TM Skills Research Articles

IMPROVING STUDENT'S WRITING SKILL THROUGH PROBLEM BASED LEARNING BY USING PICTURE ON DESCRIPTIVE TEXT

This research aimed to improve the students’ skill in writing. It used Classroom Action Research (CAR). The method used by the researcher was problem-based learning by using picture. The Research subject were students’ of class VII A in SMPN 1 Sukorame consisting of 32 students. The Classroom Action Research was conducted 4 days on the date 12th, 15th, 16th and 17th August 2022. The researcher collected the data using test and observation sheet. After collecting the data, the researcher analyzed the data using the normality test and paired sample T-test. The results showed that there was a significant difference between the results of the pre-test and post-test. This can be seen from the average increase in pre-test and post-test scores, namely 56.28 for the pretest and 77.47 for the post-test. The use of problem-based learning by using picture in teaching writing can also improve the classroom situation in writing. In this case it can be seen the participation of students in the introductory part of the descriptive text, students listen and observe carefully and students do the exercises given with enthusiasm. Based on the paired samples test, it is known that sig. (2-tailed) 0.000, while alpha (α) 0.05 (0.000 < 0.05) means that Ho is rejected and Ha is accepted. In other words, the application of problem-based learning by using picture on descriptive text of students' writing skills increased.

Primary School Teachers’ Digital Literacy: An Analysis On Teachers’ Skills In Using Technological Devices

This research aims to analyze teachers’ digital literacy in the learning process at public elementary schools in Bengkulu, Indonesia. The focus is on teachers’ use of technological devices, especially their proficiency in operating, designing learning media, and utilizing digital media as a learning tool. This study employed qualitative research approach with descriptive type. The subjects were determined based on purposive with education background as the inclusive criteria. The data was collected using interview techniques where researchers were the primary instrument. The obtained data was analyzed through tabulation, coding, and conclusion withdrawal. Results showed that teachers firstly used technological devices as a learning tool due to the Covid-19 pandemic. They learnt to operate various device to transfer learning materials through visual, audio, and audiovisual methods. Teachers generally used smartphones and laptops, in which they are able to operate from the beginning to the end, including apps operation. Among the apps were Power Point, Canva, and Kinemaster with Zoom, Google Meets, Google Classroom, and WhatsApp as teaching platforms.

IMPROVING NINTH GRADE STUDENTS’ SPEAKING SKILL THROUGH THE APPLICATION OF PROBLEM BASED LEARNING (PBL) METHOD AT SMPN 3 TUNGKAL JAYA MUBA

This research is aimed at improving the ninth-grade students’ speaking skill through Problem Based Learning (PBL) method when it is applied in teaching speaking. The research was carried out through action research. The researcher acted with the students and the English teacher as the collaborator. The subjects of the research were 20 students of Ninth Grade of SMPN 3 Tungkal Jaya, Musi Banyuasin in the academic year of 2021/2022. The data collection included the application of Problem Based Learning method in three cycles. The data were analyzed using quantitative and qualitative data. The research findings showed that Problem Based Learning method improve students’ speaking skill. It enables students to practice some speaking techniques in the form of group work, and it eases them in improving speaking. The improvement of speaking skill can be seen from the result of speaking test which has the mean score test 1 is 50%, test 2 is 70% and test 3 is 85%. This research also showed that the activities in Problem Based Learning enhance students’ skill in improving speaking skill. The conclusion suggests that the application of Problem Based Learning method improve the ninth grade students’ speaking skill effectively at SMPN 3 Tungkal Jaya, Musi Banyuasin.

