Script Journal: Journal of Linguistic and English Teaching
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
Articles
203 Documents
<![CDATA[Analysis of Abstracts in Scientific Papers Written in English Using Corpora ]]>
<![CDATA[Rodrigo Tovar Viera]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 4 No. 2 (2019): October ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v4i2.323
<![CDATA[Research article abstracts are the gateways to communicate the research findings. This function and the significant contribution in disseminating the knowledge production have been the issue of academic research studies across disciplines. Abstracts, indeed, after titles, are the most read section freely available online. However, despite the impressive output contribution to the academic discourse community, both national and international and much research developed on abstracts, investigations particularly contrasting article abstracts published in Ecuadorian and North-American journals are scarce. The study examines the rhetorical organization and the linguistic realizations of abstract written in four disciplines, by first identifying the move structure and then their linguistic realizations, including verb tense, clauses, modals and stance markers. The contrastive analysis of English and Spanish texts is based on a corpus of 120 abstracts from the fields of humanities and science. Results showed that abstract published in Ecuadorian and North-American journals from four disciplines do put more emphasis on purpose, method, and product (results) in order to introduce the new knowledge. Throughout the corpus present, past tense, and hedges were the most frequent categories. The present tense commonly occurred in M1-M2-M5. The similarities and differences in the rhetorical organization and linguistic realizations of abstract moves might be attributed to the context of publication; however, such rhetorical and style choices remain quite unclear, in terms of conventional patterns or authors’ preferences.]]>
<![CDATA[Weblog as an Appropriate Online Medium in Teaching Writing ]]>
<![CDATA[Sandi Pradana]]>;
<![CDATA[Ashadi Ashadi]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 4 No. 2 (2019): October ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v4i2.331
<![CDATA[This research aims to develop weblog as media in teaching writing of senior high school students.It is a research and development (R&D) study that follows ASSURE model proposed by Heinrich and developed by Smaldino, Heinich, Molenda, & Russell (2005:49). The procedure of developing media consisted of analyzing learner, stating objective, selecting media, utilizing media, requiring learner participation, evaluating and revising.The product was examined by the media expert. After conducting the first test, the second test was conducted by English teacher and students. The subjects of this research were the eleventh grade students of PGN 1 High school. The subject consisted of 19 students of class XI. The researcher used an interview and questionnaires as the data collecting technique. The questionnaires were distributed for needs analysis and expert validation. English teacher and students’ responded toward the developed weblog. The data were analyzed using descriptive statistics for the questionnaires and the qualitative analysis technique for the interview.The findings revealed that the developed weblog as online media in teaching writing is categorized “very good†by experts with the mean scores put on 3.82. The result score of tryout is 3.48 and categorized as very good. The English teacher’s response towards the weblog show the range of average mean score on 3.69 categorized “very goodâ€. Therefore, the developed weblog is very appropriate to use in teaching and learning process of writing.]]>
<![CDATA[Internet Use, Reading Habit and Reading Ability of Students of Private Junior High Schools in Kecamatan Ilir Timur II Palembang ]]>
<![CDATA[Sigit Priambodo]]>;
<![CDATA[Bambang A. Loeneto]]>;
<![CDATA[Chuzaimah D. Diem]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 4 No. 2 (2019): October ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v4i2.332
<![CDATA[This study was aimed to find out whether or not (1) there is  any significant correlation between reading ability and reading habit, (2) There is any significant correlation between reading ability and internet use, (3) There is any significant correlation among reading ability, internet use, and reading habit of students of private junior high schools in Kecamatan Ilir Timur II Palembang. This study was a quantitative research approach with a corelational research design. The researcher collected the data through 2 instruments namely, reading test and questionnaires. A test was used to find out students’ reading ability and questionnaires were used to find out students’ reading habits and internet use. The population of this study was 803 and 120 for the population. To analyze the data, the procedures were presenting and describing the data, testing the hypotheses, and analyzing the regression. From the results, only internet use and reading ability that had a significant correlation (p-value > 0.05). The result of the regression analysis between internet use to reading ability showed that the correlation between those variables was 16,7%.]]>
<![CDATA[Cooperative Learning Approach to an English Academic Reading Course ]]>
<![CDATA[Fuad Hasyim]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 4 No. 2 (2019): October ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v4i2.338
