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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 217 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 Farmasari, Santi; Wardana, Lalu Ali; Baharuddin; Suryaningsih, Hartati
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 Santosa, Riyadi; Sugiarti, Rara; Wiratno, Tri; Djatmika; Wibowo, Agus Hari
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 Ferdiant, Ahmad Ghufran; Ghofur, Abd.; Aziziy, Yunia Nabila; 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 Mahayanti, Ni Wayan Surya; Nitiasih, Putu Kerti; Adnyayanti, Ni Luh Era; Putra, I Nyoman Adi Jaya; Li, Jiang; Kresnawati, Luh Putu Dian
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 Anshori, Sakut; 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; Geubrina, Misla; Arshad, Norlili Juwita; Ramsa, Nik Intan Baizura binti
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

Vocabulary acquisition plays a crucial role in developing writing proficiency among foreign language learners. Many students encounter difficulties in expressing ideas due to limited lexical knowledge and lack of contextual exposure to language use. Recent studies suggest that visual media can facilitate language learning by integrating visual and verbal information, thereby enhancing comprehension and memory retention (Teng, 2023; Jalali & Sahebkheir, 2024). This study aims to investigate how visual media contribute to improving vocabulary acquisition and writing performance among foreign students learning English as a foreign language. This research employed a qualitative descriptive design involving ten foreign students enrolled in an intermediate writing course at a private university in Indonesia. Data were collected through classroom observations, semi-structured interviews, and document analysis of students’ written assignments. Thematic analysis was used to identify patterns related to vocabulary development, writing coherence, and students’ learning experiences. The findings indicate that visual media such as images, infographics, and short videos stimulate vocabulary recall, facilitate idea generation, and improve students’ confidence in writing. Students were able to produce more coherent texts and demonstrate greater lexical variety after participating in visual-based writing activities. The results support previous research highlighting the effectiveness of multimodal learning environments in second language acquisition (Nami & Asadnia, 2024; Sukserm & Wasanasomsithi, 2023). The study concludes that integrating visual media into writing instruction can significantly enhance vocabulary development and writing performance among foreign learners. These findings provide pedagogical implications for language teachers seeking innovative strategies to support writing instruction through multimodal approaches.
Deconstructing Masculinity in Translation: How Female Characters Are Portrayed in Story Weaver’s Children’s Literature Hardiyanti, Diana; Budiastuti, Riana Eka; Setyowati, Lilis; Santoso , Budi Tri
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.

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