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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
Arjuna Subject : -
Articles 203 Documents
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Indonesian Teachers’ Perspectives on Gender Representation in EFL Textbook Visual Images for Elementary Schools Rusmawaty, Desy; Hermagustiana, Istanti; Majewska, Marysia; Ahada, Ichi; Sucahyo, Didik
Script Journal: Journal of Linguistics and English Teaching Vol. 9 No. 2 (2024): 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.v9i2.1830

Abstract

Background: The use of gendered visual imagery in English as a Foreign Language (EFL) textbooks has raised concerns about perpetuating gender stereotypes and the potential effect on students' conceptions of gender roles. Despite the widespread use of mandated textbooks in primary classrooms in Indonesia, less is known about instructors' perceptions of gendered visual imagery. Methodology: This qualitative research employed a mixed-methods approach, incorporating quantitative and qualitative data collection and analytic methodologies. An investigation was conducted in Samarinda East Kalimantan to collect the perspectives of 41 teachers who teach English in elementary school regarding the gendered visual representations present in the mandatory EFL textbooks. Furthermore, 12 teachers were chosen to partake in exhaustive interviews to present more informed and profound perspectives. Findings: They merely focused on how to teach the materials rather than scrutinizing the gender bias represented through texts and visual images. The study revealed that a significant proportion of teachers (80%) believed that gendered visual imagery in textbooks was not impartial and could influence the gender roles of pupils. Furthermore, a significant majority (75%) said they often adjusted or avoided using these pictures in their teaching methods. The interviews highlighted the teachers' concern about the possible negative impact of these pictures on students' social relationships and self-image. However, they merely focused on how to teach the materials rather than scrutinizing the gender bias represented through texts and visual images Conclusion: The findings suggest that elementary school teachers in Indonesia know the potential negative repercussions of gendered visual images in EFL textbooks and have implemented measures to mitigate these effects. The study underscores the importance of incorporating diverse and inclusive visual materials into educational resources to promote gender equality and positive gender representations. This concept is new to them. They agree that gender equality needs to be addressed and discussed as part of the content in classroom practices to raise students’ awareness of gender bias. Originality: Previous studies have investigated the frequency and occurrence of gender bias in textbooks, found in images and texts. However, there is a lack of investigation into teachers' awareness of gender stereotypes in textbooks. This study enhances the existing corpus of literature by examining the perspectives of teachers on the use of gendered visual images in EFL textbooks in elementary schools in Indonesia. It emphasizes the importance of teachers and policymakers advocating for more inclusive educational resources and considering the impact of visual materials on students' gender perceptions
The Needs of Teaching English Using Brain-Based Learning in 21st Century Era Winantaka, Binar; Katrina Herda, Rozanah; Sulistyowati, Nina; Margana, Margana; Mukminatun, Siti; Aguilar Principe, Regine; Yingfan, Miao
Script Journal: Journal of Linguistics and English Teaching Vol. 9 No. 2 (2024): 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.v9i2.1845

Abstract

Background: In the context of 21st-century learning, effective engagement of students and accommodation of many learning styles depend on brain-based learning (BBL). This approach improves understanding, memory, and adaptability by matching instruction with cognitive science and educational needs. Therefore, BBL emphasizes matching teaching approaches to how the brain processes and remembers information, which improves language acquisition, as teaching English entails employing tactics that address cognitive skills such as memory, attention, and motivation. Methodology: This quantitative study involved 50 English teachers in Yogyakarta, Indonesia, aim to reveal the teachers’ needs to teach English using BBL in this 21st-century era. The instrument of data collection was a questionnaire designed using the 5-Likert Scale that was interpreted using mean scores for each statement.Findings: The finding of this study revealed teachers need BBL in applying teaching scenarios, as well as the BBL represents Project-Based learning supported by audiovisual and critical thinking integration during the learning process. All those components are fitted with the characteristics of the balance of the right and left-brain sides.Conclusion: It is deemed essential since it directly affects the instructors' ability to effectively nurture student engagement and achievement, and the teachers should be consulted regarding the need for BBL. Incorporating educators into this conversation also guarantees that the tactics used are realistic and adapted to actual classroom situations. The knowledge and expertise of educators are crucial for improving brain-based learning strategies.Originality: This study can be a pioneer in exploring more opportunities for the needs of BBL and its relationship with learning success. Moreover, knowing brain balance contributes to a more inclusive and effective learning environment by accommodating different learning styles and boosting overall student well-being and academic achievement.
The Representation of LPDP Scholarship in CNN Indonesia: a Corpus Based Critical Discourse Analysis Setyoningrum, Vita Diah; Triyono, Sulis; Ashadi, Ashadi
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): April
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.v10i1.1981

