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All Journal Silampari Bisa: Jurnal Penelitian Pendidikan Bahasa Indonesia, Daerah, dan Asing Esteem Journal of English Study Programme Journal of Social Work and Science Education
Hanni Yukamana
Universitas PGRI Palembang
Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences

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Journal : Esteem Journal of English Study Programme

 1 
THE INFLUENCE OF EXTENSIVE READING STRATEGY AND READING INTEREST TOWARD STUDENTS’ READING COMPREHENSION OF ELEVENTH GRADE STUDENTS OF SMAN 1 TULUNG SELAPAN. Nabilah Natasya; Tahrun Tahrun; Hanni Yukamana
Esteem Journal of English Education Study Programme Vol. 5 No. 2 (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.v5i2.8540

Abstract

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.
TEACHERS’ REPORTED BELIEFS ABOUT TEACHING, KNOWLEDGE, AND STUDENT’S ABILITY: CASE STUDIES OF FOUR SENIOR HIGH SCHOOL TEACHERS IN PALEMBANG, SOUTH-SUMATERA, INDONESIA Hanni Yukamana
Esteem Journal of English Education Study Programme Vol. 7 No. 1 (2024): 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.v7i1.14746

Abstract

This study aimed to explore teachers’ beliefs about teaching, knowledge (epistemic beliefs), and student’s ability. This was the first part of the study investigated the role of teachers’ beliefs in the implementation of curriculum reform in the Indonesian education system context. This study looked specifically into three kinds of teachers' beliefs which were essential in the preparation of teaching in the context of policy reform. The investigation was approached through multiple case study methodology by selecting four senior high school teachers from different public schools. Data were gathered from interviews. The result revealed that four participating teachers shared similar views about the nature of knowledge and students’ abilities. Nevertheless, beliefs about teaching were varied among individual participants. Two of the four teacher participants believed in student-centered instructional models, which were categorized into teaching beliefs that supported curriculum reform. Nevertheless, the other two participating teachers’ self-reported beliefs about teaching were situated between student-centered instructional learning and teacher-centered instructional learning models. They seemed to value both instructional learning models. Their teaching beliefs about teaching could not be categorized into beliefs that supported or inhibited the reform.
Co-Authors Anggun Wulandari Artanti Puspita Sari Hj. Yenny Puspita, Hj. Yenny Houtman Houtman Nabilah Natasya Tahrun Tahrun