THE IMPLEMENTATION OF AUDIO VISUAL MEDIA TO IMPROVE STUDENTS’ SKILL IN WRITING RECOUNT TEXTS TO THE NINTH GRADE STUDENTS OF SMP SWASTA PABA BINJAI IN THE ACADEMIC YEAR OF 2020/2021

The objectives of this Classroom Action Research (henceforth, CAR) are to prove that the audio visual media can improve students’ skill in writing recount texts and to describe the students’ responses after being taught with audio visual media. Audio visual media were applied to improve the writing skill of the ninth grade students of SMP Swasta PABA Binjai. After six meetings it could be seen that there is a significant improvement of the students’ audio visual media in writing recount texts. The result of the test showed that the students’ mean score in pre-test is 40,23 with 18 % of students got score ≥ 75, in formative test is 59,09 with 36% of students got score ≥ 75, and in the post test is 72,73 with 73 % of students got score ≥ 75. The percentage students who strongly agree is 60 (66,6%), agree is 30 (33,3%), there is no students choose strongly disagree and disagree. It is suggested that English teachers use audio visual media as an alternative in teaching recount texts to their students.

INCREASING THE STUDENTS’ SKILL IN READING NARRATIVE TEXT BY USING KNOW-WANT-LEARNED STRATEGY AT THE EIGHT GRADE STUDENTS OF JUNIOR HIGH SCHOOL 3 PALEMBANG

The aim of this research was to increase the students’ skill in reading narrative text by using Know-Want-Learned strategy at the eight grade students of Junior High School 3 Palembang. This research of this study was conducted by using classroom action research. The data used in this research are the result the pre-test to know the improvement of students in reading narrative text. The mean of the pre-test was 64,5. The mean of the first cycle was 84,85, it indicated that the scores and the mean in first cycle were better than the pre-test. The percentage of students who got point 75 or more there was also grew up. In the pre-test, there was 10 students (25%) who passed or got score up to 75. In the post-test of cycle I the students who got point 75 or more there was 40 (100%) and the increasing was about 75%. In other words, the students’ skill in reading narrative text improved and became well in the first meeting to the next meeting. For the hyphothesis testing used t-test formula from the compilation, it could be seen that coefficient of it could be seen that coefficient of tobserved (16,72) > ttable (0,316). Thus, alternative hyphothesis (Ha) could be received. Based on the research, It could be get that using Know-Want-Learned (KWL) Strategy could increase the students’ skill in reading narrative text.

Need Analysis for Developing Writing Skill Materials Using Facebook for English Undergraduate Students

This research is aiming at giving a contribution to the lecturers’ knowledge on the design materials in using social media Facebook in teaching writing process to English Department students. Before conducted the developing module for Facebook-based writing instructional course, we surveyed and explored the student’s need. The stages of this research consisted of need analysis and document analysis. We conducted needs analysis to 141 English students and 2 lecturers of writing. Data were collected using need analysis questionnaire and interview. The analyzed documents in this research were lesson plan, syllabus and the existing textbooks. The data from questionnaire and interview were analyzed in quantitative and qualitative methods. The results concluded that: first, needs analysis is the basic of developing module for Facebook-based writing instructional course, in order that the material can be related to the students’ needs, levels and lecturers’ perception. The result of students need found urgent to develop module for facebook-based writing instructional course through the following criteria of interactive, self-contained, user friendly, online supporting, online social media, authentic, environmentally friendly, formal and informal environments, online evaluation, presented in visual aids, support and facilitate the students’ academic and non-academic writing activities, topics of the materials should be interesting which provides a cultural background of students, the materials should be implemented by applying vocabulary, reading texts, grammar and basic skills in writing process, implemented in beginner level (Writing 1), used in class and out- class and the materials globally/ international context. Second, the lecturers’ desires in teaching writing are to improve the students’ skill to comprehend the materials. Third, the existing materials are unsuitable for the students, they prefer learning facilitated by electronic social media, Facebook, so they will more motivate in write.

