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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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THE PERCEPTION OF EXTENSIVE READING ON STUDENTS PERFORMANCE IN NARRATIVE TEXT Al-Fadil, Muhammad Zidane; Afriani, Imro'atul Husna; Mochamad Ardi Setyawan
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.v8i2.19369

Abstract

This study explores students’ perceptions of extensive reading and its impact on their understanding of narrative texts at a vocational high school in Sritanjung, Banyuwangi. Using a quantitative approach, data were gathered through questionnaires, interviews, observations, and documentation involving 10 tenth-grade students. The research aimed to determine how extensive reading influences comprehension of story elements such as structure, characters, and plot. Results show that most students view extensive reading positively, recognizing its contribution to improved reading skills, vocabulary development, and storytelling ability. Notably, 77% of participants expressed favorable perceptions, indicating both linguistic and motivational benefits. The study also found that higher engagement in extensive reading activities is associated with better comprehension and increased motivation. Overall, the extensive reading program is considered effective but still needs further strategies to encourage regular reading habits.
STRATEGIC INSTRUCTIONAL LEADERSHIP OF THE SCHOOL PRINCIPAL THROUGH LANGUAGE IN ENHANCING TEACHER PROFESSIONALISM Tiara Amanda; Inom Nasution
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.v8i2.19384

Abstract

Teacher professionalism plays a crucial role in improving education quality, especially in madrasahs with unique cultural and organizational characteristics. This study explores the strategic instructional leadership of the principal at MTs Al-Wasliyah Deli Serdang, focusing on the use of language as a key tool to enhance teacher professionalism. Using a qualitative case study approach, data were gathered through interviews, observations, and documentation involving the principal, teachers, and students. The results show that the principal employed several language-driven leadership strategies, such as modeling professional communication, conducting supervision with constructive feedback, facilitating professional dialogue, and providing motivation through verbal encouragement and training. These strategies helped improve teacher competence and fostered a collaborative school culture. Challenges included low teacher motivation, heavy administrative tasks, limited resources, and lack of external support. To overcome these, the principal used a collaborative and adaptive leadership style, emphasizing effective use of language to inspire, communicate goals, and strengthen relationships. In conclusion, language-based instructional leadership is essential in shaping teacher professionalism. The strategic use of language enables principals to guide, support, and empower teachers, ultimately contributing to a more effective and supportive learning environment in madrasahs.
UTILIZING DUOLINGO APPLICATION TO ENHANCE YOUNG LEARNERS’ VOCABULARY MASTERY Yulia Inayatul Ulfa; Wiyaka; Entika Fani Prastikawati
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.v8i2.19477

Abstract

This study aims to investigate the effectiveness of the Duolingo application in improving vocabulary mastery and to identify student perceptions of its use in junior high school. Using a one-group pre-test and post-test design, a pre-experimental approach was used with 34 eighth-grade students from SMP N 6 Semarang. Data were collected through a written vocabulary test and a closed-ended questionnaire, and analyzed using SPSS 26 software. The main findings demonstrated a notable rise in vocabulary scores, with the mean score rising from 62.79 to 86.24, supported by a t-test result (t = 7.618, p < 0.05). Most students responded positively, citing Duolingo's user-friendly interface, engaging content, and motivating features. This study can be applied in English language teaching, especially at the junior high school level, and also contributes to mobile-assisted language learning research. The novelty of this study lies in its focus on integrating gamified mobile applications into vocabulary instruction in English classrooms, providing new insight into learner engagement and digital tool effectiveness.
INTEGRATION OF AUGMENTED REALITY (AR) TECHNOLOGY IN ENGLISH SPEAKING LEARNING Anggraini, Lesi; Apriana
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.v8i2.19503

