Esteem Journal of English Education Study Programme
Journal title: Esteem Journal of English Education Study Programme Initials: Esteem Journal ISSN Online: 2622-2213 ISSN Print: 2622-9323 Frequency: 2 issues per year Publisher: Universitas PGRI Palembang Subject Areas: English Education Settings, Assessment, Educational Issues, Linguistics and English Literature. Citation Analysis: Google Scholar | Dimension |DOAJ | Others JOURNAL INFORMATION Esteem Journal of English education study programme is open access, peer reviewed publication published on a national and worldwide scale. The goal is to publish theoretical and research articles that investigate how any language can be used in instruction and the practical use of language in the classroom. Since it encourages submissions from academics, researchers, graduate students, and decision-makers, its scope is global. The journal's focus is on assessment and testing in language education, applied linguistics, methodologies, issues in classroom language teaching, power in language education, the development language curricula, efficient language teaching techniques, diversity, multiculturalism, and general issues in language education systems. Our peer-review process is efficient and streamlined, and we ensure that all accepted articles are published punctually. By publishing with us, you will gain visibility and have your work accessible online to anyone with an internet connection. Our professional formatting and review process meet the highest standards expected by authors and the worldwide research community.
Copyright Notice Authors who publish with this journal agree to the following terms: In order to assure the highest standards for published articles, a peer review policy is applied. In pursue of the compliance with academic standards, all parties involved in the publishing process (the authors, the editors and the editorial board and the reviewers) agree to meet the responsibilities stated below in accordance to the Journal publication ethics and malpractice statement. Duties of Authors: The author(s) warrant that the submitted article is an original work, which has not been previously published, and that they have obtained an agreement from any co-author(s) prior to the manuscript’s submission; The author(s) should not submit articles describing essentially the same research to more than one journal; The authors(s) make certain that the manuscript meets the terms of the Manuscript Submission Guideline regarding appropriate academic citation and that no copyright infringement occurs; The authors(s) should inform the editors about any conflict of interests and report any errors they subsequently, discover in their manuscript. Duties of Editors and the Editorial Board: The editors, together with the editorial board, are responsible for deciding upon the publication or rejection of the submitted manuscripts based only on their originality, significance, and relevance to the domains of the journal; The editors evaluate the manuscripts compliance with academic criteria, the domains of the journal and the guidelines; The editors must at all times respect the confidentiality of any information pertaining to the submitted manuscripts; The editors assign the review of each manuscript to two reviewers chosen according to their domains of expertise. The editors must take into account any conflict of interest reported by the authors and the reviewers. The editors must ensure that the comments and recommendations of the reviewers are sent to the author(s) in due time and that the manuscripts are returned to the editors, who take the final decision to publish them or not. Authors are permitted and encouraged to post online a pre-publication manuscript (but not the Publisher final formatted PDF version of the Work) in institutional repositories or on their Websites prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (see The Effect of Open Access). Any such posting made before acceptance and publication of the Work shall be updated upon publication to include a reference to the Publisher-assigned DOI (Digital Object Identifier) and a link to the online abstract for the final published Work in the Journal. Statement of Authenticity and Manuscript Copyright can be downloaded: After filling in the statement letter, please send via e-mail: jurnalesteem@univpgri-palembang.ac.id
EFL STUDENTS’ DIFFICULTIES IN UNDERSTANDING WORD MEANING WHEN READING NARRATIVE TEXTS
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.
EFL learners, vocabulary comprehension, reading difficulties, narrative texts, qualitative study
Copyright (c) 2026 Aliq Devan Arinal Haq, Kushardiyanti Novinda http://creativecommons.org/licenses/by-nc-sa/4.0
ENHANCING SPOKEN ENGLISH PERFORMANCE THROUGH TEXT READING: EFL STUDENTS' PERCEPTIONS OF RUBRIC-BASED SELF-ASSESSMENT
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; qualitative research; rubric-based self-assessment; Spoken English performance; text reading
Copyright (c) 2026 Bintang Di Langit Biru, Hendi Pratama http://creativecommons.org/licenses/by-nc-sa/4.0
THE CORRELATION BETWEEN STUDENTS’ MASTERY OF GRAMMAR AND THEIR WRITING SKILL IN NARRATIVE TEXT OF THE TENTH GRADE STUDENTS AT VOCATIONAL SCHOOL
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.
grammar mastery, narrative writing skill, correlation study, vocational high school students, English language learning
Copyright (c) 2026 Risti Nurlaili, Zuhad Ahmad http://creativecommons.org/licenses/by-nc-sa/4.0
EXPLORING SYSTEMATIC GENDER DISCRIMINATION IN HOLLYWOOD THROUGH ENGLISH LITERATURE: A POST-FEMINIST ANALYSIS OF THE SEVEN HUSBANDS OF EVELYN HUGO
This study explores systematic gender discrimination in the Hollywood entertainment industry through a post-feminist analysis of The Seven Husbands of Evelyn Hugo (2017) by Taylor Jenkins Reid. Despite increasing female participation in the industry, women continue to face structural inequalities, including objectification, limited career opportunities, and unequal power relations. Drawing on Angela McRobbie’s post-feminist theory, this research examines how female identity, empowerment, and gender bias are represented through the character of Evelyn Hugo. Using a qualitative descriptive method, the study analyzes Evelyn’s experiences as she navigates a male-dominated entertainment industry. The findings reveal that Evelyn’s success is achieved not by overcoming systemic barriers entirely but by strategically negotiating the constraints imposed by patriarchal structures. Her experiences demonstrate that empowerment within a post-feminist context often requires conformity to industry expectations and personal sacrifices related to identity, relationships, and self-expression. Furthermore, the analysis highlights how male-dominated power structures continue to shape women’s professional and personal lives. The study concludes that gender discrimination remains deeply embedded in Hollywood, despite narratives of progress and female empowerment.