Streamline of the teaching methods for enhancing the student motivation at the University

Motivation of human resource is important not only in working area but also for students who are preparing themselves for the future career. This paper therefore focused on students’ motivation and suggests the ways of developing the teaching methods in order to increase their motivation for improve their knowledge and skills. Methodological part of the paper presents the results of the questionnaire survey executed at the University of Žilina. The sample consists of 70 students of the first year of bachelor study program Management. The questionnaire is dedicated to: Factors which motivates the students to fulfil their tasks; the level of students’ skills development before and after the completion of subject; students’ awareness; and detection of weak moments during teaching which offer the opportunity for improvement. Based on survey, the paper reveals weaknesses in teaching and contains proposals and recommendations for streamlining the teaching to enhance students’ motivation and their interest in development of their skills and knowledge. In the application part of this paper, there are suggested methods which are based on theoretical knowledge, questionnaire survey, and own observation and experiences (for example: Increasing students’ awareness on their responsibilities, duties, conditions, evaluation criteria and education program).Â

THE USE OF PROJECT BASED LEARNING METHOD TO IMPROVE STUDENTS' SKILL IN WRITING DESCRIPTIVE TEXTS TO THE ELEVENTH GRADE STUDENTS OF SMA SWASTA SANTA MARIA KABANJAHE IN THE ACADEMIC YEAR OF 2020/2021

This research was primarily carried out to prove that Project Based Learning (henceforth, PBL) method is effective to improve the students’ skill in writing descriptive texts and to describe the students’ responses towards the learning teaching processes of writing descriptive texts through the use of PBL method. This is Classroom Action Research (henceforth, CAR) which consisted of two cycles. Each cycle consisted of three meeting, excluded pre-test and post-test. There are seven classes in the eleventh grade of SMA Swasta Santa Maria Kabanjahe. There are 36 students in the XI IPA 4 as the research subjects. The analysis of quantitative data showed the improvement of students’ skill in writing descriptive texts. It was shown by the mean score of the pre-test (49,69), the formative test (74,22) and the post-test (82,33). The percentage of the students’ score increased from pre-test to post-test (65,68%). The responses of students can be seen from the total percentage of questionnaires strongly agree about 46,75% and followed by the highest percentage agree about 50,92%. It is advisable that English teachers apply PBL method as a method in order to improve their students’ writing skill.Â

ONLINE LEARNING OF INDONESIAN LANGUAGE IN PRIMARY SCHOOL (MADRASAH IBTIDA’IYAH) ON INSTRUCTION TEXT IN COVID-19 PANDEMIC

The research aimed to described (1) Online learning scenarios which is doing by teachers during the COVID-19 pandemic on instruction text learning, (2) Difficulties of students and teachers experience when implementing on instruction text learning in the pandemic,(3) Student and teacher responses to online learning during the pandemic on instruction text learning, and  (4) Differences in students’ knowledge and skills of instruction text learning in online learning. The research was conducted for 1 month in September 2020. The subjects of study are two teachers and fourth grade students of MI Muhammadiyah 2. The research procedure used was descriptive statistics. Data collection techniques in this research through online interviews. The results of MI Muhammadiyah 2 online learning research during the COVID-19 pandemic show that : (1) Online learning scenarios which is doing by teachers during the COVID-19 pandemic are Distance Learning and continue to make lesson plants that are simply arranged and contain the main things including pre–activities, core activities and post–activities. (2) Difficulties of students and teachers experience when implementing on the instruction text learning in the pandemic were 80% in the moderate category and 20% in the low category, 3) Student and teacher responses to online learning during the  COVID-19 pandemic was 20% showing positive responses, 40% showed neutral responses and 40% showed negative responses. (4)The results of the calculation of Asymp (2 – Failed) reached 0,118. The data shows that 0,118 is greater than 0,05. So it can be concluded that students have different knowledge and skills of instruction text learning in online learning Keywords: distance Learning, COVID-19, Online learning

Negotiating the Online Classes in Primary School in Indonesia

Running online classes for grade 1 of primary school in suburban in Indonesia has become a big challenge for teacher. On one hand, teacher has to reach a target of making the students achieve specific competencies as on the national curriculum 2013. On the other hand, different level of students’ skills, and internet credit expanses are two most cases required to be concerned. After doing the second treatment on 28 students of State Primary School 2 Bogem, Kalasan, the researcher found that the appropriate media used were WhatsApp and printed assignments. The teacher conducted WhatsApp classes twice a week and sent printed assignments every fortnight. Through these two media, the parents’ companion on the students’ learning process is getting optimum.Â

