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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 445 Documents
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IMPROVING STUDENTS’ CONFIDENCES AND SPEAKING FLUENCY THROUGH COMIC STRIPS AT SMA NEGERI 3 PANYABUNGAN Muhammad Fahri; Sartika Dewi Harahap
Esteem Journal of English Education Study Programme Vol. 6 No. 2 (2023): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/1kyvvt61

Abstract

This study aimed to describe students’ confidence and speaking fluency before the use of comic strips and to examine how comic strips could improve these aspects among eleventh-grade students at SMA Negeri 3 Panyabungan. The study employed Classroom Action Research based on the four-phase model of Kemmis et al. (2020), comprising planning, action, observation, and reflection, and was conducted in two cycles. The subjects were 26 students of class XI F2 in the even semester of the 2025/2026 academic year. Data were collected through a speaking test using a five-component rubric, a self-confidence questionnaire based on five indicators, teacher and student observation sheets, and documentation. The findings showed progressive improvement in both speaking performance and self-confidence. The average speaking score increased from 39.2 in the pre-cycle to 60.2 in Cycle I and 80.0 in Cycle II. Classical mastery increased from 0.0% to 19.2% and finally to 100.0%. Meanwhile, the average confidence percentage rose from 43.3% to 63.8% and 79.4%, respectively. Student activity also increased from 66.7% to 93.8%. These findings indicate that comic strips supported the development of speaking confidence and fluency through contextual practice, peer interaction, and progressive speaking activities.
EXPLORING STUDENTS’ DIFFICULTIES IN WRITING ENGLISH ESSAYS Nur Azizah Nasution
Esteem Journal of English Education Study Programme Vol. 6 No. 2 (2023): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/cbtweq83

Abstract

This study examines the challenges faced by English as a Foreign Language (EFL) students in writing academic essays, focusing on linguistic, cognitive, and affective factors. A qualitative descriptive approach was employed, involving 20 undergraduate students enrolled in an Academic Writing course at an EFL university. Data were collected through semi-structured interviews, essay document analysis, and classroom observations, then analyzed using Braun and Clarke’s (2006) thematic analysis framework. The findings identified six major challenges: grammatical errors, limited vocabulary, difficulties in generating and developing ideas, inadequate essay organization, problems with coherence and cohesion, and affective barriers, particularly writing anxiety and low self-confidence. Grammar and vocabulary were the most frequently reported difficulties. The results further suggest that students’ writing challenges are interconnected, reflecting the influence of linguistic competence, cognitive processes, and psychological conditions on their academic writing performance. The study highlights the importance of comprehensive writing instruction that integrates language development, critical thinking, and emotional support. Teachers should provide explicit guidance, constructive feedback, and a supportive classroom environment. Further studies could examine these challenges across diverse educational settings and explore how digital technologies can enhance students’ academic writing development.
THE STUDENTS' PERCEPTIONS OF SOCIAL MEDIA AS A TOOL FOR IMPROVING ENGLISH WRITING SKILLS Akbar Ibrahim
Esteem Journal of English Education Study Programme Vol. 6 No. 2 (2023): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/pb92px32

Abstract

This study investigates students' perceptions of social media as an instructional tool for enhancing English writing competency. The widespread penetration of digital platforms into academic settings has reshaped conventional approaches to language learning, prompting educators and researchers to examine their pedagogical implications more systematically. Employing a descriptive qualitative research design, data were gathered through semi-structured interviews and an open-ended questionnaire administered to 30 undergraduate students enrolled in an English language education program. The findings reveal that the majority of participants hold favorable views of integrating social media into writing practice, particularly platforms such as Instagram, Twitter/X, and WhatsApp. Students reported that consistent engagement with these platforms contributes to vocabulary enrichment, heightened motivation, greater exposure to authentic language use, and increased willingness to communicate. However, participants also acknowledged notable limitations, including informal linguistic registers, a tendency toward abbreviated writing styles, and susceptibility to distraction. These results suggest that social media can serve as a meaningful supplementary resource in English writing instruction when implemented with structured pedagogical guidance.
EXPLORING THE USE OF  TED TALKS FOR IMPROVING LISTENING SKILL IN EFL CLASSROOM Husni As'ari Lubis
Esteem Journal of English Education Study Programme Vol. 7 No. 2 (2024): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/5p6kjp34

Abstract

Listening is a crucial language skill that enables learners to acquire linguistic input and develop communicative competence. However, many EFL students experience difficulties in understanding authentic spoken English due to factors such as rapid speech, unfamiliar vocabulary, and pronunciation variations. This study aimed to investigate the effectiveness of TED Talks as authentic listening materials for improving students’ listening skills in an EFL classroom. The research employed a quantitative Classroom Action Research (CAR) design involving 25 eleventh-grade students at a senior high school in Indonesia. The study was conducted in two cycles consisting of planning, acting, observing, and reflecting stages. Data were collected through listening tests, observation sheets, and field notes. The findings revealed a significant improvement in students’ listening achievement. The mean score increased from 67.20 in the pre-cycle to 76.40 in Cycle I and further improved to 84.60 in Cycle II. Moreover, the percentage of students achieving the minimum mastery criterion increased from 28% to 60% and finally reached 88%. Classroom observations also indicated higher levels of engagement and participation. These results suggest that TED Talks are effective authentic listening materials for enhancing listening comprehension and supporting more engaging learning experiences in EFL classrooms. ___________________________
THE ROLE OF ACADEMIC WRITING IN DEVELOPING CRITICAL THINKING AMONG EFL STUDENTS Royhan Ansori Nasution
Esteem Journal of English Education Study Programme Vol. 7 No. 2 (2024): Esteem Journal of English Education Study Programme
Publisher : Universitas PGRI Palembang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31851/g3wjn115

Abstract

This research explores the impact of academic writing on the development of critical thinking skills among EFL (English as a Foreign Language) students. A descriptive qualitative research design was utilized, involving 25 students from the English Education Department at an Indonesian university. The participants were selected through purposive sampling because of their background in academic writing courses. Data were gathered through classroom observations, semi-structured interviews, and an analysis of students’ essays and argumentative documents. The obtained data were analyzed using thematic analysis to identify trends in the development of critical thinking. The results indicated that academic writing played a crucial role in enhancing students’ critical thinking skills by fostering their ability to structure ideas coherently, assess information, and formulate evidence-based arguments. Students became increasingly aware of the need to evaluate sources, contrast information, and reflect on their ideas before writing. While some students still faced challenges with deep analysis, it was found that academic writing aided in the progressive development of analytical, evaluative, and reflective thinking skills.

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