cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Aswadi Jaya
Contact Email
esteemjurnal@gmail.com
Phone
+6285269080098
Journal Mail Official
esteemjurnal@gmail.com
Editorial Address
Jl. A.Yani. Lr. Gotong Royong 9/10 Ulu Palembang Program Studi Pendidikan Bahasa Inggris Gedung C Lantai 4 Telp: (0711) 510043 ext.209, Fax: (0711) 514782
Location
Kota palembang,
Sumatera selatan
INDONESIA
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
 30   31   32   33   34 
BALANCED BILINGUAL EDUCATION IN EFL SETTINGS: INSIGHTS FROM A BILINGUAL SCHOOL CASE STUDY Dewi, Made Raninta Candra; Ni Nyoman Padmadewi
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): 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.v8i2.18381

Abstract

This study aims to describe the implementation of balanced bilingual education in an EFL context. Adopting a basic qualitative research approach, the research focuses on a bilingual elementary school in Singaraja. Data were gathered through classroom observation and interviews, using the researcher, an observation sheet, and an interview guide as instruments. The interview participant was a first-grade classroom teacher. Data analysis was conducted using content analysis. The results indicate that balanced bilingual education is facilitated through the use of bilingual learning media and consistent language use in daily activities. Learning media include both instructional tools used during lessons and materials displayed in the school environment. Language use encompasses communication during instruction, positive reinforcement practices, as well as school policies and routines that support bilingualism.
THE PERCEPTION OF D3 HOSPITALITY STUDENTS AT STIEPARI SEMARANG ON THE IMPORTANCE OF ENGLISH PROFICIENCY IN HOTEL AND RESTAURANT CAREERS: A QUANTITATIVE STUDY Ade Prabowo, Bayu; Adhistyo Wijoyo, Tuwuh; Abdul Jabbar, Umar; Andriani Putri, Julian
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): 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.v8i2.18471

Abstract

This study examined the perceptions of D3 Hospitality students at STIEPARI Semarang regarding the importance of English proficiency for careers in the hotel and restaurant industries, as well as the factors influencing these views. A quantitative descriptive survey was conducted with 44 students using a 5-point Likert scale questionnaire covering four dimensions: awareness of English importance, self-assessed readiness, learning barriers, and institutional expectations. Data were analyzed using SPSS. Findings indicated that students generally perceived English as highly important (M = 3.86), particularly for guest communication and career advancement (M = 4.32). Speaking and listening skills were prioritized over reading and writing. However, students reported moderate confidence in their English abilities (M = 3.14), especially in understanding accents and speaking fluently. Major challenges included limited vocabulary and a lack of practice opportunities. Students with internship experience showed significantly higher perception scores (M = 4.15) compared to those without (M = 3.64), highlighting the value of practical exposure. The study suggests that hospitality education institutions should emphasize communicative approaches, incorporate industry-specific training, and provide early practical experiences to enhance students' readiness for the global hospitality sector.
LEARNENGLISH TEENS: AN AI-MEDIATED TEACHING SPEAKING SKILL IN THE EFL CLASSROOM Ida Royani
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): 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.v8i2.18552

Abstract

Technological advances in teaching English have been established to support interesting media and authentic learning materials in language classes. This study investigates the implementation of internet-based media in the intermediate-speaking class provided by LearnEnglish Teens on the British Council Online Course. Using a qualitative descriptive research design, an exploration of the integrated activities in the classroom was observed using field notes. The results reveal that LearnEnglish Teens has a dynamic class atmosphere where students and lecturers can integrate fragment language skills into an integrative proficiency of language use by providing class stages to practice. Meanwhile, the negotiated activities in the class driven by the lecturer had also been described in detail in each stage such as regulating turn-taking, repetition, impulsive correction, assertive treatment, unlocking creativeness, equipping speaking organization, and generating useful expressions in specific- individualized practices.
ENHANCING OR INHIBITING? THE DUAL ROLE OF AL TOOLS IN EFL WRITING PRACTICES Firda Ziyana Untsa; Ulin Nuha
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): 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.v8i2.18553