Authentic Videos in Teaching English to Engineering Students at Universities

The article provides the study of authentic videos effectiveness in teaching English to future engineers, focusing on listening and speaking skills advancement. Being created primarily for native speakers, authentic videos (movies, TV shows, and programs) present real-life issues and communication examples. Therefore, such records may become indispensable for engineering students, who often have limited English vocabulary. The 6-week research was conducted at the National Technical University of Ukraine “Igor Sikorsky Kyiv Polytechnic Institute” in February-March 2020. The sample was 50 full-time 3rd-year engineering students. During the research, the participants received surveys and tests. The obtained post-experimental test results revealed that the introduction of authentic videos in the English course regularly helps improve the technical students’ listening and speaking skills by almost two times. The average total mark, comprising the outcomes of listening, reading, writing, and speaking tasks, increased by 1.5 times. In the post-experimental questionnaires, the students stated that authentic videos advanced their English proficiency significantly and improved their understanding of the studied topics, including specialty-related vocabulary and issues. The vast majority of engineers-to-be expressed the desire to continue the work with videos at home. The study allows us to conclude that authentic videos are useful in English teaching since they help boost engineering students’ skills, motivation, positive characteristics (concurrently amending their weak points), knowledge in the field of specialty, and increase their interest in studying English. The research results may be employed for further studies concerning English teaching with videos at university and the subsequent lifelong learning of English. https://doi.org/10.26803/ijlter.19.8.19

Evaluation of Critical Thinking Ability with Discovery Lerning Using Blended Learning Approach in Primary School

2013 curriculum suggests an active learning model for the learners. During this COVID-19 pandemic, it should go in line with online learning so the learners’ skills would be upgraded. This research aims to analyze and evaluate the critical thinking skill improvement of the learners taught by e-learning integrated into the discovery learning model. This research is classroom action research. The subjects consisted of the fifth graders of SD Negeri 2 Wonodoyo. There were 36 learners. The applied materials in this research consisted of heat-content science learning. The data were taken by observation and critical thinking skill test of the learners. The technique of analyzing data was N-gain. The obtained results were the learners’ critical thinking skill improvement with the N-gain score, 0.485, categorized as moderate. The improvement occurred due to the discovery using blended learning approach made learners interact in a small group in online learning. Then, teachers could also interact during the learning.

THE APPLICATION OF THINK-TALK-WRITE STRATEGY TO IMPROVE THE TENTH GRADE OF SMA SANTO YOSEPH MEDAN STUDENTS’ SKILL IN WRITING RECOUNT TEXT

The aim of this study is to find whether Think – Talk – Write Strategy works effectively on improving the tenth grade students’ achievement in writing recount texts and to know the students’ responses after being taught by using Think – Talk – Write Strategy . in order to achieve the objectives of study, a classroom action research was designed and carried out in this study. The subjects of this study were 32 students of class X- MIA2  OF SMA Santo Yoseph Medan in academic year 2018/2019. Test, observation sheet, and field notes were used as a instruments for collecting data. The results of the study showed significant improvement of the students’ skill in writing. It is proved by the students’ mean score of each test: pre-test was 57,5%, formative test was 67,22% and post-test was 83,88% . In addition, the, the analysis result of the observation sheet and field notes showed Think – Talk – Write Strategy channge the students’ learning behavior being better than before. They were more enthusiastic during the teaching learning process in each cycle. The analysis result of questionnaire showed that Think – Talk – Write Strategy was useful to most of students to improve their learnig interest in writing recount text. Based on the results of those study instruments, it can be concluded that Think – Talk – Write Strategy as learning strategy gives the improvement to students’ skill in writing recount text. It is recommended for English teacher to apply Think – Talk – Write Strategy in teaching writing skill in order to improve students’ skill in writing expecially recount text.Â

