Esteem Journal of English Study Programme
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.
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<![CDATA[A NEED ANALYSIS OF ESP FOR PUBLIC HEALTH STUDENTS ]]>
<![CDATA[Risa Arroyyani]]>;
<![CDATA[Dewi Nur Widiyati]]>;
<![CDATA[Maryani Maryani]]>
<![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.v5i2.8535
<![CDATA[This study is aimed at finding out the students' needs in learning English, particularly English for Public Health as part of ESP regarding four language skills and some language areas.This study was a qualitative descriptive study with 150 students of Public Health Department as the subjects. The data were collected by using a questionnaire. A semi-structured questionnaire was distributed to the participants to gather information related to the students' needs and wants.The study analyzes the data from the closed questions by using simple statistics and the open question by using interpretations.The results showed that the students were confidentin their Reading skillsbut not in Grammar, they also perceived that writing skill is the most important skill to learn. For each sub-skill, the students perceived that the most important skills to learn are including understanding vocabulary from the context (reading), writing correct sentences (writing), pronouncing words correctly (speaking), and listening to English media (listening). Related to their wants, the students not only learn English to support their academic field, but also to prepare after graduation.]]>
<![CDATA[COOPERATIVE LEARNING FOR ENHANCING EFL LEARNERS' SPEAKING SKILL ]]>
<![CDATA[Kurnia Febianti]]>;
<![CDATA[Sri Wahyuni]]>
<![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.v5i2.8550
<![CDATA[Students’ low motivation and anxiety are common problem faced by the English teachers in teaching English as foreignlanguage, therefore, think pair and share as one of cooperative learning approach can be applied in solving those problem. The objective of the study was to find out the difference of students’ speaking skill who were taught by using Think Pair and Share and those who were not. The method that was used in this study was quasi experimental design. The population and sample of this study was the eight grader of SMP N 1 PajarBulan. The data were collected by using pre-test and post-test. The result of the study showed that there was significant result of students’ speaking skill after being taught by using Think Pair and Share. It can be proved by comparing the result of the t-table and t-obtained. The statistical result showed that t-obtained was higher than t-table. So, it can be said that Think Pair Share can be used in improving students’ speaking skill.]]>
<![CDATA[THE INFLUENCE OF EXTENSIVE READING STRATEGY AND READING INTEREST TOWARD STUDENTS’ READING COMPREHENSION OF ELEVENTH GRADE STUDENTS OF SMAN 1 TULUNG SELAPAN. ]]>
<![CDATA[Nabilah Natasya]]>;
<![CDATA[Tahrun Tahrun]]>;
<![CDATA[Hanni Yukamana]]>
<![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.v5i2.8540
<![CDATA[The objectives of the study are to find out whether or not(1) There is significant influence of extensive reading towards students’ reading comprehension between those who have height reading interest and those who have low reading interest at the eleventh grade students of SMA Negeri 1 Tulung Selapan (2) There is significant influence of conventional reading strategy toward the eleventh grade students’ reading comprehension between who those have high reading interest and those who have low reading interest at the eleventh grade students of SMA Negeri 1 Tulung Selapan. (3) There is significant influence of extensive reading strategy and conventional reading strategy towards the eleventh grade students’ reading comprehension between those who have high reading interest and those who have low reading interest at the eleventh grade students of SMA Negeri 1 Tulung Selapan.(4) There is significant interaction effect of extensive reading strategy and reading interest on students’ reading comprehension at the eleventh grade students of SMA Negeri 1 Tulung Selapan. This study used Saphiro-Wilk test and it used Levene's test in testing the homogenity. It was found that the significance value for homogeneity test (Levene’s test) was 0.021 which is lower than 0.05, therefore the data was not considered homogeny, so the writers took the equal variances not assumed on t-test. Next, the significance value for t-test was 0.000. It showed that there was a significant difference of extensive reading strategy and no treatment reading strategy on the eleventh grade students’ reading comprehension who have low reading interest because the sig. value was lower than 0.05. That means the null hypothesis (Ho3b) is rejected.]]>
<![CDATA[THE INFLUENCE OF HYPNOTEACHING STRATEGY AND READING MOTIVATION TOWARD STUDENTS’ READING ABILITY ]]>
<![CDATA[Vira Zalika]]>;
<![CDATA[Tahrun Tahrun]]>;
<![CDATA[Artanti Puspita Sari]]>
<![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.v5i2.8545
