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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 three times yearly, in April, August, and December. The Journal ISSN Number for printed version is 2477-1880 and 2502-6623 for Online ISSN, it contains articles of research or study of literature in the field of Teaching and Learning, English Language Teaching, Language and Linguistics, and English Literature. Articles are written in English
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Articles 226 Documents
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Predicting Future Identity of English For Young Learner (EYL) Teachers: Investigating How Coursework Shapes Pre-Service Teachers' Identities and Teaching Readiness Santi Farmasari; Lalu Ali Wardana; Baharuddin; Hartati Suryaningsih
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): 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.v11i1.2344

Abstract

Background: Research on English language teacher education has largely emphasized practicum experiences in shaping professional identity and teaching readiness. However, limited attention has been given to how coursework in English for Young Learners (EYL) programs contributes to early identity formation. This gap warrants closer empirical examination Methodology: A total of 121 students enrolled in EYL courses were invited to participate, and 50 of them gave their consent. Data were collected through reflective journals and a Likert-scale questionnaire. Findings: Thematic analysis revealed four recurring themes: evolving teacher identity, teaching readiness, impactful coursework components, and aspirations for future practice. Quantitative findings supported these insights, with a strong correlation found between meaningful coursework experiences and students’ visions for their future classrooms. While many participants felt intellectually prepared, some expressed concerns about emotional readiness, underscoring the need for supportive, hands-on learning environments. Conclusion: The study concludes that coursework has formatively built not only the pre-service teachers’ skills, but also a strong and sustainable sense of who they are and hope to be as future EYL educators. Originality: Grounded in English for Young Learners pedagogy, this study foregrounds coursework as a critical site of early professional identity formation for pre-service EYL teachers. Moving beyond practicum-centered ELT research, it provides mixed-method evidence of how child-centered, play-based, and reflective coursework shapes identity, teaching readiness, and future classroom enactment in an EFL context.
Evaluative Language in Heritage Exploration: A Cultural Approach to Tourism Discourse Analysis Riyadi Santosa; Rara Sugiarti; Tri Wiratno; Djatmika; Agus Hari Wibowo
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): 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.v11i1.2345

Abstract

Abstract Background: This article presents a discourse analysis of online heritage tourism posts about archaeological and cultural tourist destinations in Surakarta. The objective is to examine the use of evaluative language in cultural contexts for the promotion of local attractions to the international audience. Methodology: The sample texts, selected from two prominent tourism websites (www.lonelyplanet.com and www.javaheritagetour.com), are analyzed through the lens of Appraisal theory, complemented with SFL's concept of Register and Genre. Findings: The results demonstrate that the deployment of evaluative linguistic resources serves not only to promote destinations but also to represent specific cultural and social processes. The discourse on Surakarta's heritage tourism places emphasis on the city's archaeological and cultural significance through Monoglossic language, presenting factual, reactive evaluations that enhance focalization on heritage sites but overlook broader socio-economic and political dimensions, limiting alternative angles and inclusivity. Conclusion: The paper concludes by discussing potential reasons for the evaluative pattern and providing several implications for online heritage tourism cultural communication. Originality: The paper not only discusses conservation, traditions, site management, and visitor experiences, but also applies Appraisal analysis, SFL Genre mapping, and an extended Cultural Approach to Discourse applied to Surakarta's online heritage promotion.
Reinterpreting Learning Preferences through Deep Learning Practices in Indonesian Senior High School English Classrooms Ahmad Ghufran Ferdiant; Abd. Ghofur; Yunia Nabila Aziziy; KJ Vargheese
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): 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.v11i1.2361

