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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 432 Documents
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THE CORRELATION BETWEEN STUDENTS’ MASTERY OF GRAMMAR AND THEIR WRITING SKILL IN NARRATIVE TEXT OF THE TENTH GRADE STUDENTS AT VOCATIONAL SCHOOL Risti Nurlaili; Zuhad Ahmad
Esteem Journal of English Education Study Programme Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/7e0ccr18

Abstract

This study aimed to investigate the correlation between students’ grammar mastery and their narrative writing skill among tenth-grade students at SMK Adi Luhur. A quantitative correlational research design was employed to examine the relationship between the two variables. The participants of this study were 75 students selected through random sampling from a population of 112 tenth-grade students. Data were collected using two instruments: a grammar test consisting of 30 items and a narrative writing test assessed through a writing rubric covering content, organization, grammar, vocabulary, and mechanics. The validity test indicated that all instrument items were valid, while the reliability test yielded a Cronbach’s Alpha coefficient of 0.918, indicating very high reliability. The normality test using the Kolmogorov-Smirnov method revealed that the data were not normally distributed; therefore, Spearman’s Rank Correlation was applied to analyze the relationship between the variables. The findings showed a correlation coefficient of 0.663 with a significance value of 0.006 (p < 0.05). These results indicate a strong positive and statistically significant correlation between students’ grammar mastery and their narrative writing skill. Consequently, the null hypothesis was rejected, and the alternative hypothesis was accepted. The study concludes that students with higher levels of grammar mastery tend to demonstrate better performance in writing narrative texts. The findings suggest that integrating grammar instruction with narrative writing practice can contribute to improving students’ writing proficiency in vocational high school contexts.
ENHANCING SPOKEN ENGLISH PERFORMANCE THROUGH TEXT READING: EFL STUDENTS' PERCEPTIONS OF RUBRIC-BASED SELF-ASSESSMENT Bintang Di Langit Biru; Hendi Pratama
Esteem Journal of English Education Study Programme Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/y5ssvf89

Abstract

Spoken English proficiency is a fundamental component of communication in English as a Foreign Language (EFL) contexts; however, many learners struggle with speaking anxiety and limited awareness of their own progress. This study investigated EFL students’ perceptions of rubric-based self-assessment as a strategy for improving spoken English performance. Employing a qualitative descriptive approach, the research involved ten eleventh-grade students at SMAN 12 Semarang, Indonesia. The study was conducted over five days, beginning with a text-reading activity on Day 1, followed by three consecutive days of short speaking tasks during which participants recorded their performances and assessed their fluency, pronunciation, and intonation using an analytic rubric. The process concluded with a final text-reading task on Day 5. Data were gathered through self-assessment rubrics, researcher observation notes, and semi-structured interviews to explore students’ experiences, perceived challenges, and observed improvements. The data were analyzed thematically through processes of data condensation, data display, and conclusion drawing. The findings provide valuable insights into the effectiveness of rubric-guided self-reflection in enhancing learners’ awareness of their speaking abilities, addressing challenges in self-evaluation, and fostering greater learner autonomy in EFL speaking classrooms.
EFL STUDENTS’ DIFFICULTIES IN UNDERSTANDING WORD MEANING WHEN READING NARRATIVE TEXTS Aliq Devan Arinal Haq; Kushardiyanti Novinda
Esteem Journal of English Education Study Programme Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/wx8xz941