Abstract

This study investigates the dual role of Artificial Intelligence (AI) tools in supporting English as a Foreign Language (EFL) writing. Tools like Grammarly and ChatGPT are found to enhance students’ technical writing accuracy such as grammar, vocabulary, and sentence structure by offering instant feedback. However, concerns persist regarding their limited contribution to the development of higher-order writing skills. Conducted with 100 Indonesian tertiary-level EFL students, this mixed-methods research used surveys and interviews to evaluate the impact of AI tools on writing performance. Quantitative results showed a moderate positive correlation (Spearman’s ρ = 0.450, p = 0.001) between frequent AI use and improvements in surface-level writing. However, participants scored low on creativity and originality (M = 2.37), implying that AI-assisted writing tends to be rigid and lacks personal voice. Qualitative data also highlighted that AI-generated feedback lacks the depth and contextual sensitivity of human instruction. The study concludes that while AI tools are useful for supporting basic writing accuracy, they should not replace teacher feedback. Instead, a blended approach combining AI tools with human guidance is recommended to foster critical thinking, creativity, and rhetorical skills, ensuring more comprehensive EFL writing development.
TEACHER’S NONVERBAL IMMEDIACY BEHAVIORS AND STUDENTS’ MOTIVATION: A CORRELATIVE STUDY IN AN EFL CLASS IN CIKARANG Kaniadewi, Nita; Shafira Larasati
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): 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.v8i2.18557

Abstract

This study explores the correlation between teachers' nonverbal immediacy behaviors and EFL students’ motivation at SMAN 1 West Cikarang. Using a quantitative correlational method, data were collected through questionnaires measuring both variables. Pearson’s Product-Moment Correlation Analysis revealed a positive relationship, with the correlation coefficient (ro = 0.54) exceeding the critical value (rt = 0.22) at a 0.05 significance level. Additionally, the t-test result (to = 5.785 > tt = 1.67) confirmed that the correlation was statistically significant. These findings indicate that teachers’ nonverbal immediacy such as gestures, eye contact, facial expressions, vocal tone, and physical presence plays an important role in enhancing students’ motivation to learn. Nonverbal communication helps create a supportive and engaging classroom atmosphere, making students feel more connected and enthusiastic about learning. Therefore, it is recommended that teachers consciously incorporate positive nonverbal behaviors in their teaching strategies to boost student motivation, especially in EFL contexts where emotional engagement is crucial for language acquisition.
QUIZIZZ APLICATION ON STUDENTS’ WRITING ACHIEVEMENT AT SENIOR HIGH SCHOOL BANGKALAN Wahyuni, Asri Dilla; Moh. Hafidz
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): 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.v8i2.18665

Abstract

The purpose of this study is to look into how the Quizizz application affects students' writing achievement in the tenth grade at Bangkalan Senior High School.  Writing is an essential ability for academic and professional success; nonetheless, many students struggle with grammar, sentence structure, and coherence, particularly in narrative works.  This study used a quasi-experimental design with 36 tenth-grade pupils. The data were gathered by pre- and post-tests and analyzed with SPSS.  The data show that using the Quizizz program considerably enhanced pupils' writing skills.  Quizizz increased student enthusiasm and involvement throughout writing lessons.  Based on the findings, it can be concluded that the Quizizz program is an effective digital tool for improving students' writing abilities, particularly in narrative text writing.  Thus, including Quizizz into English language instruction can improve the teaching and learning process.
THE IMPLEMENTATION OF STORYBOARD IN TEACHING READING AT SEVENTH GRADE JUNIOR HIGH SCHOOL Sofita; Muhammad Kurdi Wijaya
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): 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.v8i2.18666

Abstract

This research examines the use of interactive media based on storyboards in teaching descriptive texts to seventh-grade students at SMP Negeri 3 Burneh. The main aim is to evaluate how reading and speaking skills can be integrated through storyboard activities and to assess students’ engagement and comprehension. A qualitative descriptive approach was utilized, involving observations, interviews, and documentation. The results showed that storyboard media significantly aid students in understanding descriptive texts, while also stimulating their creativity and boosting their motivation. Students showed positive attitudes, with greater participation and enjoyment observed during lessons. These findings highlight the potential of visual-based media as an effective alternative strategy in English language instruction.
WHEN ENGLISH LEADS: REFRAMING EYL IN THE CONTEXT OF BAHASA INDONESIA STRUGGLES AT KINDERSTATION PRIMARY Budiono, Gracendy Aluz Clarita
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): 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.v8i2.18691