gender discrimination, english literature, post-feminism, Hollywood, female identity, The Seven Husbands of Evelyn Hugo
Copyright (c) 2026 Shafa Nabila, Imas Istiani http://creativecommons.org/licenses/by-nc-sa/4.0
THE USE OF ‘DONGENG KITA’ YOUTUBE CHANNEL TO ENHANCE READING COMPREHENSION AMONG ELEVENTH-GRADE STUDENTS
This study investigates the effectiveness of the “Dongeng Kita” YouTube channel in enhancing the reading comprehension of eleventh-grade EFL students. It specifically examines whether culturally relevant multimedia storytelling improves students’ comprehension more effectively than conventional teaching methods. The study employed a quantitative approach using a quasi-experimental design with a non-equivalent control group. The participants were two intact classes of eleventh-grade students at SMA Negeri 7 Semarang, assigned as experimental and control groups. A 20-item multiple-choice reading comprehension test adapted from King and Stanley (1999) was used to measure five reading indicators: identifying main ideas, locating detailed information, making inferences, identifying references, and understanding vocabulary. Data were analyzed using descriptive statistics and an independent samples t-test through IBM SPSS. The findings revealed that the experimental group (M = 87.35) significantly outperformed the control group (M = 75.42), with a significance value of 0.000 (p < 0.05). These results indicate that culturally based digital storytelling effectively improves reading comprehension in EFL contexts.
Copyright (c) 2026 Siti Faida Rojahtun Putri, Galuh Kirana Dwi Areni http://creativecommons.org/licenses/by-nc-sa/4.0
ANALYSIS OF TUTOR MADE ENGLISH SPEAKING MATERIAL FOR 12-14 YEARS OLD STUDENTS AT PPA IO-0132 HOSIANA
This research aims to evaluate the feasibility of tutor-made English speaking materials designed for students aged 12–14 years at PPA IO-0132 Hosiana, based on established criteria for effective speaking materials. Using a qualitative research method, data were collected through document analysis and in-depth interviews with the English tutor. The analysis focused on five key indicators of feasible speaking materials: content feasibility, language feasibility, presentation feasibility, appropriateness, and authenticity. The findings reveal that the tutor-made materials are largely aligned with curriculum standards (Kurikulum 2013 and Kurikulum Merdeka), particularly in terms of contextual relevance, clear instructions, and interactive speaking tasks. The research concludes with recommendations for improving material design, particularly by incorporating authentic listening inputs and structured feedback mechanisms. This study contributes to the development of localized, context-sensitive speaking materials in non-formal educational settings.
English Speaking Materials, Tutor, Non-Formal Education, Qualitative Research
Copyright (c) 2026 Tanima Gulo, Yasminar Amaerita Telaumbanua, Hidayati Daeli, Riswan Zega http://creativecommons.org/licenses/by-nc-sa/4.0
THE CORRELATION BETWEEN ENGLISH PROFICIENCY TEST SCORE, GENDER, AND STUDY PROGRAMS FOR HIGHER STUDENTS
This study investigates the relationship between students’ English proficiency test scores, gender, and academic study programs in higher education. A quantitative approach with a correlational research design was employed. The sample comprised 104 students, including 64 students from the Mathematics Education program and 42 students from the Management study program, selected through purposive sampling. Data were gathered using questionnaires and documentation, and analyzed using two-way analysis of variance (ANOVA) with the assistance of statistical software. The findings reveal that there is no significant interaction between students’ study programs and gender in influencing English proficiency test scores. The originality of this research lies in its examination of the interrelationship among English proficiency, gender, and field of study within a higher education context. In the future, the results are expected to contribute empirical evidence to the discourse on English language proficiency in Indonesian higher education settings.
Copyright (c) 2026 Sopian Sopian, Ira Irzawati, Lisnani Lisnani http://creativecommons.org/licenses/by-nc-sa/4.0
TRANSLATION STRATEGIES AND PRINCIPLES IN RENDERING ENGLISH GERUND PHRASES INTO INDONESIAN: A DESCRIPTIVE ANALYTICAL STUDY
Gerund constructions present a significant challenge in English-Indonesian translation because Indonesian does not possess an equivalent grammatical system. This study explores how English gerund phrases are translated into Indonesian in The Reconstruction of Religious Thought in Islam. Using a descriptive analytical approach, 25 instances were selected from 75 identified cases based on their level of complexity. The findings indicate that semantic strategies are dominant, accounting for 64% of the data, consisting of expansion (36%) and compression (28%). Meanwhile, syntactic strategies account for 36%, including literal translation (16%), unit shift (16%), and calque (4%). All analyzed data consistently apply a meaning-oriented approach, showing a strong tendency to prioritize meaning over structural form. These results demonstrate that structural differences between English and Indonesian encourage translators to focus on conveying meaning rather than preserving grammatical form when translating gerund constructions. The study highlights the importance of meaning-based translation in achieving natural and accurate results, with implications for translation practice and teaching.