Abstract

Background:  Media tend to portray state-owned scholarships and can influence public opinion in a positive, negative, or neutral way. However, the specific depiction of the LPDP scholarship, a prominent state-owned scholarship in Indonesia, requires closer examination. The image of the LPDP scholarship can be analyzed through the collocation of keywords related to LPDP and LPDP scholarships found in the CNN Indonesia news data corpus. The role of the media in forming a positive or negative image is then critically examined through critical discourse analysis. Methodology:  The method used in this study is critical discourse analysis using corpus tools. The data used are 77 news about LPDP Scholarships with a total of 26,335 tokens. The news text was analyzed with the help of a corpus tool in the form of the AntConc application to obtain word frequencies, collocations, and concordances. Findings:  The image of the LPDP Scholarship in CNN Indonesia news is first seen from the frequency of words that appear and are significant, meaning that CNN Indonesia tends to be specific in reporting the LPDP Scholarship by directly referring to the program it has. Second, the emergence of collocation tends to focus on news about the LPDP Scholarship even though there was one negative image related to the problems that occurred in 2020. Third, the emergence of concordance gives the meaning that CNN Indonesia tends to provide a positive image of news about the LPDP Scholarship. Conclusion:  The results of the study show that the frequency of words, collocations, and concordances that appear mean that the CNN Indonesia news media in reporting the LPDP Scholarship predominantly provides a positive image. The media tends to report specifically about the LPDP Scholarship, such as the registration and funding schemes. On the one hand, the media is neutral in reporting. This can be seen from how the media also portrays the conflict that occurred in the LPDP Scholarship, especially regarding the policies implemented. Originality:  This study uses LPDP news in 2014-2024 released by CNN Indonesia to determine the image of LPDP scholarships based on word frequency, collocation, and concordance.  
A Collaborative Auto-ethnographic Study of Indonesian Higher Degree Research Students’ Adaptation in Anglophone Universities Limbong, Effendi; Sadiq, Nizamuddin; Mardiani, Ridha
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): April
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.v10i1.2039

Abstract

Background: This research explores the experiences of Indonesian doctoral students in English-speaking universities through a collaborative auto-ethnographic approach. Utilising Schartner and Young's (2016) stress and coping strategies and culture-learning frameworks, we analyse narrative data to investigate our academic and sociocultural journeys in the US, UK, and Australia.   Methodology: To attain a profound comprehension, we participate in personal and group introspection, analysis, and interpretation, utilising imaginative thought, creativity, emotional self-exploration, and ongoing dialogues. The study identifies four major psychological adaptation themes (social support, survival, spirituality, and compliance), a critical socio-cultural adaptation theme (feeling like cultural aliens), and a vital academic adaptation theme (questioning our academic capability amid struggles with critical reading and writing).   Findings: The findings reveal three themes: Psychological Aspects: “Social Support, Survival, Spirituality, and Compliance”, Sociocultural Aspect: “We Are Cultural Aliens”, Academic Aspect: “Questioning Our Academic Capacity as We Struggled to Read and Write Critically”.   Conclusion: The findings underscore the significance of awareness and emphasise the necessity for effective adaptation among international doctoral students. This research contributes valuable insights into the challenges faced by Indonesian doctoral students in Anglophone academic settings, shedding light on the importance of support systems, cultural understanding, and academic confidence stop where for a successful academic journey.   Originality: While previous studies have largely examined the difficulties faced during adaptation, the way these challenges ultimately lead to successful outcomes remains under-explored. This research seeks to address this deficiency by investigating how Indonesian international research students in Anglophone universities convert cultural, psychological, and academic obstacles into successful adaptation.  
The Effect of Gamefied Instruction on Vocabulary and Motivation on Students at South Nias sipayung, kammer; Halawa , Albertus
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): April
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.v10i1.1873

