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
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 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
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
THE IMPLEMENTATION OF THINK-PAIR-SHARE IN EFL PUBLIC SPEAKING: A CASE STUDY
Public speaking remains one of the most demanding components of English language learning for Indonesian EFL students, often hindered by low self-confidence, limited fluency, and difficulties in organizing ideas coherently. Although prior research has highlighted the effectiveness of cooperative learning strategies such as Think–Pair–Share (TPS), empirical investigations into its practical implementation within authentic public speaking classroom contexts remain limited. This study seeks to explore the implementation of TPS in an Indonesian senior high school setting and examine its influence on students’ speaking performance. Adopting a descriptive qualitative case study design, the research involved 37 eleventh-grade students. Data were gathered through classroom observations, documentation, and a speaking performance rubric assessing four dimensions: structure, collaboration, fluency and confidence, as well as coherence and clarity. The findings indicate that TPS effectively facilitated individual reflection, peer collaboration, and increased confidence during presentations. The mean performance score reached 14.42 out of 16, reflecting a high level of speaking proficiency. Students demonstrated particular strength in idea organization and collaborative engagement. Overall, the study provides practical strategies for preparing and delivering public speaking tasks and offers pedagogical implications for integrating TPS to alleviate speaking anxiety and foster communicative competence.
Think-Pair-Share, Public speaking, EFL students, cooperative learning, case study
Copyright (c) 2026 Tria Dewi Lestari, Yuliati Yuliati http://creativecommons.org/licenses/by-nc-sa/4.0
AN ANALYSIS OF LANGUAGE-BASED TRANSLATION TECHNIQUES IN THE DUBBING OF THE SONG “I SEE THE LIGHT” IN DISNEY’S TANGLED
This study examines the language-based translation techniques applied in the Indonesian dubbing of the song “I See the Light” from Disney’s Tangled, aiming to identify the most dominant technique used. Employing a qualitative approach, the research enables an in-depth analysis of translation strategies within the audiovisual context. The data consist of the original English lyrics and their Indonesian dubbed version, analyzed using Molina and Albir’s (2002) framework of translation techniques. The findings reveal eight techniques: modulation, literal translation, reduction, amplification, adaptation, discursive creation, generalization, and transposition. Among these, modulation is the most frequently employed technique, followed by literal translation. The dominance of modulation indicates the translator’s effort to adjust meaning, perspective, and expression to align with melody, rhythm, and synchronization constraints in dubbing. Meanwhile, literal translation helps maintain narrative clarity and emotional nuance. Overall, the study highlights the complexity of song translation in audiovisual media, where linguistic accuracy, cultural adaptation, and musical requirements must be balanced. It contributes to audiovisual translation studies by demonstrating how language-based techniques preserve meaning, rhythm, and emotional impact for Indonesian audiences.
Audiovisual Translation, Dubbing, Translation Techniques, Song Translation, Modulation
Copyright (c) 2026 Maurizka Putri Muliana, Yuliati Yuliati http://creativecommons.org/licenses/by-nc-sa/4.0
TELEVISION TALK SHOW DISCOURSE AS A SOURCE FOR PRAGMATICS LANGUAGE LEARNING: VIOLATIONS OF THE COOPERATIVE PRINCIPLE IN THE MAIN HAKIM SENDIRI PROGRAM ON NET TV
This study aims to analyze violations of the cooperative principle in the television talk show Main Hakim Sendiri broadcast on NET TV and to examine its potential as a source for pragmatics language learning. According to Grice, the cooperative principle consists of four conversational maxims, namely the maxim of quantity, the maxim of quality, the maxim of relevance, and the maxim of manner. This research employed a descriptive qualitative research design. The data were collected using observation and note-taking techniques. The subject of this study was the Main Hakim Sendiri program on NET TV, while the object of the study focused on the pragmatic analysis of the cooperative principle within television talk show discourse. Data analysis was conducted using the referential (padan) method with the basic technique of determinant element sorting (Pilah Unsur Penentu/PUP), followed by the matching-equivalence technique (Hubung Menyamakan/HBS) as an advanced analytical procedure. The findings reveal 23 instances of cooperative principle violations in the program, consisting of 3 violations of the maxim of quantity, 7 violations of the maxim of quality, 8 violations of the maxim of relevance, and 5 violations of the maxim of manner. These findings indicate that television talk show discourse, particularly Main Hakim Sendiri, can serve as an authentic and meaningful source for teaching and learning pragmatics in language education.
