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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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STAGES OF GRIEF REFLECTED THROUGH WISDOMS IN MITCH ALBOM’S TUESDAYS WITH MORRIE Gamelia, Syifa Ravina; Istiani , Imas
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.v8i2.19012

Abstract

This study explores the embodiment of Elisabeth Kübler-Ross’s five stages of grief denial, anger, bargaining, depression, and acceptance—through the philosophical insights of Morrie Schwartz as depicted in Mitch Albom’s Tuesdays with Morrie. Emphasizing the transformative power of Morrie’s reflections on mortality, the research reveals an unconventional approach to grieving that centers on acceptance, compassion, and introspection. Departing from the conventional portrayal of grief as a tumultuous emotional journey, Morrie’s perspective reframes terminal illness as an opportunity for profound emotional clarity and growth. Utilizing a qualitative literary analysis, the study investigates the extent to which Morrie’s emotional trajectory aligns with or diverges from Kübler-Ross’s framework. The analysis finds that Morrie’s experience of grief unfolds in a fluid, contemplative fashion, offering a nuanced understanding of how inner wisdom can mitigate the psychological burden of impending death.
THE USE OF WORDWALL MEDIA TO IMPROVE STUDENTS’ VOCABULARY AT TENTH GRADE OF SMK NEGERI 1 SITOLUORI Zega, Yuslinda Sari; Maru'ao, Nursayani; Harefa, Trisman; Harefa, Afore Tahir
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.v8i2.19050

Abstract

This study explored the effectiveness of Wordwall Media in enhancing vocabulary acquisition among tenth-grade students at SMK Negeri 1 Sitoluori through a Classroom Action Research (CAR) approach conducted over two cycles. The findings revealed a marked improvement in vocabulary, assessed across three domains: spoken, written, and meaning. Initial pre-test scores showed averages of 52.72 (spoken), 29.63 (written), and 28.63 (meaning). In Cycle I, scores rose to 73.63 (spoken), 75 (written), and 49.09 (meaning), and further improved in Cycle II to 84.09 (spoken), 86.81 (written), and 84.09 (meaning). The use of Wordwall Media significantly supported vocabulary development by offering interactive and visually engaging content, such as animations and images, which enhanced student comprehension and motivation. The study concludes that integrating Wordwall Media into English instruction effectively addresses students’ vocabulary challenges. Teachers are encouraged to adopt this tool consistently to foster a more dynamic and effective learning environment.
STUDENTS’ PERCEPTION OF THE USE OF DESCRIPTIVE TEXT IN INCREASING VOCABULARY AT SEVENTH GRADE OF SMP NEGERI 2 HILIDUHO Telaumbanua, Syukur Prima; Harefa, Trisman; Maruao, Nursayani; Riswan Zega
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.v8i2.19051

Abstract

This study investigates students’ perceptions of using descriptive texts to improve English vocabulary acquisition at SMP Negeri 2 Hiliduho. Motivated by students’ limited vocabulary mastery, which hinders their comprehension and writing of descriptive texts, the research employs a descriptive qualitative approach involving seventh-grade participants. Data were collected through questionnaires, interviews, and documentation. The findings reveal that descriptive texts provide meaningful context, aiding students in understanding and retaining new vocabulary. The inclusion of media such as images and videos further supports vocabulary learning by enhancing engagement and comprehension. Despite these benefits, challenges persist, including low motivation, repetitive instructional methods, and insufficient use of media, which limit students’ ability to relate new vocabulary to real-life contexts. Nevertheless, students expressed generally positive perceptions, noting that descriptive texts made learning more interactive, enjoyable, and useful for vocabulary development and writing improvement. The study recommends that teachers regularly integrate descriptive texts with visual aids and interactive strategies to foster greater student motivation and participation. These findings contribute to the advancement of more effective and engaging English language teaching practices at the junior high school level.
ENHANCING LANGUAGE LEARNING THROUGH REASONED IMITATION IN THE USE OF NUMERICAL RESOURCES IN THE FLE CLASSROOM Hutapea, William Anderson; Jhoni Maslan; Marice
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.v8i2.19160