TEACHING WRITING DESCRIPTIVE TEXT THROUGH PICTURE WORD INDUCTIVE MODEL TO THE EIGHTH GRADE STUDENTS OF SMP MULIA PRATAMA

Writing is an activity to share information in written form by combining some words into sentences and into paragraphs. Many students are still confused how to write a text because they do not know the rules and they can not express their ideas into written form. One of the strategies to teach writing is Picture Word Inductive Model (PWIM) whose its main activity is identifying and labelling all object and activities on the pictures. The method that is used in this research is Classroom Action Research (CAR). The subjects of this research are 25 students of Class VIII-4 of Junior High School Mulia Pratama Medan in the Academic Year of 2017/2018. Test, observation sheets, field note and questionnaire were used as the instruments for collecting the data. The result of this study showed increasing score of the students’ writing descriptive text. The result of the test showed that the students’ mean score in pre-test is 35,6 with 0% of the students got score ≥ 75, in formative test the mean score is 58,2 with 8% of the students got score ≥ 75 and in post-test the mean score is 69,5 with 24% of students got score ≥ 75. It showed that the percentage improvement of the students’ mean score from pre-test to post-test was 24%. The responses of students after being taught by using Picture Word Inductive Model are good. The students enjoyed the process of teaching and learning. It is suggested that teachers use Picture Word Inductive Model in teaching writing skill to improve the students’ skill in writing descriptive texts.

IMPROVING STUDENTS’ READING COMPREHENSION BY USING INQUIRY CHART STRATEGY TO THE NINTH GRADE STUDENTS OF SMP SWASTA KATOLIK BUDI MURNI 2 MEDAN

The aim of this study is to find that Inquiry Chart Strategy works effectively on improving students’ reading comprehension and to know the students’ responses after being taught by using Inquiry Chart Strategy. In order to achieve the objectives of the study, a classroom action research was designed and carried out in this study. The participants of this study are 25 students of class IX-4 of SMP Swasta Budi Murni 2 Medan in the academic year 2018/2019. Test, observation sheet and field notes were used as the instruments for collecting data. The result of the study showed significant improvement of the students’ skill in reading. It is proven by the students’ mean score of each test: pre test is 50 with 12%, formative test is 73,92 with 72%, and post test is 87,6 with 92%. And then the percentage of the students’ improvement score from pre-test to post-test was 75.2%. And the total percentage of strongly agree was 55.2%. In addition, the analysis result of the observation sheet and field notes showed that Inquiry Chart Strategy changed the students’ learning behaviour became better than before. They were more enthusiastic during the learning teaching process in each cycle. Based on the result of those study instruments, it can be concluded that using Inquiry Chart Strategy gives the improvement to the students’ reading comprehension. This strategy is suggested to English teacher to apply it in teaching learning reading in order to improve students’ reading comprehension. The writer also suggests to other writers to explore other studies on Inquiry Chart Strategy to improve the students’ reading comprehension and try to apply this technique in different language skills.