Abstract

This study investigates the influence of the English-based International Primary Curriculum (IPC) on Indonesian language development at Kinderstation Primary, a National Plus school in Indonesia. Focusing on the dynamics of early bilingualism, it explores how the dominance of English from a young age impacts students’ linguistic equilibrium. Employing a qualitative case study design, data were collected through classroom observations, interviews with teachers and parents, questionnaires, and student language samples. Findings reveal that lower-grade students (grades 1–2) remain in a transitional phase, predominantly using Indonesian in both learning and interaction. In contrast, upper-grade students (grade 3 and above) exhibit strong English proficiency and increasingly favor English for both academic and everyday contexts. Notably, there is a marked reduction in students’ confidence and active use of Indonesian. While most parents did not express concern, they emphasized the importance of balanced bilingualism. The study underscores the need for integrated bilingual instruction, cultural reinforcement, and curriculum refinement to ensure that students grow as globally competent individuals without compromising their national language and identity. These insights offer critical implications for English for Young Learners (EYL) practices within internationalized educational settings in non-English dominant contexts.
THE USE OF CODE MIXING IN ELT: A CASE STUDY Habso, Putri Ayu; Tahrun; Mulyadi
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): 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.v8i2.18710

Abstract

This study explores the phenomenon of code mixing in English Language Teaching (ELT) at SMP IT Al Hasanah Prabumulih, focusing on the types, frequency, and pedagogical relevance of its use in the classroom. Conducted between December 2023 and June 2024, this qualitative descriptive research utilized classroom observations and interviews to collect data. The findings indicate that both teachers and students employed three main types of code mixing: intra-sentential, intra-lexical, and phonological variation. Among these, intra-sentential code mixing emerged as the most dominant. Teachers perceived code mixing as an effective instructional strategy that supports vocabulary acquisition and facilitates learner comprehension, especially in a multilingual setting. Theoretically, this study enhances the understanding of code mixing as a communicative and instructional resource within ELT contexts. Practically, the findings offer valuable implications for educators, suggesting that code mixing, when used strategically, can bridge linguistic gaps and increase classroom engagement. Future research is recommended to further examine the long-term effects of code mixing on language proficiency and to explore its application in other educational settings. Additionally, comparative studies across different school levels and regions may yield broader insights into the pedagogical potential of code mixing.
DEVELOPING AN ENGLISH WORKSHEET INTEGRATING GAMIFICATION THROUGH KAHOOT ON THE TOPIC OF PRESENT CONTINUOUS TENSE Saputra, Surya Pratama Rajaban; Hermansyah; Jaya, Aswadi; Nguyen Thi Minh Trang; Phạm Van Dung
Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): 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.v8i2.18717

Abstract

This research focuses on the development of more engaging English language student worksheets. The conventional worksheets, previously characterized by black-and-white printed pages dominated by question sets, were perceived as tedious and uninspiring. To overcome this limitation, a gamification-based worksheet was designed, integrating the interactive quiz platform Kahoot to enhance learner engagement. The study adopted the ADDIE development framework, encompassing the phases of analysis, design, development, implementation, and evaluation. A descriptive quantitative method was employed to evaluate the outcomes. The finalized worksheet achieved a validation score of 95.3% from three expert reviewers and a practicality score of 69.4% based on students’ responses. These findings suggest that the gamified worksheet is not only pedagogically valid but also sufficiently practical for use in classroom instruction, particularly for teaching the present continuous tense.

Page 32 of 42 | Total Record : 417

 30   31   32   33   34 

Filter by Year

2018 2025


Reset
Filter By Issues
All Issue Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme Vol. 8 No. 1 (2025): Esteem Journal of English Education Study Programme Vol. 7 No. 2 (2024): Esteem Journal of English Education Study Programme Vol. 7 No. 1 (2024): Esteem Journal of English Education Study Programme Vol. 6 No. 2 (2023): Esteem Journal of English Education Study Programme Vol. 6 No. 1 (2023): Esteem Journal of English Education Study Programme Vol. 5 No. 2 (2022): Esteem Journal of English Education Study Programme Vol. 5 No. 1 (2022): Esteem Journal of English Education Study Programme Vol. 4 No. 2 (2021): Esteem Journal of English education Study Programme Vol 4, No 1 (2021) : ESTEEM Vol. 4 No. 1 (2021): Esteem Journal of English Education Study Programme Vol 3, No 2 (2020): ESTEEM Vol. 3 No. 2 (2020): Esteem Journal of English Education Study Programme Vol. 3 No. 1 (2020): Esteem Journal of English Education Study Programme Vol. 2 No. 2 (2019): Esteem Journal of English education Study Programme Vol. 2 No. 1 (2019): Esteem Journal of English education Study Programme Vol. 1 No. 1 (2018): Esteem Journal of English Education Study Programme More Issue