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Aswadi Jaya
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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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MARITIME ENGLISH IN FOCUS: A RATER-BASED EVALUATION OF ESP COURSEBOOK QUALITY Yusi Rahmawati; Sri Wuli Fitriati; Widhiyanto; Sri Wahyuni
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.v8i2.18728

Abstract

This study assesses the quality of a Maritime English coursebook used in a leading vocational maritime education program in Indonesia. The evaluation is based on expert opinions and criteria drawn from English for Specific Purposes (ESP) principles. A qualitative descriptive method was used, supported by document analysis. Data were collected from four expert raters using a 48-item Likert scale evaluation sheet. The analysis was done manually, focusing on item trends and using thematic categorization based on ESP indicators. The coursebook is considered relevant to maritime contexts, with strengths in vocabulary use and realistic tasks. However, it shows inconsistency in instructional design and does not fully align with learner-centered approaches expected in ESP materials. The findings are useful for maritime education, ESP material development, vocational curriculum design, and coursebook evaluation in applied linguistics, maritime training centers, and language education programs. This study also presents an expert-based evaluation framework for ESP coursebooks in maritime settings, addressing the lack of research using qualitative analysis based on expert judgment rather than student feedback.
ANALYZING THE USE OF ARTIFICIAL INTELLIGENCE (AI) IN WRITING ACADEMIC PAPERS OF STUDENT AT UNIVERSITAS PGRI PALEMBANG Ridho, M.; Jaya, Aswadi; Hermansyah; Suthida Chantavhong; Nattapong Rattanakosin
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.v8i2.18732

Abstract

This study investigates the role of Artificial Intelligence (AI) in enhancing students’ academic writing skills, with a specific focus on English Education students at Universitas PGRI Palembang. Utilizing a qualitative descriptive design within a phenomenological framework, the research examines the impact of AI tools—such as ChatGPT, Grammarly, and Quillbot—on the quality of student writing, their knowledge development, and their perceptions of these technologies. Data were gathered through observations, interviews, and documentation involving 10 students from the second and fourth semesters. The results indicate that AI tools play a significant role in helping students generate ideas, refine grammar and structure, and increase overall writing efficiency. Nevertheless, the study also uncovers ethical challenges, including dependency on AI and risks of plagiarism. In general, students expressed favorable views of AI, considering it a beneficial aid rather than a substitute for critical thinking. The study emphasizes the importance of integrating AI in a balanced way to preserve originality, foster creativity, and uphold academic integrity.
THE ROLE OF QUILLBOT IN ENHANCING NARRATIVE WRITING SKILLS AMONG ELEVENTH GRADE STUDENTS Syarani, Arinda; Rosmiyati, Evi; Hidayad, Ferri; Soudaphone Vongphachanh; Khamsavanh Phommasane
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.v8i2.18733

Abstract

This study explored the impact of QuillBot, an AI-driven writing assistant, on improving the narrative writing abilities of eleventh-grade students at SMA Daarul Aitam Palembang. Writing narrative texts poses a significant challenge for English learners due to the complexities of grammar, vocabulary, and coherent idea development. Adopting a quantitative methodology, the research utilized a One-Group Pre-test Post-test Design involving 30 students who completed a narrative writing task titled “The Best Day Ever” both before and after the intervention. During the treatment phase, participants were trained in using various QuillBot features—such as paraphrasing, grammar correction, and vocabulary enhancement—to revise their work. The findings revealed a notable improvement in the average score, rising from 58.33 on the pre-test to 80.00 on the post-test. A paired sample t-test further validated the tool’s effectiveness, yielding a significance value of 0.000, well below the 0.05 threshold. These results suggest that QuillBot significantly aided students in minimizing grammatical mistakes, enriching their vocabulary, and structuring their ideas more effectively. Overall, the study underscores the potential of QuillBot as a supportive resource in English writing instruction, particularly within EFL learning environments.
THE EFFECT OF PROJECT-BASED LEARNING TOWARD STUDENTS’ NARRATIVE SPEAKING SKILL Septiana, Anisa Amalia; Mubarok, Husni
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.v8i2.18789