Pragmatics Language Learning, Cooperative Principle, Television Talk Show Discourse, Conversational Maxims, Main Hakim Sendiri
Copyright (c) 2026 Zultiyanti Zultiyanti, Ginanjar Febrian Nugroho http://creativecommons.org/licenses/by-nc-sa/4.0
EXPLORING STUDENTS’ PERCEPTIONS OF ENGLISH SONGS AS A MEDIUM FOR DEVELOPING LISTENING COMPREHENSION IN SENIOR HIGH SCHOOL
This study investigates tenth-grade senior high school students’ perceptions of the use of English songs as a pedagogical medium for enhancing listening comprehension in an EFL context. It specifically examines learners’ attitudes, learning experiences, and perceived advantages and constraints associated with integrating English songs into listening activities. Adopting a descriptive qualitative research design, the study collected data through a closed-ended questionnaire administered via Google Forms and follow-up semi-structured interviews. The questionnaire comprised 14 Likert-scale statements, while the interviews consisted of five open-ended questions. The participants were 35 tenth-grade students from a public senior high school in Indonesia. The findings indicate that students perceive English songs as an enjoyable, motivating, and effective learning medium that facilitates listening comprehension. The use of songs was reported to enhance pronunciation awareness, vocabulary acquisition, and learners’ confidence, while simultaneously alleviating listening-related anxiety. Although students identified challenges such as rapid song tempo and the presence of unfamiliar slang in lyrics, they generally agreed that English songs foster an engaging and supportive listening learning environment. Consequently, this study offers practical implications for English language teaching, particularly for EFL listening instruction at the secondary school level. The results provide valuable insights for English teachers, curriculum developers, and educators aiming to implement learner-centered and engaging media to support the development of students’ listening skills.
English songs, listening comprehension, students’ perceptions, EFL learning, senior high school, listening instruction
Copyright (c) 2026 Nabila Diva Hapsari, Yuliati http://creativecommons.org/licenses/by-nc-sa/4.0
EXPLORING THE CHALLENGES IN DEVELOPING CRITICAL WRITING SKILLS AMONG EFL SENIOR HIGH SCHOOL STUDENTS
EFL learners at the senior high school level continue to face significant challenges in producing critical writing, as this skill requires the simultaneous integration of linguistic proficiency and higher-order critical thinking, often demanding substantial time and cognitive effort. Drawing on theoretical perspectives of critical writing and critical thinking in EFL contexts, this study aimed to identify and examine the challenges encountered by twelfth-grade EFL students when composing argumentative texts. Using a qualitative case study design, the research involved ten twelfth-grade students and collected data through semi-structured interviews, classroom observations, and supporting instructional materials, including textbooks. The data were analysed thematically to identify recurring patterns across sources. The findings revealed four major categories of challenges: linguistic (grammatical and lexical limitations), cognitive (difficulties in developing coherent and logical arguments), affective (low confidence and fear of making errors), and socio-cultural (reluctance to engage in confrontational discourse). In line with previous studies, these results indicate that difficulties in critical writing extend beyond technical language issues and are shaped by psychological and cultural factors. The study concludes that effective instruction in critical writing at the senior high school level requires an integrated pedagogical approach that addresses linguistic accuracy, critical thinking development, and the creation of supportive classroom environments.
Copyright (c) 2026 Asri Fatiha Sari, Yuliati http://creativecommons.org/licenses/by-nc-sa/4.0
THE EFFECTIVENESS OF PRINCIPAL SUPERVISION IN IMPROVING TEACHER DISCIPLINE THROUGH EDUCATIONAL LANGUAGE PRACTICES AT SMP AL-HIDAYAH
Principal supervision is a crucial element of educational leadership management, particularly when implemented through effective educational language practices. This study aims to analyze the effectiveness of principal supervision in improving teacher discipline through communicative and instructional language use at SMP Al-Hidayah Letda Sujono, Medan. The research focuses on three main aspects: the level of teacher discipline, the effectiveness of principal supervision as reflected in educational language practices, and the supporting and inhibiting factors influencing teacher discipline. A qualitative approach with a case study design was employed. Data were collected through interviews, classroom and school observations, and document analysis. The principal served as the main research subject, while teachers and students acted as supporting informants. The findings reveal that principal supervision conducted through warm, open, and dialogic educational language contributes positively to enhancing teacher discipline, as evidenced by increased compliance with school regulations. Supervisory practices include communicative monitoring of teacher attendance, verbal and written feedback on punctuality, constructive guidance for less disciplined teachers, and appreciative language in the form of rewards for disciplined teachers. The study concludes that adaptive, communicative, collaborative, and participatory supervision grounded in effective educational language practices plays a significant role in fostering teacher discipline and creating a positive school climate.