Abstract

Background: Gamified instruction is a challenging solution to problems in students’ vocabulary and motivation in rural areas like South Nias. This study aims to determine the effect of gamified instruction on students’ vocabulary ability and motivation. Methodology: The aims of this study were achieved by implementing a mixed research method (qualitative and quantitative). The experimental research design was used to determine the effect of treatment on vocabulary ability; however, a questionnaire and semi-structured interview were delivered to the experimental students. The sample of this study is 60 students.   Findings: After analyzing the data, it is shown that the experimental group positively affects students’ motivation. The control group has a higher motivation but is not significant in their vocabulary achievement. In addition to that significant effect on experimental vocabulary achievement. Gamified instruction can be concluded as an efficient strategy to achieve learning goals.  Conclusion: Gamified instruction can be an alternative solution for English teachers to improve student vocabulary and motivation to learn English as a foreign language. Originality: Most of the current studies focus on online media (platforms) and less research investigates vocabulary and students' motivation. 
Analyzing Interpreting Strategy used by Low Proficiency EFL Students Anshori, Sakut; Ramadhan Putra, Yongki; Prihantoro; Gunawan, Fahmi
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): April
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.v10i1.1878

Abstract

Background: This study examines low-competency EFL students' first-time interpretation performance, concentrating on how they use their limited linguistic proficiency to interpret the messages. Student interpreters often face difficulties due to limited linguistic proficiency, which can result in misinterpretations in their first performance. However, there is currently a dearth of studies in this specific context.Methodology: Since how students use various techniques needs to be revealed in detail, their performances are recorded in the form of videos. Purposive sampling was used to select students who lacked fluency and interpreting experience. A corpus-assisted discourse analysis was applied to a dataset of 281 instances to identify recurring patterns in students' strategies. The analysis process was divided into two cycles to prevent data loss due to careless attention and insufficient reflection on human language patterns.Findings: Approximation was the most used strategy, occurring 46 times, followed by substitution at 38 instances, and compression appeared 30 times. Other strategies included reproduction (31 times), word-for-word translation (24 instances), and stalling (18 instances), with ten instances of omissions. The results further show that students keep having difficulty with vocabulary and general language transfer, which causes them to misinterpret messages. Nevertheless, students can achieve a balance between meaning loss and compression even with their insufficient language abilities in interpreting. A significant finding is the discovery of a new technique—cultural reference—that students employ to interpret utterances through cultural adaptation, which fundamentally alters how students interpret the language.Conclusion: This study concluded that students’ stronger cultural proficiency in one of their languages significantly affects their interpretation strategy. Students also frequently use wrong approximations to simplify complex information or manage time constraints while interpreting, leading to errors.Originality: The study's substantive findings clarify that inexperienced interpreters' strategies are influenced by cultural references, which contributes to fulfilling interpreting studies, particularly on first-time interpreting performance.
Sipintar: A MOOC-Based Platform to Improve Reading Learning Outcomes Ardiansyah, Vendra; Hamzah, Syukri; Trianto, Agus
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): April
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.v10i1.1883

Abstract

Background: This study is motivated by the pressing challenge of improving reading skills among elementary school students in rural areas, particularly in Penukal Utara, where access to quality educational resources is limited. The aim of this research is to assess the effectiveness of the "Sipintar" MOOC-based platform in enhancing students' reading abilities, addressing a critical need in these underserved regions. Methodology: The study employed a quasi-experimental design, specifically a one-group pretest-posttest format. The sample comprised 72 fourth-grade students from four different elementary schools. Reading ability data was collected through standardized reading tests conducted both before and after the intervention, and the results were analyzed using paired t-tests to determine the significance of any improvements. Findings: The results demonstrated a significant enhancement in students' reading abilities following their use of the Sipintar platform. The majority of students exhibited marked progress, providing strong evidence of the platform’s efficacy in boosting reading performance among elementary students in rural settings.. Conclusion: The Sipintar platform has proven to be an effective tool for improving reading skills among elementary school students in Penukal Utara. Given its success, the platform holds promise for broader implementation in other remote regions facing similar challenges in access to quality educational materials. Originality: This study fills a critical gap by offering empirical evidence on the effectiveness of a MOOC-based platform for enhancing reading skills in rural areas, where educational resources are frequently inadequate.
Collaborative Online Writing: Students’ Perspectives and Their Actual Writing Performance Syamdianita, Syamdianita; Gita Mutiara Hati
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): April
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.v10i1.1902