Abstract

To address persistent challenges in students’ speaking proficiency, the researcher adopted the Project-Based Learning (PJBL) approach as a pedagogically sound alternative. This study aimed to evaluate the effectiveness of PJBL in enhancing learners' narrative speaking abilities. Carried out at MA Mathalibul Huda Mlonggo, the investigation involved Grade 10 students from the MIPA 1 and MIPA 2 streams. Employing a quantitative research paradigm with a Quasi-Experimental Design, data were subjected to statistical analysis using an independent samples t-test via SPSS version 25. The outcomes revealed that the PJBL strategy significantly enhanced students’ narrative speaking performance, as evidenced by a post-test mean score of 77.56 in the experimental cohort, notably surpassing the control group's mean of 66.22. The significance value of 0.000—well below the conventional alpha threshold of 0.05—confirmed a statistically meaningful disparity between the two groups. In light of these findings, English language educators are strongly encouraged to integrate PJBL into their instructional repertoire to foster more dynamic, creative, and learner-centered environments for narrative learning. The approach has proven effective in cultivating a communicative and participatory classroom atmosphere. This study concentrated on the implementation processes, classroom dynamics, and educational outcomes linked to the application of PJBL
THE EFFECTIVENESS OF USING YOUTUBE AS A MEDIUM FOR TEACHING EFL IN IMPROVING STUDENTS’ SPEAKING SKILLS: A SYSTEMATIC REVIEW Amal, Muhammad Ikhlasul; Yamin, Moh.; Rosalina, Elsa
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.v8i2.18841

Abstract

This study presents a systematic review of recent empirical research examining the role of YouTube as an instructional tool for enhancing English as a Foreign Language (EFL) learners' speaking abilities, with particular emphasis on vocabulary development, pronunciation improvement, and confidence building in digital learning contexts. Adhering to the PRISMA 2020 framework, the review analyzed fifteen empirical studies published between 2020 and 2023, sourced from databases such as Google Scholar, ERIC, and DOAJ. The findings indicate that YouTube supports speaking skill development by offering learners authentic, multimodal, and repeated exposure to spoken language. Results showed that learners experienced better vocabulary acquisition, more accurate pronunciation through mimicry, and increased speaking confidence due to the flexibility of self-paced learning. Conversely, unstructured or passive viewing was found to have minimal impact. The implications of this review are significant for EFL educators, curriculum developers, and educational institutions seeking to effectively incorporate YouTube into speaking instruction through interactive, reflective, and task-based approaches. This study offers a distinctive synthesis of recent global research and emphasizes pedagogical techniques that promote active engagement in speaking rather than passive content consumption.
DAILY ACTIVITY IN DIGITAL STORYTELLING TO IMPROVE SPEAKING SKILL IN SECONDARY SCHOOL Sari, RAD Permata Puspita; Dian Arief Pradana; Mochammad Ardi Setyawan; Abd. Rahman
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.v8i2.18864

Abstract

Speaking is a vital yet challenging skill for EFL students, especially in secondary schools, due to limited practice, low confidence, and classroom anxiety. Traditional teacher-centered methods often fail to offer meaningful speaking opportunities. This study, conducted at SMK Sritanjung Banyuwangi using a qualitative descriptive method, explores how Digital Storytelling (DST) based on students’ daily routines can enhance speaking skills, motivation, engagement, and digital literacy. Six tenth-grade students created English video blogs (vlogs) about their daily activities. Data were collected through speaking assessments, open-ended questionnaires, observations, and documentation, then analyzed using Miles and Huberman’s interactive model. The results showed notable improvements in pronunciation, fluency, grammar, and vocabulary. DST also boosted students’ creativity, confidence, and motivation while reducing anxiety. Despite initial nervousness and technical challenges, students responded positively, finding DST enjoyable and supportive. Overall, DST provided an engaging, low-pressure environment that encouraged autonomous learning and effective communication.
EFFORTS TO IMPROVE LANGUAGE LEARNING OUTCOMES THROUGH COOPERATIVE LEARNING IN CLASS XI STUDENTS OF MA NURUL CHOLIL 2 GALIS Mariatun, Ika Lis; Samiyah
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.v8i2.18897