Abstract

This study explores students' perspectives on the integration of artificial intelligence (AI) in the course Exploitation des Ressources Numériques en Classe du FLE, within the French Language Education Program at Universitas Negeri Medan. The course emphasizes the linguistic use of numerical and digital resources to support French as a Foreign Language (FLE) instruction. Using a descriptive quantitative method, data were collected from second-semester students via questionnaires. The findings show that students positively view AI as a language support tool, particularly in idea generation, text translation, and teaching material development. AI encourages reasoned imitation, where learners not only replicate but also critically adapt AI-generated content for language teaching purposes. However, students also expressed concerns about excessive dependence on AI, emphasizing the importance of critical thinking, ethical use, and the teacher’s role in guiding proper language application. Technical issues such as limited internet access and device availability were also reported. In conclusion, students demonstrate a constructive yet cautious attitude toward AI in language learning. The study highlights the need to promote responsible and reflective use of AI in exploiting numerical resources to enhance linguistic competence in FLE classrooms.
LANGUAGE AND MEANING IN THE TAYUB TRADITION IN TEGALAGUNG VILLAGE TUBAN REGENCY THROUGH A SOCIOSEMIOTIC APPROACH Pambudi, Archielian Satrio Putro; Hetty Purnamasari; Imron Amrullah
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.v8i2.19193

Abstract

The Tayub tradition in Tegalagung Village, Tuban Regency, is a cultural performance that combines dance, music, and symbolic language reflecting the values and identity of the local community. This study explores how verbal and non-verbal language in Tayub carries social meaning using a sociosemiotic approach. Data were collected through observation and interviews with key cultural actors, including dancers (ledhek), musicians, and elders. The analysis applies Peirce’s semiotic theory and the concept of symbolic interaction to understand how language and signs operate in Tayub performances. Findings show that Tayub functions not only as entertainment but also as a medium of communication, cultural preservation, and social bonding. Verbal elements such as song lyrics and spoken interactions convey messages of love, respect, and tradition, while non-verbal signs like gestures, costumes, and facial expressions carry symbolic meanings that reflect social roles and values. The use of language in Tayub is context-dependent and varies according to the performer, audience, and setting. This study highlights the importance of understanding traditional performances through a linguistic and semiotic lens to preserve their cultural significance and deepen appreciation of local heritage.
THE STUDY OF CODE SWITCHING OF ENGLISH TEACHING LEARNING OF AN-NASYIIN ENGLISH COURSE IN INTERMEDIATE CLASS Ririn, Siti Qamariyah
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.v8i2.19200

Abstract

Student understanding plays a crucial role in the teaching and learning process. In addition to the teaching methods applied by the teacher, the language used in the classroom can significantly aid students in grasping the subject matter, especially in language learning such as English. The language used during lessons greatly influences how well students comprehend the material presented by the lecturer. When the teacher uses English entirely throughout the lesson, some students may struggle to follow and understand the content. However, in practice, some lecturers adopt a bilingual or multilingual approach, often applying the concept of code-switching. This makes it easier for students to understand the material. This study employed a qualitative approach through interviews and classroom observations to collect data. The findings reveal various types and purposes of code-switching used during classroom instruction. The main reason for using code-switching is to provide clearer explanations and help students better understand the learning material.
EXPLORING THE EFFECTIVENESS VISUAL STIMULI TO IMPROVE WRITING SKILL OF EIGHT GRADERS Serina; Febria, Desty; Marsevani, Maya
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.v8i2.19242

