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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 417 Documents
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NARRATIVE TEXT LEARNING THROUGH INFORMATION TRANSFER TEHNIQUE TO INCREASE THE STUDENTS’ READING COMPREHENSION ACHIEVEMENT Rosmiyati, Evi
Esteem Journal of English Education Study Programme Vol 4, No 1 (2021) : ESTEEM
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/esteem.v4i2.5140

Abstract

The main problem of this study is it effective to teach reading narrative text through information transfer technique to the eight grade students of PGRI 1 Junior High School of Palembang? The objective of this study was to find out whether or not it is effective teaching reading narrative text through information transfer technique to the eight grade students of of PGRI 1 Junior High School of Palembang? The population of this study was the eighth grade students of of PGRI 1 Junior High School of Palembang in the academic years of 2020/2021 which contain 128 students, 32 students as the sample by using cluster random sampling. The method of this research was poor-experimental method and the data were collected through multiple choice. The result of this study showed that students’ average score in the post-test was better than the students’ average score in pre-test. The students’ average score in the pre-test was 38.14, it increased after being given the treatment using information transfer technique the students’ average score in the post-test 61.34 and t-obtained was 5.54, since t-obtained was higher than its critical value, which is (1.684), the null hypothesis (Ho) was rejected while the alternative hypothesis (Ha) was accepted. Therefore, it could be assumed that it was effective to teach reading narrative texts through Information Transfer Technique to the eight grade students of PGRI 1 Junior High School of Palembang.
GETTING STUDENTS ACTIVELY INVOLVED USING THE ‘MISTAKE BUSTER TECHNIQUE” TO IMPROVE THEIR NARRATIVE ESSAY Diana Luspa
Esteem Journal of English Education Study Programme Vol. 4 No. 2 (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.v4i2.6273

Abstract

Checking higher Intermediate 2 level students’ narrative essay, an idea to get the students actively involved in improving their narrative essay came up. It could not be by just giving the score and gave it back to them. The mistakes can fossilize. So, the “Mistake Buster Technique” was applied. First, the students applied the “Mistake Buster Technique” by doing peer correction to their narrative essay in their first writing. Second, they used the Mistake Buster Technique” to find and correct the “unidentified mistakes” from their peer correction activity. Their first writing was used as the pretest, while the posttest was taken from their first periodic test. Based on the data analysis, the results of the pretest mean score is 15.48, and the posttest is 17.14.  The mean difference is 0.004. The result showed that the ‘Mistake Buster Technique” significantly improves students’ narrative essay. It also minimized students’ grammatical errors. It was indicated by their grammar pretest mean score 3.36 that improved to 5.00 in their grammar posttest mean score. In additional, this technique allows the students to communicate with their peer in identifying and correcting the mistakes. Another benefit is they can collaboratively identify the possible mistakes themselves. It is a creative activity for the students to take over the role of correcting mistakes. Switching the role of the "mistake corrector" can be used to reinforce their critical thinking and problem solving.   In short, the” Mistake Buster Technique” is very effective and useful to correct their mistakes.
LEARNING CELL METHOD (LCM) FOR THE TENTH GRADE STUDENTS OF SENIOR HIGH SCHOOL PALEMBANG IN PROMOTING THE STUDENTS’ ENGLISH ACHIEVEMENT Asti Veto Mortini
Esteem Journal of English Education Study Programme Vol. 4 No. 2 (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.v4i2.6186

Abstract

The aim of this study was to find out whether or not study was to find out whether using the learning cell method in teaching narrative text was effective or not to improve the students’ reading comprehension achievement of the tenth-grade students of Karya Ibu Senior High School of Palembang. Thi study applied pre-experiment method. The population of this study was all of the tenth grade students of Karya Ibu Senior High School of Palembang, in the Academic Year 2020/2021 with total number 120 students and 30 students were taken as sampl. In collecting the data, a written test of narrative texts was used, and the data were analyzed by using KR-21 The result of this study showed the students’ mean score in the post-test and pre-test of the test, the matched ttest calculation showed that the value of t-obtained was 21.12. The value of t-table was 1.699. It could be concluded that the value of t-obtained (21.12) was higher than the value of t-table. Then the null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It means that teaching narrative texts through Learning Cell method to promote the students’ reading comprehension achivement of the tenth grade students of Karya Ibu of Palembang was effective. Keywords: Teaching, Narrative Text, Learning Cell method.
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.
USING EDMODO AND STUDENTS’ READING MOTIVATION ON STUDENTS’ WRITING ABILITY IN NARRATIVE TEXT Sri Martini; Indawan Syahri; Mulyadi Mulyadi
Esteem Journal of English Education Study Programme Vol. 4 No. 2 (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.v4i2.6215

