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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
Arjuna Subject : -
Articles 234 Documents
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Integrating AI into Translation Pedagogy: University Lecturers’ Readiness in Indonesia and Timor-Leste Jafar Sodiq; Theresia Cicik Sophia Budiman; Arso Setyaji; Zainal Arifin; Joaquina Marques Soares
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.v11i2.2421

Abstract

Background: The increasing use of artificial intelligence (AI) in translation technologies is transforming translation pedagogy and creating new opportunities and challenges for translation pedagogy and creating new opportunities and challenges for translator education. As AI-assisted tools become increasingly integrated into professional translation practices, understanding lecturers’ readiness to incorporate AI into teaching becomes essential for effective and responsible implementation. Methodology: This study employed a qualitative descriptive design involving six university lecturers as purposive sampling who can teach translation courses in Indonesia and Timor-Leste. Data were collected through semi-structured interviews and analyzed thematically using Maxqda 2024. Findings: The findings revealed four interconnected dimensions of lecturers’ readiness for AI integration: pedagogical perception, ethical-professional awareness, and institutional ecosystem support. Participants generally demonstrated positive attitudes toward AI and moderate to high technological confidence. However, concerns regarding translation accuracy, overreliance on AI-generated outputs, academic integrity, and ethical responsibility remained evident. Conclusion: Lecturers’ readiness for AI integration extends beyond technological competence and involves pedagogical adaptation, ethical literacy, and institutional support. Effective implementation requires balanced integration that promotes critical engagement with AI while preserving core translation competencies. Originality: This study proposes an AI Readiness Framework for Translation Pedagogy that conceptualizes readiness as a multidimensional interaction among pedagogical, technological, ethical, and institutional factors. The framework contributes to the growing literature on AI-assisted translation education by foregrounding lecturers’ perspectives.
A Bundled Gamified TOEFL Reading Training in an Islamic Boarding School: A Pre-Experimental Study on Critical Reading Skills and Implications for Quality Education Amiruddin Hadi Wibowo; Agus Salim Syukran; Rosydina Robi'aqolbi; Faqru Nisa' Arrahmah
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.v11i2.2432

Abstract

Abstract English as a foreign language (EFL) learners from Indonesian Islamic boarding schools (pesantren) still face problems in developing their skills to read critically in TOEFL Reading comprehension. This paper reports on the application and efficiency of Gamified TOEFL Reading Training, which is the use of gamification principles into the teaching process by awarding scores, badges, leaderboards, and challenges related to reading. The aim was to improve the critical reading ability of santri (students who attend the pesantren). A one-group pretest-posttest research design with a sample size of 35 santri from a pesantren in East Java, Indonesia, was used to collect data with TOEFL Reading test, critical reading test, motivation questionnaire, and classroom observation. Analysis showed that there were significant increases in TOEFL Reading scores (mean difference = 12.4 points; p < 0.001; Cohen's d = 0.87) and critical reading skills, along with highly motivated students during learning. In addition, qualitative data showed that gamification techniques had successfully helped students reduce their anxiety when reading and work collaboratively to analyze the text. This study shows that gamification could be used as a valuable pedagogical tool to develop reading abilities in EFL students in pesantren settings and demonstrates its consistency with United Nations Sustainable Development Goal 4 (Quality Education).
Questioning the Promise of Dialogic Feedback: Engagement Challenges Across Proficiency Levels in EFL Writing Nur Fadillah Nurchalis; Nurdin Noni; Geminastiti Sakkir; Amra Ariyani; Muhammad Aswad
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.v11i2.2477

Abstract

Background: Although dialogic feedback has received increasing attention in EFL writing research, little is known about whether students with different proficiency levels experience similar engagement challenges during dialogic feedback. This study aims to explore the engagement challenges experienced by low-proficiency and intermediate-proficiency EFL students. Methodology: This study employed a qualitative multiple-case study design involving six undergraduate EFL students at an Indonesian public university. Participants were purposively selected based on their proficiency levels from an in-house essay diagnostic test assessed using the IELTS Writing Task 2 band scale (1–9). Students scoring below Band 3 were classified as A1 (low proficiency), while those scoring Band 4–5 were classified as B1 (intermediate proficiency). Three students from each group were selected to form two contrasting cases. Data were collected through semi-structured interviews and analysed thematically using within-case and cross-case comparisons. Findings: The findings revealed both shared and proficiency-specific engagement challenges among the six participants. Both low-proficiency and intermediate-proficiency students experienced unclear feedback, revisions limited to lecturer corrections, and low self-confidence. However, low-proficiency students also faced dependence on lecturer authority, difficulty transferring feedback to future writing tasks, limited clarification-seeking, inadequate preparation, and greater fear and anxiety during feedback interactions. In contrast, intermediate-proficiency students mainly experienced inconsistent clarification-seeking, anxiety related to extensive revisions, and sensitivity to lecturers’ attitudes and appreciation. Conclusion: The findings suggest that engagement challenges during dialogic feedback vary across proficiency levels. Common challenges were evident in both groups, whereas proficiency-specific challenges reflected differences in students’ experiences and support needs. Therefore, dialogic feedback should be adapted to accommodate these differences in order to promote more effective student engagement. Originality: This study contributes to the dialogic feedback literature by providing insights into engagement challenges during dialogic feedback interactions among low- and intermediate-proficiency EFL students in an Indonesian higher education context. It extends previous proficiency-based research by highlighting how students at different proficiency levels experience and navigate challenges in dialogic feedback.
Interactional Meaning-Making in Classroom Discourse: A Conversation Analytical Study of Islamic Education Ardianto Ardianto; Agustini Buchari; Faradila Hasan
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.v11i2.2482

Abstract

Background: This research uses conversation analysis (CA) to explore interactional meaning-making in Islamic education classrooms, defining learning as an interactional and social achievement rather than knowledge transmission. This study identifies sequential discourse organization, examines IRF sequences during conceptual difficulties, investigates repair practices, and analyzes student participation. Methodology: This qualitative CA study analyzed four audio-recorded classroom sessions at a state Islamic junior secondary school in Manado, Indonesia, involving three teachers across Fiqh, Qur’an–Hadith, and Aqidah Akhlak. The transcribed corpus comprised approximately 80 minutes of interaction across Grade IX and X, conducted primarily in Bahasa Indonesia, including question–answer sequences, discussions, and student presentations. Findings: Classroom discourse was generally organized through Initiation-Response-Feedback (IRF) sequences functioning as a consistent participation framework. Sequences extended through requests for clarification, reformulation, and contrastive questions when students hesitated or showed partial understanding. Repair practices, initiated by teachers or performed independently by students, served as a key mechanism for minimizing misunderstanding and aligning epistemic perspectives. Student contributions expanded locally following teacher prompts without implying general development of interactional competence. Conclusion: These findings support meaning-making as an interactional accomplishment mediated through Bahasa Indonesia in subject-matter classrooms, with implications for interactional competence and academic oral literacy-focused discourse-based pedagogy. Originality: Few Conversation Analysis studies have examined subject-matter classrooms in Islamic education, where religious content is negotiated in a turn-by-turn manner. Specifically, how third-turn design calibrates doctrinal precision, how repair trajectories unfold when the trouble source is doctrinal rather than linguistic, and how textual authority (Qur’an, Hadith) warrants expanded participation remain unaddressed. This study addresses that this gap by showing how IRF, repair, and participation operate when the object of talk is religious rather than general curricular knowledge.

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