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All Journal Esteem Journal of English Study Programme
Diana Luspa
PGRI University of Palembang
Education Social Sciences

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THE PARENTS’ PERCEPTION TOWARD ENGLISH SUBJECT OF ELEMENTARY SCHOOL IN PALEMBANG Herlina Herlina; Hermansyah Hermansyah; Diana Luspa
Esteem Journal of English Education Study Programme Vol. 4 No. 1 (2021): 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.v4i1.5127

Abstract

Despite the policy of English as a subject in Indonesia’s elementary school, the process of teaching and learning English is still relevant. However, some aspects need to be considered in implementing the policy, for instance, teachers and parents’ perception. This research is intended to find out about a survey on the parents’ perception toward English subject in elementary school at Palembang. This research uses descriptive quantitative approach. The subject consists of 126 parents. The data are collected by using 5-point Liker scale questionnaires that will be distributed to teachers and student’s parents. In analyzing the data, the researcher will use descriptive statistic by calculating mean, standard deviation, and categorized the total score. As suggestions, teachers and parents’ positive perception should be complemented with their understanding of young learners’ characteristics and English for young learner’s principle. Moreover, the government should also consider teachers and parents’ perception in making future policy related to English for young learner. 
GETTING STUDENTS ACTIVELY INVOLVED USING THE ‘MISTAKE BUSTER TECHNIQUE” TO IMPROVE THEIR NARRATIVE ESSAY Diana Luspa
Esteem Journal of English Education Study Programme Vol. 4 No. 2 (2021): 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.v4i2.6273

Abstract

Checking higher Intermediate 2 level students’ narrative essay, an idea to get the students actively involved in improving their narrative essay came up. It could not be by just giving the score and gave it back to them. The mistakes can fossilize. So, the “Mistake Buster Technique” was applied. First, the students applied the “Mistake Buster Technique” by doing peer correction to their narrative essay in their first writing. Second, they used the Mistake Buster Technique” to find and correct the “unidentified mistakes” from their peer correction activity. Their first writing was used as the pretest, while the posttest was taken from their first periodic test. Based on the data analysis, the results of the pretest mean score is 15.48, and the posttest is 17.14.  The mean difference is 0.004. The result showed that the ‘Mistake Buster Technique” significantly improves students’ narrative essay. It also minimized students’ grammatical errors. It was indicated by their grammar pretest mean score 3.36 that improved to 5.00 in their grammar posttest mean score. In additional, this technique allows the students to communicate with their peer in identifying and correcting the mistakes. Another benefit is they can collaboratively identify the possible mistakes themselves. It is a creative activity for the students to take over the role of correcting mistakes. Switching the role of the "mistake corrector" can be used to reinforce their critical thinking and problem solving.   In short, the” Mistake Buster Technique” is very effective and useful to correct their mistakes.
Co-Authors Herlina Herlina Hermansyah Hermansyah