Abstract

Background: In Indonesian senior high school English classrooms, English learning is increasingly expected to involve interpretation, reflection, and sustained engagement rather than simple recall. Yet many students still use learning style labels to explain difficulty, participation, and their own sense of fit with particular tasks, despite the limited scientific support for such claims. This study explores how students draw on that language to interpret challenge and learner positioning in deep learning-oriented classrooms across culturally diverse regions of Indonesia. Methodology: Using a qualitative interpretive design, this study drew on classroom observations, in-depth interviews, and reflective learning artifacts from twenty-five purposively selected senior high school students across five Indonesian provinces representing diverse sociocultural contexts. The qualitative data were analysed through reflexive thematic analysis, with attention to both site-specific meanings and patterns across provinces. Findings: Learning style labels did not appear to represent fixed cognitive ability. Instead, students often used them to explain why certain analytical tasks felt difficult or uncomfortable Through sustained participation in scaffolded deep learning activities, many students revised earlier self-perceptions that had cast them as ‘not analytical,’ not suited’ to long texts, or weak in writing. This revision was evident when interview accounts and classroom observations showed students moving from style-based explanations of difficulty toward more flexible interpretations grounded in practice, guidance, peer interaction, and increased confidence. Differences across contexts were also visible, particularly in whether students described difficulty in terms of anxiety, restraint, dialogic support, perseverance, or intellectual challenge. Conclusion: Students’ engagement in deep learning seems to depend less on perceived learning-style fit than on how they interpret difficulty in relation to themselves as learners The findings indicate that teaching could beneficially combine cognitive support with identity-sensitive scaffolding, flexible strategy use, and the normalization of intellectual struggle. Originality: Across multiple Indonesian contexts, the originality of this study lies in reframing learning-style discourse from a presumed cognitive typology into a socially and culturally mediated interpretive resource that students use to negotiate difficulty, participation, and learner identity in deep learning contexts.
Bilingual Big Book with Integrated SDGs Content to Enhance Reading Skills and Understanding of Sustainable Development Values among Upper Elementary Students Ni Wayan Surya Mahayanti; Putu Kerti Nitiasih; Ni Luh Era Adnyayanti; I Nyoman Adi Jaya Putra; Jiang Li; Luh Putu Dian Kresnawati
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): 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.v11i1.2281

Abstract

Background: English learning that focuses solely on language structure tends to be less engaging, monotonous, and lacking contextual relevance for elementary students. On the other hand, integrating the values of the Sustainable Development Goals (SDGs) into basic education is increasingly essential to foster global awareness, empathy, and social responsibility from an early age. This research aims to develop a Bilingual Big Book that integrates SDG content into bilingual (Indonesian English) stories for use in elementary English learning. The media is expected to improve vocabulary acquisition, reading comprehension, and students' understanding of global sustainability values. Methodology: The research employed a Research and Development (R&D) approach using the ADDIE model, which consists of five stages: (1) needs analysis, (2) planning and media design, (3) development and expert validation, (4) limited trial implementation, and (5) evaluation and revision. This study recruited 32 students and 3 English teachers as the participants. Data were collected through pre- and post-tests, teacher and student perception questionnaires, classroom observations, and in-depth interviews. The data were analyzed both quantitatively and qualitatively, utilizing descriptive statistical and the Miles and Huberman interactive model for qualitative interpretation. Findings: The findings revealed that the Bilingual Big Book based on storytelling effectively increased students' interest and engagement in learning English. Quantitatively, there was a significant improved in students' reading comprehension by 28% after using the media and an increase of 31% in thematic vocabulary mastery. In addition, the questionnaire results indicated that 92% of students felt the learning process was more enjoyable and easier to understand, while 87% of teachers stated that the media helped explain language concepts more contextually and also awareness on SDGs values. Conclusion: Overall, this research contributes to the development of adaptive, contextual, and transformative English learning media, while also promoting the implementation of education oriented toward sustainable development and global awareness. The developed media not only enhances students' language proficiency but also cultivates their character to become empathetic, and environmentally conscious individuals. Originality: Previous studies on Big Books emphasized linguistic or character aspects but rarely integrated SDGs as moral and contextual frameworks. This study fills that gap by creating a bilingual storytelling medium that bridges language learning with global citizenship education, offering a novel model for sustainable literacy in elementary classrooms.
Issues of Political Dynasties and National Protest Movements in Indonesia: Appraisal and Critical Discourse Analysis Perspectives in Editorials Sakut Anshori; Fahmi Gunawan; Arbain; Abd. Rahman Zain
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): 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.v11i1.2359