Gerund phrases, translation strategies, English-Indonesian, descriptive analytical
Copyright (c) 2026 Nita Lestiani, Hawasi Hawasi http://creativecommons.org/licenses/by-nc-sa/4.0
THE RECIPROCAL TEACHING : AN EFFECTIVE STRATEGY FOR TEACHING READING COMPREHENSION AT AN ISLAMIC SENIOR HIGH SCHOOL
This study investigates the effectiveness of the Reciprocal Teaching Strategy in enhancing students’ reading comprehension at an Islamic senior high school. It aims to compare students’ reading ability before and after the strategy’s implementation and to determine whether the improvement is statistically significant. Using a quantitative approach, the research employed a pre-experimental one-group pre-test and post-test design involving 21 students. Data were collected through a multiple-choice reading test and analyzed using SPSS with a paired sample t-test. The results indicate a notable improvement in students’ performance, with the mean score increasing from 43.33 in the pre-test to 90.23 in the post-test. The significance value of 0.000 (< 0.05) confirms a statistically significant difference between the two scores. These findings demonstrate that the Reciprocal Teaching Strategy effectively enhances reading comprehension. This study provides practical implications for English language teaching, particularly in reading classes at the senior high school level. It highlights the value of collaborative learning and critical thinking in fostering student engagement and improving comprehension, offering useful insights for teachers and researchers in EFL contexts.
Reciprocal Teaching, Reading Comprehension, Teaching Strategy, EFL.
Copyright (c) 2026 Nurmaya Kholida, Ria Kamilah Agustina http://creativecommons.org/licenses/by-nc-sa/4.0
ANALYZING MEDIA PROPAGANDA AND POWER THROUGH LANGUAGE IN THE HUNGER GAMES: AN ENGLISH PERSPECTIVE
This article explores how The Hunger Games portrays the interplay between media, power, and social oppression through a linguistic perspective. Set in the dystopian nation of Panem, the narrative reveals how the Capitol exerts its dominance by manipulating media as a tool of control. The annual Hunger Games where each district must send one male and one female tribute to compete in a deadly survival contest serve not only as punishment but also as a strategic spectacle designed to suppress rebellion. Broadcast across all districts, the event reinforces the Capitol’s authority, constantly reminding citizens of their subjugation. From an English perspective, the novel highlights how language and media narratives are constructed to legitimize power and normalize violence. The Capitol’s framing of the Games transforms human suffering into a form of entertainment, masking oppression through carefully crafted messaging. This study employs qualitative data analysis, drawing on key excerpts from the novel, and applies the “five filters” propaganda model introduced by Edward S. Herman and Noam Chomsky in Manufacturing Consent: The Political Economy of the Mass Media. Through this framework, the analysis reveals how language functions as a powerful mechanism in shaping perception, sustaining authority, and perpetuating systemic inequality within the fictional society.
The Hunger Games, Language, Propaganda Model, Media Spectacle, Power Dynamics
Copyright (c) 2026 Edeltrudista Andiantari Wijaya, Imas Istiani http://creativecommons.org/licenses/by-nc-sa/4.0
THE EFFECT OF TEACHER CERTIFICATION ON ORGANIZATIONAL CITIZENSHIP BEHAVIOR IN ENGLISH LANGUAGE TEACHING PRACTICES AT SMAN BANGKA BARAT
In the contemporary Indonesian educational landscape, ongoing initiatives to improve educational quality continue to encounter significant obstacles, particularly in relation to unequal infrastructure and variations in teacher qualifications. This study focuses on identifying the determinants of Organizational Citizenship Behavior (OCB) among English teachers at SMAN Bangka Barat, with particular emphasis on assessing the impact of teacher certification on the manifestation of OCB within English language instruction. Adopting a quantitative explanatory survey approach, the study gathered data from 94 teachers, who were selected through probability sampling techniques from a total population of 189 educators. The research instruments underwent rigorous validity and reliability testing to ensure their accuracy and consistency. For data analysis, the study applied multiple linear regression, alongside classical assumption tests and hypothesis testing procedures. The results indicate that teacher certification has the most substantial effect on OCB, as evidenced by a regression coefficient of 0.522. This finding suggests that certification functions not only as a formal acknowledgment of professional competence but also as a psychological driver that encourages teachers to engage in discretionary, extra-role behaviors. Consequently, the study highlights the critical need to align teacher professional development and certification initiatives with policies that promote effective instructional practices, cultivate positive organizational conduct, and ultimately improve the overall quality of English language education.
Teacher Certification, Organizational Citizenship Behavior, English Language Teaching, Transformational Leadership, Teacher Competence
Copyright (c) 2026 Robi'atul Adawiyah, Dessy Wardiah, Andi Rahman http://creativecommons.org/licenses/by-nc-sa/4.0
CHATGPT AS A SCAFFOLDING IN ENGLISH WRITING OF EFL STUDENTS: LITERATURE REVIEW
This study aims to conduct a systematic literature review on the role of ChatGPT as scaffolding in English writing instruction for EFL students by identifying how previous studies position ChatGPT in the writing process, examining the integration of scaffolding theory, and analyzing its pedagogical implications. This research employed a systematic literature review design using Google Scholar as the primary academic database. Twenty peer-reviewed journal articles published between 2016 and 2026 were selected and evaluated using the JBI Critical Appraisal for Experimental Studies instrument to assess methodological quality, validity, and relevance, including Randomized Controlled Trial (RCT) and experimental research designs. The findings demonstrate that most studies position ChatGPT primarily as an AI-assisted writing tool rather than explicitly conceptualizing it as scaffolding. Existing research mainly emphasizes students’ perceptions, motivation, and improvements in writing performance, while only limited studies incorporate Vygotsky’s sociocultural theory and the Zone of Proximal Development (ZPD). The novelty of this study lies in framing ChatGPT from a Vygotskian scaffolding perspective, providing a clearer theoretical foundation for understanding AI as structured cognitive support in EFL writing instruction.
