cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Aswadi Jaya
Contact Email
esteemjurnal@gmail.com
Phone
+6285269080098
Journal Mail Official
esteemjurnal@gmail.com
Editorial Address
Jl. A.Yani. Lr. Gotong Royong 9/10 Ulu Palembang Program Studi Pendidikan Bahasa Inggris Gedung C Lantai 4 Telp: (0711) 510043 ext.209, Fax: (0711) 514782
Location
Kota palembang,
Sumatera selatan
INDONESIA
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 8 Documents
 1 
Search results for , issue "Vol. 4 No. 1 (2021): Esteem Journal of English Education Study Programme" : 8 Documents clear
Visual Scaffolding and Intensive Reading Strategies Based on Gender Asti Veto Mortini; Aswadi Jaya
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.v4i1.5130

Abstract

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.
E-LEARNING AND LEARNING INTEREST TOWARDS THE STUDENTS’ ENGLISH ACHIEVEMENT Ana Theriana; Dewi Kartika Sari; Etty Pratiwi
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.v4i1.5135

Abstract

This research aimed to determine that E-Learning Based Learning and students’ interest in learning can make a significant difference in increasing learning achievement. Researchers took  two research samples. The first group was taught using E-Learning and the second using conventgional (face-to-face). To collect data, both groups were given a speech test and an interest in learning questionnaire. For E-Learning, data had collected using the Zoom application which is evaluated by the researcher using a questionnaire consisting of 2 parts, namely fluency and understanding. Meanwhile, students' interest in learning was evaluated using a questionnaire. In E-Learning, lecturers and students consider several topics given by the lecturer. After that, they decide what type of product they  produced on their project as a final result, such as: Visual Learning Media, Audio Learning Media and Audiovisual Learning Media. The results showed that (1) there was a significant difference in both student interest in learning (t = 8.822, p <.000) and achievement (t = 7.911, p <.000) from the experimental group after being taught using E-Learning, (2 ) the contribution to the improvement of student learning achievement was 98.7% and interest in learning was 92.1%. So it can be concluded that E-Learning-based learning has an effect on student achievement and interest in learning.
INDIVIDUAL CHARACTERISTICS AND WORK ENVIRONMENT ON TEACHERS OF ENGLISH PERFORMANCE WITH ORGANIZATION Astri Riance
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.v4i1.5125

Abstract

The goal of this study was to know the influence of individual characteristics and work environment on Teachers of English Performance with organization commitment as a mediator variable. The method of this study was quantitative method, using associative or relationship research methods. The population of this study were 32 teacher of English  at SMP Negeri in North Musi Rawas Regency. For the sample was taken by saturated sampling technique, which all the population used as the sample. The data were collected by, observation, questionnaire and documentation. The result of the study show that the Individual Characteristics variable (X1), Work Environment (X2), and Organizational Commitment (Z) to performance (Y), the correlation coefficient value is 0.686. For coefficient interval 0.60 - 0.799. , which means the relationship between the variables of Individual Characteristics, Work Environment, and Organizational Commitment towards teachers shows a strong relationship and a positive correlation value means that the correlation or relationship between Individual Characteristics, Work Environment, and Organizational Commitment to performance is unidirectional.       
The Use of Mind Mapping Technique to Improve the EFL Students’ Reading Comprehension Ability of Darussalam Polytechnic M. Bambang Purwanto; Marsinah Marsinah
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.v4i1.5136

Abstract

Mind maps are visual frameworks such  as  figures, diagrams, or  charts used  to  present structural knowledge spatially with the intention of empowering comprehension and learning. Mind maps are effective in terms of helping communicate information because they can clarify complex concepts into simple, meaningful displays so that learners can develop a holistic understanding of the content to be learnt. Teachers may use mind mapping technique at  different  stages  of  instruction  for  example during  instruction  to  prepare  students to approach new  information and  clarify complex ideas, or  after instruction to  assess  and reinforce learning and instruction. This article reports on an investigation into the use of mind mapping technique whether it can improve reading comprehension ability and the students’ opinions towards the use of mind mapping technique. The research design used in this study was one-group pre test-post test design. The study employed both quantitative and qualitative data analyses from pre-and post-tests, a questionnaire, and an interview. The participants of the  study  were  35  first-year  students  enrolling  in  a  compulsory reading  course  called Communication and Reading Skills at Darussalam Polytechnic of Palembang.   Fifteen students (5 highly successful, 5 who did not show any improvement, and 5 unsuccessful) were selected for retrospective interviews. The results suggested that 1) The English reading comprehension post test mean score of students was higher than the pre test mean score at the 0.05 level of significance; 2) most students were satisfied with their own reading comprehension ability; 3) they enjoyed working in  group and  agreed that  mind  mapping technique was  a  useful technique and can be applied to non- English subjects. Findings and implications for further research are discussion.
PORTRAIT OF EFL LEARNERS’ WRITINGS: ERRORS, CHALLENGES AND SOLUTIONS Ira Irzawati; Anastasia Ronauli Hasibuan; Valensia Giovanni
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.v4i1.5126