IMPROVING THE ELEVENTH GRADE STUDENTS’ WRITING SKILL IN DESCRIPTIVE TEXTS BY USING PICTURES MEDIA AT SWASTA GKPI MEDAN

Writing as one of the language skills is not as easy as one thinks because it needs some exact requirements to create topic sentence, controlling idea, supporting sentences, concluding sentence, etc. It is not surprising that students have difficulty in writing. The students could not describe thing, place or person because they could not express their ideas and they have limited vocabulary. Thus, they need some ways or media which could help them write descriptive texts. The teacher should be creative to search for interesting media to teach writing descriptive texts. Pictures media can help students to express and elaborate their ideas into a writing. The objectives of this study are to prove that the use of pictures media can improve the students’ skill in writing descriptive texts and to describe the responses of the students towards the use of pictures media in writing descriptive texts. The subjects of this study are the eleventh grade students of SMA Swasta GKPI Medan Class XI IPS 1 in the Academic Year of 2017/2018. In conducting this research, the writer used Classroom Action Research (CAR) as the method of research. Tests were used to gather the quantitative data. In addition, field notes and observation sheet were used to gather the qualitative data. Based on, the findings of this study, there were 4 students (12%) who passed the Mastery Minimum Criteria (Kriteria Ketuntasan Minimal) 75 in pretest, 12 students (36%) in formative test and 29 students (87%) in posttest. The result of this research revealed that there is a significant improvement of the students’ achievement from pretest, formative test and in the post test. This improvement was shown by the comparison between the students’ mean score of pretest (43.75), formative test (70.6), and posttest (84.4). Based on the questionnaire results, the students’ responses are very good. They agreed that using pictures media could improve their achievement in writing descriptive texts. Furthermore, the students found it interesting to learn how to write descriptive texts by using pictures media. It can be seen from their full attention during the learning teaching processes. Therefore, it is recommended for the teachers to use pictures media in improving their students’ writing skill especially in writing descriptive texts.

THE APPLICATION OF DICTOGLOSS TECHNIQUE TO IMPROVE THE EIGHTH GRADE STUDENTS’ WRITING SKILL IN SMP NEGERI 31 MEDAN

Writing is the most important human invention which provides a relatively permanent record of information, opinions, benefits, feelings, arguments, explanations, and theories. Many students are still confused how to write a text because they do not know the rules and they can not express their ideas into written form. One of the techniques to improve students’ writing skill is Dictogloss Technique. The method that is used in this research is Classroom Action Research (CAR). The subject of this research are 35 students of class VIII-4 of SMP Negeri 31 Medan in the academic year of 2018/2019. Tests, observation sheets, field notes, and questionnaire were used as the instruments for collecting the data. The result of this study showed increasing score of students’ writing descriptive text. The result of the test showed that the students’ mean score in pre-test is 60 with 0% students got score 75, in formative test the mean score is 76.71 with 60% students got score 75 and in post-test the mean score is 80.85 with 94% students got score 75. It showed that the percentage improvement of the students’ mean score from pre-test to post-test was 94%. The response of students after being taught by using Dictogloss Technique are good. The students enjoyed the process of teaching and learning. It is suggested that teachers use Dictogloss Technique in teaching writing skill to improve students’ skill in writing descriptive text.Â

IMPROVING THE EIGHTH GRADE STUDENTS’ READING COMPREHENSIION THROUGH TEAM GAME TOURNAMENT TECHNIQUE AT SMP NEGERI 2 PARAPAT

The aim of this study is to find whether Team Game Tournament Technique works effectively on improving students’ reading comprehension and to know what the students’ responses after being taught by using Team Game Tournament Technique. In order to achieve the objectives of study, a classroom action research was designed and carried out in this study. The participants of this study were 25 students of class VIII-1 of SMP Negeri 2 Parapat in the academic year 2017/2018. Test, observation sheet and field notes were used as the instruments for collecting data. The results of the study showed significant improvement of the students’ skill in reading. It is proven by the students’ mean score of each test: pre test was 48.80 with 16% %, formative test was 67,52 with 28% and post test was 81.52 with 72%. In addition, the analysis result of the observation sheet and field notes showed that Team Game Tournament Technique changed the students’ learning behaviour being better than before. They were more enthusiastic during the learnng speaking process in each cycle. Based on the result of those study instruments, it can be concluded that using Team Game Tournament Technique gives the improvement to students’ reading comprehension. This technique is seuggested to English teacher to apply it in teaching learning reading in order to improve students’ reading comprehension. The writer also suggest to other writers to explore another studies on Team Game Tournament Technique to improve the students’ reading comprehension and try to apply this technique in different language skills.

