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Script Journal: Journal of Linguistic and English Teaching
Published by Universitas Widya Gama Mahakam Samarinda
ISSN : -     EISSN : -     DOI : -
Core Subject : Education,
Languange, Linguistic, Communication & Media
Script Journal: Journal of Linguistic and English Teaching published by the Department of English Language Education. The Faculty of Teacher Training and Education, Widya Gama Mahakam Samarinda University, which is published twice a year in April and October. The Journal ISSN Number for printed version is 2477-1880 and 2502-6623 for Online ISSN, it contains articles of research or study of literature in the field of Teaching and Learning, English Language Teaching, Language and Linguistics, and English Literature. Articles are written in English
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Articles 9 Documents
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Search results for , issue "Vol. 10 No. 2 (2025): October" : 9 Documents clear
Aligning Sustainable Development Goals into English for Journalism: A Case Study of Practical Application in ELT Afifah Linda Sari; Radityo Tri Nugroho
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 2 (2025): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i2.2136

Abstract

Background: This study explores the integration of Sustainable Development Goals (SDGs) into an English for Journalism course as a means to enrich language learning with socially meaningful content. Methodology: This research addresses that gap through a qualitative case study involving 18 undergraduate students at UIN Antasari Banjarmasin. Data were collected from teaching resources, student outputs, and reflective journals, and analyzed thematically. The research examined the design and implementation of SDG-based mind-mapping, writing broadcast news scripts on local issues, and recording news readings, aiming to connect journalistic tasks with global concerns. Findings: The findings revealed that these tasks not only improved students’ language proficiency and media literacy but also deepened their critical thinking and awareness of sustainability issues such as gender equality, clean water, and public health. Students were able to contextualize global goals through local narratives and developed confidence in using English for real-world communication. Conclusion: This study offers a replicable model for embedding socially meaningful content into English for Specific Purposes (ESP) courses, particularly in English for Journalism context, and proposes pedagogical strategies that educators can adapt in diverse contexts. Originality: While previous research has explored the theoretical potential of SDGs in fostering critical thinking and global awareness, there is limited evidence of how these goals can be applied in teaching activities. By documenting and reflecting on the teaching process and student responses, this study can enhance both language learning outcomes and student awareness of global issues.
The Representation of Education News on the Ministry of Education and Culture Website Yuliana, Fitri; Widodo, Pratomo; Sudartinah, Titik; Setyoningrum, Vita Diah
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 2 (2025): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i2.1669

Abstract

Every reader can get a distinctive representation from a news article. This representation can also shape readers' attitudes regarding the news that they read. This is caused by the words used in the news. The objectives of this research were to obtain a representation of the meaning of news on the Ministry of Education and Culture website and to determine the impact of that representation. The research design used in this re Background: Education is a crucial element that can drive transformative changes across various aspects of life. The motivation to enhance educational standards within society may be influenced by a range of factors, both direct and indirect, including exposure to reading materials. Analyzing the linguistic features through corpus analysis can reveal the frame of a language. The objectives of this research were to obtain a representation of the meaning of news on the Ministry of Education and Culture website and to determine the impact of that representation. Methodology: The research design used in this research was a qualitative method. The data for this research were obtained from the official Kemendikbudristekportal and examined using the AntConc application. Findings: This research discovered that one of the representations of education news contained in the official website of the Ministry of Education and Culture is that they are working to convince Indonesians to help advance education in Indonesia and to make people more aware of the importance of education. Conclusion: As a result, educational news has an advantageous impact. Originality: This research focuses on studying educational news and its impact on representation.  
Synchronous or Asynchronous: Students’ Perceptions And Learning Outcomes In Teaching English For Young Learners (TEYL) Courses Astutik, Yuli; Megawati, Fika; Shofiyah, Noly; Mandarani, Vidya; Meiramova, Saltanat; Tamara , Pasya Rahma
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 2 (2025): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i2.2170