Abstract

Abstract Background: Political dynasties represent an enduring challenge to democratic consolidation in Indonesia. However, the role of media discourse in shaping public perceptions of dynastic power remains under-explored, particularly regarding how editorial narratives frame dynastic politics and subsequent protest movements. Drawing upon Fairclough’s Critical Discourse Analysis (CDA) and Martin & White’s Appraisal Theory, this study conceptualizes editorials as discursive spaces where political legitimacy is systematically constructed and negotiated. Methodology: This study analyzes three editorials published in The Jakarta Post in 2024: “Breaking A Dynastic Habit” (July 5), “People Have Spoken” (August 26), and “Thank You for Speaking Up” (August 29). These texts address political dynasties and protests triggered by the controversial revision of minimum age requirements for regional head candidates. This media outlet was selected for its prominent national standing, its English-speaking readership, and its influential role in shaping elite public discourse. The analysis integrates Appraisal resources (Attitude, Engagement, and Graduation) with Fairclough’s three-dimensional CDA framework. Attitude is employed to identify evaluative stances toward political actors; Engagement to trace the management of dialogic voices; and Graduation to assess the intensity of political event representations. Findings: The results reveal a patterned evaluative asymmetry: political dynasties are represented through negative moral judgments and procedural critiques, whereas protest movements are framed as rational, ethically grounded civic responses. Intensification resources contribute to framing political dynamics as urgent or significant, while heteroglossic strategies allow for the inclusion of diverse voices while maintaining a specific evaluative position. These linguistic patterns indicate a systematic inclination to steer readers toward particular interpretations of political legitimacy. Conclusion: Editorial discourse does more than report events; it constructs interpretative frameworks that influence the conceptualization of legitimacy and dissensus within the context of contemporary democracy. Originality: This research extends the application of Appraisal Theory in ideological discourse analysis by demonstrating how evaluative language operates systematically to represent political actors and processes in a volatile democratic landscape.
Enhancing Foreign Students’ Writing Skills through Visual Media: Addressing Vocabulary Acquisition Challenges Zuindra Zuindra; Mayasari Mayasari; Misla Geubrina; Norlili Juwita Arshad; Nik Intan Baizura binti Ramsa
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): 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.v11i1.2363

Abstract

Background:Writing remains one of the most challenging skills for foreign language learners, particularly due to limited vocabulary knowledge and difficulties in organizing ideas into coherent texts. Although visual media have been widely recognized as effective tools in language learning, limited research has specifically examined how structured visual media support vocabulary development as a pathway to improving writing performance in authentic classroom contexts. This study aims to investigate how the classroom use of visual media enhances vocabulary acquisition and writing skills among foreign students. Methodology:This study employed a qualitative descriptive design in an intermediate writing class at a private university in Indonesia, involving ten foreign students. Data were collected through classroom observations, semi-structured interviews, and analysis of students’ written texts. The collected data were analyzed using thematic analysis to identify patterns related to vocabulary use and writing development. Findings:The findings showed that the use of visual media contributed positively to students’ writing development. Students’ average writing scores increased from 58.9 to 76.6, while the average number of vocabulary items used in their writing improved from 9 to 15 words. In addition, students became more confident in generating ideas and were able to organize their writing more coherently. The visual prompts provided contextual support that helped students retrieve vocabulary more easily and apply it more effectively in their writing tasks. Conclusion:The integration of structured visual media provides meaningful contextual scaffolding that helps learners bridge vocabulary knowledge and its practical application in writing, thereby improving writing performance in authentic EFL classroom settings. Originality:This study contributes to the literature by demonstrating that the classroom integration of structured visual media supports vocabulary development as a critical mechanism for improving writing performance, addressing the underexplored link between vocabulary acquisition and actual writing outcomes among foreign students.
Deconstructing Masculinity in Translation: How Female Characters Are Portrayed in Story Weaver’s Children’s Literature Diana Hardiyanti; Riana Eka Budiastuti; Lilis Setyowati; Budi Tri Santoso
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): 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.v11i1.2265