Effectiveness, Principal Supervision, Teacher Discipline
Copyright (c) 2026 Soleh Parlindungan, Muhammad Rifa'i http://creativecommons.org/licenses/by-nc-sa/4.0
PROMPTED BAND LABELS AND LINGUISTIC PATTERNING IN AI-GENERATED IELTS WRITING
This study examines the extent to which a generative AI model demonstrates consistency and patterned variation when responding to IELTS Writing Task 2 prompts differentiated by band-level instructions. Specifically, it investigates how Google Gemini adapts its written output when producing essays aligned with distinct proficiency targets. Using a controlled research design, the study analyses 24 AI-generated essays produced under two band conditions Band 6.0 and Band 7.5 while holding the task prompt and topic constant, with band instruction as the sole experimental variable. Lexical diversity was measured using the Measure of Textual Lexical Diversity (MTLD) and the Moving Average Type-Token Ratio (MATTR), and discourse organisation was examined through key argumentative markers. The findings reveal that Band 7.5 prompts consistently generate essays with higher lexical diversity and more cohesive discourse organisation than Band 6.0 prompts, despite comparable text lengths. These results suggest that generative AI encodes latent representations of writing proficiency that are activated by band-level cues and realised probabilistically rather than deterministically. By adopting a within-system, corpus-based approach rather than comparing human and AI texts, this study demonstrates that proficiency distinctions in AI-generated writing emerge through systematic yet non-fixed adaptations, with important implications for AI-assisted language assessment and instruction.
Generative Artificial Intelligence, IELTS Writing Task 2, Band-Level Prompting, Lexical Diversity, Discourse Organization
Copyright (c) 2026 Wirdatul Khasanah, Herlinda Nur Fauziya, Dwiki Dermawan, Mulat Sarira http://creativecommons.org/licenses/by-nc-sa/4.0
THE SITUATIONAL "FORTNITE ACCENT": A SOCIOLINGUISTIC ANALYSIS AND ITS IMPLICATIONS FOR ENGLISH LANGUAGE PEDAGOGY
This study explores the phenomenon of real-time accent modulation referred to as the “Fortnite accent” as it emerges within the digital interactional space of a popular online game. It investigates how high-pressure gameplay conditions influence spontaneous spoken communication, an area that remains largely underexamined within digital language learning research. Using qualitative discourse analysis, the study examines naturally occurring speech drawn from public gameplay streams to identify the linguistic characteristics and pragmatic functions of this situational register. The findings demonstrate a coherent set of adaptive communicative strategies, including increased speech tempo, reduced syntactic complexity, and recurrent formulaic expressions, which players employ to achieve rapid and effective coordination under time constraints. This enactment of strategic competence illustrates a sophisticated form of unconscious linguistic adaptation within digital affinity spaces. The study concludes by emphasizing the pedagogical significance of these findings for English Education, arguing that acknowledging such digital vernaculars as valid manifestations of communicative competence can support the development of more relevant, engaging, and authentic instructional practices that meaningfully connect classroom learning with students’ digital literacies.
Digital game-based language learning, Sociolinguistics, Communication Accommodation Theory, Task-based language teaching, Multiliteracies, Fortnite
Copyright (c) 2026 Reza Fandana, Wildan Nugraha http://creativecommons.org/licenses/by-nc-sa/4.0
THE EFFECT OF RAP STRATEGY ON EFL STUDENTS’ READING AND WRITING ABILITIES
This study examines the impact of the Read, Ask, Put (RAP) strategy on the reading comprehension and writing achievement of Grade XI vocational students at State Vocational High School 7 Palembang. It responds to ongoing literacy challenges in vocational education, particularly students’ limited ability to identify central ideas, synthesize supporting information, and produce coherent analytical exposition texts. Employing a quasi-experimental pre-test–post-test control group design, the study involved 62 students assigned to experimental and control groups. The experimental group participated in eight instructional sessions incorporating the RAP strategy, whereas the control group received traditional instruction. Data were analyzed using the Wilcoxon Signed Rank Test and the Mann–Whitney U Test at a significance level of α = .05. The findings demonstrate statistically significant improvements in both reading comprehension and writing performance among students exposed to RAP instruction. These results suggest that the RAP strategy facilitates students’ ability to extract essential information, structure ideas logically, and articulate arguments more coherently. Consequently, RAP can be considered an effective integrated literacy approach for EFL vocational contexts, providing pedagogical implications for aligning reading and writing instruction within vocational curricula.