Abstract

Background: Despite the growing adoption of online learning, limited research has examined how synchronous and asynchronous modalities affect pre-service teachers’ mastery of pedagogical theories in Teaching English for Young Learners (TEYL) courses. During the COVID-19 shift to remote teaching, TEYL teacher education faced the challenge of ensuring future teachers developed adequate pedagogical content knowledge despite reduced face-to-face interaction. This study addresses this gap by investigating the relationship between students’ perceptions of synchronous (Zoom) and asynchronous (Moodle) learning and their academic performance in TEYL course.   Methodology: This quantitative ex post facto study involved 71 fifith-semester students enrolled in TEYL course, divided into a synchronous class (n=40) and an asynchronous class (n=31). Data were collected through a validated 34-item perception questionnaire (Cronbach’s α = 0.87) and midterm exam scores. While the sample size was relatively small, it provided initial evidence of how different modalities function in a teacher education context.   Findings: Regression analysis revealed a significant positive relationship between students’ perceptions and their midterm exam scores in both modalities ((R² = .309 synchronous; R² = .325 asynchronous). However, independent t-test results showed no statistically significant difference in exam performance between the two groups (t(69) = 0.165, p = 0.87).   Conclusion: These findings suggest that well-structured synchronous and asynchronoous learning can both support TEYL teacher education effectively, provided that instructional design aligns with students’ need and course objectives.   Originality: This study is original in its focus on pre-service teachers in TEYL course an underexplored participant group and highlights how modality choice interacts with students’ perceptions to shape learning outcomes. Its findings offer practical insights for teacher educators designing blended or hybrid curricula in the post-pandemic era.
Reframing EFL Pedagogy via Student Voices: A Reflexive Thematic Study of Non-Cognitive Dimension Eppendi, Jhoni
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 2 (2025): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i2.2213

Abstract

Background: Learner autonomy and engagement are central to English as a Foreign Language (EFL) instruction. However, relational, emotional, and pedagogical factors shaping students’ experiences remain underexplored in Southeast Asian higher education. This study investigates how second-year undergraduate EFL learners experience and interpret emotionally responsive, participatory, and relationally grounded teaching practices, and how these practices shape learners’ engagement, psychological safety, and agency in English learning. Methodology: A qualitative approach was employed with 95 law undergraduate students in a compulsory English course at Universitas Borneo Tarakan. Data were collected through reflective journals, interviews, and classroom observations. Reflexive thematic analysis explored how learners experienced and interpreted emotionally responsive, participatory, and relationally grounded teaching practices. Findings: Six interrelated pedagogical dimensions emerged: Voice, Simplicity, Experience, Upliftment, Objectivity, and Accessibility. Across all dimensions, the lecturer’s consistent reinforcement of expectations, encouragement, and responsiveness was pivotal, fostering trust, predictability, and psychological safety. This consistency empowered students to engage confidently, take ownership of their learning, and experience a fair and inclusive classroom. Novel concepts such as pedagogical upliftment, instructional simplicity, and relational accessibility capture the affective and relational qualities of teaching most valued by learners. Conclusion: Non-cognitive dimensions, enacted through consistent pedagogical practice, are foundational to effective EFL instruction. Pedagogical consistency reinforces emotional presence, learner agency, and relational trust, creating classrooms where students feel safe, supported, and actively engaged. Originality: The study offers a student-informed, empirically grounded framework of non-cognitive EFL pedagogy, bridging theory and practice. By articulating six instructional dimensions and highlighting the role of pedagogical consistency, it addresses a critical gap in Southeast Asian higher education, providing actionable insights for inclusive, humanizing, and context-responsive teaching.
Unpacking English Writing Anxiety in Indonesian EFL Learners: A Mixed-Methods Study of Cognitive Strain, Gender, and Academic Level Sujarwati, Iis; Maisarah, Ira; Saputra, Dwi Bayu; Julmukya, Tiarsa
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 2 (2025): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i2.2214