ChatGPT, Scaffolding Theory, EFL Writing, AI in Education, Digital Scaffolding, Sociocultural Theory
Copyright (c) 2026 Ni Made Ardita Arya Putri, Djuwari Djuwari, Edi Pujo Basuki http://creativecommons.org/licenses/by-nc-sa/4.0
THE OPPRESSION OF WOMEN THROUGH LANGUAGE IN OFFRED’S CHARACTER IN MARGARET ATWOOD’S THE HANDMAID’S TALE
This study investigates the different forms of oppression experienced by women as portrayed through Offred’s character in The Handmaid's Tale. The research explores how women are constructed as powerless individuals and how oppression becomes normalized within society. The analysis is grounded in Iris Marion Young’s Five Faces of Oppression theory to identify the various dimensions of oppression depicted in the novel. The study employs a descriptive qualitative method using close reading techniques to examine the narrative and dialogues presented in the story. The findings reveal that oppression in the novel operates not only through individual actions but also through institutionalized injustice embedded within the social, religious, and legal systems of Gilead. Women’s bodies are treated as instruments of state reproduction, freedom of expression is restricted, and personal identities are systematically erased. Nevertheless, Offred demonstrates several forms of resistance through her thoughts and storytelling, which function as strategies of survival and self-preservation. Ultimately, the study concludes that the oppression portrayed in the novel is structural and interconnected, reflecting a critical portrayal of patriarchal systems that remains relevant to contemporary social realities.
Oppression, Violence, Women, Patriarchy, Resistance
Copyright (c) 2026 Yulianci Yulianci, Thohiriyah Thohiriyah http://creativecommons.org/licenses/by-nc-sa/4.0
THE SYNERGY OF STUDENT CREATIVITY AND ARTIFICIAL INTELLIGENCE IN ENGLISH CREATIVE WRITING: AN ANALYSIS OF THE USE OF AI AS A WRITING ASSISTANT
The use of artificial intelligence (AI) has increasingly penetrated the academic world, particularly among students. While AI offers various benefits, its growing use raises concerns about potential declines in creativity and critical thinking. This study aims to examine how students utilize AI in writing English short stories. A qualitative case study was conducted involving 13 students from the English Language Education Study Program at Universitas PGRI Kalimantan. The findings reveal that AI use in creative writing is unavoidable; however, students must still employ creativity and critical thinking to generate effective prompts and achieve desired outcomes. The study also shows that human–AI synergy occurs mainly in editing and technical support stages. Human creativity remains central to the writing process, while AI functions as a catalyst to enhance linguistic quality. Furthermore, the impact of AI is dualistic: it can improve students’ confidence and self-expression, but it may also lead to dependency if not supported by appropriate pedagogical strategies.
Artificial Intelligence (AI), Creative Writing, Short Stories, Human-AI Synergy, Writing Assistant.
Copyright (c) 2026 Desi Hidayanti http://creativecommons.org/licenses/by-nc-sa/4.0
THE INFLUENCE OF ENGLISH LANGUAGE LEARNING ATTITUDE AND LANGUAGE ANXIETY ON ENGLISH ACHIEVEMENT OF EFL STUDENTS
This study aims to investigate the influence of learning attitudes and language anxiety on students' English language learning achievement, both partially and simultaneously in the context of vocational education. Using a quantitative correlational design, this study involved 60 students selected through a total sampling technique , with data collection through a learning attitude questionnaire, a Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire, and documentation of academic achievement analyzed using multiple linear regression tests using SPSS version 26. The findings of the study indicate a significant positive effect of learning attitudes on achievement, as well as a significant negative effect of language anxiety on students' academic achievement. Collectively, these two affective variables contribute substantially to the variance in English language achievement, where a positive attitude and good anxiety management are the main predictors of learning success. These results provide important implications for English instructors to create a supportive classroom environment to minimize stress and strengthen students' positive dispositions towards the target language. The novelty of this study lies in the exploration of students' psychological dynamics in a polytechnic environment with high professional orientation pressure, thus providing a new contribution to the development of an emotional stability-based curriculum in English language education.
Learning Attitude, Language Anxiety, English Achievement, EFL Students, Vocational Education.