IMPROVING STUDENTS’ SKILL IN WRITING RECOUNT TEXTS BY USING PEER REVIEW STRATEGY TO THE EIGHTH GRADE STUDENTS OF SMP KATOLIK BUDI MURNI 3 MEDAN

The aim of this study is to improve students’ skill in writing recount texts and to find out the students’ responses after being taught by using Peer Review Strategy. The subject of the study is the students of Class VIII A of SMP Budi Murni 3 Medan in the Academic Year of 2017/2018. Questionnaire, observation sheet, field notes, and writing tests were used as the instruments for collecting data. The results of the study showed the significant improvement of the students’ skill in writing recount texts. It is proven by the students’ mean score of each test: pre-test is 64,68, formative test is 70,75 and post-test is 75,86. The progress is about 11,18 based on the students’ mean score. Moreover, the improvement could also be seen from the Minimum Mastery Criteria (Kriteria Ketuntasan Minimum (KKM)) which showed that the students’ score of pre-test is 20,68%, formative test is 58,62%, and post-test is 72,41%. It can be concluded that there is a significant progress of 52% based on (Kriteria Ketuntasan Minimum (KKM)). The students also agreed with the application of Peer Review Strategy in writing recount texts. It can be seen from the result of questionnaire that there was 60% of strongly agree and 40% of agree. Therefore, the application of Peer Review Strategy is very suitable to improve students’ skill in writing recount texts.

Fact or Fiction? Practice on a Simulator is Not Required to Pass the Fundamentals of Endoscopic Surgery (FES)TM Skills Exam

Initial work on the validity evidence used to support the Fundamentals of Endoscopic Surgery (FES) performance exam as a measure of technical competency showed a strong relationship to clinical experience. Despite this evidence, there is a perception among some program directors that the exam cannot be successfully passed without practice on a simulator. We assess the validity of this perception. Deidentified data from the initial FES skills examination (prior to the 2014 FEC requirement) was reviewed, and 335 unique participants with reported simulation experience demographics were identified. Self reported data analyzed included gender, total clinical endoscopy procedure experience (1-150, 151-300, >300), and endoscopy simulator training hours (0, 1-5, 6-10, 11-20, >20). Final FES skills exam scores, and pass/fail designations for each participant were reported by the FES program staff. Continuous variables were compared between groups using one-way analysis of variance with post-hoc analysis where appropriate. Categorical variables were compared using Pearson Chi-Squared. The effect of variables on pass rate was assessed using univariate and multivariate logistic regression. Simulation training experience (SE) was categorically reported in hours(n,%): 0 (98, 29%), 1-5 (135, 40%), 6-10 (52, 16%), 11-20 (24, 7%), and >20 (26, 8%). Clinical endoscopy experience (CE), reported categorically as total cases performed (n,%), was available for 323 of 355 identified participants: 1-150 (126, 39%), 151-300 (99, 31%), >300 (98, 30%). There was no statistically discernible differences in mean FES total or task scores across the SE groups (total score 0:72 ± 15, 1-5:72 ± 13, 6-10:71 ± 14, 11-20:71 ± 16, 20:78 ± 13; p = 0.28), while both total score and task scores were discernibly higher in the more experienced CE groups (>151) compared to the least experienced group (total score; <150:67 ± 15, 151-300:75 ± 1, >300:77 ± 14; p < 0.01). Similarly, there was no statistically discernible difference in FES skills exam pass rates between SE groups (0: 80%, 1-5: 82%, 6-10: 79%, 11-20: 75%, >20: 85%; x2 = 2.5, p = 0.6), but there was a strong relationship between clinical experience and pass rate (<150: 70%, 151-300: 87%, >300: 89%; x2 = 15.8, p < 0.001). Finally, on both univariate and multivariate logistic regression, CE remained a discernible predictor of passing, even when controlling for SE (odds ratio = 2, 95% confidence interval 1.4-2.9, p < 0.001). FES skills examination data collected on participants completing the examination before the FEC requirement shows no demonstrable relationship with self-reported training experience on a simulator but confirms a strong relationship with clinical endoscopy experience. This lends further evidence to the validity of the FES exam as a marker of clinical endoscopic skill.