the English Department of PGRI University Palembang. The APS technique resulted in improvements in students' speaking abilities, including their mean scores, their ability to express ideas using appropriate vocabulary and grammar, and their pronunciation development. The implementation of the APS technique in the speaking classroom exhibited strengths, such as increased student participation and enhanced speaking skills.

STUDENTS’ PERCEPTION OF BLENDED LEARNING IN UNIVERSITY INSTITUTION: A CASE STUDY OF THE STUDENTS AT ENGLISH DEPARTMENT OF PGRI UNIVERSITY Santoso Santoso; Herlina Herlina
Esteem Journal of English Education Study Programme Vol. 6 No. 2 (2023): 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.v6i2.12457

Due to a scope and scale with the main focus on social presence this research is aimed at exploring social presence, students’ perceptions of social presence and the implementation blended learning. The research was employed as mixed method research approach along with a questionnaire. The main objective included determination of English as Foreign language students’ perception of blended learning by participants’ including a total of 73 judgmental statement clauses. Also this study was helped by 17 students as the voluntary interviews. The findings of this study were derived from the results obtained through the questionnaire and interviews among students with a conclusion that most of the students strongly appreciated the blended learning of social presence in increasing interaction among members and improving writing and speaking exercise activities. However there was no big distinction in social presence between a blended learning class and a traditional face-to-face class. And among factors that affect social presence the students ranked the top three important factors including the lecturer closeness and humor and his/her feedback work. Also the list have three important ones which are shorter forum discussions and peer feedback.

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