<![CDATA[This research aims to get description of Cooperative Learning application using Student Teams Achievement Divisions (STAD) type to improve students’ motivation and independence learning level. The applied research method was classroom action research. The observations have been done during seven cycles to research the subjects; those are students of Basic Academic Reading Class C of 2018/2019 at department of management, faculty of economy, Universitas Islam Indonesia. The result showed that the number of students achieving maximum scores (A) has significantly increased, up to 31% of previous year as the baseline. Meanwhile, the average students’ attendances in entire semester have also increased up to 13% of previous year baseline. The questionnaire was also distributed before and after cycles to measure the changes in students’ perception of their motivation and independent learning level. The result indicated the increase in average score of every aspect in all variables. However, the result of independent sample t-test showed that sig (2-tailed) score of students’ motivation and independence learning level have significant differences. Thus, it is concluded that Cooperative Learning model on Student Teams Achievement Divisions (STAD) type has a positive and significant impact on developing student’s motivation and independent learning level.]]>
<![CDATA[Communicative Language Teaching (CLT) through Role Play and Task-Based Instruction ]]>
<![CDATA[Kartini Rahmatillah]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 4 No. 2 (2019): October ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v4i2.339
<![CDATA[This research focuses on several aims, first whether Communicative Language Teaching (CLT) through Role Play and Task Based Instruction best implemented in English learning process in STIE Madani Balikpapan.Second it aims to prove whether Communicative Language Teaching (CLT) can improve students’ English skill based on TOEFL score. Third, it aims to find out students’ perception about the implementation of Communicative Language Teaching (CLT) in English learning process in STIE Madani Balikpapan.It is a combination of quantitative and qualitative research in which survey, experiment, and interview are done related to the aims of the research. The sample is 37 students from two classes that took English Practice/TOEFL subject in academic year of 2019-2020. The result stated that Communicative Language Teaching (CLT) is best implemented through role play and task based instruction.CLT helps students to better achieve their TOEFL score since there is an increase between the pretest and the post-test. Through the use of Communicative Language Teaching (CLT) approach in class, students feel they have interest more in learning English, do not feel afraid in making mistake again because they know they are still learning, and it helps them better in communication. Communicative Language Teaching (CLT) is a better promising way of learning English since in which students are practicing English as if they are using it in real situation.Further suggestion is that to make use of this approach in classroom activities and encourages students to actively participate in each activities, whether in classroom or outside the classroom. ]]>
<![CDATA[English Pronunciation Practices: From Tongue Twisters to YouTube Channel ]]>
<![CDATA[Vivi Aulia]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 5 No. 1 (2020): April ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v5i1.351
<![CDATA[Background: Pronunciation plays an important role to create effective communication since incorrect pronunciation may lead to misunderstanding. The EFL teachers should be aware of this issue by identifying the appropriate methods for teaching pronunciation to EFL students, with expectations; students may correctly pronounce the English words that support comprehensible communication. This research aims at describing the tongue twisters method for practicing English pronunciation as well as the YouTube channel for sharing their pronunciation practices.Methodology: This research employed an observation sheet and pronunciation task through students’ tongue twisters video uploaded on the YouTube channel as the instruments. The observation sheet was applied to find out students’ activities of tongue twisters practice in five meetings and their difficulties during the practice. Meanwhile, students’ uploaded tongue twisters video on the YouTube channel was analyzed to get the result of their tongue twisters practice.Findings: The students were given 26 tongue twisters consisting of 24 English consonant sounds to pronounce four times for each of them. The result showed that tongue twisters for sounds /p/, /f/, /v/, /ð/, and /z/ were difficult enough for them due to the interference of their mother tongue that commonly missed on these sounds. Besides that, the highest percentage of students who got a score of 60-69 on their YouTube channel video indicates that they still need more practice.Conclusion: Having tongue twisters’ practice and uploading the practice video on YouTube channel create learning experiences for students. They need to allocate more time practicing the English pronunciation better intensively. Therefore, the teachers should create maximal lesson planning and preparation to make sure that each student gets the same opportunity to practice it.]]>
<![CDATA[Integrating Problem-Based Learning in a Criminal Law Course ]]>
<![CDATA[Dzul Rachman]]>;
<![CDATA[Rio Arif Pratama]]>;
<![CDATA[Ni Wayan Surya Mahayanti]]>;
<![CDATA[I Putu Indra Kusuma]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 5 No. 1 (2020): April ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v5i1.354
