Articles
<![CDATA[THE INFLUENCE OF WHIP AROUND TECHNIQUE TOWARD WRITING DESCRIPTIVE PARAGRAPH OF THE TENTH GRADE STUDENTS OF STATE SENIORHIGH SCHOOL 4 OF PALEMBANG ]]>
<![CDATA[Herlina Herlina]]>;
<![CDATA[Asti Veto Mortini]]>;
<![CDATA[Ria Pratama]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 3 No. 2 (2020): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v3i2.4542
<![CDATA[The objective of this study was to find out whether or not there is any significant influenceon student’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 students’ average score in pretest was 64.37 and in posttest it was 77.93 while in control group, students’ 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 student’s achievement in writing descriptive paragraph tothe tenth grade students of State Senior High School 4of Palembang who were taught through Whip Around Technique. Keywords: Teaching, Writing, Descriptive Text, Whip Around       ]]>
<![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[LEARNING CELL METHOD (LCM) FOR THE TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL PALEMBANG IN PROMOTING THE STUDENTS’ ENGLISH ACHIEVEMENT ]]>
<![CDATA[Asti Veto Mortini]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 4 No. 2 (2021): Esteem Journal of English education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v4i2.6186
<![CDATA[The aim of this study was to find out whether or not study was to find out whether using the learning cell method in teaching narrative text was effective or not to improve the students’ reading comprehension achievement of the tenth-grade students of Karya Ibu Senior High School of Palembang. Thi study applied pre-experiment method. The population of this study was all of the tenth grade students of Karya Ibu Senior High School of Palembang, in the Academic Year 2020/2021 with total number 120 students and 30 students were taken as sampl. In collecting the data, a written test of narrative texts was used, and the data were analyzed by using KR-21 The result of this study showed the students’ mean score in the post-test and pre-test of the test, the matched ttest calculation showed that the value of t-obtained was 21.12. The value of t-table was 1.699. It could be concluded that the value of t-obtained (21.12) was higher than the value of t-table. Then the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that teaching narrative texts through Learning Cell method to promote the students’ reading comprehension achivement of the tenth grade students of Karya Ibu of Palembang was effective. Keywords: Teaching, Narrative Text, Learning Cell method.]]>
<![CDATA[DAILY WRITING PROGRAM OF ENGLISH DIARY TO IMPROVE THE STUDENTS’ ABILITY TO WRITE ]]>
<![CDATA[Asti Veto Mortini]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 5 No. 1 (2022): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v5i1.7285
<![CDATA[This research was aimed to investigate diary writing activity to improve the students’ writing ability at SMA PGRI 2 Palembang. The question of this study was to determine about, was there any significant difference between the students were taught by using diary writing activity and those were not. This research was conducted in SMA PGRI 2 Palembang, for the second semester 2020-2021 school year. This research could conclude that the diary writing activity to improve the students’ writing ability have a significant impact on students’ writing performance, because based on the result of the test, the students who were taught recount text through writing diary got higher scores than those who were not. From the students’ treatment process, the students in experimental group could improve their writing through diary writing. The average student’s writing performance in experimental group before and after the use of diary writing is significantly improved strategy.]]>
<![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[READING HABITS IN THE DIGITAL AGE: CHANGES TREND AND BEHAVIOR IN ALPHA GENERATION ]]>
<![CDATA[Azzahra Egadwi Miranda]]>;
<![CDATA[Hermansyah Hermansyah]]>;
<![CDATA[Asti Veto Mortini]]>
<![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.v6i1.10222
<![CDATA[This thesis was concerned with the Reading Habits In The Digital Age: Changes Trend and Behavior in Alpha Generation. The problem of this research was how could trends and behaviors in alpha generation change reading habits. The purpose of this study is to identify whether the alpha generation has the habit of reading in the digital age. The objective of this research was generation alpha especially students of Junior High School 11 Palembang, Seventh-grade. Based on the data taken from the students choose the answer based on their honest opinion. There were (13%) Fully Agree and (50%) Agree of 30 students were agree on reading habits and the use of technology for reading habits. And (4%) Highly Disagree and (33%) Disagree about reading habits and the use of technology so here the comparison was quite comparable to the reading habits of students using technology in this digital age. It could be can be concluded that the alpha generation has a habit of reading using technology that is included in the digital age such as using a handphone or laptop and reading habits have reading behavior in students.]]>
<![CDATA[THE IMPLEMENTATION OF DIRECT READING THINKING ACTIVITY TO IMPROVE READING COMPREHENSION ]]>
<![CDATA[Dilla Aprilia]]>;
<![CDATA[Herlina Herlina]]>;
<![CDATA[Asti Veto Mortini]]>
<![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.v6i1.10225
<![CDATA[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]]>
<![CDATA[THE EFFECT OF MAP LIBS TECHNIQUE ON STUDENTS’ ENGLISH LEARNING ACHIEVEMENT IN LEARNING PERSONAL PRONOUN ]]>
<![CDATA[Asti Veto Mortini]]>;
<![CDATA[Aswadi Jaya]]>;
<![CDATA[M. Ali Akbar Zam]]>
<![CDATA[ Esteem Journal of English Education Study Programme Vol. 6 No. 2 (2023): Esteem Journal of English Education Study Programme ]]>
Publisher : <![CDATA[Universitas PGRI Palembang ]]>
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DOI: 10.31851/esteem.v6i2.12316
<![CDATA[The objectives of this study are to find out whether or not; (1) There is a significant effect of Mad Libs technique on Students’ Learning Achievement in Learning Personal Pronouns (2) There is a significant contribution of the Mad Libs technique on Students’ Learning Achievement in Learning Personal pronouns? This research 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 experimental group trained by Mad Libs with female students. The results showed that the First, Mad Libs technique affected the students’ learning achievement in learning Personal Pronoun at PGRI University. The result of t independent test was the mean of the experimental group was higher than the mean of the control group. It could be concluded; the experimental group and control group were significantly different and the Mad Libs technique was effective to use in improving students’ achievement in learning personal pronouns. Second, there was an interaction effect of the Mad Libs technique and students’ learning achievement toward achievement in learning personal pronouns.]]>
