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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 EFFECTIVENESS OF SELF-SELECTED READING TO IMPROVE STUDENTS’ READING COMPREHENSION IN EXTENSIVE READING COURSE Fheby Indriyanti Nurpratiwi; Junita Siahaan; Reni Apriani
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/ana0gf97

Abstract

This study investigates the impact of Self-Selected Reading (SSR) on enhancing students’ reading comprehension within the Extensive Reading Course at La Tansa Mashiro University. Utilizing a Classroom Action Research (CAR) design, the research involved 20 undergraduate participants who engaged in interest-driven reading over two instructional cycles. Data were gathered through comprehension tests, classroom observations, and student reading logs, then analyzed using both qualitative and quantitative methods. Findings from the first cycle revealed that 62.5% of students demonstrated active engagement, yet only 35% achieved the benchmark score of 70 or higher. In contrast, the second cycle showed significant improvement, with 86.7% of students actively participating and 95% attaining the targeted comprehension score. These outcomes highlight a marked advancement in reading performance following the integration of SSR. The study concludes that embedding SSR into the Extensive Reading curriculum significantly enhances not only students’ reading proficiency but also cultivates a more positive disposition toward reading. It recommends that educators incorporate SSR to promote reading engagement and support the development of autonomous, motivated readers.
POTRAIT OF ENGLISH TEACHING IN ELEMENTARY SCHOOL OF SD PATRA MANDIRI 2 PALEMBANG VIEWED FROM KURIKULUM MERDEKA Sulthan Ghazi Al Ghifari; Djunaidi; Marleni
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: 10.31851/1apk4463

Abstract

This research investigates the implementation of the Kurikulum Merdeka in the context of English language instruction at SD Patra Mandiri 2 Palembang, with particular attention to its learner-centered orientation and the pedagogical challenges encountered by educators. Employing a qualitative descriptive approach, data were gathered through classroom observations, an in-depth interview with an English teacher, and questionnaires administered to 22 fifth-grade students. The findings indicate that the curriculum is enacted through dynamic and participatory strategies such as educational games, collaborative group discussions, and project-based learning exemplified by activities like the "My Dream House" poster project which foster greater student engagement and promote the integration of multiple language competencies. Despite these pedagogical strengths, teachers face significant hurdles, including inadequate access to technological resources (e.g., multimedia projectors and reliable internet), difficulties in fostering student autonomy, and the labor-intensive nature of evaluating project-based work. While students generally demonstrate enthusiasm and engagement, they also struggle with vocabulary acquisition and oral communication confidence. The study underscores the pressing need for enhanced infrastructural support, sustained professional development for educators, and differentiated instructional strategies to meet the heterogeneous needs of learners.
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.
EXPLORING ENGLISH PERSPECTIVES IN A GLOBAL AND DYNAMIC ERA Andika
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.v8i2.19509

Abstract

In today’s era of globalization and rapid technological progress, English has emerged as a vital competency, particularly among the younger generation. This study investigates the views of recent high school graduates on the significance of English, the driving factors behind their language learning, and its broader impact on their social and educational experiences. Employing a qualitative descriptive approach, data were gathered through in-depth interviews with ten graduates from Lubuk Makmur Village, South Sumatra. The results reveal a shared recognition among participants of English as a key enabler for academic achievement, career development, and global engagement. Rather than being perceived solely as an academic subject, English is regarded as an essential life skill that unlocks international opportunities. Various elements—such as the proliferation of digital technologies, increased access to online learning platforms, and evolving labor market expectations—emerge as strong motivators for English acquisition. Additionally, the study underscores English’s role in enhancing students’ social confidence and shaping their educational trajectories in an interconnected global landscape. These findings point to the urgent need for more inclusive, technology-driven English language instruction that equips students with both linguistic competence and the global literacies required for 21st-century success.
EXISTENTIAL STRUGGLES AND EMBODIED FEMALE IDENTITY PORTRAYED IN MIEKO KAWAKAMI NOVEL BREASTS AND EGGS Prihatina, Yoshinta Nur; 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.v8i2.19517

Abstract

This study investigates the existential journeys of female characters in Breasts and Eggs by Mieko Kawakami, emphasizing the body as a site of identity formation amid cultural and societal constraints. Using a qualitative analytical approach grounded in existential feminist theory, the research uncovers the inner conflicts experienced by women as they confront issues of bodily autonomy, selfhood, and normative expectations. Through the experiences of Makiko, Natsuko, and Midoriko, the novel illustrates how ingrained cultural standards, reproductive expectations, and the internalization of objectification suppress women’s agency. These narratives reflect the broader struggle between self-realization and societal limitation within a patriarchal framework. The study contributes to the discourse on existential feminism in the context of Japanese literature, offering nuanced insights into embodied female resistance and the complex interplay between autonomy, identity, and systemic oppression.
ANALYZING POLITENESS STRATEGIES IN ONLINE LEARNING INTERACTIONS AMONG ENGLISH EDUCATION STUDENTS Nurmayana; Fatin Nadifa Tarigan; Linda Astuti Rangkuti; Nurhalimah
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.v8i2.19562