Copyright (c) 2026 Hastin Yoka Hariyani, Tahrun Tahrun, Masagus Firdaus http://creativecommons.org/licenses/by-nc-sa/4.0
CODE-SWITCHING IN ENGLISH LANGUAGE TEACHING: TYPES, REASONS, AND CLASSROOM IMPACT
Code-switching remains common in English Language Teaching (ELT), particularly in multilingual classrooms where students have limited exposure to English outside school. In Indonesian vocational schools, teachers frequently alternate between English and Indonesian to facilitate communication and comprehension. This study investigated the types of code-switching used in classroom interaction, the reasons for language alternation, and its impact on students’ learning. A qualitative descriptive case study design was employed. Data were collected through classroom observations and interviews with one English teacher and students from two vocational classes at SMK YPIP Talang Ubi. The findings revealed three types of code-switching: inter-sentential switching, intra-sentential switching, and tag switching, with intra-sentential switching being the most dominant. The teacher used code-switching to explain difficult material, clarify meaning, manage classroom activities, check comprehension, and create a supportive learning environment. Students reported that code-switching helped them understand lessons more easily, participate more confidently, and reduce anxiety during English learning. These findings suggest that code-switching can function as an effective pedagogical strategy in EFL classrooms when used purposefully and strategically without reducing meaningful exposure to English.
code-switching, English language teaching, classroom interaction, teacher talk, EFL classroom
Copyright (c) 2026 Marizka Rimadhona, Hanni Yukamana, Mulyadi Mulyadi http://creativecommons.org/licenses/by-nc-sa/4.0
THE ROLE OF LANGUAGE IN DIGITAL MARKETING STRATEGIES TO IMPROVE THE PERFORMANCE OF MICRO, SMALL, AND MEDIUM ENTERPRISES (MSMES) IN MAROS REGENCY
This study examines the role of language in digital marketing strategies and its impact on the performance of Micro, Small, and Medium Enterprises (MSMEs) in Maros Regency. Language plays a vital role in creating persuasive communication, attracting audiences, and maintaining customer relationships in digital platforms. However, many MSME actors still face challenges in utilizing effective and engaging language in their digital content. This research employed a quantitative approach using a survey method involving 60 MSME actors selected through purposive sampling, with criteria including at least one year of business operation and active use of social media for promotion. Data were collected through Likert-scale questionnaires and analyzed using validity, reliability, classical assumption tests, and multiple linear regression. The results indicate that digital marketing variables have a positive and significant effect on MSME performance, with the linguistic quality of digital content as the most dominant factor. The coefficient of determination (R²) of 0.643 shows that digital marketing accounts for 64.3% of the variation in MSME performance. These findings emphasize the importance of strategic language use in enhancing digital marketing effectiveness and improving MSME competitiveness.
language, digital marketing, MSME performance, digital content, social media
Copyright (c) 2026 Rosnaeni Arsyad, Heriani Heriani, Haerawati Haerawati, Muhammad Fuad, H. Burhan, A. Rahmatia http://creativecommons.org/licenses/by-nc-sa/4.0
THE EFFECTS OF GAMIFICATION AND LEARNING MOTIVATION ON STUDENTS’ READING COMPREHENSION ACHIEVEMENT
This study investigated the effects of gamification and learning motivation on students’ reading comprehension achievement in secondary education. It aimed to determine whether gamified instructional practices enhance reading comprehension outcomes and whether students’ levels of learning motivation moderate these effects. A quantitative experimental design with a 2×2 factorial arrangement was used. Sixty eleventh-grade students were randomly assigned to experimental (gamification) and control (conventional instruction) groups. Data were collected using a standardized reading test and a validated motivation questionnaire. Results indicated that students exposed to gamified instruction achieved significantly higher reading comprehension scores than peers taught conventionally. High motivation students outperformed low motivation peers, and an interaction effect between instructional approach and motivation level was statistically significant. Findings suggest that gamification strategies can be integrated into reading instruction to enhance engagement and comprehension. Teachers and curriculum designers may implement gamified tools to support motivation-driven learning improvement. This research contributes to the existing literature by experimentally examining the interactive influence of gamification and intrinsic motivation on reading comprehension in a secondary education setting, highlighting motivational thresholds that amplify gamification benefits.
Gamification, Learning Motivation, Reading Comprehension, Instructional Technology, Secondary Education
Copyright (c) 2026 Tanti Nur Annisa, Masagus Firdaus, Hanni Yukamana http://creativecommons.org/licenses/by-nc-sa/4.0
INCREASING STUDENTS’ SPEAKING PERFORMANCE AND CRITICAL THINKING SKILLS THROUGH TECHNOLOGY-AIDED READING MATERIALS
This study investigated the enhancement of students’ speaking performance and critical thinking skills through the integration of technology-assisted reading materials in English language learning. It focused on how the use of digital reading resources could foster students’ confidence in expressing ideas while simultaneously strengthening their ability to analyze, evaluate, and respond critically during classroom interactions. A Classroom Action Research design based on the Kemmis and McTaggart model was employed, involving planning, action, observation, and reflection stages. The participants were eleventh-grade students. Data were obtained through speaking performance assessments, critical thinking tests, classroom observations, and field notes across two iterative cycles to monitor students’ progress. The results demonstrated a marked improvement in both speaking performance and critical thinking from Cycle I to Cycle II. Initially, students exhibited low confidence and limited participation in speaking activities. However, after the systematic implementation of technology-based reading materials, students became more active, expressed ideas more fluently, and showed enhanced analytical abilities. These findings indicate that technology-aided reading materials are effective in promoting interactive and meaningful English learning. Their integration into classroom practice can support discussion-based learning, encourage reflective thinking, and enhance students’ oral communication skills. This study contributes to English language teaching by highlighting the synergy between digital reading resources and the development of speaking and critical thinking skills within a classroom action research framework.