<![CDATA[This study concerned with the influence of hypnoteaching strategy and reading motivation towards students’ reading ability. This study applied 2x2 (two by two) factorial design method. The sample was 60 students that divided into two groups. There were 30 students as experimental group and 30 students as control group. The data were collected by using a questionnaire and written test with multiple choice questions that analyzed by using t-test and two-ways Anova. The findings showed that (1) there was significant different in reading ability between the students who had high reading motivation and low reading motivation taught by using hypnoteaching strategy and no experimental treatment (2) there are interaction effects of hypnoteaching strategy and no experimental treatment, and (3) hypnoteaching strategy can be utilized to promote and contributes the reading ability of the students. It could be concluded that hypnoteaching strategy and reading motivation showed significant role to improve students’ reading ability on narrative text.]]>
<![CDATA[USING ROUNDTABLE TECHNIQUE TO IMPROVE STUDENTS’ WRITING SKILL OF NARRATIVE TEXT ]]>
<![CDATA[Evi Rosmiyati]]>;
<![CDATA[Hj. Noviati Hj. Noviati]]>
<![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.v5i2.8536
<![CDATA[The objective of this study was to find out whether or not there is significant difference on teaching writing narrative paragraph through Roundtable Technique to the tenth grade students of Gajah Mada Vocational High School of Palembang. This study applied quasi-experimental method with non-equivalent control group design. The population of this study was all tenth grade students of Gajah Mada Vocational High School of Palembang, in the academic year of 2021/2022 with the total number of 216 students. The samples were 72 students, 36 students were in experimental group from X.1 class and 36 students were in control group from X.2 class taken by using purposive sampling. In collecting the data, a written test of the recount text was used, and the data were analyzed by using Application of IBM SPSS Statistics 23. The result of this study showed that the experimental group students’ average score in pre-test, it was 64.32, and in post-test, it was 71.66 while the control group students’ average score in pre-test was 64.50 and in post-test, it was 65.70. The value of t-obtained was (3.843) which were higher than the value of t-table (2.004) at the significance 0.05 in two tailed-test with 54 (df). It was assumed that the null hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was accepted. It means that there was significant difference on teaching writing of Gajah Mada Vocational High School of Palembang and those who were not.]]>
<![CDATA[A COMPARATIVE STUDY BETWEEN THE USE OF WHATSAPP AND GOOGLE CLASSROOM IN ENGLISH LEARNING PROCESS ]]>
<![CDATA[Sri Wahyuni]]>;
<![CDATA[Yoga Pratama]]>;
<![CDATA[Ina Lestari]]>
<![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.v5i2.8551
<![CDATA[The objective of the study is to identify the comparison between the use of Whatsapp and Google Classroom in structure class of the English Education Study Program of STKIP Muhammadiyah Pagaralam. This study used descriptive quantitative study method. The population was taken from all students at Second Semester English Education Study Program of STKIP MuhammadiyahPagaralam in the academic year 2020/2021 which has total number of students was 51 students. The sample was taken by using purposive sampling. In taking the sample, the writers used two classes as the WhatsApp group and Google Classroom group. The data were collected using a questionnaire of 20 items for students and 18 items for the structure lecturers’ that designed based on a 5-point Likert scale tocapture things experienced by students and structure lecturers’ and final scored in structure class to identify the effectiveness between using WhatsApp and Google Classroom in teaching learning. The data were analyzed by using descriptive analysis. The writers found that WhatsAppis more effective (85.2%) than Google classroom (53.2%) in developing students’ grammar awareness and creating maximum online learning in structure class. It proved that there was significant differences the effectiveness between using WhatsApp and Google Classroom in Structure Class at Second Semester English Education Study Program of STIKP Muhammadiyah Pagaralam.]]>
<![CDATA[THE INFLUENCE OF USING CUE CARDS IN THE PEER GROUP ACTIVITIES AND LEARNING MOTIVATION TOWARDS SEVENTH GRADE STUDENTS’ READING COMPREHENSION OF NARRATIVE TEXTS AT JUNIOR HIGH SCHOOL 3 PALEMBANG ]]>
<![CDATA[Nevy Aflidayanti]]>
<![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.v5i2.8541