Abstract

Reading proficiency plays a crucial role in enabling English as a Foreign Language (EFL) learners to comprehend academic texts effectively. However, vocabulary comprehension remains a significant challenge for many learners. While numerous studies have examined vocabulary-related difficulties, limited research has focused on Indonesian twelfth-grade students. This study investigates the experiences and perceptions of twelfth-grade EFL learners at SMA N 12 Semarang regarding the challenges they encounter in understanding word meanings while reading narrative texts. A qualitative descriptive design was employed. Data were collected through questionnaires administered to 34 students from one intact class and were further supported by semi-structured interviews with one English teacher and six students. The findings revealed that learners experienced various lexical difficulties, including unfamiliar vocabulary, idiomatic expressions, polysemous words, grammatical variations, and lengthy complex sentences. These challenges were influenced by limited vocabulary exposure and affective factors such as frustration. To overcome these difficulties, students primarily relied on digital translation tools, particularly Google Translate, and collaborative discussions with peers. The study highlights the need for instructional strategies that enhance vocabulary development and reading comprehension skills among EFL learners.
ENHANCING EFL/ESL VOCABULARY LEARNING THROUGH WORDWALL-BASED GAMIFICATION: A SYSTEMATIC REVIEW OF COGNITIVE AND AFFECTIVE OUTCOMES IN EDUCATIONAL TECHNOLOGY RESEARCH Nilna Afiyah; Tiyas Saputri; Mujad Didien Afandi; Novi Rahmania Aquariza
Esteem Journal of English Education Study Programme Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/tym34g70

Abstract

The growing incorporation of gamification and interactive digital platforms has become a pivotal development in English vocabulary instruction across EFL/ESL settings. Among these emerging tools, Wordwall has attracted considerable scholarly attention due to its capacity to foster engaging, technology-mediated learning experiences. This study seeks to critically synthesize recent empirical and review-based literature on the effectiveness of Wordwall and gamified instructional strategies in vocabulary acquisition. Employing a systematic literature review methodology, the analysis draws on studies presented in the provided literature tables, with particular emphasis on cognitive learning outcomes, affective dimensions, and prevailing methodological approaches. The findings consistently demonstrate that Wordwall-supported gamification enhances vocabulary mastery, improves retention and recall, and contributes to higher levels of academic achievement across diverse educational contexts. Moreover, affective factors such as learner motivation, enjoyment, active engagement, classroom participation, and positive attitudes toward learning emerge as key determinants of instructional success. The review also underscores the increasing relevance of educational technology and game-based learning in advancing interactive, student-centered vocabulary instruction. Overall, the evidence suggests that Wordwall holds substantial pedagogical value for contemporary EFL/ESL vocabulary learning environments.
MODELLING TEACHING VOCABULARY MASTERY BY GAME- BASED LEARNING APPROACH Ida Royani; Sojuangon Rambe; Nurun Najiah; Khoirunnisa Khoirunnisa; Sopiah Nuriani Siagian; Bunga Rizky Nauli Rangkuti
Esteem Journal of English Education Study Programme Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/v4dk2w58

Abstract

This study investigates the effectiveness of game-based learning strategies in enhancing the vocabulary proficiency of eighth-grade junior high school students. Specifically, it examines and compares the impact of the Word Chain Game, Mnemonic Technique, and Jumble Word Game on students’ vocabulary acquisition and retention. A quantitative methodology was employed, utilizing experimental and quasi-experimental designs across three junior high schools. Participants were selected through random sampling in three separate studies. The Word Chain Game study involved 61 students, the Mnemonic Technique study included 56 students, and the Jumble Word Game study consisted of 60 students, each divided into experimental and control groups. Data were gathered through multiple-choice pre-tests and post-tests and analyzed using t-tests with SPSS software. The findings revealed that all three instructional approaches significantly improved students’ vocabulary mastery. The Word Chain Game demonstrated the strongest effect (t = 6.463), followed by the Mnemonic Technique (t = 5.667) and the Jumble Word Game (t = 3.020). These results indicate that game-based learning promotes greater engagement and strengthens vocabulary retention. The novelty of this study lies in its integrative analysis of three distinct vocabulary-learning interventions, providing comprehensive evidence that interactive and game-oriented strategies effectively support vocabulary development among junior high school learners.
FROM BRAINROT TO DIGITAL DISCOURSE: STUDENT PRAGMATIC COMMUNICATION IN MEME CULTURE Sastika Seli; Moh. Hafidz Albadiri; M. Thoriqul Khoir; Cindy Liana Puspitasari; Dinda Prameswari
Esteem Journal of English Education Study Programme Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/ghq09z76

