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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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TRANSFERRING CULTURAL KNOWLEDGE IN LOCAL NARRATIVE READING FOR EFL STUDENTS Ferri Hidayad; Marleni Marleni
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.v4i2.6181

Abstract

Indonesia  has  many  narrative  reading  and  different  culture  of  many  regions. Lacking of appreciation of own local culture  is  a  continuing  concern  for  many  countries, including Indonesia.  Through  its  constitution,  the  governement  of  Indonesia  recommends  that  the education sector take part actively  in  preserving  Indonesia  local  cultures.  EFL  teachers should use them in their teaching and learning process as one of the resources to apply to preserve culture for younger generations (EFL students).  This  research  used  local  narrative reading to able the EFL teachers to preserve Indonesia culture as well as to transfer culture knowledge which makes their students study English and its culture with ease.
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.
The Influence of Interactive Strategy and Student Motivation on Reading Comprehension ability of the Eighth grade Students of State Junior High School 3 of Rambang Dangku Dwi Okti Silviana
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.v4i2.6207

Abstract

This research was concerned with the The Influence of Interactive Strategy and Student Motivation on Reading Comprehension ability of the Eighth grade Students of State Junior High School 3 of Rambang Dangku”. In this study 60 students of Eight grade students of SMPN 3 Rambang Dangku 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. The results showed that, first, there was a significant influence in students’ reading comprehension taught by using intertactive strategy 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 intertactive strategy technique and conventional teaching technique. Last, there is not any significant interaction effects of motivation on students’ narrative text comprehension taught by using intertactive strategy technique and learning motivation towards the students’ reading comprehension of SMPN 3 Rambang Dangku. So, intertactive strategy technique was effective for students who have high and low learning motivation.
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 INFLUENCE OF TBLT AND LEARNING MOTIVATION TOWARD WRITING ACHIEVEMENT TO THE ELEVENTH GRADE STUDENTS OF SMK N 3 PALEMBANG Vivin Afini; Andika Andika; Arief Rahman Hakim
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.v4i2.6244

Abstract

This research was conducted in experimental group with the total sample was 34 students of eleventh grade students of SMK N 3 Palembang in the second semester in the academic year 2016-2017 and it inquiry of the influence of TBLT and Learning Motivation toward Writing Achievements. The problem of this study is to find out the significance average score and motivation between TBLT and Conventional Technique. Due the interpretation of this  study, it found that: (1) there was a significant difference in writing achievement between the student who taught by using TBLT and those are taught using conventional technique (2) there was significant difference in writing achievement between the students who have high motivation by using task based language teaching and conventional technique (3) there was significant difference in writing achievement between the students who have low motivation by using task based language teaching and conventional technique 4) there was significant difference in writing achievement between the students who have low and high motivation by using task based language teaching and (5) there was an interaction effect of technique used and student’s motivation in improving writing achievement.
The Use of Guided–Questions Combined with Buzz Group Technique to Increase Students’ Writing Skill of SMP Muhammadiyah Pagaralam M. Bambang Purwanto; Ariya Agustin
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.v4i2.6182

Abstract

Buzz Group Tehcnique  are a technique in teaching which divide students into a group activity in which groups of students have a brief discussion (for example, five minutes) to generate ideas or answer specific questions.  Buzz group can be used in many different ways and are most often used in combination with other techniques”. In this research the writer will combined two kinds of technique, Guided-question Combined with Buzz Group Technique. Guided-question Combined with Buzz Group Technique means combine two kinds of technique in teaching learning process those are Guided-question with Buzz Group Technique to enhance both techniques. 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.  It is shown shown by a significant difference in quality of students’ in-class written experimental designs between the treatment and control groups (19.943 versus 17.943; p>0.0489). However, draft (22.337 versus 18.929; p>0.0760) and paper grades (27.186 versus 27.971; p>0.6726) did not vary significantly whether or not students were provided with the guided questions. There were several intervening and potentially confounding factors, due to the nature of the paper writing process in our labs, which included peer review of paper drafts that were not limited to students within the treatment and control groups.. The results suggested that 1) The English writing ability 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 writing 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. 
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. 
THE EFFECTIVENESS OF THE IMPLEMENTATION OF ONLINE ENGLISH LEARNING DURING THE COVID-19 PANDEMIC ERA OF THE EIGHTH GRADE STUDENTS AT STATE JUNIOR HIGH SCHOOL 2 OF RAMBANG NIRU MUARA ENIM Anzal Fajariah
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.v4i2.6211

Abstract

This study aims to determine the effectiveness of online learning in learning English in the eighth grade students at state Junior High School 2 of Rambang Niru, Muara Enim. The questions are the questions that this research may try to answer: 1)How is the implementation of online  English learning during the Covid-19 pandemic era at   the  eighth grade?2)How is the effectiveness of online  English learning perceived by students, teachers and parents in English learning during the Covid-19 pandemic era 3) What are the drawbacks of the effectiveness of online learning   perceieved  by at the eighth grade ?This research using the Qualitatif method. The findings of this study found the ineffectiveness of online English learning.
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.
THE INFLUENCE OF WORD WALL TECHNIQUE AND READING MOTIVATION TOWARD READING ACHIEVEMENT OF THE SEVENTH GRADE STUDENTS Rini Oktarisa
Esteem Journal of English Education Study Programme Vol. 5 No. 1 (2022): 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.v5i1.7461

Abstract

This study aimed to finding out whether (1) there was a significant difference in reading achievement between the students who have high reading motivation taught using word wall technique and those are taught using conventional technique; (2) there was a significant difference in reading achievement between the students who have low reading motivation taught using word wall technique and those are taught using conventional technique; (3) there was a significant difference in reading achievement between the students who have high and low reading motivation taught using word wall technique and those are taught using conventional technique; (4) there was an interaction effects of word wall technique and reading motivation on the students’ reading achievementDue the research findings, it was (1) there was a significant difference in reading achievement between the students who have high reading motivation taught using word wall technique and those are taught using conventional technique (0.039<0.05). (2) there was a significant difference in reading achievement between the students who have low reading motivation taught using word wall technique and those are taught using conventional technique (.021<0.05). (3) there was a significant difference in reading achievement between the students who have high and low reading motivation taught using word wall technique and those are taught using conventional technique (.030<0.05). (4) there was an interaction effects of word wall technique and reading motivation on the students’ reading achievement (.014<0.05). it means that word wall technique is effectively used in high and low levels students’ reading motivation.

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