Speaking Performance, Critical Thinking, Technology-Aided Reading Materials, Digital Reading Resources, Classroom Action Research, English Language Learning
Copyright (c) 2026 Gilang Lukito Permatasari, Tahrun Tahrun, Masagus Firdaus http://creativecommons.org/licenses/by-nc-sa/4.0
THE CORRELATIONS AMONG LEARNING MOTIVATION, READING COMPREHENSION AND TRANSLATION ABILITY OF EFL UNDERGRADUATE STUDENTS
This study examines the relationship between students’ learning motivation and translation ability, the association between reading comprehension and translation performance, and the combined contribution of both variables to the translation skills of EFL university students. A quantitative correlational design was applied, involving 54 participants selected through purposive sampling. The research instruments included a motivation questionnaire, a TOEFL-based reading comprehension test, and a translation assessment, with data analysis conducted using IBM SPSS Statistics version 26. The findings indicate significant positive correlations among all variables. Both learning motivation and reading comprehension were found to jointly explain 74.4% of the variance in translation ability, with reading comprehension emerging as the strongest predictor. These results suggest that students’ translation competence is strongly influenced by both affective and cognitive dimensions of language learning. The study offers practical implications for English language educators in developing instructional approaches that integrate reading literacy and translation practice. Its originality lies in demonstrating that the interaction between motivational factors and cognitive reading skills forms a crucial foundation for enhancing academic translation performance, thereby contributing to the advancement of a more integrated, competency-based language curriculum.
Learning Motivation, Reading Comprehension, Translation Ability, EFL Students, Correlational Design
Copyright (c) 2026 Suci Indah Sari, Tahrun Tahrun, Mulyadi Mulyadi http://creativecommons.org/licenses/by-nc-sa/4.0
THE INFLUENCE OF PROJECT-BASED LEARNING TECHNIQUE AND READING INTEREST ON STUDENTS’ READING COMPREHENSION
This study investigated the influence of Project-Based Learning (PjBL) and students’ reading interest on reading comprehension among senior secondary learners. It also examined the interaction effect between instructional technique and reading interest on students’ reading achievement. The study employed a quantitative experimental design involving an experimental group taught using Project-Based Learning and a control group taught through conventional instruction. Data were collected using a reading comprehension test and a reading interest questionnaire and analyzed through analysis of variance (ANOVA). The findings revealed that students taught through Project-Based Learning achieved significantly higher reading comprehension scores than those taught using conventional methods. In addition, students with high reading interest demonstrated better performance compared to those with low reading interest. The analysis further indicated a significant interaction effect between instructional technique and reading interest on reading comprehension. These findings suggest that Project-Based Learning can serve as an effective instructional strategy for improving students’ reading comprehension, engagement, and motivation in English language learning. This study contributes to the development of innovative teaching strategies by highlighting the combined role of instructional methods and learner motivation in enhancing reading achievement in EFL classrooms.
Project-Based Learning, Reading Interest, Reading Comprehension, EFL Learning, Student Engagement, Experimental Study
Copyright (c) 2026 Shelvi Carmelia, Hanni Yukamana, Mulyadi Mulyadi http://creativecommons.org/licenses/by-nc-sa/4.0
THE RELATIONSHIP BETWEEN DIGITAL READING ACTIVITY, READING ENGAGEMENT, AND READING COMPREHENSION AMONG EFL LEARNERS
The growth of digital technology has changed the way students read, learn, and interact with English texts. In many EFL classrooms, reading is no longer limited to printed books because students increasingly access materials through smartphones, laptops, and online platforms. This shift gives learners wider exposure to authentic texts, yet it also introduces new demands related to navigation, attention control, and strategic reading. In such contexts, reading comprehension is shaped not only by students’ access to digital texts but also by how actively they engage with what they read. This study examined the relationship between digital reading activity, reading engagement, and reading comprehension among eleventh-grade EFL learners. A quantitative correlational design was used. Data were collected through a digital reading activity questionnaire, a reading engagement questionnaire, and a reading comprehension test, then analyzed using descriptive statistics, Pearson product-moment correlation, and multiple regression. The findings show that digital reading activity was positively and significantly related to reading comprehension. Reading engagement also had a positive and significant relationship with comprehension. In addition, both variables simultaneously contributed to students’ reading comprehension performance. These findings suggest that digital reading becomes more academically meaningful when it is accompanied by active emotional, behavioral, and cognitive engagement during reading.