Abstract

This study investigates efforts to enhance language learning outcomes among Class XI students of MA Nurul Cholil 2 Galis through the application of cooperative learning strategies. Implemented as Classroom Action Research (CAR), the study was conducted over two cycles, each comprising two sessions. Data collection tools included observation sheets for both teacher and student activities, interviews, field notes, and documentation. Initial findings revealed limited student engagement and low achievement levels due to the predominant use of lecture-based instruction, which led to boredom and passive participation. However, the introduction of cooperative learning methods fostered a more interactive environment, encouraging students to work collaboratively in solving problems. This shift significantly improved both participation and academic performance. The percentage of students achieving the minimum learning criteria rose from 68% in the first cycle to 82% in the second. The results indicate that cooperative learning not only promotes student involvement but also effectively supports improved learning outcomes in language instruction.
HELPLESSNESS EFFECTS ON THE MAIN CHARACTER’S FATE ACCEPTANCE IN NEVER LET ME GO Larasati, Syafa Khairina; Thohiriyah
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.v8i2.18955

Abstract

This research explores the pervasive impact of learned helplessness on various aspects of Kathy H.’s life in Kazuo Ishiguro’s Never Let Me Go, particularly focusing on her role as an organ donor and her interpersonal relationships. Employing close reading and library research methods, the study engages with Boddez et al.’s (2022) framework of learned helplessness to analyze how dystopian structures intensify psychological resignation and foster passive acceptance of fate. The novel reveals how Kathy H., a clone conditioned for organ donation, internalizes powerlessness in the face of inescapable circumstances. Her emotional experience marked by detachment, burnout, and chronic emotional fatigue reflect the broader psychological toll of living within a system that denies autonomy and agency. The illusion of protection within the educational institution and the characters’ limited control over their lives illustrate how systemic control cultivates helplessness. This study argues that the normalization of powerlessness within such a dystopian context leads Kathy to quietly embrace her predetermined function, shedding light on the insidious effects of institutionalized control on self-perception and agency. Ultimately, the analysis offers a nuanced understanding of how helplessness is generalized beyond singular experiences to shape one’s entire psychological landscape in oppressive systems.
THE USE OF AI-BASED WRITING TOOLS (QUILLBOT AND CHATGPT) IN DEVELOPING THE WRITING COMPETENCE OF LANGUAGE LEARNERS Suharto, Ririn Pratiwi; Zubaidi; Nurdjizah; Putri, Aulia Nourma; Putri Sekarsari
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.v8i2.18956

Abstract

The study explored the impact of AI-based writing tools, namely QuillBot and ChatGPT, on enhancing the writing competence of students enrolled in the English for Business Writing course within the D4 Marketing Management program at Politeknik Negeri Malang. Employing a descriptive qualitative approach, data were collected through a series of pre-tests and post-tests to assess changes in students’ writing performance. The findings demonstrated a marked improvement across various writing components, with average scores consistently exceeding 3.0. ChatGPT played a pivotal role in facilitating idea generation and structuring written texts, while QuillBot proved effective in refining grammatical accuracy, spelling, and vocabulary usage. When used in tandem, these tools significantly improved the content quality, coherence, and overall organization of students' writing. The study recommends the sustained integration of these AI-powered applications alongside systematic writing practice and constructive teacher feedback. Moreover, it offers practical insights for language educators seeking to leverage artificial intelligence to support and enhance learners' writing development.
HUMAN AND ANIMAL DYNAMICS IN PETER PAN BY J.M. BARRIE: A LINGUISTIC PERSPECTIVE FROM THE EDWARDIAN ERA Sahira Shofa, Ghaitsa; Puji Haryanti, Rahayu
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.v8i2.19000

Abstract

This article discusses the representation of the relationship between humans and animals in J.M. Barrie's Peter Pan through an ecocritical approach. The main focus of this study is the character of a dog named Nana who acts as a caregiver for the children of the Darling family in the socio-cultural setting of the Edwardian era. By using close reading method and contextual-historical approach, this research reveals how Nana is not only portrayed as a pet, but also as a loving, responsible, and emotionally intelligent human being. However, Nana's position remains in a subordinate structure that reflects human domination over animals. This analysis shows that Nana's representation reflects Edwardian society's ambivalence towards animals: between affection and exploitation, between emotional closeness and denial of equality. Through an ecocritical approach, this article emphasizes the importance of rereading classic literary works as an effort to build ecological awareness and ethics towards non-human living beings, especially in the context of children's literature and environmental education.

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