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Mulyani, Destia Dwi
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Education Social Sciences

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THE CORRELATION AMONG WRITING INTEREST, LANGUAGE LEARNING STRATEGIES, AND PARAGRAPH WRITING ACHIEVEMENT Manurung, Ria Maya Lestari; Mulyani, Destia Dwi; Magdalena
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.v8i1.17179

Abstract

This research aims to determine the existence of a substantial association between language learning methodologies, writing interest, and paragraph writing achievement. The employed methodology was descriptive, and the design was correlational in nature. Forty-one students from STKIP Muhammadiyah Pagaralam were selected as the samples for this research. Two types of surveys and a paragraph writing achievement exam were conducted to gather the data. The research findings indicated that (a) a significant correlation existed between language learning strategies and paragraph writing achievement, (b) a significant correlation was found between writing interest and paragraph writing achievement, (c) a significant correlation was observed among language learning strategies, writing interest, and paragraph writing achievement, and (d) no significant correlation was identified between language learning strategies and writing interest. The finding indicates that language learning strategies and writing interest significantly correlate with the enhancement of paragraph writing achievement among sixth-semester students in the English education study program at STKIP Muhammadiyah Pagaralam.
USING CHORAL READING STRATEGY TO IMPROVE STUDENTS’ READING COMPREHENSION ACHIEVEMENT Mulyani, Destia Dwi; Trilestari, Kuntum; OktaBella, Delima
English Community Journal Vol 8, No 2 (2024): English Community Journal
Publisher : Universitas Muhammadiyah Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32502/ecj.v8i2.9160

Abstract

This study aimed to enhance reading comprehension achievement of seventh graders by implementing choral reading strategy. The research was conducted with seventh-grade students from SMP Setia Darma Palembang, totaling 31 participants. The study used both a pretest and a posttest as instruments. Initially, the researcher administered the pre-test, followed by a treatment using choral reading, and concluded with the post-test. To analyze the data, a One Sample T-test was employed. The results showed a mean difference of -23.03226, a standard deviation of 8.64285, and a standard error mean of 1.55230. The lower and upper differences were -26.20248 and -19.86203, respectively, with a degree of freedom (df) of 30. The two-tailed significance (Sig) value was .000, which is less than the 0.05 significance level. The t-table value was -14.837, which is much greater than the critical value of 1.697 for 31 subjects. This indicates a significant improvement in students' reading comprehension achievement after using choral reading.
THE INFLUENCED OF LEARNING ANXIETY AND METACOGNITIVE STRATEGIES ON STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT Mulyani, Destia Dwi; Elsaviana, Maria Octa
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.v8i2.18207

Abstract

This study aimed to examine three key areas: (1) whether there was a significant interaction between the application of metacognitive strategies and levels of listening anxiety on students’ listening comprehension outcomes; (2) whether students’ listening performance varied significantly across different anxiety levels namely high, moderate, and low; and (3) the extent to which specific aspects of listening contributed to overall comprehension achievement. Employing a factorial design that included both experimental and control groups, the study engaged sixty participants equally distributed between the two groups. The experimental group, which received targeted instruction in metacognitive listening strategies, demonstrated marked gains in listening comprehension. A significant interaction effect was identified between metacognitive strategy use and listening anxiety, indicating that the effectiveness of strategy application varied with anxiety levels. Notably, within the experimental group, statistically significant differences in listening performance emerged between students with high and low anxiety, as well as between those with moderate and low anxiety—particularly in the domains of identifying main ideas, recalling details, and drawing inferences. Among the assessed listening components, the ability to grasp details proved to be the strongest predictor of listening comprehension achievement, followed sequentially by identifying main ideas, making inferences, and interpreting the overall message.
THE INFLUENCED OF LEARNING ANXIETY AND METACOGNITIVE STRATEGIES ON STUDENTS’ LISTENING COMPREHENSION ACHIEVEMENT Mulyani, Destia Dwi; Elsaviana, Maria Octa
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.v8i2.18207

Abstract

This study aimed to examine three key areas: (1) whether there was a significant interaction between the application of metacognitive strategies and levels of listening anxiety on students’ listening comprehension outcomes; (2) whether students’ listening performance varied significantly across different anxiety levels namely high, moderate, and low; and (3) the extent to which specific aspects of listening contributed to overall comprehension achievement. Employing a factorial design that included both experimental and control groups, the study engaged sixty participants equally distributed between the two groups. The experimental group, which received targeted instruction in metacognitive listening strategies, demonstrated marked gains in listening comprehension. A significant interaction effect was identified between metacognitive strategy use and listening anxiety, indicating that the effectiveness of strategy application varied with anxiety levels. Notably, within the experimental group, statistically significant differences in listening performance emerged between students with high and low anxiety, as well as between those with moderate and low anxiety—particularly in the domains of identifying main ideas, recalling details, and drawing inferences. Among the assessed listening components, the ability to grasp details proved to be the strongest predictor of listening comprehension achievement, followed sequentially by identifying main ideas, making inferences, and interpreting the overall message.
Co-Authors Elsaviana, Maria Octa Magdalena Manurung, Ria Maya Lestari OktaBella, Delima Trilestari, Kuntum