cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Aswadi Jaya
Contact Email
esteemjurnal@gmail.com
Phone
+6285269080098
Journal Mail Official
esteemjurnal@gmail.com
Editorial Address
Jl. A.Yani. Lr. Gotong Royong 9/10 Ulu Palembang Program Studi Pendidikan Bahasa Inggris Gedung C Lantai 4 Telp: (0711) 510043 ext.209, Fax: (0711) 514782
Location
Kota palembang,
Sumatera selatan
INDONESIA
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 423 Documents
 39   40   41   42   43 
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.

Page 43 of 43 | Total Record : 423

 39   40   41   42   43 

Filter by Year

2018 2026


Reset
Filter By Issues
All Issue Vol. 9 No. 1 (2026): Esteem Journal of English Education Study Programme Vol. 8 No. 2 (2025): Esteem Journal of English Education Study Programme Vol. 8 No. 1 (2025): Esteem Journal of English Education Study Programme Vol. 7 No. 2 (2024): Esteem Journal of English Education Study Programme Vol. 7 No. 1 (2024): Esteem Journal of English Education Study Programme Vol. 6 No. 2 (2023): Esteem Journal of English Education Study Programme Vol. 6 No. 1 (2023): Esteem Journal of English Education Study Programme Vol. 5 No. 2 (2022): Esteem Journal of English Education Study Programme Vol. 5 No. 1 (2022): Esteem Journal of English Education Study Programme Vol. 4 No. 2 (2021): Esteem Journal of English education Study Programme Vol 4, No 1 (2021) : ESTEEM Vol. 4 No. 1 (2021): Esteem Journal of English Education Study Programme Vol 3, No 2 (2020): ESTEEM Vol. 3 No. 2 (2020): Esteem Journal of English Education Study Programme Vol. 3 No. 1 (2020): Esteem Journal of English Education Study Programme Vol. 2 No. 2 (2019): Esteem Journal of English education Study Programme Vol. 2 No. 1 (2019): Esteem Journal of English education Study Programme Vol. 1 No. 1 (2018): Esteem Journal of English Education Study Programme More Issue