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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 208 Documents
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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.
Register Dynamics in the EFL Classroom: Investigating Teachers’ Language Styles in Indonesian Vocational School Akbar, Aditya Sahrul; Dardjito, Hanandyo; Ikrarini, Estri Oktarena
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): April (Article 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.v11i1.2053

Abstract

Background: Style plays an important role in fostering productive interactions between teachers and students when learning English as a foreign language (EFL). Using the right style can improve information delivery and allow for the creation of a positive classroom environment. Three of Martin Joos' Five Clocks Theory: formal, consultative, and informal, are considered the most relevant in the context of Education. The findings are significant in helping teachers in vocational schools adjust their language style to enhance student communication and comprehension. Methodology: This study applied a descriptive qualitative approach with a purposive sampling technique. Seven English teachers from one of the vocational schools in Yogyakarta became respondents for the questionnaire, and two other teachers were interviewed for in-depth data. The data were analyzed using the Miles & Huberman model, which includes data reduction, data presentation, and conclusion. Findings: The questionnaire results showed that the consultative register, the formal, and the casual were the most to least used, respectively. In-depth interviews revealed that teachers adjusted their language style based on the context of delivering the material and the relational closeness with students. The formal register functions to deliver structurally complex material, while the casual register is used to build closer relationships with students. Conclusion: The use of registers helps improve learning outcomes by enabling teachers to deliver material accurately while building rapport with students, resulting in a more interactive learning environment, increased motivation, and a deeper understanding of the learning material. Combining formality and closeness through consultative and casual registers is an important strategy for teachers in adjusting their teaching approaches. Originality: This study contributes to the theory of communicative language teaching in which registers used by EFL teachers emphasize the meaningfulness of language. This study also contributes to classroom communicative theory by highlighting how teachers and students communicate to enhance students' engagement, social dynamics, and learning outcomes.
Strategies for Reading Online Academic Texts: A Comparative Qualitative Study Of High- and Low-English Reading Proficiency Learners Febiyani, Febiyani; Iswari, Weningtyas Parama; Ping, Maria Teodora; Susilo, Susilo; Rachmawaty, Noor; Syamdianita, Syamdianita
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): April (Article 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.v11i1.2179

Abstract

Background:  This study explored how students with high and low English reading proficiency employed online reading strategies when engaging with academic texts. It focused on sixth-semester of undergraduate students in Kalimantan Island. Guided by metacognitive theory, which highlights learners’ ability to monitor and regulate reading processes, this study addressed the growing importance of online academic reading in higher education.  Methodology:  A comparative qualitative design was employed. Six students were purposively selected based on their TOEFL reading scores to represent different proficiency levels. Data were gathered through semi-structured interviews and analyzed thematically to identify strategy use, reasons behind their choices, and the difficulties encountered. Findings:  Students applied global, problem-solving, and support strategies differently based on proficiency. High-proficiency students read with clear goals, adjusted pace, and used contextual clues. Low-proficiency students focused on task completion, avoided long texts, and depended on external tools. While both slowed down when necessary, high-proficiency students showed more control. In support strategies, high-proficiency students used selective notes and minimal translation, while low-proficiency students relied on full translation. Conclusion:  Strategy use was shaped by reading habits, learning experience, and proficiency level. Common difficulties included eye strain and lengthy texts, while vocabulary and technical problems varied. These findings highlight the need for proficiency-sensitive strategy instruction that also supports effective use of digital reading tools and helps students manage screen-based reading challenges. Originality:  This study fills a gap by comparing online reading strategies across proficiency levels in academic contexts. It provides insight into how cognitive and contextual factors shape digital reading behavior 
EFL Students’ Perceptions of Reading for Pleasure in Indonesian Higher Education: Motivation, Habits, Material Preferences, and Language Skill Development Dyah Kusumastuti; Aulia Dien, Athayazhafirah; Lowe, Katim
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): April (Article 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.v11i1.2256