Abstract

This study investigates university students’ engagement with brain rot and meme culture within digital communication environments, focusing on the pragmatic functions embedded in meme-based interactions and the extent to which meme culture shapes students’ digital discourse and communication practices. Employing a mixed-methods research design, the study involved undergraduate students as participants. Data were gathered through questionnaires, semi-structured interviews, and pragmatic competence assessments, and subsequently analyzed using both quantitative and qualitative techniques. The findings reveal that meme culture has become deeply embedded in students’ everyday digital interactions, serving multiple pragmatic purposes in online communication. Memes function not only as tools for entertainment and social bonding but also as mechanisms for expressing attitudes, negotiating meaning, conveying humor, and facilitating contextual understanding in digital discourse. Furthermore, the results indicate that sustained exposure to meme culture significantly influences students’ communicative behavior, shaping their interpretation of messages, language use, and interactional strategies in online environments. The study concludes that memes should be viewed as more than merely recreational digital artifacts; they constitute meaningful communicative resources that support effective digital interaction and contribute to the development of pragmatic competence among university students. These findings underscore the growing significance of meme culture as a linguistic and sociocultural phenomenon in contemporary digital communication.
STUDENTS’ SATISFACTION IN ENGLISH LEARNING THROUGH WAYGROUND: A QUANTITATIVE STUDY IN INDONESIAN JUNIOR HIGH SCHOOL Maharani Maharani; Yessicka Noviasmy; Zulfah Fakhruddin; Nurul Hasanah
Esteem Journal of English Education Study Programme Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/s5gx4887

Abstract

This study investigates students’ satisfaction with English language learning facilitated through the Wayground application in an Indonesian Islamic junior high school context. Specifically, it examines students’ levels of satisfaction across four key dimensions: perceived usefulness, perceived ease of use, system quality, and overall learning experience among eighth-grade learners. Employing a descriptive quantitative approach, the study involved 33 participants selected through a total sampling technique. Data were gathered using a 20-item questionnaire developed based on the Technology Acceptance Model (TAM) and the Information Systems Success Model, and subsequently analyzed using descriptive statistical methods. The results indicate that students report consistently high levels of satisfaction across all measured dimensions. The Wayground application is viewed as beneficial, user-friendly, and effective in enhancing students’ engagement, motivation, and overall learning experiences in English language instruction. The findings offer valuable insights for English teachers, instructional designers, and educational policymakers seeking to integrate gamified digital learning platforms into EFL classrooms, particularly at the junior high school level. Furthermore, this study enriches the existing body of literature by providing empirical evidence on learners’ satisfaction with the Wayground application within the context of Indonesian Islamic junior high schools, an educational setting that remains underrepresented in previous research.
SEMIOTIC ANALYSIS OF LANGUAGE USE IN MOTIVATIONAL CONTENT ON THE @AFFIRMATION INSTAGRAM ACCOUNT Fahmi Luqman; Cipto Wardoyo; Dewi Kustanti
Esteem Journal of English Education Study Programme Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/pdg1qr67

Abstract

This study investigates the linguistic meanings embedded in motivational content shared on the @affirmations Instagram account by examining both denotative and connotative layers of meaning. Adopting a descriptive qualitative design, the data were collected through document analysis of selected visual posts containing distorted imagery and accompanying textual elements. The findings indicate that the @affirmations account strategically combines unconventional and distorted visual representations with motivational language to critically engage with and subvert the ideology of “toxic positivity” prevalent in digital culture. This interplay between visual distortion and linguistic expression produces a “digital uncanny” effect, which serves to question the societal pressure for constant positivity and perfection in online environments, while simultaneously reframing personal struggles as ironic and reflective social commentary. Unlike previous studies that primarily emphasize persuasive or commercial functions of digital content, this research focuses on the semiotic role of language in constructing meaning within subversive motivational posts. By applying Roland Barthes’ concept of myth, the study extends its analytical scope to the notion of the “digital uncanny,” demonstrating how linguistic and visual elements collaboratively operate to critique ideals of digital perfectionism. This approach contributes to the development of a more nuanced semiotic framework for understanding how language in digital spaces is used to deconstruct dominant social narratives. Consequently, the study offers significant implications for digital media studies, cultural sociology, and semiotics, while also providing practical insights for content creators, digital marketers, educators, and mental health practitioners in interpreting Gen-Z digital culture and evolving perceptions of online well-being.
THE INFLUENCE OF COMMUNICATIVE TEACHING STRATEGIES ON STUDENTS’ MOTIVATIONAL IN LEARNING ENGLISH AS A FOREIGN LANGUAGE Nor Weni Zulmi; Nailul Authar; Savira Zaniar; Djuwari Djuwari
Esteem Journal of English Education Study Programme Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/c9gmxd47