Abstract

Background: Writing anxiety became a tenacious factor hindering EFL students’ proficiency, specifically at the higher education level. In the Indonesian context, undergraduate and graduate students face a high demand to complete their studies. Writing a thesis is one of the requirements for graduation at the undergraduate level. Meanwhile, the graduate students must write a research article for publication as another requirement. Those things become a contributing factor to students feeling anxious in writing. A bulk of studies investigated the writing anxiety around the world. However, a few studies examine how gender and academic level differentiate the English language education study program students’ writing anxiety in Indonesia. This present study uncovers: 1) types and levels of writing anxiety among the groups, 2) variation of writing anxiety based on gender and academic levels, and 3) reasons affecting writing anxiety. Methodology: A sequential explanatory mixed-methods design was deployed in this study. The sample was 112 students, including 58 undergraduates and 54 graduates, of the English language education study program at a state university in Bengkulu, Indonesia. Two different data collection methods were implemented: an online survey and an on-site focus-group discussion (FGD). The second language writing anxiety inventory (SLWAI) and the second language writing reason inventory (SLWARI) were derived into fifty-eight items of a questionnaire utilized to obtain quantitative data. Meanwhile, the qualitative data were assembled using four main leading questions to probe students’ thoughts in identifying the factors contributing to anxiety. Quantitative data analysis was preceded by applying SPSS23, including descriptive and inferential statistical analyses. The qualitative data were analyzed through a directed qualitative content analysis (DQCA). Validity and reliability of data were ensured using methodological triangulation. Findings: Statistical analysis revealed that the majority of students, 92%, were at a moderate level of writing anxiety. Besides, cognitive anxiety became the first order of anxiety type experienced by the students. Moreover, the statistical findings presented that there is no significant difference in anxiety based on gender and academic level (  < 0.1). The qualitative analysis elucidated four patterns as contributing factors to the students’ writing anxiety, such as: time constraints, lack of ideas and knowledge, teachers’ teaching methods, and coursebook complexity. Conclusion: Both quantitative and qualitative analyses discovered that cognitive-affective aspects are more challenging for Indonesian students than demographic ones. Moreover, the personal challenges and instructional methods became noteworthy issues that contribute a lot to the emergence of anxiety when writing. Writing teachers need to design engaging and supportive learning environments in their instructional activities, for instance, by adapting a process-oriented writing approach and affording constructive feedback on students’ papers. These efforts can reduce students’ cognitive loads, thereby enhancing their self-efficacy in writing. Originality: The symptom-based SLWAI and the cause-based SLWARI are integrated simultaneously to disclose the writing anxiety experienced by undergraduate and graduate students in the Indonesian context. Additionally, this study implements a mixed-method approach to obtain plentiful, comprehensive data. Accordingly, a more vivid understanding of students’ anxiety in writing can be attained.
Unveiling the Ideological Construction of Prabowo's First Presidential State Address a Critical Discourse Analytical Approach Wibowo, Hanafi; Laili, Elisa Nurul; Sholihah, Umi; Al-Hamzi, Ali Mohammed Saleh
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 2 (2025): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i2.2215

Abstract

Background: Prabowo Subianto's 2025 First State Address, a speech that has not been previously examined in academic literature. This study seeks to identify and analyse the linguistic and rhetorical strategies utilized in Prabowo’s speech to unmask his political legitimacy, presidential identity, ideological stance within the Indonesian context. Methodology: Using Teun A. van Dijk’s socio-cognitive model of Critical Discourse Analysis (CDA), the study analyzed both the transcript and video recording. Data were coded across macro, super, and micro levels to uncover thematic organization, argumentation patterns, and linguistic devices. Qualitative coding and multimodal cue analysis were employed by identifying recurring linguistic patterns (e.g., pronouns, metaphors, repetition) and correlating them with non-verbal features such as gestures, facial expressions and tone, to interpret how verbal and visual elements jointly construct ideological meaning. Findings: The analysis reveals that Prabowo frames his leadership as a moral and protective force against corrupt elites and economic exploitation. Nationalist appeals such as food self-sufficiency, poverty reduction, and empowerment of the wong cilik reinforce a paternalistic model of governance portraying the state as the guardian of the people. Toward the conclusion, he emphasizes democratic transition, international cooperation, and Indonesia’s global standing, invoking pride and collective dignity. Microstructural analysis of pronoun use, presuppositions, and metaphors demonstrates how rhetorical strategies align with broader ideological positioning. Conclusion: Prabowo’s first state speech address gives some theoretical contributions as the role of historical narratives in constructing collective cognition and sustaining political legitimacy. Originality: The originality of this research lies in its integrated application of van Dijk’s socio-cognitive framework to Prabowo Subianto’s 2025 State of the Nation Address which hasn’t been analyzed before, it combines textual and multimodal analysis to show how linguistic structures, visual cues, and rhetorical strategies work together to create political legitimacy and national identity.
EFL Teacher Agency Across Contexts: A Mixed-Methods Study of Instructional Problem-Solving in Urban and Rural Schools Farmasari, Santi; Herayana, Desi; Suryaningsih, Hartati; Munandar, La Ode Alfin Aris; Aditia, Yusril
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 2 (2025): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i2.2216

