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Esteem Journal of English Study Programme
Published by Universitas PGRI Palembang
ISSN : 26229323     EISSN : 26222213     DOI : https://dx.doi.org/10.31851/esteem
Core Subject : Education, Social,
Education Social Sciences
Journal Esteem publishes academic articles that recognize successful engaged learning depends on effective partnerships between students, faculty, community agencies, administrators, disciplines, and more. The journal invites submission of 1) Research that emanates from or informs campus-community partnerships; 2) Studies co-authored by faculty, students, and/or community partners; 3) Literature and Teaching English as Foreign Language; and 4) Commentary on emerging trends, developments, and/or challenges. The publication of this journal aims to spread conceptual thinking or ideas and the research findings obtained in the field of English Education and Literature.
Arjuna Subject : Umum - Umum
Articles 7 Documents
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Search results for , issue "Vol. 2 No. 2 (2019): Esteem Journal of English education Study Programme" : 7 Documents clear
EFFECTIVE READING STRATEGIES FOR READING SKILLS Dewi Kartika Sari; Etty Pratiwi; Ana Thereana
Esteem Journal of English Education Study Programme Vol. 2 No. 2 (2019): 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.v2i2.2429

Abstract

The researchers had found that learning reading strategies is a key element in developing student comprehension. However, many teachers lack a solid foundation for teaching these reading comprehension strategies. Therefore, teachers need to be prepared on how to design effective reading comprehension strategies and how to teach these strategies to their students. Therefore this study aims to study the effective reading strategies in order to improve reading skills in language classes. The study is an action research applied to a number of 15 students in an intermediate level integrated skills course. The main question of the study is “Would reading strategies help my students’ reading comprehension studies?”. The result od the study indicate that the students had an improvement to a great extend have been tutored about the reading strategies.
REDEFINING PROJECT BASED LEARNING IN ENGLISH CLASS Aswadi Jaya; Hermansyah Hermansyah; Evi Rosmiyati
Esteem Journal of English Education Study Programme Vol. 2 No. 2 (2019): 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.v2i2.2423

Abstract

This study used the experimental method with quasi experimental design, specifically, non-equivalent control group design. There were two groups, namely, experimental group in which it was given treatment by using PBL and control group in which it was given no treatment. For collecting the data, both groups were given speaking test and self-confidence questionnaire. For speaking, the data were collected using speaking test which was evaluated by two raters using analytic rubric consisting of five elements, namely accent, grammar, vocabulary, fluency and comprehension. Meanwhile, students’ self-confidence was evaluated using a ready-made-self-confidence questionnaire which measured (1) language use anxiety, (2) causal attribution, (3) perceived L2 competence, and (4) self-efficacy. Both data were analyzed by using t-test to see the difference in means (1) between pre- and post-test of students’ speaking achievements and of their self-confidence, and (2) of post-test of speaking achievements and of their self-confidence between the first and the second group. Regression analysis was also given to see the contribution of PBL to the variables in questions. The results showed that (1) there was a significant difference both in speaking achievement (t=8.828, p<.000) and self-confidence (t=7.968,p<.000) of the experimental group after being taught using PBL, (2) there was also a significant difference between experimental and control groups both in speaking ability (t=2.307, p<.027) and self-confidence (t=3.595, p<.001) , (3) the contribution of PBL to the students’ speaking achievement was 99.7%  and to self-confidence was 92.7%. In conclusion, PBL could be considered as an effective method in teaching speaking and in increasing students’ self-confidence.     
AN ANALYSIS OF THE WRITTEN GRAMMATICAL ERRORS BY USING DESCRIPTIVE TEXT IN THE SIXTH SEMESTER STUDENTS’ AT PASIFIK UNIVERSITY OF MOROTAI Noviyanti Hakim
Esteem Journal of English Education Study Programme Vol. 2 No. 2 (2019): 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.v2i2.2430

Abstract

Error Analysis is one of the major topics in the field of second language acquisition research. Error is a deviation from the adult grammar of a native speaker. Errors made by the learners may give contribution in understanding the process of second language acquisition. An error analysis has some contributions to the teaching and learning process. Writing is the most difficult one for all language users whether the language is the first, second, or foreign language, because writing is an extremely complex cognitive activity. In this study focus on the descriptive qualitative that analyze and to classify the types of students’ grammatical errors in essays descriptive paragraph. The objective are (1) What errors were identified in the students’ essays?, (2) What grammatical rules were applied to justify the corrections made?, (3) How frequent were the errors commited in the essays?. The researcher took 23 students as the samplesize. The results showed that using error analysis can be improved students’ in understanding the basic grammar rules. Improvement basic grammar rules such as subject and verb agreement, word usage, sentence fragment, verb tense, spelling, punctuation, pronouns, use of article and linking verbs, adjective. The knowledge about grammar or structure factors also have big rule in writing because a sentence will be meaningful if it is arranged in right patterns. Moreover, the students should know and understand about the basic grammar rules.
THE EFFECTIVENESS OF PORPE STRATEGY IN TEACHING READING COMPREHENSION TO THE ELEVENTH GRADE STUDENTS OF SMA YAYASAN BAKTI PRABUMULIH Asti Veto Mortini; Aswadi Jaya
Esteem Journal of English Education Study Programme Vol. 2 No. 2 (2019): 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.v2i2.4823