Abstract

This study examines the impact of communicative teaching strategies on learners’ motivation in acquiring English as a foreign language. It seeks to analyze how interactive instructional practices such as role-play activities, group discussions, and game-based learning contribute to enhancing students’ engagement, classroom participation, self-confidence, and overall learning motivation. A qualitative research design was implemented, involving five private English learners with varying levels of proficiency and motivational backgrounds. Data were gathered through semi-structured interviews and classroom observations, and were analyzed thematically to identify recurring patterns related to learner motivation and classroom interaction. The findings indicate that communicative teaching strategies exert a positive effect on students’ motivational development, reflected in increased engagement, more active participation, improved self-confidence, enhanced speaking performance, and reduced language anxiety. Both intrinsic and extrinsic motivational dimensions were strengthened through meaningful communicative tasks, which encouraged learners to become more involved and enthusiastic in the learning process. These results suggest that interactive and student-centered classroom practices play a crucial role in fostering a supportive and motivating learning environment. The implications of this study are applicable to English language instruction, teacher professional development, curriculum design, and classroom management, particularly in efforts to create more dynamic and engaging learning settings. Furthermore, this research enriches the existing body of literature by offering detailed qualitative insights into learners’ lived experiences and small-group interaction dynamics, illustrating how specific communicative activities shape motivation, engagement, and participation in EFL learning contexts.
EVOLVING MASCULINITIES IN THE LANGUAGE OF WHY WOMEN KILL (2019): FROM PATRIARCHAL DOMINATION TO ADAPTIVE IDENTITY Siti Safrotul Machrusya; Ephrillia Noor Fitriana
Esteem Journal of English Education Study Programme Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/rp22y339

Abstract

This study aims to examine how evolving masculinities are constructed through language in Why Women Kill (2019), focusing on the male characters Rob, Karl, and Eli. Employing a qualitative approach, the study uses dialogue transcripts and selected scenes from all ten episodes of the first season as the primary data. The analysis is conducted through coding, interpretation, and conclusion drawing, guided by Raewyn Connell’s theory of masculinity, particularly the concepts of hegemonic masculinity and crisis tendencies. The findings demonstrate that the characters’ language reflects three distinct forms of masculinity across the historical settings of 1963, 1984, and 2019. Rob’s language reinforces hegemonic masculinity through patriarchal authority, control, and gender hierarchy. Karl’s language reflects subordinate masculinity by negotiating social expectations and challenging heteronormative ideals. Meanwhile, Eli’s language represents adaptive masculinity through emotional openness, egalitarian communication, and mutual care. The study further reveals that crisis tendencies in power relations, production relations, and cathexis are linguistically expressed through the characters’ interactions, illustrating the transformation of masculine identities in response to changing social and cultural contexts. This research contributes to the fields of language, gender, and masculinity studies by demonstrating how language functions as a medium for constructing, maintaining, and transforming masculine identities in media discourse. The novelty of this study lies in its examination of the evolution of masculinity through linguistic representation in Why Women Kill (2019), an aspect that has received limited scholarly attention compared with previous studies that primarily emphasize female characters and feminist perspectives.

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