Abstract

This study investigates the effectiveness of Augmented Reality (AR) in improving students’ English speaking skills. Employing a quasi-experimental design with a pre-test and post-test control group, the research involved 60 eleventh-grade students at SMA Negeri 3 Pagaralam, divided into experimental and control groups. The experimental group received speaking instruction integrated with AR, while the control group followed conventional methods. Data were collected through speaking tests, questionnaires, and observation sheets. The results show a significant improvement in the experimental group’s speaking performance, with a mean gain of 9.52 points, compared to 3.9 points in the control group. The paired sample t-test confirmed a significant difference (p < 0.05) in the experimental group’s pre- and post-test scores. Moreover, the independent t-test indicated a significant difference in post-test results between both groups. Questionnaire analysis revealed that students responded positively to AR-based learning, noting increased motivation, enjoyment, and confidence. These findings suggest that AR is an effective tool for enhancing speaking skills by providing interactive, contextual, and immersive learning experiences. The study recommends further exploration of AR in other language skills and diverse classroom contexts.
THE USE OF PRE-QUESTION STRATEGY IN IMPROVING STUDENTS’ READING ACHIEVEMENT Sukma, Linda Melati; Mortini, Asti Veto; Noviati; Nur Aisyah; Lim Wei Jie
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.v8i2.17083

Abstract

Reading proficiency is an essential skill that students must develop, as challenges in this area can significantly impede their ability to absorb and process information. This research aimed to determine whether the application of the pre-question strategy had a statistically significant impact on the reading achievement of tenth-grade students at SMA PGRI 2 Palembang compared to those who were not exposed to this instructional method. The study utilized a quasi-experimental design, dividing one class into two distinct groups: an experimental group and a control group. The population consisted of tenth-grade students, and the sample included a single class, selected through cluster sampling, which was further divided into experimental and control subgroups. Data were collected through a reading test. The analysis revealed that the obtained t-value was 15.180, which exceeded the critical t-value of 1.691 at a significance level of 0.05 with 34 degrees of freedom. This indicates a statistically significant difference between the two groups. Based on these findings, it is recommended that English teachers incorporate the pre-question strategy into their instructional practices, particularly in reading instruction, as it appears to facilitate students’ comprehension of the text. Furthermore, this strategy has the potential to boost students’ confidence when engaging with reading materials.
THE USE OF THE POWER OF TWO STRATEGIES IN TEACHING READING SKILL TO THE 10TH GRADE STUDENTS Al-Amin, Muhammad Tias; Herlina; Noviati; Ayesha Fatima Malik; Hassan Ahmed Chaudhry
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.v8i2.17086

Abstract

This study investigated students' difficulties in communicating in English, particularly due to a lack of vocabulary, which often led them to rely on dictionaries. The research aimed to determine whether there was a significant difference in reading achievement between tenth-grade students taught using the Power of Two Strategy and those taught with conventional methods at Vocational High School of Muhammadiyah 6 Palembang. A true experimental design was employed, with a sample of 35 students selected through cluster random sampling. Data were collected using pre-tests and post-tests, then analyzed using an independent t-test. The experimental group's average pre-test score was 60, while their post-test score increased to 85. The t-obtained value (5.43) was higher than the t-table value (2.042) at a significance level of 0.05, leading to the rejection of the null hypothesis (Ho) and acceptance of the alternative hypothesis (Ha). These findings indicate a significant improvement in students' reading comprehension when taught using the Power of Two Strategy compared to conventional methods.
DEVELOPING DIGITAL LEARNING APLICATION AS A LEARNING MEDIA FOR DEAF STUDENTS IN LEARNING ENGLISH VOCABULARY Pratama, Putra; Destia Dwi Mulyani
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.v8i2.17254

