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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 CHUNKING STRATEGY IN IMPROVING READING COMPREHENSION AT EFL STUDENTS Faza Elsa Sefrina; Ida Ayu Panuntun
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: 10.31851/9xpdm672

Abstract

This study explores the efficacy of the chunking strategy in enhancing reading comprehension among students learning English as a Foreign Language (EFL). A total of 62 students from two classes X TKJ 1 and X TKJ 2 at SMK Muhammadiyah Karanganyar participated in the research. Employing a quantitative approach through a quasi-experimental design, the study utilized pre-tests, post-tests, and questionnaires as instruments for data collection. The pre-test and post-test results were analyzed using SPSS 25, with the Mann-Whitney U Test yielding a significance value of 0.002. This statistical outcome suggests that the application of the chunking strategy had a significant and positive effect on students' reading comprehension performance. Accordingly, the findings affirm that the chunking strategy serves as an effective instructional method for fostering reading comprehension among EFL learners.
THE CHALLENGES OF ADAPTING ENGLISH NOVEL IN SENIOR HIGH SCHOOLS IN INDONESIA Elshita Octaverina Alfadhilah; Dwi Agustina
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/vnwygy49

Abstract

This study investigates the primary challenges faced by English teachers in adapting English novels for instruction in Indonesian senior high school EFL classrooms. It explores the difficulties encountered and suggests practical strategies to enhance the integration of literature into language teaching. Employing a descriptive qualitative design, data were collected via online structured questionnaires and semi-structured interviews, analyzed using Braun and Clarke’s (2006) thematic analysis framework. Participants were selected through purposive sampling from two senior high schools. Findings reveal that while teachers value adapted English novels for fostering language proficiency and cultural understanding, they face significant obstacles, including students’ limited reading competence, lack of instructional time, inadequate resources, and a curriculum that emphasizes functional English over literary study. Teachers commonly respond by simplifying texts and selecting more accessible literary content. This study contributes meaningful insights into the realities of literature adaptation in both vocational and general secondary EFL contexts in Indonesia. It offers practical implications for curriculum planners, educators, and policymakers by highlighting feasible classroom strategies and aligning literature use with existing curricular constraints. The research adds to current ELT literature by emphasizing context-specific pedagogical adaptations and advocating for more inclusive and literature-enriched English instruction.
THE IMPLEMENTATION OF JIGSAW COOPERATIVE LEARNING IN TEACHING ENGLISH READING COMPREHENSION Nur Shafira Khoirun Nisa; Abdul Kodir Al-Baekani; Acep Bahrum Kamil
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/z6gvej21

Abstract

This research investigated the impact of Jigsaw Cooperative Learning on improving reading comprehension among Grade VIII EFL learners in Karawang, West Java, Indonesia. Adopting a Classroom Action Research (CAR) framework grounded in Kemmis and McTaggart’s model, the study involved 44 students and utilized structured observation checklists alongside semi-structured interviews to gather data. The findings demonstrated that the Jigsaw approach significantly enhanced students’ reading comprehension by fostering expert group collaboration and joint text interpretation. Learners exhibited heightened engagement, more active participation, and a generally favorable attitude toward the instructional strategy. This study offers a valuable contribution to the field of EFL instruction, particularly in the domains of cooperative learning and curriculum design. Moreover, by employing a qualitative lens, it addresses a notable gap in the predominantly quantitative literature, offering deeper insights into the interactive and social dimensions of collaborative learning within Indonesian EFL classrooms.
HEGEMONY OF POWER AND RESISTANCE IN THE FILM ARRIHLAH: A GRAMSCIAN LITERARY SOCIOLOGY APPROACH Muhammad Algi Fari; Yani Heryani; Mawardi
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: 10.31851/5qc9bd40

Abstract

This research investigates the dynamics of power hegemony and resistance in the animated film Ar-Rihlah, drawing on Antonio Gramsci’s theory of hegemony to explore both consensual and coercive mechanisms of domination. Employing a descriptive-analytical method within a literary sociology framework, the study analyzes selected scenes, dialogue, and visual elements through textual and symbolic interpretation. Findings reveal two main hegemonic strategies: consensual hegemony, manifested through moral posturing, deceptive diplomacy, and ideological imagery; and coercive hegemony, conveyed through violence, intimidation, and militarized spectacle. In contrast, three counter-hegemonic responses emerge: physical defiance, spiritually rooted moral resistance, and divine or supernatural intervention. This study offers interdisciplinary relevance across literary criticism, cultural and Islamic studies, media analysis, and animation scholarship. Its originality lies in applying Gramsci’s hegemony theory to the animated depiction of Islamic historical narratives, highlighting how visual storytelling communicates ideological power and resistance. By bridging classical sociopolitical theory with contemporary animated media, the research provides novel perspectives on the cultural functions of Islamic animation as both a pedagogical and ideological tool.
EXPLORING SELF-DIRECTED LEARNING THROUGH ENGLISH LEARNING JOURNALS AMONG VOCATIONAL STUDENTS Dewi Suryanti; Fajar Pudo
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/fwv67m20

Abstract

In the realm of English language education for vocational students, cultivating self-directed learning is pivotal in equipping learners with the skills necessary for lifelong learning. This study investigates the extent to which weekly learning journals, composed over a three-week period by 50 vocational students, reflect their self-directed learning behaviors beyond the classroom setting. Employing a qualitative methodology through thematic analysis, the research identified three key themes recurring in the journal entries: recognition of learning needs, self-evaluation, and the use of learning strategies. The predominant theme was students’ awareness of their learning needs, with particular emphasis on difficulties in comprehending and applying English tenses an area that frequently became the focus of their independent study efforts. The second theme pertained to students’ reflective evaluation of their learning progress and areas requiring improvement. The least represented theme involved strategic planning, including the selection of methods or tools to enhance language proficiency. These findings indicate that the students are in the initial phase of developing autonomous learning, showing a foundational awareness of their challenges but lacking the consistent application of deliberate strategies that characterize mature self-directed learners. The study underscores the importance of structured pedagogical support to nurture greater autonomy and strategic engagement in English language learning among vocational students.
EXPLORING PROBLEM-BASED LEARNING IMPLEMENTATION IN TEACHING SPEAKING TO SECONDARY SCHOOL STUDENTS Amalya, Lala Vyona; Sidik Indra Nugraha; Hilmansyah Saefullah
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/wsnjje47