digital reading activity, reading engagement, reading comprehension, EFL learners, digital literacy
Copyright (c) 2026 Selfiah Anggraini Pratiwi, Indawan Syahri, Masagus Firdaus http://creativecommons.org/licenses/by-nc-sa/4.0
IMPROVING STUDENTS’ READING ABILITY AND INTEREST THROUGH COOPERATIVE INTEGRATED READING AND COMPOSITION
This study aims to examine the improvement of students’ reading ability and reading interest through the implementation of the Cooperative Integrated Reading and Composition (CIRC) learning model. The research focuses on identifying whether cooperative learning activities can help students better understand reading texts and encourage them to participate more actively in classroom reading tasks. This research employed Classroom Action Research (CAR) based on the model proposed by Arikunto and involved 33 eleventh-grade students. Data were collected through reading comprehension tests, reading interest questionnaires using Likert-scale items, and classroom observation sheets. The research was conducted in two cycles consisting of planning, action, observation, and reflection stages. The findings indicate that the use of the CIRC learning model improved students’ reading comprehension and increased their interest in reading activities. Students showed better performance in identifying main ideas, understanding vocabulary, and interpreting reading texts, while classroom participation also improved during group discussions and cooperative learning tasks. The results of this study can be applied in English language teaching, particularly in reading instruction at senior high schools and vocational schools, where teachers may use the CIRC model as an alternative cooperative learning strategy to enhance students’ reading comprehension and engagement in learning. This study also provides practical evidence that integrating cooperative reading and writing activities through the CIRC model can simultaneously improve students’ comprehension skills and reading interest, contributing to more interactive and effective classroom learning
Reading comprehension, Reading interest, Cooperative Integrated Reading and Composition, Cooperative learning, Classroom action research, English reading instruction
Copyright (c) 2026 Radius Juniadi, Tahrun Tahrun, Masagus Firdaus http://creativecommons.org/licenses/by-nc-sa/4.0
MORAL VALUES AND INTRINSIC ELEMENTS IN THE FAULT IN OUR STARS AND THEIR IMPLICATIONS FOR ENGLISH LANGUAGE TEACHING
The moral values and intrinsic elements found in the novel The Fault in Our Stars and discusses their relevance to English Language Teaching (ELT). Using a qualitative descriptive approach, this study analyzes the novel by focusing on its intrinsic elements, including theme, characterization, plot, setting, and point of view, as well as moral values such as love, bravery, responsibility, respect, tolerance, and loyalty. The findings show that moral values in the novel are not delivered explicitly but are naturally embedded within the narrative through its intrinsic elements. This makes the novel meaningful and effective not only as a literary work but also as a learning resource. The study also reveals that The Fault in Our Stars can be used in ELT classrooms to support language development, encourage critical thinking, raise cultural awareness, and promote character education. Therefore, the novel is highly relevant for both literary studies and English education.
moral values, intrinsic elements, novel, English Language Teaching, literature
Copyright (c) 2026 Adhadilah Galuh Andaresta, Tahrun Tahrun, Hanni Yukamana http://creativecommons.org/licenses/by-nc-sa/4.0
THE EFFECT OF MEMORY STRATEGIES AND READING MOTIVATION TOWARD THE SEVENTH GRADE STUDENTS' READING ABILITY AT STATE JUNIOR HIGH SCHOOL NUMBER 20 PALEMBANG
This study examined the effect of memory strategies and reading motivation on seventh-grade students’ reading comprehension at State Junior High School 20 Palembang. It specifically aimed to determine (1) the effect of memory strategies on reading ability, (2) the influence of reading motivation on reading achievement, and (3) the interaction between both variables. A quantitative experimental approach with a 2×2 factorial design was employed. The participants were seventh-grade students in the 2024/2025 academic year, divided into an experimental group taught through memory strategies and a control group using conventional instruction. Data were obtained from pre-test and post-test reading comprehension assessments and a reading motivation questionnaire, then analyzed using descriptive statistics, independent sample t-tests, and two-way ANOVA. Findings revealed that memory strategies significantly enhanced students’ reading performance compared to conventional methods. Reading motivation also exerted a significant positive effect on achievement. Moreover, a significant interaction effect was identified, indicating that students with high motivation who received memory strategy instruction achieved the greatest improvement. The study highlights the pedagogical value of integrating cognitive strategies with affective factors. Its novelty lies in examining the combined and interactive effects of memory strategies and reading motivation within a factorial experimental framework at the junior high school level, offering deeper insight into their synergistic role in improving reading comprehension.
memory strategies, reading motivation, reading ability
Copyright (c) 2026 Nabila Samira Kuspandi, Indawan Syahri, Masagus Firdaus http://creativecommons.org/licenses/by-nc-sa/4.0
INCREASING THE TENTH GRADE STUDENTS’ WRITING SKILL AND MOTIVATION BY USING DICE GAME TECHNIQUE AT SMK NEGERI 2 INDRALAYA UTARA
The Purpose of the study is to increase the writing skill and motivation of tenth-grade students by using the Dice Game Technique in English writing instruction, particularly in composing descriptive texts at SMK Negeri 2 Indralaya Utara. This study employed Classroom Action Research conducted in Class X TKJ 1 of SMK Negeri 2 Indralaya Utara involving 21 students during the 2024/2025 academic year. Data were collected through writing tests, classroom observations, and interviews, and the study was implemented in two cycles consisting of planning, acting, observing, and reflecting stages. The results showed an increase in students’ writing skill and motivation. In Cycle I, 80.95% of students reached the Minimum Mastery Criterion with a mean score of 70.76, while in Cycle II, 90.47% of students reached the criterion with an increased mean score of 77.62. In terms of motivation, students showed greater enthusiasm, active participation, confidence in expressing ideas, and engagement during the learning process. This study provides practical classroom-based evidence of integrating the Dice Game Technique within Classroom Action Research to simultaneously increase students’ writing skill and motivation through an interactive and enjoyable learning approach.