RAP strategy, Reading, Writing, Analytical Expository Text
Copyright (c) 2026 Fadhilatul Imaduddin, Tahrun Tahrun, Masagus Firdaus http://creativecommons.org/licenses/by-nc-sa/4.0
ENHACING VOCABULARY ACQUISITION THROUGH TOTAL PHYSICAL RESPONSE AND DIGITAL MEDIA: A DESCRIPTIVE STUDY ON YOUNG LEARNERS
This research examines the extent to which the integration of physical movement and interactive digital media enhances young learners’ vocabulary acquisition, retention, and comprehension. Employing a descriptive qualitative design, the study was carried out at an Islamic kindergarten, RA Mina Jadid, involving fifteen students aged 5–6 years from Class B. Data were collected through systematic classroom observations, in-depth teacher interviews, and analysis of students’ vocabulary assessment outcomes. The findings indicate that the implementation of Total Physical Response (TPR), when supported by stimulating digital resources such as educational videos, interactive games, and visual materials, substantially improved learners’ motivation, active engagement, and vocabulary mastery. The study concludes that the synergistic combination of TPR and digital media constitutes an effective, engaging, and developmentally appropriate strategy for vocabulary instruction among early childhood learners.
Vocabulary Acquisition, Total Physical Response, Digital Media, Young learners
Copyright (c) 2026 Uji Nur Hidayati, Mala Eviana http://creativecommons.org/licenses/by-nc-sa/4.0
STUDENTS’ PERCEPTIONS OF FACTORS AFFECTING SPEAKING ANXIETY IN THE MICROTEACHING CLASS
This study seeks to examine pre-service English teachers’ perceptions of the factors contributing to speaking anxiety in a microteaching classroom context. Specifically, it aims to identify and analyze both internal and external factors that influence students’ anxiety during microteaching performances. Employing a descriptive qualitative research design supported by quantitatively described data, the study collected data through a five-point Likert-scale questionnaire and semi-structured interviews. The participants were fifth-semester students of an English Education program enrolled in a Microteaching course. The findings indicate that speaking anxiety is shaped by a combination of internal and external determinants. Limited vocabulary mastery and emotional responses emerged as the dominant internal factors, whereas classroom atmosphere, peer collaboration, and lecturer evaluation were identified as the most influential external factors. The results of this study offer valuable implications for teacher education programs, particularly within microteaching courses, by highlighting the importance of fostering a supportive learning environment to help reduce students’ speaking anxiety during teaching practice. This research contributes a novel perspective to the existing literature by emphasizing the performance-oriented nature of speaking anxiety among pre-service teachers and underscoring the significant role of external contextual factors in shaping their anxiety experiences.
Speaking Anxiety, Microteaching, Internal Factors, External Factors, EFL Students
Copyright (c) 2026 Dian Nur Casanova, Pasca Kalisa http://creativecommons.org/licenses/by-nc-sa/4.0
EXPLORING STUDENTS’ PERCEPTIONS ON USING OXFORD ONLINE DICTIONARY TO PROMOTE STUDENTS’ PRONUNCIATION
Pronunciation and speaking are two continuous skills in language learning. These skills are interconnected in nature, given that the ability to articulate thoughts clearly and correctly is fundamental for effective communication. In English language learning, some students still lack clarity in pronouncing English words correctly. This finding suggests that some of them frequently and occasionally utilise English dictionaries as a reference tool for acquiring pronunciation skills. English dictionaries such as the Oxford dictionary are useful for both word definitions and pronunciation guidance. This study aims to determine the popularity of the Oxford online dictionary among students and their perceptions of using the Oxford online dictionary to improve their speaking skills. This study uses a qualitative method that focuses on descriptive qualitative analysis. The data used in this study was collected by using a questionnaire. The population data used in this study consisted of 27 students from the English Education Study Programme. The findings of this study demonstrate that the Oxford online dictionary is a widely recognised and utilised reference source. In terms of perception, the students expressed the opinion that the Oxford online dictionary plays a useful role in terms of usefulness, reliability, and improving students' speaking skills in English language learning, especially pronunciation. In conclusion, the Oxford Online Dictionary is a recommended reference for English language learning, with particular relevance to the development of pronunciation and speaking skills.
