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
DERIVATIONAL AND INFLECTIONAL AFFIXES IN THE LANGUAGE OF JAKARTA GLOBE NEWS ARTICLES
Understanding the morphological structure of English words remains a challenge for many learners, particularly students of English at Universitas Pamulang, who often experience difficulties in identifying bound morphemes attached to root or base words to create new lexical items or indicate grammatical functions. This study investigates the use of derivational and inflectional affixes in the language of Jakarta Globe news articles. Employing a qualitative descriptive approach, the research is grounded in Yule’s (2006) theory of English morphology. The data were obtained from the online Jakarta Globe news article entitled Indonesia Introduces AI and Coding to 59,000 Schools Nationwide. Data collection involved identifying words containing affixes and classifying them into derivational and inflectional categories based on their morphological functions. The analysis revealed that inflectional suffixes were the most frequently occurring morphological forms, accounting for 27 instances (50%), including -s, -er, -ed, and -ing. Derivational suffixes appeared in 25 instances (46%), comprising -ence, -ive, -ion, -ity, -ly, -ation, -al, -ment, -ary, -ic, and -tion. No inflectional prefixes were identified in the data. In contrast, derivational prefixes occurred only twice (4%), represented by infra- and under-. These findings indicate that inflectional suffixes are the predominant morphological features in the language of the selected Jakarta Globe news article, highlighting their significant role in expressing grammatical relationships, whereas derivational affixes occur less frequently and primarily contribute to lexical expansion and word formation.
Morphology, Derivational Affixes, Inflectional Affixes, News Article Language, Jakarta Globe
Copyright (c) 2026 Anita Sari, Latifah Latifah, Ismi Adinda, Wirhayati Wirhayati, Kanaya Ratu Vanisa http://creativecommons.org/licenses/by-nc-sa/4.0
ILLOCUTIONARY ACTS IN THE LANGUAGE OF SELECTED FOOTBALL GOAL COMMENTARIES BY PETER DRURY
Football commentary represents a distinctive form of language that combines factual reporting with emotional expression to enhance audience engagement during sporting events. As one of the most prominent football commentators, Peter Drury is widely recognized for his expressive and impactful language, particularly in goal commentaries. Although previous studies have investigated speech acts in football commentary and the use of figurative language in Peter Drury’s narration, limited attention has been given to the analysis of illocutionary acts in the language of football goal commentaries and their communicative functions. Therefore, this study aims to identify the types of illocutionary acts employed in the language of selected football goal commentaries by Peter Drury and to examine the communicative functions reflected in their distribution. Using a descriptive qualitative approach, this study analyzed 113 utterances taken from 32 goal commentary segments compiled in a YouTube video, based on Searle’s taxonomy of illocutionary acts. The findings revealed three categories of illocutionary acts: expressive (75.22%), assertive (23.89%), and directive (0.89%), while commissive and declarative acts were not identified. These findings suggest that the language used in Peter Drury’s goal commentaries extends beyond reporting match events, serving as a means of expressing emotion, evaluation, and audience engagement. This study contributes to the fields of pragmatics, sports discourse, and media linguistics by offering a focused analysis of illocutionary acts in the language of football goal commentaries.
Illocutionary Acts, Pragmatics, Football Commentary, Peter Drury, Language
Copyright (c) 2026 Maulani Saskiya, Dedi Sulaeman, Fourus Huznatul Abqoriyyah http://creativecommons.org/licenses/by-nc-sa/4.0
EVOLVING MASCULINITIES IN THE LANGUAGE OF WHY WOMEN KILL (2019): FROM PATRIARCHAL DOMINATION TO ADAPTIVE IDENTITY
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.
evolving masculinities; language; hegemonic masculinity; crisis tendencies; Why Women Kill (2019)
Copyright (c) 2026 Siti Safrotul Machrusya, Ephrillia Noor Fitriana http://creativecommons.org/licenses/by-nc-sa/4.0
THE INFLUENCE OF COMMUNICATIVE TEACHING STRATEGIES ON STUDENTS’ MOTIVATIONAL IN LEARNING ENGLISH AS A FOREIGN LANGUAGE
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.
Communicative teaching strategies; EFL motivation; learner engagement; classroom interaction; qualitative study.
Copyright (c) 2026 Nor Weni Zulmi, Nailul Authar, Savira Zaniar, Djuwari Djuwari http://creativecommons.org/licenses/by-nc-sa/4.0
SEMIOTIC ANALYSIS OF LANGUAGE USE IN MOTIVATIONAL CONTENT ON THE @AFFIRMATION INSTAGRAM ACCOUNT
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.
Semiotics, Roland Barthes, Denotation and Connotation, Toxic positivity, Digital Uncanny, Social media aesthetics.
Copyright (c) 2026 Fahmi Luqman, Cipto Wardoyo, Dewi Kustanti http://creativecommons.org/licenses/by-nc-sa/4.0
STUDENTS’ SATISFACTION IN ENGLISH LEARNING THROUGH WAYGROUND: A QUANTITATIVE STUDY IN INDONESIAN JUNIOR HIGH SCHOOL
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.
English learning, EFL learning, student satisfaction, Wayground, gamified learning
Copyright (c) 2026 Maharani Maharani, Yessicka Noviasmy, Zulfah Fakhruddin, Nurul Hasanah http://creativecommons.org/licenses/by-nc-sa/4.0
FROM BRAINROT TO DIGITAL DISCOURSE: STUDENT PRAGMATIC COMMUNICATION IN MEME CULTURE
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.
Brainrot Culture, Digital Communication, Digital Discourse, Internet Memes, Pragmatics, Speech Acts
Copyright (c) 2026 Sastika Seli, Moh. Hafidz Albadiri, M. Thoriqul Khoir, Cindy Liana Puspitasari, Dinda Prameswari http://creativecommons.org/licenses/by-nc-sa/4.0
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
MODELLING TEACHING VOCABULARY MASTERY BY GAME- BASED LEARNING APPROACH
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.
Game-based learning, vocabulary mastery, word chain game, mnemonic technique, jumble word game
Copyright (c) 2026 Ida Royani, Sojuangon Rambe, Nurun Najiah, Khoirunnisa Khoirunnisa, Sopiah Nuriani Siagian, Bunga Rizky Nauli Rangkuti 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
ENHANCING EFL/ESL VOCABULARY LEARNING THROUGH WORDWALL-BASED GAMIFICATION: A SYSTEMATIC REVIEW OF COGNITIVE AND AFFECTIVE OUTCOMES IN EDUCATIONAL TECHNOLOGY RESEARCH
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.
Copyright (c) 2026 Nilna Afiyah, Tiyas Saputri, Mujad Didien Afandi, Novi Rahmania Aquariza 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