Abstract

Abstract Background: Masculinity is commonly associated with men, which leads children’s stories to reinforce narrow gender stereotypes. As these stories are translated and circulated across cultures, translation choices may either maintain or reshape such representations. However, the translation of female masculinity in children’s stories remains underexplored, particularly through transitivity perspective. This study examines StoryWeaver translations portraying female masculinity to analyze how masculinity is identified using Systemic Functional Linguistics (SFL), how it is translated, and how translation techniques affect its representation. Methodology: This study uses a qualitative descriptive approach with five purposively selected StoryWeaver stories. Credibility was ensured through data source triangulation via document analysis and methodological triangulation through focus group discussion (FGD). SFL was used to identify constructions of masculinity, while translation techniques analysis examined how masculinity was translated from the source to the target language. A double case study design treated the five stories as individual cases for cross-case comparison across different authors and translators. Data were analysed using Spradley’s ethnographic procedures. Findings: Five forms of masculinity were identified, realized through material, mental, relational, behavioral, and existential processes, revealing how female masculinity is linguistically constructed in children’s narratives. Established equivalents dominated the translations, while deletion also influenced the representation of masculinity. Conclusion: Translation techniques play a role in shaping how female masculinity is represented, with established equivalents tending to maintain meaning and deletion leading to shifts in representation. Originality: The study addresses the limited research on translating female masculinity in children’s literature and shows how translation choices shape gender meanings for young readers across languages and cultures.
Literary Flourishing in TESOL: A Conceptual Framework for Wellbeing-Oriented Literature-Based EFL Pedagogy Sunardi; Istanti Hermagustiana; Desy Rusmawaty; Noor Rachmawaty; Sirajuddin Kamal; Surjasni; Hengky
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 1 (2026): 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.v11i1.2399

Abstract

Background: This conceptual review proposes Literary Flourishing in TESOL as an interdisciplinary framework for humanizing literature-based English language education. This article addresses the continued prevalence of instrumental TESOL paradigms, where literature is frequently relegated to supplementary reading, cultural content, or a means of vocabulary and comprehension practice. The article develops a conceptual model that positions literary engagement as a catalyst for human flourishing and linguistic development, drawing on a range of disciplines including positive psychology, wellbeing education, and narrative theory. Methodology: The proposed PERMA-LIGHT model expands on the PERMA dimensions of wellbeing, which include positive emotion, engagement, relationships, meaning, and accomplishment, by incorporating literary, humanistic, and transformative dimensions such as literary empathy, identity formation, global and intercultural understanding, humanistic growth, and transformative reflection. The article also outlines WOLBEP, or Wellbeing-Oriented Literature-Based EFL Pedagogy, as a pedagogical framework comprising emotional engagement, narrative immersion, reflective meaning-making, dialogic interaction, transformative response, and flourishing reflection. Findings: The review asserts that literature-based TESOL can foster linguistic competence, emotional wellbeing, empathy, identity formation, resilience, intercultural understanding, and reflective agency. The article provides a model for curriculum design, literature-based pedagogy, teacher education, and future research on language education that fosters flourishing. Conclusion: The review concludes that literature-based TESOL should be repositioned from a supplementary language resource to a wellbeing-oriented pedagogy that develops linguistic competence alongside empathy, identity formation, intercultural understanding, and reflective growth. Originality: The originality of this article lies in proposing Literary Flourishing in TESOL and operationalising it through the PERMA-LIGHT model and WOLBEP framework, which integrate wellbeing, literary pedagogy, and transformative learning into a unified conceptual approach.
Spatial.io in English Language Learning: Non-English Majors’ Perceptions of Virtual Space in the Metaverse Nita Sari Narulita Dewi; Yusup Supriyono; Ratu Sarah Pujasari; Muhammad Adlan Faishal; Luis Luigi Eugenio A; Santiana Santiana
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 2 (2026): August
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.v11i2.1892