Oxford Online Dictionary, Students’ Perceptions, Pronunciation Learning, Speaking Skill
Copyright (c) 2026 Eryan Adhi Nugroho, Zuhad Ahmad, Akhmad Haqiqi Ma'Mun http://creativecommons.org/licenses/by-nc-sa/4.0
UNRAVELING PRECARITY AND RECLAIMED IDENTITY THROUGH LANGUAGE IN GINA CHUNG’S WOMEN-CENTERED NARRATIVES
This study explores how precarity and reclaimed identity are constructed through language in three short stories “Green Frog,” “After Party,” and “Rabbit Heart” from Green Frog Stories by Gina Chung. Positioning women-centered narratives as a critical space for articulating female experience, the study adopts a female reader’s perspective to examine how Asian American women negotiate emotional, bodily, and domestic vulnerabilities within diasporic contexts. Grounded in Judith Butler’s concepts of precarity and agency and informed by feminist literary criticism and Asian American literary studies, the research employs qualitative textual analysis focusing on narrative voice, figurative language, and affective expression. The findings reveal that each story represents precarity through distinct yet interconnected linguistic strategies: emotional restraint and silence in “Green Frog,” gendered emotional labor in “After Party,” and embodied fear and desire in “Rabbit Heart.” Despite persistent vulnerability, the female protagonists demonstrate agency through reflective narration, subtle resistance, and moments of linguistic self-preservation that enable identity reclamation. Overall, the study argues that vulnerability is not portrayed as weakness but as a generative condition through which women articulate resilience and reconstruct identity through language.
Precarity, Agency, Feminist Literary Criticism, Asian American Literature, Language
Copyright (c) 2026 Dewi Suryanti, Ayu Triria Puspita Devi http://creativecommons.org/licenses/by-nc-sa/4.0
COGNITIVE LEVELS OF FUN TIME SECTIONS IN THE EIGHTH GRADE ENGLISH FOR NUSANTARA TEXTBOOK
This study examines the cognitive domains embedded in the Fun Time sections of the English for Nusantara textbook used at the Indonesian junior secondary level, with particular attention to how these activities support lower-order and higher-order thinking skills. Employing a qualitative descriptive content analysis, the study adopts the Revised Bloom’s Taxonomy as its analytical framework. All Fun Time activities were systematically reviewed and manually coded using a structured classification sheet aligned with the six cognitive domains: remembering, understanding, applying, analyzing, evaluating, and creating. The findings reveal a clear dominance of lower-order thinking skills, particularly remembering, understanding, and applying, while higher-order thinking skills analyzing, evaluating, and creating appear less frequently and are unevenly distributed across units. Although higher-order cognitive tasks are present, their limited occurrence suggests an imbalance in the cognitive demands promoted by the textbook. The results highlight important implications for textbook evaluation, English language teaching, curriculum and materials development, and instructional design. By focusing specifically on the Fun Time sections an area rarely explored in prior studies this research offers fresh insights into the role of engaging textbook activities in fostering students’ cognitive development within Indonesian junior secondary English education.
Copyright (c) 2026 Najma Kamilla Fajriyah, Alief Noor Farida http://creativecommons.org/licenses/by-nc-sa/4.0
IMPLEMENTATION OF FLASH CARDS IN INTRODUCING ENGLISH VOCABULARY TO CHILDREN AGED 5-6 YEARS AT R.A AL QURTUBI
The purpose of this study is to describe the application of flashcards in introducing English vocabulary at R.A. Al Qurtubi. The research method used a descriptive qualitative approach. The research subjects were students of Class A at R.A. Al Qurtubi, and the research object was the application of flashcards. Data collection was conducted through interviews and observations. Data analysis was carried out through data collection, data reduction, and drawing conclusions. The results of the study showed that the use of flashcards contributed to children's English vocabulary skills in terms of recognition and was able to improve children's vocabulary skills to develop as expected. This research can be used as a reference for teachers in introducing English vocabulary to children as a second language acquisition.