Abstract

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.
THE INFLUENCE OF ONLINE READING ON FACEBOOK AND MOTIVATION TOWARD NARRATIVE READING ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS OF MUHAMMADIYAH JUNIOR HIGH SCHOOL 7 OF PALEMBANG IN ACADEMIC YEAR OF 2013/2014 Nozylianty Nozylianty
Esteem Journal of English Education Study Programme Vol. 2 No. 2 (2019): 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.v2i2.2424

Abstract

Reading text in a second or foreign language is more difficult than in the first language. The research questions in this research: Is there any significant difference in online reading on Facebook to ward narrative reading achievement that are thought by using guided reading comprehension? Is there any significant difference in online reading on Facebook toward narrative reading achievement in high motivation? Do online reading on Facebook and motivation toward narrative reading achievement affect to the students’ narrative reading comprehension? The results of the research are: It was found the significant level (2tailed) was 0.000 since 0.000 < 0.05 it means that the students’ narrative reading text on Facebook and motivation in experimental group after applying guided reading increased significantly and was used effective to be taught in a certain group. And there is any influence, and improvement of online reading on Facebook and motivation toward narrative reading achievement. From the probability hypothesis table in SPSS Version 21 the output 0.000 < 0.05 so the HO is ejected and Ha is accepted. Facebook can also be used for teaching other subjects such as speaking and structure. It is important that they must be able to motivate learners to think mentally and psychologically. Besides, the learners are supported to solve problems, to interact with each others, and to learn perpetually as well as consistently. Facebook give the effects and influences, as a strategy and also technique for the English teachers had positive and negative feedback for the students
THE INFLUENCE OF CONTEXT CLUES STRATEGY ON STUDENTS’ READING ACHIEVEMENT Yus Vernandes
Esteem Journal of English Education Study Programme Vol. 2 No. 2 (2019): 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.v2i2.2457

Abstract

The main problem of this study was “Is there any significant influence of context clues strategy on student reading narrative text achievement of the tenth grade students of state Senior High School 2 of Palembang?”. Therefore, objective of this study was to find out whether or not there is significant influence of context clues strategy to their reading ability of the tenth grade students of state Senior High School 2 of Palembang. The population of this study was 185 students consisting of five classes. The writer took the sample from the population through purposive non random sampling with the total 37 students. In this study, the writer used pre-experimental method, the data were collected through the written test and where analyzed by using the matched t-test. Based on the findings, the students’ average score in the pre-test was 55.74 the highest score in the pre-test was 82.5 achieved by one student and the lowest score in the pre-test was 2.5 achieved by one student. The average score in the post-test was 70.60, the highest score was 87.5 achieved by one student, and the lowest score was 57.5 obtained by three students. To compare the students’ score in pre-test and the posttest, matched t-test was used, and it was found that t-obtained (6.016) was higher than critical value t-table (1.684). It means that Ho was rejected and Ha was accepted. In means that there was a significant influence of context clues strategy on student reading narrative text achievement of the tenth grade students of state Senior High School 2 of Palembang
THE APPLICATION OF RCRR (READ, COVER, REMEMBER, RETELL) STRATEGY IN TEACHING READING DESCRIPTIVE TEXT TO THE EIGHTH GRADE STUDENTS OF STATE JUNIOR HIGH SCHOOL 50 PALEMBANG Djunaidi Djunaidi
Esteem Journal of English Education Study Programme Vol. 2 No. 2 (2019): 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.v2i2.2427

Abstract

The main problem of this research was, “is it effective to apply RCRR (Read, Cover, Remember, Retell) Strategy in teaching reading descriptive text to the eighth grade students of state Junior High School 50 of  Palembang? This study was conducted to find out whether or not is it effective to apply RCRR strategy in teaching reading descriptive text entitle Borobudur Temple and Lake Toba to the eighth grade students of state Junior High School 50 of Palembang. This research was pre-experimental method with one group pretest-postetst design. The Population and sample of this research was eighth grade students at State Junior High School 50 of Palembang which consisted of 35 students. It was taken by using cluster random sampling method. The data were collected by using written test. The results of this research reveals, the average of the students’in pre-test was 59.85 while the students’ average score in the post-test was 78,14. The result of matched t-test calculation was 9.8 and it was higher than 1.691 as the critical value with 0.05 % significance level one tailed testing with df 34. It could be concluded that the application of RCRR (Read, Cover, Remember, Retell) Strategy to the eighth grade students of Junior High School 50 of Palembang was effective.

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