Abstract

This study aimed to analyze EFL learners’ writings. It focused on portraying the most dominant grammatical and lexical errors in writing. It also explored challenges and alternative solutions from students’ perspectives. A qualitative approach in terms of descriptive design was applied in this study. The participants were thirty sophomores from four different faculties of a private university that were selected using stratified random sampling. Writing test, questionnaire, and interview were instruments to collect the data. Collecting, identifying, classifying, and describing were modified data analysis stages used in this study. The results revealed 445 grammatical errors and 111 lexical errors found in students’ writing. Limited knowledge of grammar and vocabulary, lack of practice and motivation, and unsatisfactory writing skills are the most common students’ writing challenges. The students also believed that review and feedback, various material, exercise and assignment exposure, and supporting technological tools are alternative solutions to anticipate the errors and challenges. The data of writing errors, challenges, and alternative solutions provide beneficial insights for the lecturers to formulate proper teaching methods, materials, and activities in writing.
USING BUZZ GROUP TECHNIQUE IN TEACHING READING COMPREHENSION TO THE TENTH GRADE STUDENTS OF SMA MUHAMMADIYAH PAGARALAM Sri Wahyuni
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.v4i1.5137

Abstract

The main problem of this research “was there any significant difference in reading comprehension between students who were taught by using Buzz group technique and those who were not in the tenth graders of SMA Muhammadiyah Pagaralam?” The objective of this study was to find out whether or not there was any significant difference in reading comprehension between students who were taught by using Buzz group technique and those who were not in the tenth graders of SMA Muhammadiyah Pagaralam. The population of this research  was all tenth grade students of SMA Muhammadiyah Pagaralam, consist of  259  students. Two  classes were chosen as the sample and they divided into experimental class and control class that consist of 32 students each classes. The sample were taken by using purposive sampling. Quasi experimental method was used in this research. The result of pre-test and post-test in experimental class and control class were compared by using independent sample t-test, in term of reading aspects. The value of t-obtained was 4,628, at the significance value p<0.05 in two tailed testing with df = 62, the critical value of the t-table was 1.999. Since the value of t-obtained was higher than the critical value of t-table, the null hypothesis (H0) was rejected and the alternative hypothesis (Ha) was accepted. It could be concluded that there was significance different in the students’ reading comprehension in the experimental class at every aspect before and after treatment by using Buzz Group Technique.
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. 
TEACHING WRITING EXPLANATION TEXT THROUGH COMBINING BRAINSTORMING AND KNOW-WANT-LEARN (KWL) CHART STRATEGIES TO THE ELEVENTH GRADE OF VOCATIONAL INDO HEALTH SCHOOL PALEMBANG Rinda Dwi Shintia
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.v4i1.5138

Abstract

The objective of this study was to find out whether or not  there is any significant difference on Students’ Achievement in Writing Explanation Text to the Eleventh Grade of Vocational Indo Health School Palembang who are taught through Combining Brainstorming and Know-Want-Learn (KWL) Chart strategies and those who are not. This study used quasi-experimental method with non-equivalen control group design. The population of this study was all of the eleventh grade of Vocational Indo Health School Palembang. The sample was 20 students , 10 students in experimental group from XI Nurshing class and 10 students in control group from XI Medical Laboratory class.  In the collecting data, a written test of explanation text was used, and to answer the problem of this thesis the data were analyzed by using Independent sample test in SPSS 23 Computer program. The result of this study showed that in the experimental group, mean was 70.90. Meanwhile, in the control group, and the mean was 66.70. On the other hand, the result of t-obtained  was 2.412. Meanwhile, its critical value at 0.05 significant level for  two tailed with 18(df) was 2.100. Since the t-obtained was higher than  t-table, Ho was rejected and Ha was accepted. As a final result, the combination Brainstorming and Know-Want Learn (KWL) Chart Strategies made a significant difference on students’ achievement in writing explanation text to the eleveth grade of Vocational Indo Health School Palembang who were taught through combining brainstorming and know-want-learn (kwl) chart strategies and those who were not.

Page 1 of 1 | Total Record : 8

 1 

Filter by Year

2021 2021


Reset
Filter By Issues
All Issue Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme Vol. 8 No. 1 (2025): Esteem Journal of English Education Study Programme Vol. 7 No. 2 (2024): Esteem Journal of English Education Study Programme Vol. 7 No. 1 (2024): Esteem Journal of English Education Study Programme Vol. 6 No. 2 (2023): Esteem Journal of English Education Study Programme Vol. 6 No. 1 (2023): Esteem Journal of English Education Study Programme Vol. 5 No. 2 (2022): Esteem Journal of English Education Study Programme Vol. 5 No. 1 (2022): Esteem Journal of English Education Study Programme Vol. 4 No. 2 (2021): Esteem Journal of English education Study Programme Vol 4, No 1 (2021) : ESTEEM Vol. 4 No. 1 (2021): Esteem Journal of English Education Study Programme Vol 3, No 2 (2020): ESTEEM Vol. 3 No. 2 (2020): Esteem Journal of English Education Study Programme Vol. 3 No. 1 (2020): Esteem Journal of English Education Study Programme Vol. 2 No. 2 (2019): Esteem Journal of English education Study Programme Vol. 2 No. 1 (2019): Esteem Journal of English education Study Programme Vol. 1 No. 1 (2018): Esteem Journal of English Education Study Programme More Issue