Flashcards, English vocabulary, early childhood
Copyright (c) 2026 Waffa Nur Azzaki, Anly Maria, Siti Aliyah, Hapsah Fauziah, Endah Jubaedah http://creativecommons.org/licenses/by-nc-sa/4.0
LEXICON AS A LINGUISTIC REPRESENTATION OF LOCAL WISDOM IN THE NASI HADAP-HADAPAN TRADITION OF THE LANGKAT MALAY COMMUNITY
This study aims to explore the lexical system of Nasi Hadap-hadapan as a linguistic representation of local wisdom within the Langkat Malay community. Grounded in the framework of culinary language relativity, the research adopts an integrated linguistic and anthropological approach to reveal how language encodes cultural knowledge. Linguistic analysis was employed to identify and systematically document Malay culinary lexicons, while anthropolinguistic methods were used to organize these lexical items into cultural realms and domains. The findings indicate that the Nasi Hadap-hadapan tradition encompasses 58 distinct lexicons, which are classified into three main categories: 34 lexicons denoting types of dishes, 13 lexicons referring to food-processing techniques, and 11 lexicons associated with culinary tools. Further analysis across realms and domains demonstrates that these lexicons are not merely nominative linguistic units but function as symbolic expressions of cultural meaning. Collectively, they reflect the worldview of the Langkat Malay community, as manifested in shared attitudes, behavioral patterns, and socially sanctioned values and norms. In this way, the lexicon of Nasi Hadap-hadapan serves as a linguistic medium through which local wisdom is preserved, communicated, and reinforced within the community.
Lexicon, tradition, Rice face to face, Malay, Local wisdom, Linguistic
Copyright (c) 2026 Tengku Winona Emelia http://creativecommons.org/licenses/by-nc-sa/4.0
THE EFFECT OF TIKTOK LIP-SYNC CONTENT ON IMPROVING ENGLISH PRONUNCIATION: FROM ENTERTAINMENT TO EDUCATION
The accelerated growth of social media has repositioned digital platforms as innovative resources for language learning. This study examines the impact of TikTok lip-sync activities on the enhancement of English pronunciation among university-level EFL learners. Adopting a quantitative methodology through a one-group pre-test–post-test experimental design, the research was conducted with 25 fourth-semester students from the English Education Department of Universitas Muhammadiyah Sumatera Utara. Pronunciation performance was measured using assessment instruments focusing on fluency, accuracy, and learners’ confidence. The collected data were processed through descriptive statistical analysis, normality testing, and a paired-sample t-test. The results demonstrate a statistically significant improvement in students’ pronunciation abilities following the implementation of TikTok lip-sync-based instruction. Specifically, the mean score increased markedly from 66.38 in the pre-test to 86.41 in the post-test, with the obtained t-value (28.65) surpassing the critical t-values at both the 0.05 and 0.01 significance levels. These findings confirm that TikTok lip-sync content is an effective pedagogical tool for improving learners’ pronunciation proficiency and self-confidence. Consequently, the study highlights the potential of integrating social media–based instructional strategies to enrich pronunciation teaching in EFL learning environments.
TikTok, lip-sync content, English pronunciation, EFL learners, digital learning
Copyright (c) 2026 Dewi Juni Artha, Thalya Marcanda Tarigan http://creativecommons.org/licenses/by-nc-sa/4.0
EXPLORING PERSUASIVE LANGUAGE USED IN KARISSAEATS’S YOUTUBE FOOD BLOGGER: A SPEECH ACT ANALYSIS
Social media has developed from a space for information exchange into a powerful promotional medium, particularly for food bloggers who rely on persuasive language to shape audience perception and behavior. The linguistic strategies employed in food vlogs are capable of evoking emotional responses, stimulating curiosity, and even enhancing viewers’ appetite. Recognizing the significance of language choice in attracting and engaging audiences, this study investigates the use of persuasive language on KarissaEats’ YouTube channel. Adopting a qualitative research design, the study analyzes data collected through careful observation and transcription of selected videos using listening and matching techniques. The findings indicate three dominant types of speech acts: assertive, directive, and expressive. Assertive expressions function to deliver factual information through reporting and stating; directive expressions aim to prompt audience action through recommending or encouraging; and expressive expressions convey the speaker’s psychological stance, such as praising or expressing gratitude. Among these, expressive language emerges as the most frequently used strategy. The prevalence of casual, friendly, and non-imposing expressions suggests their effectiveness in fostering viewer engagement and increasing interest in the culinary recommendations presented. Furthermore, the findings offer pedagogical value, particularly as authentic materials for English language teaching contexts.