Abstract

Background: This study explores a topic that has not received enough attention in the literature: the relationship between EFL students' perceptions of online collaborative writing and their actual writing performance. Few studies have specifically looked at how learners' self-assessments match quantifiable writing outcomes, despite prior research emphasizing the advantages of collaborative writing for language development. Methodology: 91 Indonesian EFL undergraduate students took part in this study by working together to write an argumentative essay while receiving online instruction. Open-ended surveys, self-perception questionnaires, documentation of online collaborative interactions, and student essays were used to gather data. Findings: According to both quantitative and qualitative analyses, the majority of students had favorable opinions about collaborative writing and thought it improved their speaking and writing confidence. Statistical analysis, however, revealed no meaningful relationship between students' assessments of themselves and their actual writing abilities. Conclusion: These results underline the need for more reflective and feedback-rich writing instruction in EFL contexts by indicating that students may misjudge their own writing abilities. Originality: The originality of this study lies in its dual focus on EFL students' self-perceptions and their actual writing performance within an online collaborative writing context. Unlike previous research that typically examines these aspects separately, this study uniquely correlates self-assessment with quantifiable writing outcomes, particularly in the demanding genre of argumentative writing. Conducted in an Indonesian EFL setting during remote learning, it highlights important cultural and technological influences often overlooked in similar studies. Thus, it provides a novel perspective on the gap between students' perceived and actual writing abilities in online collaborative environments.
Integrating Teaching Factory Method in ESP Maritime English: Cadets' Perceptions and Implications For Maritime Training Wibowo, Amiruddin Hadi; Kasan Gupron, Akhmad; Fitriyah Dewi, Rohmatul
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): April
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.v10i1.1998

Abstract

Background: The Teaching Factory (TEFA) method has emerged as a practical approach in ESP Maritime English, particularly in enhancing cadets’ participation in simulated maritime scenarios such as loading and unloading communication, onboard communication checking, and goods tracking via phone. Grounded in experiential learning theory, TEFA bridges the gap between theoretical knowledge and real-world application, preparing cadets for industry demands.Methodology: This study used qualitative case study approach to explore seventh-year maritime cadets’ perceptions of the TEFA method. The subjects were seventh semester maritime cadets from maritime academy. Data collection involved classroom observations and semi-structured interviews, focusing on the cadets’ engagement, confidence, and learning outcomes.Findings: The results showed that 65% of cadets agreed that TEFA made learning Maritime English easier, while 60% found the method enjoyable and engaging. Additionally, 55% of cadets reported reduced anxiety, attributing their increased confidence to the hands-on learning experience provided by TEFA simulations. However, 15% of cadets remained neutral, expressing the need for more structured guidance and additional practice to adapt to the interactive learning approach fully.Conclusion: This study concludes that TEFA effectively bridges the gap between theoretical knowledge and practical maritime communication, making learning more industry relevant. Future research should examine blended learning methods, digital feedback systems, and long-term evaluations to strengthen TEFA’s role in improving cadets’ communication skills and preparedness for maritime operations. Integrating online and practical training can enhance learning flexibility while reinforcing real-world application through virtual simulations. Digital feedback tools can help cadets refining pronunciation and fluency by providing immediate assessments and personalized guidance.Originality: This study addresses a gap in understanding how TEFA influences cadets’ perceptions and learning outcomes in ESP Maritime English, particularly in simulated maritime scenarios. It provides insights into the method’s effectiveness and areas for improvement, offering a foundation for future innovations in maritime education.
Insights on TPACK Implementation by Preservice English Teachers: Challenges and Solutions Darsih, Endang; Agustiana, Vina; Hanggara, Agie; Palmer, Roger
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): April
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.v10i1.2000

Abstract

Background: A crucial issue in teacher education today is ensuring that PTs are well prepared to integrate technology into their future classrooms. This study examines the implementation of Technological Pedagogical Content Knowledge (TPACK) among preservice English teachers in planning and implementing learning, as well as the barriers they face and their solutions.Methodology: This study used a case study research design to explore in depth how PTs apply the TPACK framework in real classroom situations. The participants in this study consisted of five PTs from teacher education programs at four universities in Indonesia.Findings: PTs generally show good alignment between technology use, pedagogical strategies, and content in their lesson plans, but are often not optimally integrated during implementation. The main barriers identified include limited access to and technology resources, differences in technology skill levels between students and teachers, students' difficulties in adapting to technology-based learning, and time management issues. The solutions are to provide device assistance to students in need, provide basic technology training and plan carefully and provide realistic time for students to adapt to technology and complete assignmentsConclusion: To enhance technology integration in education, universities must prioritize providing device assistance and basic tech training for PTs. By addressing these barriers, educators can better support effective technology use in the classroom, ultimately improving student learning outcomes.Originality: How pre-service teachers, who are the next generation of educators, develop and implement TPACK during their preparation and learning phases. In particular, there is very little research that specifically explores the implementation of TPACK in the classroom by PTs, as well as a lack of exploration of the challenges faced by them and the strategies used in the TPACK integration process.

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