Abstract

This study investigates the application of Problem-Based Learning (PBL) in developing speaking skills among secondary school students, focusing on both instructional implementation and the obstacles encountered. Conducted at a public junior high school in Karawang, Indonesia, the research adopts a qualitative case study approach, utilizing classroom observations and teacher interviews as primary data sources. The study analyzes the integration of five core PBL stages: problem identification, analytical discussion, independent inquiry, synthesis of findings, and reflective evaluation. Results indicate that the teacher successfully implemented each phase, fostering greater student participation and enhanced speaking confidence. Nonetheless, several impediments such as students’ low motivation, limited command of English, and insufficient learning resources posed challenges to optimal learning outcomes. The study concludes that while PBL offers considerable potential to improve oral communication skills, its success is contingent upon thorough instructional planning and robust institutional support.
LANGUAGE DEVELOPMENT IN EARLY CHILDHOOD Srisofian Sianturi; Ernawati Tampubolon
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/fy51c738

Abstract

This study investigates the early language development of children aged one to two years through the lens of Jean Piaget’s cognitive development theory. Utilizing a descriptive qualitative approach, the research involved longitudinal observations of three toddlers Cinta, Adriel, and Arvin over a six-month period, focusing on their verbal output, contextualized speech, and interactional behaviors. The analysis revealed that the children exhibited both expressive and receptive language competencies, manifesting in the use of single-word utterances, two-word combinations, and telegraphic speech structures. Key determinants influencing the trajectory and nature of their language acquisition included familial communication, the presence and responsiveness of caregivers, and the richness of the home linguistic environment. These findings align with Piaget’s assertion that language development is intrinsically linked to cognitive maturation, wherein children begin to utilize verbal symbols to represent people, objects, actions, and affective states. The study highlights the foundational importance of early social interaction and emotional bonding in facilitating linguistic growth during the sensorimotor and initial preoperational phases of development.
TEACHING POETRY WRITING USING THE EXPERIENTIAL LEARNING APPROACH Suryantoro; Tinggil Elangmolyna Krisnuari; Riswanda Himawan
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: 10.31851/9wp2wa25

Abstract

This article presents a study aimed at enhancing the poetry writing skills of Grade VIII C students at SMP Negeri 12 Malang through the implementation of the experiential learning approach. Employing a Classroom Action Research (CAR) design, the study was carried out over two iterative cycles, each encompassing the stages of planning, action, observation, and reflection. Findings from the research demonstrated a 20% improvement in students' poetry writing abilities from the first to the second cycle. These results underscore the pedagogical effectiveness of the experiential learning approach in fostering students' creative expression and written literacy in poetry. The article further elaborates on the pedagogical implications of these findings, suggesting that experiential learning can serve as a transformative instructional model in language and literature education.
THE IMPACT OF TASK-BASED LANGUAGE TEACHING (TBLT) IMPLEMENTATION ON STUDENTS’ ENGLISH LEARNING MOTIVATION: INDONESIAN SENIOR HIGH SCHOOL VIEWS Zakiya Mumtaza; Mobit; Bagas Sulistyo
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/h4q76v64

Abstract

This research investigates the implementation of Task-Based Language Teaching (TBLT) in an English classroom at an Indonesian senior high school, with a specific focus on students’ perceptions of its influence on their motivation to learn English. Adopting a qualitative case study approach, the study gathered data through classroom observations, semi-structured interviews, and document analysis. Thematic analysis, guided by Braun and Clarke’s six-phase framework, was used to identify key themes across diverse data sources. The results revealed that TBLT was enacted through clearly delineated stages pre-task, task, and post-task and was characterized by structured planning and dynamic classroom engagement. Students expressed enhanced motivation, confidence, and involvement, particularly when the tasks reflected their personal experiences and were reinforced through constructive teacher feedback and peer collaboration. These findings offer valuable implications for EFL educators, curriculum planners, and researchers interested in learner-centered pedagogy and motivational practices in secondary education. Departing from the predominant focus on linguistic proficiency, this study emphasizes the affective dimensions of TBLT, shedding light on how carefully designed, contextually relevant, and interaction-rich tasks can nurture student motivation by promoting autonomy, personal relevance, and cooperative learning.
DIRECTIVE ILLOCUTIONARY SPEECH ACTS IN THE BOOK OF BAHRUL ADAB(PRAGMATICS STUDY) Ratu Anti Salimah; Rohanda; Siti Muslikah
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/zt7sc618

Abstract

This research investigates the directive illocutionary speech acts found in Kitab Bahrul Adab, aiming to reveal the underlying mechanisms of effective communication within classical texts. Employing a qualitative approach, the study yields descriptive insights into both explicit and implicit forms of directives namely commands, requests, invitations, advice, criticism, and prohibitions. A total of fifty directive illocutionary acts are identified and categorized based on their communicative functions, including commanding, advising, insinuating, and threatening. The findings illuminate the pivotal role of directive speech acts in everyday interactions, while also reflecting the embedded moral and sociocultural dimensions inherent in this classical literary work.

Page 41 of 42 | Total Record : 417

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