<![CDATA[The main objective of this study to find out whether or not there was any significant effect on the eight grade students’ learning motivation toward the reading ability after being taught by using cue card. the population of this study was the eight grade students at Junior High School Palembangin academic 2021/2022. The total number of the population was 150 students, The sample consisted of 30 students of R1 and 30 students of R2. The method of the study was the experimental method and the data were collected through written test in multiple choice form. The test was administrated twice as the pre-test and post-test. The result were analyzed by using t-test. The students’ Mean score of pretest and post-test in control class of R1 were 53,13 and 73,30. While the students’ Mean score of Pretest and post test in experimental class of R2 were 47,50 and 66,33. The null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted.]]>
<![CDATA[IMPROVING THE MOTIVATION AND LISTENING ABILITY OF ELEVENTH GRADE STUDENTS BY USING SMART APP CREATOR ]]>
<![CDATA[Yuri Susanti]]>;
<![CDATA[Mulyadi Mulyadi]]>;
<![CDATA[Indawan Syahri]]>
<![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.v5i2.8546
<![CDATA[The objective of this study was to find out and analyse the process of improving the motivation and listening ability of the eleventh grades students by using Smart App Creator in the Management Program at SMK Negeri 3 OKU Selatan. The method which used in this study is classroom action research where it took place in 3 cycles. The result of this study found that there was improvement of students’ listening ability and motivation. The score of minimum completeness criteria of English lesson was70. Inlistening test cycle 1 there were 10 students who pass the minimum completeness criteria or 33,3% of students. In listening test cycle 2 there were 18 students who pass the minimum completeness criteria or 60% of students and in listening test of cycle 3 there were 26 students who pass the minimum completeness criteria or 86% of students. There were improvement of students listening ability as 52.7% where from cycle 1 to cycle 2 gained improvement as 26,7% and from cycle 2 to cycle 3 gained improvement as 26%. The students’ participation increased during the teaching learning process whereas it indicates the students’ motivation had increased.]]>
<![CDATA[IMPROVING THE STUDENTS’ WRITING THROUGH NOTE-TAKING TECHNIQUE TO THE TENTH GRADE STUDENTS OF STATE SENIOR HIGH SCHOOL 7 PALEMBANG ]]>
<![CDATA[Aulia Afifah]]>;
<![CDATA[Yuspar Uzer]]>;
<![CDATA[Yus Vernandes]]>
<![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.v5i2.8537
<![CDATA[This study aims to improving the students’ writing ability through note-taking technique. This study applied the quasi-experiment method. The population of this study was all of the tenth grade students with a total number of 318 students and 80 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 analysed by using SPSS 23. The result of this study showed that experimental group students’ average score in pre-test was 65.10 and in post-test it was 72.26 while in control group, students’ average score in pre-test 66.03 and in post-test it was 69.88. the value t-obtained was 3.082 which was higher than the value of t-table 2.000 at the significant level 0.05 in two tailed test with 78 (df). It was assumed that the null hypothesis (Ho) was rejected, and the alternative hypothesis (Ha) was accepted. It means that there was significant difference between the students achievement in writing descriptive paragraph.]]>
<![CDATA[THE INFLUENCE OF REINFORCEMENT AND MOTIVATION ON STUDENTS’ READING ABILITY ]]>
<![CDATA[Ria Irnasari]]>
<![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.v5i2.8552
<![CDATA[The objective of this study is to determine the influence of teachers’ classroom reinforcement on the students reading ability, determine the influence of motivation on the students’ reading ability and to determine the influence of teachers’ classroom reinforcement and motivation simultaneously on the students’ reading ability. This study was conducted on SMAN 16 OKI. The sample consisted of 30 students who were divided into two classes, each classes consisted 15 students. Samples were taken by random sampling technique. The method used in this study is Expose Facto with simple regression and multiple regression. the result of the influence coefficient between teachers’ classroom reinforcement and students’ reading ability showed that level of significant was 0.041 < 0.05. Consequently,itis a significant influence of teachers’ classroom reinforcement on the elevenths grade students reading ability. The result of the influence coefficient between student’s motivation and students’ reading ability showed that level of significant was 0.036< 0.05. Consequently there is a significant influence of teachers’ classroom motivation on the elevenths grade students’ reading ability. The result of the influence coefficient between teachers’ classroom reinforcement and motivation on the students’ reading ability showed that level of significant was 0.046 < 0.05. Consequently, there are significant influences of teachers’ classroom reinforcement and motivation on the elevenths grade students reading ability.]]>