Abstract

This research investigates the types and frequency of politeness strategies employed by English Education students during online academic interactions via WhatsApp, with a particular emphasis on how students uphold politeness and demonstrate respect toward lecturers within a virtual learning environment. Utilizing a descriptive qualitative approach, the study analyzed 200 utterances derived from constructed chat transcripts. The data were examined through the lens of Brown and Levinson’s (1987) politeness theory, encompassing positive politeness, negative politeness, bald on record, and off record strategies. Findings indicate that positive politeness strategies predominated (57.5%), followed by negative politeness strategies (30%), with bald on record and off record approaches appearing less frequently. This distribution highlights the students’ pragmatic awareness and the influence of cultural norms in sustaining courteous academic discourse. The study contributes to the fields of linguistics, pragmatics, and English language education by offering insights into students’ digital communicative behavior. It also informs educators and teacher preparation programs about the pragmatic competencies necessary for professional interaction in online academic spaces. The novelty of the study lies in its focus on the simulated digital exchanges of English Education students, bridging theoretical pragmatics with pedagogical application, and enriching the discourse on digital pragmatics within the Indonesian higher education landscape.
CONFLICT ANALYSIS OF THE MAIN CHARACTER IN THE PICTURE OF DORIAN GRAY BY OSCAR WILDE: KENNEY CONFLICT THEORY Alfina Hidayati; Titis Setyabudi
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/v3b8c292

Abstract

The primary objectives of this study are to identify and analyze the conflicts encountered by the protagonist in The Picture of Dorian Gray by Oscar Wilde through the lens of Kenney’s Conflict Theory, to examine how the main character constructs and contributes to these conflicts throughout the narrative, and to explore how these conflicts influence the protagonist’s character development. The research employs several data collection methods, including close reading, systematic coding and categorization, thematic analysis, and interpretative strategies. The findings reveal a total of nine external and four internal conflicts depicted in the novel. The narrative structure follows a conventional progression encompassing exposition, the central conflict, rising action, climax, falling action, and resolution. The character development of the protagonist is portrayed through significant psychological transformation as the plot unfolds. This transformation is marked by a dynamic emotional journey, encompassing a range of sentiments such as joy, remorse, fear, admiration, jealousy, awe, love, and enthusiasm.
DEVELOPMENT OF MORAL VALUE POETRY WRITING THROUGH PROJECT-BASED LEARNING Reni Oktaviani; Siti Ansoriyah; Muhammad Fajar Rizkia; Sam Mukhtar Chan
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/gnbnq426

Abstract

The learning process demands proficiency in core language skills listening, reading, speaking, and writing. Among these, writing is essential and must align with current Enhanced Spelling Guidelines (Ejaan yang Disempurnakan) to prevent miscommunication. However, students often face challenges in writing, especially beginners, due to a lack of interest in reading and the complexity of textbook language, which hinders idea development. Accessible and engaging reading materials are crucial to foster student interest and creativity. Misconceptions that adherence to proper spelling rules is unnecessary are particularly problematic for students in the Indonesian Language and Literature Education program, where accurate and appropriate writing is fundamental, including in fiction. Writing proficiency plays a vital role in courses such as Popular Writing Skills. This study aims to enhance students’ ability to write morally themed poetry through project-based learning. Employing a Research and Development approach with the ADDIE model, data were gathered via observation, questionnaires, and students’ poetry writing outcomes, and analyzed using expert and peer assessments. The findings indicate that project-based learning significantly improves the poetry writing skills of first-year students, positively influencing their writing quality and engagement, particularly in integrating moral values into their creative work.
INTEGRATING SOCIAL MEDIA INTO LANGUAGE LEARNING: THREADS AS A TOOL FOR TEACHING RECOUNT TEXT WRITING Mutiara Risqi Octaviani; Inayatul Ulya
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: 10.31851/48chmz30

Abstract

This research explores the integration of Threads, a text-centric social media application developed by Meta, as an instructional tool for teaching recount text writing. The study was conducted among tenth-grade students at SMK Muhammadiyah Karanganyar, with a central focus on learners’ perceptions regarding the platform’s use in the writing classroom. Employing a descriptive qualitative approach, data were gathered through questionnaires and semi-structured interviews, and subsequently analyzed using Miles and Huberman’s interactive model, which encompasses data reduction, data display, and conclusion drawing. The results reveal that Threads was positively embraced by students. They exhibited not only a solid grasp of the platform’s functionalities but also demonstrated the ability to construct recount texts in a well-organized manner. Students used the reply feature to compose each section sequentially, allowing for logical idea progression and the maintenance of chronological coherence—key characteristics of the recount genre, which includes orientation, series of events, and reorientation. Furthermore, the platform fostered collaborative interaction among peers and stimulated narrative development through its threaded conversation format. Overall, the study concludes that Threads offers a dynamic and supportive digital space for recount writing, significantly enhancing student engagement, narrative coherence, and creative expression.

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