Abstract

Writing ability is the power of students to write something with a good way.  In writing there are some aspects influences in good writing. The aspects are organization, content, grammar, mechanic, and vocabulary.  Besides that, having ideas or opinion also influent in writing activity. The population of the research consisted of all the eighth-grade students of SMP 35 Palembang in the academic year of 2020-2021, and there were 32 students of them chosen as the samples of the research. The samples were selected by using proportional random sampling technique, because all of individuals in the population have the same opportunity to be chosen as the sample. In this research, the researcher investigates the correlation among the the use of edmodo, students’ reading motivation and writing ability. In analyzing the data, it was used multiple correlation in SPSS 22.0 Program for Windows. The data analysis shows that Ryx1x2 = 0,663 at the significant level of 0,05. And for the criteria of significant test is gotten Fcount 9,798 >Ftable (0,05) (4,02). The result of hypothesis test showed that there is a significant correlation among the use of edmodo, students’ reading motivation and writing ability.
THE DILEMMA OF ONLINE LEARNING DURING THE COVID-19: CHALLENGES OR OPPORTUNITIES? Ira Irzawati
Esteem Journal of English Education Study Programme Vol. 4 No. 2 (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.v4i2.6180

Abstract

This research aimed to investigate the chalenges and opportunities of online learning system implementation from students' perspectives. In this survey research, 143 students of a  private university were involved as the respondents. The respondents were third, fifth, and seventh-semester students from four different departments that have experienced learning English through an online learning system. The data of the research were gathered through administering  an online  survey  to  the respondents. The survey questionnaire covered items related to demographic information, online learning application, and chalenges and opportunities of online learning. The data of the survey were analyzed by presenting  the  frequency  of  students' responses towards each item of the questionnaire in form of a percentage. The students believed that  online  learning  potentialy  provided  both chalenges and opportunities to the students.  Technical  issues,  minimum  interaction,  low  discipline, and a less effective learning atmosphere were among the dominant chalenges of online learning. Meanwhile, various material access, flexibility, interactive learning, and a relaxing learning atmo sphere were the major opportunities of online learning. Anticipating the chalenges and maximizing the opportunities are alternative solutions to promote the successful implementation of online 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 INFLUENCE OF RUNNING DICTATION TECHNIQUE AND LEARNING MOTIVATION TOWARDS READING COMPREHENSION ACHIEVEMENT OF THE EIGHTH GRADE STUDENTS OF SMPN 35 PALEMBANG Nidya Aprisanti
Esteem Journal of English Education Study Programme Vol. 4 No. 2 (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.v4i2.6206

Abstract

This research was concerned with the influence of running dictation technique and learning motivation towards reading comprehension achievement of the eighth  grade students of SMPN 35 Palembang. In this study 60 students of eighth grade students of SMPN 35 Palembang in the academic year 2020/2021 were chosen as samples by means of two stage random sampling. This study applied factorial research design. The data were collected by using questionaire and test. The data were analyzed by using Paired Sample t-test, Independent Sample t-test, and Two- Way ANOVA. From the two way ANOVA test results of 0.712 > 0.05, the results are obtained first, there was a significant influence in students’ reading comprehension taught by using running dictaton technique. Second, there was not any significant influence in students’ reading comprehension taught by conventional teaching technique. Third, there was significant influence in students’ reading comprehension students who have high and low learning motivation by using running dictation technique and conventional teaching technique. Last, there is not any significant interaction effects of motivation on students’ narrative text comprehension taught by using running dictation technique and learning motivation towards the students’ reading comprehension of SMPN 35 Palembang. So, running dictation technique was effective for students who have high and low learning motivation.
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.
ENHANCHING STUDENTS’ WRITING SKILL THROUGH MALL: WHATSAPP MESSAGES IN TEACHING WRITING Sri Wahyuni; Kurnia Febianti
Esteem Journal of English Education Study Programme Vol. 4 No. 2 (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.v4i2.6243

Abstract

Mobile technologies offer numerous practical uses in language learning. The objective of this study to investigate whether or not the application of whatsapp group could improve students’ English writing achievement. The participant of this study were the second semester of English study program that consisted of 40 students. Quasi – Experimental design was applied in this study. In collecting the data, written test is given to sample. The result of data analysis showed that the students got better improvement in English writing ability after being treated by using Whatsapp Group Discussion. It based on the result of independent t-test whereas the t obtain was 5.298 and the significant level 0.00. Futhermore, it can be concluded that there was a significant difference between the student who were taught by using whatsapp group discussion and those who were not. In other words, Whatsapp group is a good teaching media and strategy in increasing students’ writing achievement. Therefore, it can be said that MALL is an appropriate teaching strategy in teaching writing for EFL students.

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