Abstract

Background:  This study explores the EFL university students’ perceptions of Reading for Pleasure (RfP) in terms of reading motivation, reading habits, material preferences, and perceived English language skill development.  Methodology:  A quantitative descriptive research design was employed. Data collected from 35 second semester students of English Education at one of the private universities in Central Java by using a validated questionnaire. Findings:  Results show that students have a high opinion of so-called RfP, especially its effect on vocabulary and reading comprehension (more than 80%). Much of the motivation is instrumental in nature, and students read to get better at reading rather than to enjoy it. The participation is still sporadic due to the time (71.4 %) and low institutional (42.9%) support for research. For media preference, the results show that materials of choice are fictional works (82.8%) and digital versions (74.3%), indicating change in reading habits. The findings of the regression analysis provide evidence that investment in reading as an activity has a greater effect on skill development (β = 1.50) than motivation, reinforcing the importance of turning motivation into practice over time. Conclusion:  Students acknowledged the linguistic and academic benefits of RfP. The school-level practices, including organized RfP activities, rich materials and an autonomy supportive climate are critical to cultivation of consistent reading habits and comprehensive language knowledge. Use of longitudinal designs and digital/collaborative reading practice might provide further explanation to sustaining engagement. Originality:  Despite the well-established influence, with evidence of its positive contributions on learners, few studies have addressed how motivation, reading habits, material preference and perceived skill development interrelate in Indonesian higher education.
Empowering HOTS Through Web-Based Independent Learning: The Mediating Effects of Self-Efficacy and Self-Concept Andriani, Refika; In’am, Akhsanul; Bastian, Adolf; Idayani, Andi; Kasriyati, Destina
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): April (Article 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.v11i1.2322

Abstract

Background: This study investigates the effect of web-based independent learning (WBIL) on students’ higher-order thinking skills (HOTS), with self-efficacy (SE) and self-concept (SC) as mediating variables, within the context of translation learning in higher education. Methodology: A quantitative research design was employed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Data were collected from 55 undergraduate students enrolled in translation-related courses through validated instruments measuring WBIL, SE, SC, and HOTS. Findings: The findings indicate that WBIL has a significant positive effect on both self-efficacy and self-concept. Furthermore, both SE and SC significantly predict students’ HOTS, with self-efficacy emerging as the stronger predictor. Mediation analysis reveals that SE and SC partially mediate the relationship between WBIL and HOTS, indicating that WBIL enhances higher-order thinking skills both directly and indirectly through psychological mechanisms. This study contributes to the literature by providing empirical evidence of the WBIL–HOTS relationship specifically within translation learning, a context that requires complex cognitive processes such as analysis, evaluation, and creative decision-making. Unlike prior studies that primarily focus on general digital learning or STEM contexts, this research highlights the role of psychological factors in shaping higher-order thinking in language-based disciplines. Conclusion: The findings underscore the importance of integrating learner autonomy and psychological readiness in designing effective web-based learning environments for translation education. Originality: This study provides empirical evidence of the WBIL–HOTS relationship specifically within translation learning, a context requiring complex cognitive processes. Unlike prior studies focusing primarily on general digital learning or STEM contexts, this research highlights the crucial role of psychological factors in shaping higher-order thinking in language-based disciplines.
The Effectiveness of AI Speech Recognition on Students’ English Pronunciation Kusmaryani, Woro; Ramli; Winarno
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): April (Article 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.v11i1.2282

Abstract

Background:  Pronunciation is probably one of the most problematic and the conventional teaching approaches do not tend to offer the immediate, personal feedback, which is required to achieve effective pronunciation. But AI speech recognition applications can provide a real-time corrective response that may be used to overcome these drawbacks in teaching. Methodology:  The research utilized a pre experimental one group pre-test post-test study design whose qualitative observations were supported by 30 first-semester students purposely selected to participate in the study. The information was gathered by means of pre- and post-teaching tests, observation forms, and AI-based feedback. The quantitative analysis was based on descriptive statistics and paired sample t-test, and instead, thematic coding based on observation was applied to qualitative data. Findings:  The results showed that the pronunciation of students has been significantly improved, and the average scores have increased by 68.4 to 81.7 (p < 0.05). The qualitative observations revealed the enhancement of the accuracy in the production of segmental characteristics, including the interdental sounds (/θ/, /ð/), voicing contrasts (/v/ vs. /f/), and vowel length differences, and advances in supra segmental characteristics, which included word stress, rhythm, and intonation. Besides, self-confidence, motivation, and independence of the students in practicing pronunciation using AI-supported learning also improved. Conclusion:  AI speech recognition technology is a priceless aid in enhancing the English pronunciation. Feedback that was given to the learners was both regular, individualized, and timely and this resulted to a rise in accuracy and self-regulated learning.  Originality:  The study provides classroom-based evidence concerning the application of AI speech recognition in learning English pronunciation. It shows the possibilities of using AI in teaching pronunciation and increasing the level of learner autonomy and positive results of learning. 

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