Dice Game Technique, writing skill, Motivation, Descriptive Text, Classroom Action Research
Copyright (c) 2026 Suryanti Suryanti, Tahrun Tahrun, Hanni Yukamana http://creativecommons.org/licenses/by-nc-sa/4.0
ARTIFICIAL INTELLIGENCE IN EFL CLASSROOMS: A SYSTEMATIC REVIEW OF RESPONSIBLE USE
The incorporation of Artificial Intelligence (AI) into educational contexts has expanded significantly, generating new opportunities for personalized instruction, real-time feedback, and enhanced learner autonomy. Nevertheless, the governance of AI use in academic settings has simultaneously provoked critical debates concerning academic integrity, assessment validity, and ethical accountability. Although prior scholarship has explored individual AI applications or addressed ethical considerations at a theoretical level, comprehensive pedagogical guidelines for practical classroom implementation remain insufficiently articulated. This study conducts a systematic literature review of empirical studies and policy documents published between 2019 and 2025, adhering to PRISMA protocols, to consolidate evidence regarding both the pedagogical benefits and institutional challenges of AI integration in EFL education. Employing thematic analysis, the review delineates recurring instructional affordances, structural risks, and contextual mediators influencing AI effectiveness. Building upon this synthesis, the study advances an original rule-based conceptual framework that translates human-centered AI principles into explicit pedagogical directives articulated as concrete do’s and don’ts for EFL classroom practice. The findings indicate that AI contributes meaningfully to EFL learning outcomes only when strategically embedded within robust pedagogical design, transparent assessment frameworks, and sustained teacher facilitation. By converting ethical and theoretical discourse into operational classroom guidance, this research provides a practice-oriented contribution for educators, curriculum developers, and policymakers pursuing responsible and sustainable AI integration in EFL environments.
Artificial Intelligence, EFL, academic integrity, Rules
Copyright (c) 2026 Khairun Nissa, Henny Mardiah, Khairun Niswa http://creativecommons.org/licenses/by-nc-sa/4.0
A STUDY OF LEARNING MOTIVATION ASPECTS IN SPEAKING AMONG EFL PRE-SERVICE TEACHERS
Speaking proficiency is a crucial professional competency for EFL pre-service teachers, as it reflects their readiness to perform instructional tasks effectively. However, many pre-service teachers encounter difficulties in developing speaking skills, often linked to their motivational orientations. This study examines the levels of intrinsic and extrinsic motivation in speaking and identifies the dominant motivational aspects among seventh-semester English Education students at a private university in Yogyakarta. Using a quantitative descriptive design, data were collected through a 40-item motivation questionnaire and analyzed using descriptive statistics. The findings indicate that both intrinsic and extrinsic motivation were high (mean = 4.08), with intrinsic motivation emerging as more dominant and consistent. It was primarily driven by self-initiation, personal satisfaction, awareness, and positive learning habits. In contrast, extrinsic motivation showed greater variability, influenced by praise, achievement expectations, and a supportive learning environment. Some extrinsic factors, such as rewards and performance-related pressure, were moderate. The study highlights the importance of balancing intrinsic and extrinsic motivation to sustain effective speaking development and provides practical insights for managing motivation in teacher education contexts.
EFL Pre- Service Teachers, Motivation aspects, Speaking Skill, Language learning
Copyright (c) 2026 Berta Meiline Gaina, Restu Arini http://creativecommons.org/licenses/by-nc-sa/4.0
IMPLEMENTATION OF EDUCATION AND TRAINING PROGRAMS FOR JUNIOR HIGH SCHOOL INDONESIAN LANGUAGE TEACHERS AT BBPMP SOUTH SULAWESI PROVINCE
This study investigated the implementation of education and training programs for junior high school Indonesian language teachers organized by the Balai Besar Penjaminan Mutu Pendidikan Sulawesi Selatan (BBPMP). It examined the stages of planning, implementation, evaluation, and follow-up in fostering teachers’ professional competence. A qualitative descriptive design was employed. Data were gathered through classroom observations, in-depth interviews, and document analysis, using observation checklists, interview protocols, audio recordings, and official training records. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, encompassing data reduction, data display, and conclusion verification with source and method triangulation. Findings indicate that the training programs were implemented systematically in alignment with established standard operating procedures. Participants demonstrated enhanced competencies in lesson planning, instructional delivery, assessment practices, and reflective teaching. Follow-up activities facilitated the transfer of training outcomes into classroom practice and professional collaboration. This study contributes a comprehensive, practice-oriented evaluation model integrating all training stages, offering guidance for sustainable, needs-based professional development and strengthening Indonesian language instruction at the secondary level.
Copyright (c) 2026 Rusdi Rusdi http://creativecommons.org/licenses/by-nc-sa/4.0
INTERPRETING MEANING IN LIAR AND SPY THROUGH THE LENS OF FIGURATIVE LANGUAGE
This study examines the use of figurative language as a form of meaning transference in Liar and Spy by Rebecca Stead and explores its implications for English Language Teaching (ELT). Employing a qualitative descriptive approach, the research identifies and interprets figurative expressions found in narrative passages and dialogues. Selected excerpts containing non-literal meanings were categorized into four types: metaphor, metonymy, synecdoche, and simile. Through close textual analysis, each expression was examined in relation to its thematic function and contribution to meaning construction. The findings indicate that figurative language significantly reinforces five central themes: school life, family relationships, friendship, bullying, and overcoming fear. These devices transform abstract emotions into vivid imagery, enhancing readers’ emotional engagement and interpretive understanding. From a pedagogical perspective, the novel demonstrates strong potential as a literary resource in ELT classrooms. Its rich figurative expressions provide opportunities to develop students’ interpretive skills, linguistic awareness, and emotional literacy through guided discussion and reflection. Overall, the study highlights the value of integrating literary analysis into language learning to promote both communicative competence and personal growth.
Figurative language, meaning transference, young adult literature, English Language Teaching
Copyright (c) 2026 Miftahul Jannah, Hanni Yukamana, Masagus Firdaus http://creativecommons.org/licenses/by-nc-sa/4.0