Abstract

Background:  Despite the promise of immersive education for metaverses, empirical evidence regarding the specific role in English language learning for non-English majors remains scarce. This study addresses the gap by examining students’ perceptions of the metaverse platform, Spatial.io, to inform more inclusive teaching strategies. Methodology:  This study employed a qualitative case study design. Semi-structured interviews were conducted with four non-English major students selected to provide insight into early user experiences, and thematic analysis was utilized to interpret the interview data. Findings:  Drawing on the Technology Acceptance Model (TAM), the analysis revealed three key themes. First, regarding perceived usefulness, participants reported that the metaverse enhanced interactivity, collaboration, and English language skills through immersive features. Second, perceived ease of use attributed to the platform’s flexibility and intuitive interface. However, significant challenged identified regarding technical infrastructure, internet instability and device compatibility, which hindered equitable access.    Conclusion:  The metaverse shows promise as a supplementary tool for enhancing English language skills development. However, because this study only involved a small group of students, these results are preliminary. Future implementation implies the needs for improved infrastructure and hardware compatibility to ensure inclusive learning environment.  Originality:  This study provides a closer look at how non-English majors perceive the metaverse (Spatial.io), offering early insight into how this technology might change language education before it is widely adopted.
Factors Influencing English Teachers’ Literacy in Assessment for Learning Sukarno; Nur Hidayanto Pancoro Setyo Putro; Ihtiara Fitrianingsih; Satrio Aji Pramono; Nita Maghfiratul Jannah; Yasir A. Alsamiri; Fadhl Mohammed Awadh Gharamah
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 2 (2026): August
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.v11i2.2249

Abstract

Background:This research explores the factors influencing Assessment for Learning (AfL) literacy among senior high school English teachers in Yogyakarta, Indonesia, drawing on Alonzo's (2016) comprehensive six-dimensional framework. Examining AfL from a sociocultural viewpoint reveals the multifaceted roles of instructors as assessors, pedagogists, student partners, motivators, learners, and stakeholders (Gipps, 1999; Lave & Wenger, 1991). The expertise of teachers in assessment for learning significantly influences the quality of feedback, reflection, and educational outcomes, making assessment literacy essential for effective teaching.Methodology:This quantitative study employed a validated AfL literacy survey, derived from Alonzo (2016), and was administered to 250 English instructors within the Senior High School English Teacher Working Group in Yogyakarta. We employed Confirmatory Factor Analysis (CFA) and Multivariate Analysis of Variance (MANOVA) to investigate the dimensions of AfL literacy and to examine the influence of gender, education, experience, and institutional support on it.Findings:The results showed that educational attainment, teaching experience, and institutional support had a considerable impact on teachers' AfL literacy, while gender did not have a significant effect. Educators with Master’s degrees and over ten years of teaching experience demonstrated enhanced literacy in assessment for learning, particularly in the roles of assessors, pedagogists, and partners with students. Support from the institution enhanced teachers' confidence and sustained their engagement in assessment for learning practices.Conclusion:Transforming conceptual understanding into effective classroom practice requires continuous professional development, support from the school, and regular reflection on practices.Originality:This investigation extends Alonzo’s (2016) framework to the context of Indonesian EFL, systematically identifying demographic and institutional elements that affect AfL literacy, an area that has been rarely examined in educational research within Southeast Asia.

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