Social media, Persuasive Language, Speech Act, YouTube Food Blogger
Copyright (c) 2026 Titi Yuana Wulandari, Heribertus Binawan http://creativecommons.org/licenses/by-nc-sa/4.0
WHEN MOURNING IS SPEAKABLE BUT MELANCHOLIA IS SILENCED: LANGUAGE, GENDERED GRIEF, AND MASCULINE CRISIS IN ELIZABETH GASKELL’S THE MANCHESTER MARRIAGE
This study examines the gendered articulation of grief in Elizabeth Gaskell’s The Manchester Marriage, arguing that mourning is rendered socially and linguistically speakable for Alice Wilson, while melancholia is silenced in the case of Frank Wilson. Drawing on Sigmund Freud’s “Mourning and Melancholia” (1917), the analysis demonstrates that Alice is able to process loss through a culturally sanctioned language of mourning, whereas Frank’s grief lacks legitimate discursive expression and consequently manifests as melancholia, marked by ego disintegration, self-reproach, and eventual suicide. By integrating Judith Butler’s theory of gender performativity and R. W. Connell’s concept of hegemonic masculinity, this study reveals how Victorian patriarchal norms regulate emotional expression through language. Alice’s sorrow is recognized, articulated, and resolved within acceptable feminine discourse, while Frank’s grief is pathologized, internalized, and constructed as deviant within dominant masculine frameworks. The study contends that melancholia in Gaskell’s narrative functions not as a private psychological failure but as a socio-discursive symptom of a rigid gender order that authorizes female mourning while denying men a legitimate language for emotional vulnerability.
mourning, melancholia, gender, Masculinity
Copyright (c) 2026 Sitti Suharni, Prisma Yunia Putri, Muhammad Fadli, Mc Fulvia. Hy, Rio Eka Nugraha, Refdi Akmal, Ani Novitasari http://creativecommons.org/licenses/by-nc-sa/4.0
IMPROVING STUDENTS' ENGLISH VOCABULARY MASTERY THROUGH THE USE OF THE XMIND APPLICATION AS A DIGITALMIND MAPPING TOOL
This study aims to improve students' English vocabulary mastery through the XMind application as a digital mind mapping tool. The problems faced by second-grade students of Saengprathip Wittaya Junior High School are their low ability to remember new vocabulary and difficulty applying it in meaningful sentence contexts due to conventional memorization-based learning methods and the lack of innovative learning media. The study used the Classroom Action Research (CAR) method using the Kemmis and McTaggart model with two cycles, involving 25 students. Data were collected through learning outcome tests and observation sheets. The results showed a significant improvement: the average student score increased from 48.52 (pre-cycle) to 54.90 (Cycle I) and 85.00 (Cycle II), with an increase of 30.1%. Student observations increased from 73.64 to 86.15 (12.51%), while teacher observations increased from 74 to 95 (21%). The study proves that XMind is effective in improving vocabulary mastery because it facilitates visualization of relationships between concepts, involves both hemispheres of the brain, increases learning motivation, and creates student-centered learning. XMind provides practical solutions that schools with limited resources can adopt.
Improving Students, English Vocabulary, XMind Application
Copyright (c) 2026 Nazla Maliha Dewi, Khairun Niswa http://creativecommons.org/licenses/by-nc-sa/4.0
THE EFFECTS OF KNOW-WANT-LEARN (KWL) METHOD, DIRECT METHOD AND READING MOTIVATION ON STUDENTS’ READING COMPREHENSION OF STATE HIGH SCHOOL 1 BABAT TOMAN
This study investigates the effects of the Know–Want–Learn (KWL) method and the Direct Method, in relation to students’ reading motivation, on the reading comprehension achievement of eleventh-grade students at State High School 1 of Babat Toman. Data were obtained through questionnaires and reading comprehension tests and analyzed using Paired Sample t-tests, Independent Sample t-tests, and Two-Way ANOVA. The Independent Sample t-test yielded a significance value of 0.418, which exceeds the 0.05 significance level, indicating that the null hypothesis (H₀) was accepted and the alternative hypothesis (H₁) was rejected. This study highlights the importance of instructional methods and motivational factors in reading comprehension. Enhancing the quality of reading instruction requires the application of appropriate teaching strategies that correspond to students’ learning needs. The KWL method is proposed as an instructional alternative to support students’ engagement and comprehension in reading activities.
