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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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The Impact of Home Language and Literacy Environment on Children's Learning Outcomes Hamuddin, Budianto; Ramadhani, Meutya Rizki; Ningrum, Fatma Setya
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.v10i1.2001

Abstract

BackgroundThe Home Language and Literacy Environment (HLLE) is critical for children's language development, cognitive growth, and academic success. In bilingual and multilingual households, HLLE influences linguistic proficiency, executive function, and social integration. While numerous studies emphasize HLLE’s potential benefits, significant gaps remain concerning the influence of socioeconomic status, parental involvement, and access to technological tools in diverse home contexts. MethodologyThis Systematic Literature Review (SLR) synthesizes findings from 23 empirical studies (both qualitative and quantitative) published between 2019 and 2024, selected from 2,098 records across Crossref, Google Scholar, Scopus, and Web of Science. A thematic and quantitative synthesis categorizes results based on HLLE components, parental engagement, socioeconomic factors, and technology use.FindingsHLLE supports cognitive flexibility, literacy, and executive function. Parental involvement, especially in shared reading and storytelling, strongly links to higher vocabulary scores and literacy rates. Children in HLLE-rich environments show significant gains in language and reading, with vocabulary improvements of 20–30% and more conversational turns per hour, as measured by tools like LENA. Metrics such as adult word count and child vocalizations underscore HLLE’s impact. However, limited access to books, interactions, and technology due to socioeconomic gaps continues to widen literacy disparities. While tools like LENA offer valuable insights, challenges in accessibility and equity remain.ConclusionHLLE is essential for bilingual and multilingual literacy development. Addressing parental literacy support, socioeconomic inequalities, and digital literacy initiatives is crucial for equitable learning outcomes. Future research should assess HLLE’s long-term impact on academic success.OriginalityThis study offers a comprehensive synthesis of HLLE research, integrating linguistic, sociocultural, and quantitative perspectives to inform educators, policymakers, and researchers.
Optimizing the Use of Instagram Captions as a Teaching Medium to Enhance Students' Descriptive Writing Skills Oktoma, Erwin; Nugroho, Muhammad Aprianto Budie; Suryana, Yayan; Jamal, Mujtaba
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.v10i1.2007

Abstract

Background: Instagram captions play an important role in digital communication and can be used as an innovative tool in writing instruction. By encouraging creativity and clarity, captions help students practice meaningful writing through a familiar platform. This study aims to examine the implementation of Instagram captions in teaching descriptive texts and assess their impact on students' writing skills and motivation.Methodology:This research employed classroom action research (CAR) design, conducted in two cycles, each consisting of five meetings, with the aim of improving tenth-grade students' descriptive writing skills using Instagram as a teaching media. In the planning phase, lesson plans were developed incorporating Instagram post caption activities. During the implementation phase, students were engaged in writing descriptive texts by creating captions for photos on Instagram. Observations were made throughout the teaching process, with field notes documenting the students' participation and enthusiasm. Data were collected through pre-test and post-test assessments to measure students' writing skills, and qualitative data from observations were analyzed to assess classroom dynamics. Findings:The findings of this research indicate a significant improvement in students' descriptive writing skills after the implementation of Instagram post captions as a teaching media. In the pre-test, the mean score was 75.94, with only 50% of students meeting the minimum achievement criteria (KKM). However, after the intervention, the post-test mean score increased to 80.16, with 100% of students achieving the KKM. This demonstrates a 55.57% improvement in students' writing abilities. Additionally, observations during the lessons revealed that students were more engaged and enthusiastic throughout the process, suggesting that Instagram captions effectively captured their interest and contributed to a more active and interactive classroom environment. Conclusion:In conclusion, the use of Instagram post captions as a teaching media has proven to be an effective strategy for improving students' descriptive writing skills in the tenth grade at SMAN 3 Kuningan. The research demonstrated a significant improvement in students' writing performance, with all students meeting the minimum achievement criteria by the end of the study. The integration of Instagram into the learning process not only enhanced students' writing skills but also increased their engagement and enthusiasm during lessons. Therefore, Instagram post captioning can be considered a valuable and innovative tool for teaching writing, particularly in descriptive text, and can be applied in similar educational settings to foster student creativity and motivation in writing.Originality:This study offers an original approach by utilizing Instagram post captions to improve students' descriptive writing skills, integrating social media as an effective tool in enhancing language learning outcomes.
Translating for Young Minds: Techniques to Ensure Accuracy and Acceptability in Children’s Bible Stories Herianto; Nababan, Mangatur Rudolf; Santosa, Riyadi
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.v10i1.2020

Abstract

Background: Children’s literature, particularly bible stories, plays a crucial role in shaping children’s moral values. However, translation quality in children’s bible stories is often overlooked, impacting accuracy and acceptability. This study examines the translation techniques used in Classic Children’s Bible, assessing their influence on translation quality, particularly accuracy and acceptability.Methodology: This descriptive qualitative study is product-oriented research which was focused on 43 children’s Bible stories. Data were collected from Classic Children’s Bible and its Indonesian translation. They were analyzed through content analysis, taxonomy analysis, componential analysis, and cultural theme analysis.Findings: The study found that some techniques influence translation quality in terms of accuracy and acceptability. The mostly used techniques (established equivalence, transposition, and modulation) contribute to accuracy and acceptability. In addition, it also found the translator’s effort in maintaining the original story through correction technique. However, accuracy and acceptability are considered to gain a nearly perfect score because of several techniques (discursive creation and deletion).Conclusion: This study confirms the crucial role of translation techniques in ensuring accuracy and acceptability in children’s Bible story translations. Translation techniques such as established equivalence, transposition, and modulation were effective while discursive creation, deletion, and reduction reduced accuracy.Originality: The translation of children’s Bible stories has been studied primarily in terms of methods, techniques, and quality. Howeverseveral studies examined some linguistic parts, not the whole story. In filling the gap, this study investigated the translation techniques in 43 children’s Bible story translations as the whole story.
Teaching Strategies for ADHD Student in Inclusive Classroom: A Case Study Purwita, Dewi Nurlyan; Suhatmady, Bibit; Setiawan, Iwan; Iswari, Weningtyas Parama; Limbong, Effendi; Ahada, Ichi; Queja, Leilanie B.
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.v10i1.2032

Abstract

Background: Every student with special needs must be recognized for their right to get an education that is equal to regular students. In order to overcome the learning difficulties that ADHD students face when learning English in regular classrooms with other students, this study expects to analyze the strategies for teaching that English teacher has particularly implemented. Methodology: This study uses qualitative research design, specifically a case study of an English teacher in Samarinda who teaches a seventh-grade ADHD student. Data was collected through observation and interviews, and the study used data reduction, display, and verification techniques. The credibility test using triangulation was used to verify the validity of the data. Findings: Teacher strategies for teaching a student with ADHD at an inclusive junior high school in Samarinda such as repetition of material, direct instruction, indirect instruction, giving reward, and classroom accommodation. Conclusion: Teaching strategies used by the English teacher to a student with ADHD only a classroom accommodation. There are also some strategies used not only to a student with ADHD but also to regular students which are, repetition of material, direct instruction, indirect instruction, giving reward. Originality: Previous studies have explored the strategies used by teachers in teaching students with ADHD in general. However, there is a gap in this study, which explores the strategies used by English teacher in teaching an ADHD student in regular classroom.
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 (in Press)
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 (in Press)
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 (in Press)
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 (in Press)
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 (in Press)
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 (in Press)
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.

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