Abstract

Background: EFL teaching in Indonesian urban and rural schools have been experiencing persistent challenges due to linguistic, cultural, geographical and resources differences. However, these conditions have not been portraited from ecological persepctive of agency. Therefore, this study examines EFL teacher agency and instructional problem-solving in urban and rural Indonesian classrooms Methodology: This mixed-method study involves 129 EFL instructors (85 from rural schools, 44 from urban schools) who completed a survey, and 35 submitted reflective journals. Quantitative data were assessed using descriptive statistics, and qualitative data were evaluated through thematic analysis. Findings: Both urban and rural EFL teachers faced similar classroom issues like low motivation, vocabulary gaps, and speaking anxiety, though rural teachers linked them to limited resources and urban teachers to distractions and pressure. Urban teachers showed stronger and more consistent agency, especially in autonomy, professional growth, and future goals, while rural teachers drew on deep personal motivation but were often hindered by local challenges. Conclusion: The study shows that teachers’ ecological past experiences, present conditions, and future goals shaped how they solved problems. Rural teachers relied on local resources and flexible strategies, while urban teachers used creative, student-centered methods to build autonomy and global skills, pointing to the need for context-specific support and policies that empower teacher-led innovation. Originality: This study offers how teacher agency is lived out in the everyday problem-solving of EFL classrooms, not just in teachers’ beliefs or intentions. By comparing rural and urban contexts in Indonesia, it reveals how agency looks different across settings and highlights the creativity and resilience of teachers, especially in resource-challenged schools.
Corpus-Based Language Learning Among EFL Learners in an Environmental Context Handoko, Handoko; Kaur, Sheena; Lau, Su Kia
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 2 (2025): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i2.2225

Abstract

Background: This research presents a case study on the valuable contribution of corpus linguistics to English instruction with an environmental focus, aiming to raise environmental awareness among students. The study explores the role of corpus linguistics as an effective tool for teaching English in the context of comprehending and discussing environmental issues. Methodology: To achieve this, the research utilizes the News on the Web (NOW) corpus to identify common vocabulary in environmental texts. The study was conducted with a group of 13 students in a Specialized Listening and Speaking class, with an intermediate level of English proficiency. The research was conducted over three terms. Initially, students were provided with 75 words from the News on the Web (NOW) corpus, complete with definitions and example sentences. Subsequently, they were tasked with writing three sentences for each word and memorizing their usage within an environmental context. Finally, the students were tested by having to provide talks on 15 randomly selected words. Findings: The research findings indicate that 10 students were able to proficiently use 60.51% of the environmental words, while three students encountered difficulties in using these terms within the environmental context. Seven students demonstrated their ability to connect sentences coherently, utilizing proper grammar and pronunciation.  Conclusion: This research suggests that most students successfully integrated environmental lexical items into their speaking, showcasing proficiency in grammar and pronunciation. However, most of the students (11 out of 13) require further support in structuring their speech cohesively. Rather than constructing a coherent narrative, they often employ words in isolation. Originality: This underscores the importance of using corpus-based methods to provide relevant vocabulary and fostering the skills necessary for constructing well-structured and cohesive speeches.  
Cross-Cultural Politeness in Indonesian and Uzbek Communication: A Linguo-Pragmatic Perspective Komilovna, Hulkar Turdieva; Asrarjonovich, Samigov Boburjon; Derivanti, Azizah Des
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 2 (2025): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i2.2227

Abstract

Background Politeness is a key element of communication that reflects cultural identity, social values, and interpersonal ethics. In both Indonesia and Uzbekistan, politeness plays a crucial role in maintaining harmony and respect, yet it is realized differently due to variations in cultural norms and interactional styles. Methodology This study employs a linguo-pragmatic comparative approach based on Brown and Levinson’s politeness theory and Goffman’s concept of face. Data were collected through natural observations, recorded conversations, and questionnaires with 120 participants from Indonesia and Uzbekistan. The analysis focused on verbal and nonverbal expressions of politeness in daily communication, marketplace interactions, and hospitality situations. Findings The results show that Indonesian speakers tend to use negative politeness strategies emphasizing moderation, indirectness, and hierarchical respect. In contrast, Uzbek speakers prefer positive politeness strategies characterized by expressiveness, warmth, and repeated offers. Both cultures regard politeness as a reflection of communal and moral values, although they differ in the pragmatic realization and social intensity of politeness. Conclusion Politeness in both societies serves as a tool for sustaining harmony and social cohesion. The study confirms that Brown and Levinson’s theory remains relevant but must be contextualized within Asian collectivist pragmatics to fully capture the moral and relational dimensions of politeness in Muslim-majority societies. Originality This research offers one of the first comparative linguo-pragmatic analyses of Indonesian and Uzbek politeness, contributing new insights into intercultural Communication, pragmatic competence, and culturally responsive language education.

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