Effect ,KWL method, Direct Method, Reading, Motivation
Copyright (c) 2026 Puji Adi Pertiwi, Zulaikah Zulaikah http://creativecommons.org/licenses/by-nc-sa/4.0
THE CONCEPT OF LOVE IN THE QĀLŪ POETRY ANTHOLOGY BY ANIS MANSOUR: A PEIRCEAN SEMIOTIC STUDY OF LANGUAGE
This study explores the concept of love as depicted in Anis Mansour's poetry anthology Qālū, through the lens of Robert Sternberg's Triangular Theory of Love. A Peircean semiotic framework is employed as a primary analytical tool to uncover the various representations of love and the associated conflicts within the anthology. The research utilizes a descriptive-qualitative method, focusing on the phenomena presented in literary works. Data collection involves a thorough reading of the Qālū poetry anthology, from which specific verses related to the concept of love are selected for analysis. The data interpretation process is grounded in comprehensive analysis and supported by relevant sources. The findings reveal that the poetry anthology conveys several dimensions of love, including infatuation, empty love, romantic love, companionate love, fatuous love, and consummate love. Notably, consummate love, or "perfect love," emerges as the predominant theme. This suggests that the anthology primarily reflects the author's aspirations and idealized notions of perfect love, often disregarding obstacles or challenges that might interfere.
Anis Mansour, Qālū, Language, Tringular of Love, Poetry
Copyright (c) 2026 Iqbal Fathuddin, Nurlinah Nurlinah, Ahmad Qonit http://creativecommons.org/licenses/by-nc-sa/4.0
THE CORRELATION BETWEEN METACOGNITIVE AWARENESS AND STUDENT’S WRITING SKILLS IN JUNIOR HIGH SCHOOL BATAM
This research explores the connection between students' metacognitive awareness and their writing abilities in the context of English as a Foreign Language (EFL) at the junior high school level. The Metacognitive Awareness Inventory (MAI) was used to assess students' metacognitive awareness, while their writing skills were evaluated through a descriptive writing test. Descriptive statistics revealed that students' metacognitive awareness scores ranged from 81 to 98, with an average score of 86.35, while writing scores varied from 15 to 96, with an average of 68.80. The normality test confirmed that the data satisfied the assumptions required for parametric analysis. A Pearson Product-Moment Correlation analysis indicated a positive and statistically significant relationship between metacognitive awareness and writing skills (r = .218, p = .030). Despite the modest strength of the correlation, the findings suggest that students who demonstrate higher levels of metacognitive awareness are more likely to perform better in writing, underscoring the importance of integrating strategies such as guided planning, self-monitoring, and self-evaluation in writing instruction.
Correlational study, metacognitive awareness, writing skills, junior high school, EFL learners
Copyright (c) 2026 Septiani Indah Pratiwi, Sulastri Manurung, Safnidar Siahaan http://creativecommons.org/licenses/by-nc-sa/4.0
STUDENTS’ PERCEPTION ON THE IMPLEMENTATION OF DISCOVERY LEARNING METHOD INTEGRATED WITH PHOTOMINDSET MEDIA IN EFL LEARNING
This research explores students' perceptions of integrating the Discovery Learning Method with Photomindset media in English reading activities at a junior high school in Batam. The method was chosen for its promotion of active learning, critical thinking, and student-centered exploration, while Photomindset media aids in visually organizing ideas. A mixed-method approach was employed, with quantitative data collected via a Likert-scale questionnaire and analyzed using Pearson’s correlation, and qualitative data gathered through semi-structured interviews. The validity test results confirm that all questionnaire items surpassed the r-table value, ensuring the instrument's reliability in measuring students' perceptions. Quantitative results indicated generally favorable student responses toward the implementation of Discovery Learning enhanced by Photomindset media. Qualitative findings revealed that students felt more motivated and engaged, improved their text comprehension, and became more active in discussions and presentations. They also reported better vocabulary retention, increased grammatical awareness, and heightened confidence in sharing ideas. Despite some challenges, such as time constraints and difficulties with complex texts, the overall results suggest that the integration of Discovery Learning with Photomindset media fosters an interactive and effective learning environment. This approach enhances students’ comprehension, participation, and motivation, proving to be a valuable strategy for junior high school English instruction.
Perception, Discovery Learning, Junior High School, Photomindset, EFL Learning
Copyright (c) 2026 Elisma Sembiring, Sulastri Manurung, Safnidar Siahaan http://creativecommons.org/licenses/by-nc-sa/4.0