<![CDATA[Background:In this modern era, intelligent and capable human resources to solve issues in the law field are necessary. Project-based learning with technology integration is perhaps one of the solutions to yield such human resources. However, the previous studies did not put much attention on the implementation of technology into project-based learning. This study therefore aims to examine the effect of project-based learning on students’ problem-solving abilityMethodology:This study implemented a quantitative approach by administering a quasi-experimental design with the one group design pre-test and post-tests. This study involved 49 students who were taking a criminal law course in a university in Indonesia to obtain the data through administering tests.Findings:The data were then analysed by performing paired sample t-test analysis and showed that t (96) = 67.67, p < 0.001.Conclusion:In conclusion, project-based learning with technology integration can enhance the students’ problem-solving ability in a criminal law course. In addition, there are two implications discussed in this article. ]]>
<![CDATA[Make a Match Learning for English Conversation Skills of Students with Intellectual Disabilities ]]>
<![CDATA[Desmiyanti Desmiyanti]]>;
<![CDATA[Yuanita Yuanita]]>;
<![CDATA[Kaspul Anwar]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 5 No. 1 (2020): April ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v5i1.378
<![CDATA[Background:This research aimed to discover the effectiveness of Make-A-Match model in improving the English conversation skills of students with intellectual disabilities. The participants of this research were 7th-grade students in Class C of SMPLB (Junior High School for Special Needs) JambiMethodology:The data in this applied action research were obtained by using observation, interviews, and notes. This research was conducted in 3 cycles using four steps: planning, acting, observing, and reflecting in each cycle.Findings:The result showed that using the contextual approach to Make-A-Match model was sufficient to improve English conversation skills of students with intellectual disabilities. The students were more active, enthusiastic, and confident in uttering expressions without being anxious about making mistakes because the classroom atmosphere was relaxing and fun. This model also made students worked well together.Conclusion:through this model, the teacher succeeds in encouraging students to apply English in their daily conversation.]]>
<![CDATA[Research on Technology Competencies in EFL Language Instructors: Technology-Pedagogy-Content in Language Teaching ]]>
<![CDATA[Rodrigo Tovar Viera]]>;
<![CDATA[Diego Ismael Velasco Sánchez]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 5 No. 1 (2020): April ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v5i1.414
<![CDATA[Background:Living in the digital era where the information and communication technologies (ICTs) have extensively changed the way of teaching, language instructors, in particular, should be computer literate to put their technical knowledge into practice in such a way they effectively integrate technology into language learning classrooms.Methodology:The research contextualizes teachers’ beliefs and competencies of using the Technological Pedagogical Content Knowledge (TPCK) in teaching English as a foreign language. The study is an extension of previous research carried out by Tovar et at., (2019), and Tovar (2019). It applied a survey-based questionnaire, an unstructured interview, and classroom observations for data collection. The assessment instruments were administrated to EFL language instructors, who work in the Language Center at the Technical University of Cotopaxi.Findings:Results revealed that a high percentage of the EFL language instructors are not familiar with the use of the TPCK model and its integration into their classroom practices. This support the claim that teachers probably have technological knowledge, but they are not well-prepared to combine teaching resources and appropriate pedagogical methods for language teaching and learning.Conclusions:The study hopes that research outcomes arise linguistic implications and pedagogical applications for developing teachers’ TPCK competencies when integrating technology in EFL classroom settings. Limitations, as well as considerations for further research, are discussed.]]>
<![CDATA[QR Codes Utilization in EFL Classroom: Affective Language Learning Attributes in Writing ]]>
<![CDATA[Christopher Molingit Balintag]]>;
<![CDATA[Jeffrey Dawala Wilang]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 5 No. 1 (2020): April ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v5i1.425
<![CDATA[Background:Numerous positive gains have been reported on the use of technology in language learning. The current survey of published journal articles reveals a lack of research on its integration to language teaching and learning in graduate language classrooms in EFL settings. In this study, the use of QR codes in the graduate EFL classroom has been investigated concerning its relatedness to affective language learning attributes (herein referred to as ALLAs) including anxiety, engagement, motivation, self-esteem, among others during the lesson on the process of writing. Three objectives were sought (1) to know students’ perceptions on ALLAs before and after the use of QR codes, (2) to establish the relationship between students’ perceived ALLAs and language performance, and (3) to understand specific situations that trigger positive or negative reactions.Methodology:The students were asked to indicate their perceptions concerning ALLAs by using a survey questionnaire before and after the activity. They were also asked to do the QR codes activity to create an essay outline. Further, an open-ended questionnaire was provided to indicate their negative or positive reactions to specific situations during the QR-coded activity.Findings:Results suggest the following (1) there are significant differences in the students’ perceived ALLAs before and after the activity, (2), there is a significant positive correlation between ALLAs and language performance, and (3) twelve specific situations were found to provoke dynamic ALLAs reactions.Conclusion:It is suggested that the use of available technological innovations must be introduced to graduate language teachers as its impacts on ALLAs are overwhelmingly beneficial.]]>