Abstract

Writing is frequently regarded as the most challenging language skill for junior high school students to acquire. Many learners face difficulties in articulating their ideas in written form, often due to limited vocabulary, inadequate grammatical knowledge, and a lack of motivation. This Classroom Action Research was designed to enhance students’ writing proficiency through the integration of visual stimuli as an instructional technique. Conducted over two cycles with a cohort of 14 eighth-grade students at SMP Sultan Agung Batam, the study employed various instruments, including pre-tests, post-tests, classroom observations, and analysis of students’ written work. The findings revealed that visual stimuli significantly facilitated idea generation and led to improvements in both sentence construction and vocabulary usage. The students’ mean writing score rose from 52.86 in the pre-test to 67.64 in the post-test. These outcomes suggest that incorporating visual stimuli into writing instruction can serve as an effective pedagogical approach to strengthening students’ writing competence at the junior high school level.
SURFACE LINGUISTIC ERRORS IN ORAL PRESENTATION: A CASE STUDY OF SECONDARY STUDENTS IN 3T REGION KUPANG TIMUR Bajo, Simforianus Mario; Lomi, Aplonia Nelci Ke; Lake, Floribertha
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.v8i2.19296

Abstract

This study examines the types and frequency of surface linguistic errors in English oral storytelling by junior high school students from the 3T (frontier, outermost, disadvantaged) region of Kupang Timur. Using a quantitative approach, data were collected from 15 students and analyzed through Dulay et al.’s Surface Strategy Taxonomy, with error analysis following Ellis’s framework: identification, description, explanation, and evaluation. The results show that omission errors were most frequent (47%), followed by addition (27%), misformation (20%), and misordering (6%). Frequent mistakes included the omission of “to be” verbs and possessive apostrophes, indicating limited mastery of basic English grammar in spoken form. These findings highlight the specific grammatical challenges faced by learners from remote, under-resourced areas. The study offers valuable implications for English language instruction, suggesting the need for targeted teaching strategies and curriculum development that address the unique needs of students in 3T regions. By focusing on an underrepresented group in Indonesian educational research, this study provides new insights into how linguistic background and educational access shape oral language proficiency, advocating for more inclusive and context-sensitive language teaching practices.
CONCEPTUALIZING THE ROLE OF KAHOOT! IN ENHANCING FORMATIVE ASSESSMENT PRACTICES IN EFL Yustisio, Armaz; Arif Suryo Priyatmojo
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.v8i2.19355

Abstract

This chapter explores how Kahoot! can be used as a tool for formative assessment in the English as a Foreign Language (EFL) classroom. The chapter uses the key ideas of assessment, feedback and self-regulated learning to see how this platform aligns with the principles of effective teaching. The chapter argues that Kahoot! is great for increasing student motivation and giving teachers quick feedback to adjust their lessons. However, the chapter also highlights key challenges. The platform's feedback is often too simple, it cannot evaluate skills such as speaking or writing, and the focus on speed and competition can hinder deep thinking. To help teachers, the chapter presents a model called ‘Gamified Formative Assessment’ that shows how to use Kahoot!'s strengths while managing its weaknesses. The main conclusion is that Kahoot! is not effective on its own. Its true value depends on how a teacher thoughtfully and strategically uses it as a meaningful part of their overall assessment plan.
A CONCEPTUAL FRAMEWORK FOR USING TIKTOK TO FACILITATE AUTONOMOUS VOCABULARY LEARNING AMONG EFL LEARNERS Janastasya, Lathifa Khania; Arif Suryo Priyatmojo
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.v8i2.19356

Abstract

This paper introduces a new perspective on how TikTok can be utilized to facilitate autonomous English vocabulary learning, offering an alternative to traditional pedagogical methods that often lack student engagement and practical relevance. Through a synthesis of previous studies and a review of key learning theories, this paper proposes a conceptual framework grounded in the assertion that TikTok serves as a valuable educational resource by integrating three foundational concepts: Vygotsky's social learning theory, Schmitt's vocabulary learning strategies, and Benson's theory of autonomous learning. In essence, TikTok's unique features such as its interest driven algorithm and authentic content, create an environment where students can engage in self-directed learning and apply strategic techniques for effective vocabulary acquisition. Therefore, an understanding of this theoretical synthesis can empower educators to guide students in transforming TikTok from a mere entertainment application into an intentional tool for language learning. This framework aims to provide educators with new insights for developing innovative pedagogies suited to the digital habits of contemporary students, while also establishing a foundation for future research.

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