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All Journal RIPTEKSI KEPENDIDIKAN PGRI Jurnal DIDIKA: Wahana Ilmiah Pendidikan Dasar Esteem Journal of English Study Programme Awwaliyah Journal Of Human And Education (JAHE) Jurnal PRIMED:Primary Education Journal atau Jurnal Ke-SD An Jurnal Ilmiah Pendidikan Dasar (JIPDAS) JR-ELT (Journal of Research in English Language Teaching) Indonesian Educational Administration and Leadership Journal (IDEAL)
Evi Rosmiyati, Evi
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Religion Arts Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Journal : Esteem Journal of English Study Programme

 1 
TEACHING LISTENING BY USING VIDEO MEDIA TO THE EIGHTH GRADE STUDENTS OF SMP N 3 LAHAT Juliza Fitri, Wanda; Mulyadi; Rosmiyati, Evi
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.v7i1.16781

Abstract

The objective of this study is to find out the effectiveness of teaching listening by using video media to improve students’ listening skills. The writer used pre-experimental design with one group pre-test and post-test design. The data of this study collected by means of written test. The sample of this study is 32 students. The results of this study showed it was effective to teaching listening by using video media. The writer found that the students’ average scores in the pre-test was 59.5 and in the post-test was 76.7. The scores showed that the average scores in the post-test was higher than the students’ average in the pre-test. The writer also found that the result of the matched t-test calculation between the students’ scores in post-test and pre-test was 13.983. The scores were higher than the critical value of the t-table with 5% (0.05) significance level in one-tailed testing 1.695. It means that video media could improve the students’ listening skills.
TEACHING SPEAKING BY USING 'ELSA AI' TO THE EIGHTH GRADE STUDENTS OF SMP NEGERI 42 PALEMBANG Salsabilla, Dinda; Tahrun; Rosmiyati, Evi
Esteem Journal of English Education Study Programme Vol. 7 No. 2 (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.v7i2.17085

Abstract

This study investigates the effectiveness of the ELSA Speak application in enhancing English speaking skills among eighth-grade students at SMP Negeri 42 Palembang. Employing a quantitative method with a quasi-experimental design (one-group pre-test and post-test design), the research involved 34 students. The instruments used included a pre-test, treatment, and post-test. The results indicate that using ELSA Speak effectively improves English pronunciation skills compared to traditional learning methods. The average pre-test score of the students was 64.9118, which increased to 85.5882 in the post-test, showing an improvement of 31.82%. Hypothesis testing revealed a significance value of 0.000, indicating a significant effect of using ELSA Speak on students' performance improvement. The Cohen's Kappa value of 0.809 demonstrates excellent inter-rater reliability, which positively supports the validity of the obtained results. Future research should examine the long-term effects of ELSA Speak on fluency and confidence, compare it with other language learning tools, and involve larger, more diverse samples for broader insights.
THE ROLE OF QUILLBOT IN ENHANCING NARRATIVE WRITING SKILLS AMONG ELEVENTH GRADE STUDENTS Syarani, Arinda; Rosmiyati, Evi; Hidayad, Ferri; Soudaphone Vongphachanh; Khamsavanh Phommasane
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.v8i2.18733

Abstract

This study explored the impact of QuillBot, an AI-driven writing assistant, on improving the narrative writing abilities of eleventh-grade students at SMA Daarul Aitam Palembang. Writing narrative texts poses a significant challenge for English learners due to the complexities of grammar, vocabulary, and coherent idea development. Adopting a quantitative methodology, the research utilized a One-Group Pre-test Post-test Design involving 30 students who completed a narrative writing task titled “The Best Day Ever” both before and after the intervention. During the treatment phase, participants were trained in using various QuillBot features—such as paraphrasing, grammar correction, and vocabulary enhancement—to revise their work. The findings revealed a notable improvement in the average score, rising from 58.33 on the pre-test to 80.00 on the post-test. A paired sample t-test further validated the tool’s effectiveness, yielding a significance value of 0.000, well below the 0.05 threshold. These results suggest that QuillBot significantly aided students in minimizing grammatical mistakes, enriching their vocabulary, and structuring their ideas more effectively. Overall, the study underscores the potential of QuillBot as a supportive resource in English writing instruction, particularly within EFL learning environments.
THE ROLE OF QUILLBOT IN ENHANCING NARRATIVE WRITING SKILLS AMONG ELEVENTH GRADE STUDENTS Syarani, Arinda; Rosmiyati, Evi; Hidayad, Ferri; Soudaphone Vongphachanh; Khamsavanh Phommasane
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.v8i2.18733

Abstract

This study explored the impact of QuillBot, an AI-driven writing assistant, on improving the narrative writing abilities of eleventh-grade students at SMA Daarul Aitam Palembang. Writing narrative texts poses a significant challenge for English learners due to the complexities of grammar, vocabulary, and coherent idea development. Adopting a quantitative methodology, the research utilized a One-Group Pre-test Post-test Design involving 30 students who completed a narrative writing task titled “The Best Day Ever” both before and after the intervention. During the treatment phase, participants were trained in using various QuillBot features—such as paraphrasing, grammar correction, and vocabulary enhancement—to revise their work. The findings revealed a notable improvement in the average score, rising from 58.33 on the pre-test to 80.00 on the post-test. A paired sample t-test further validated the tool’s effectiveness, yielding a significance value of 0.000, well below the 0.05 threshold. These results suggest that QuillBot significantly aided students in minimizing grammatical mistakes, enriching their vocabulary, and structuring their ideas more effectively. Overall, the study underscores the potential of QuillBot as a supportive resource in English writing instruction, particularly within EFL learning environments.
Co-Authors Akbar Zam, M. Ali Amiruddin Amiruddin Aradea, Riswan Aryani, Emi Aswadi Jaya, Aswadi Dewi Kartika Sari, Dewi Etty Pratiwi, Etty Ferri Hidayad, Ferri Hatim, Magdad Hermansyah Hermansyah Juliza Fitri, Wanda Khamsavanh Phommasane Liza Murniviyanti, Liza Masagus Firdaus, Masagus MULYADI Mutiara, Hartanti Nandadwirintani Noviati Noviati Paini, Alpaini Himarika Salsabilla, Dinda Soudaphone Vongphachanh Syarani, Arinda Tahrun Theriana, Ana