Abstract

This research aims to create digital-based English learning media tailored for deaf children. The study employs the ADDIE development model, which consists of Analysis, Design, Development, Implementation, and Evaluation. A needs analysis was conducted to assess the current challenges faced by deaf students in learning English through digital media. The findings highlight several key issues, including a shortage of qualified English teachers, reliance on text-based teaching materials, and an ineffective learning process due to the predominant use of textbooks, which are less suitable for visual learners like deaf students. Consequently, developing digital learning media is crucial. The learning media designed in this study is an Android-based digital application incorporating images, animations, and videos to create a more engaging learning experience, making it easier for both teachers and students to teach and understand English. The study's results indicate that the digital English learning media application effectively enhances students’ comprehension of English.
IMPLEMENTATION OF HIGHER ORDER THINKING SKILLS QUESTIONS ON STUDENTS’ TEXTBOOKS Siti Aulia Rohmawati; Mujimin
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.v8i2.17668

Abstract

The application of Higher Order Thinking Skills (HOTS) in the questions of the Gayeng Javanese Language textbook is essential to assess the feasibility of the textbook. One of the indicators for evaluating the feasibility of a textbook in the learning assessment component is the presence of an evaluation format, including worksheets, activity sheets, and HOTS-based practice questions. Therefore, this study aims to describe the implementation of HOTS in both formative and summative assessment questions in the Gayeng Javanese Language Class X textbook, published by Media Karya Putra. This study uses a qualitative approach with a descriptive method and a data card instrument in the form of a table, with data collection techniques based on document review using reading and note-taking techniques. Based on the data analysis, the study shows that the implementation of HOTS in Formative Assessment and Summative Assessment is divided into cognitive level C4, categorized as 'describing', 'organizing', and 'finding implied messages', and cognitive level C5, categorized as 'checking' and 'criticizing'. However, the textbook does not include cognitive level C4 categorized as 'describing', cognitive level C5 categorized as 'criticizing', nor cognitive level C6.
IMPROVING READING COMPREHENSION USE QUIZIZZ APPLICATION AND COGNITIVE STYLE Dewi, Emilia Purnama; Tahrun; Masagus Firdaus
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.v8i2.18196

Abstract

This study explores the impact of the Quizizz application and visualizer-verbalizer cognitive styles on students' reading comprehension. The research aims to determine whether interactive learning tools like Quizizz can improve students' reading comprehension by considering their cognitive preferences. The issues addressed in this study include (1) students perceiving English as a challenging subject, (2) weak reading comprehension skills in descriptive texts, (3) limited mastery of English grammar, (4) disengagement with conventional teaching methods, and (5) the need for interactive tools to boost engagement and comprehension. The study specifically examines the influence of the Quizizz application and cognitive styles on the reading comprehension of seventh-grade students. Employing a 2 x 2 factorial design, the research focuses on two independent variables: the use of Quizizz and cognitive styles (visualizer vs. verbalizer). The findings reveal that the Quizizz application significantly enhances students' reading comprehension. Furthermore, the interaction between the Quizizz application and cognitive styles suggests that personalized digital tools can improve student engagement and comprehension, offering valuable insights for future English language teaching strategies.
THE INFLUENCES OF IMPLEMENTING PROJECT-BASED LEARNING AND STUDENTS’ MOTIVATION IN IMPROVING WRITING SKILL Vicxy Dilarose; Mulyadi; Hanni Yukamana
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.v8i2.18197

Abstract

This study aims to examine the impact of implementing Project-Based Learning (PBL) and students' motivation on improving writing skills. The research adopts a factorial design method, incorporating both a control and an experimental group. The sample consists of two randomly selected classes, with one group applying the PBL method and the other serving as a control group without any specific instructional method. Data collection was conducted through writing tests and student motivation questionnaires. The analysis reveals a significant difference in students’ ability to write explanation texts between those taught using the PBL approach and those who did not receive structured instructional methods. Furthermore, students’ learning motivation positively influences their writing skills. Those with higher motivation demonstrated greater improvements in writing proficiency compared to students with lower motivation levels. Based on these findings, this study concludes that implementing Project-Based Learning can effectively enhance students’ writing skills, particularly in explanation texts, when accompanied by strong learning motivation. As a result, it is recommended that teachers incorporate the PBL method into writing instruction and actively foster student motivation to maximize learning outcomes.

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