Script Journal: Journal of Linguistic and English Teaching
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
Articles
203 Documents
<![CDATA[Vocabulary Mastery by Using Storytelling ]]>
<![CDATA[Sektalonir Oscarini Bhakti]]>;
<![CDATA[marwanto Marwanto Marwanto]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 3 No. 1 (2018): April ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v3i1.146
<![CDATA[Abstract: This research investigated 80 students of Diploma III Architecture of Samarinda State Polytechnic to see their vocabularies mastery trough storytelling. Telling the stories is one of the best way to find out the students' English Mastery. Some obstacles are also found in learning English trough performing storytelling in the class such as the suitable material and text for the students, the lack of ability of the students and the teacher in conducting story as well as the readiness and the nervousness of the storytellers. As an English lecturer, the researcher also finds that how to improve vocabularies is one of the students' problems in learning English. It is proved when the students are asked to tell a story in front of the class. In this research, the students needed telling stories before they had the English vocabulary test. From the test, it could be concluded that the highest score was 92 got by one (1) student while the lowest score was 46 got by one (1) student. Meanwhile, the average score was 78 that classified fair (B). There were two (2) students who got below 50 that classified Fail. The results show that even the students' English mastery were satisfied but the students still need to practice how to tell the story in a good way so that they will master in all aspects.Keywords: Samarinda State Polytechnic, Students' Mastery, Storytelling]]>
<![CDATA[The Use of Cooperative Learning Through Tai (Team Assisted Individualization) In Reading Comprehension ]]>
<![CDATA[Ermawati Zulikhatin Nuroh]]>;
<![CDATA[Vidya Mandarani]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 3 No. 1 (2018): April ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v3i1.148
<![CDATA[Cooperative Learning is a teaching arrangement that refers to small, heterogeneous groups of students working together to achieve a common goal (Kagan, 1994). This research is done to know the response of students used cooperative learning in reading comprehension. The data of this study analyzed qualitatively without applying statistical calculations. The subject of the study were the students of the first semester in Midwifery faculty of Universitas Muhammadiyah Sidoarjo . There researcher used one class which consist 29 students. The students gave the positive responses and dominantly agreed to the implementation of cooperative learning type Team Assisted Individualization (TAI) in reading comprehension. From the questionnaire, the researcher concludes that are 40% students are agreed, 50% students strongly agree, and 10% less agree  with cooperative learning type Team Assisted Individualization (TAI) in reading comprehension. The conclusion is students respond well to cooperative learning model type Team Assisted Individualization (TAI) to improve students' reading comprehension. This cooperative learning type Team Assisted Individualization (TAI) can be the one of the model to teach reading comprehension.]]>
<![CDATA[Second language writing instruction: A recent practice in Indonesia ]]>
<![CDATA[Elsa Widya Hapsari]]>;
<![CDATA[Pornpimol Sukavatee, P.hD.]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 3 No. 1 (2018): April ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v3i1.154
<![CDATA[Today, a majority of people appear to agree that with the rapid development of English, writing skills cannot be isolated as a standout amongst the most critical skills ((Ali & Hasanah, 2014; Asrifan, 2015). Mustafa and Samad (2015, p. 32) identified two roles of writing for English learners. To start with, it promotes the learners’ thinking skills, manages their ideas, and enhances their ability in concluding, analyzing and criticizing. Also, it encourages learning, thinking and reflecting on their ability in English. Besides, H Douglas Brown (2007) emphasized that writing is an ability that cannot be produced naturally. Writing is often viewed as a result of the thinking, drafting and revising process that requires particular skills.]]>
<![CDATA[Understanding CDA: Histories, Remembering, And Futures ]]>
<![CDATA[Siti Rafiah]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 3 No. 2 (2018): October ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v3i2.170
<![CDATA[The aim of this library research article is trying to give us a deep understanding of what Critical Discourse Analysis is. The article starts with a discussion of the origin of Critical Discourse Analysis (CDA), then exploring interdisciplinary based on the theory proposed by Fairclough renowned expert in DA field, in the last part of the article discussed the principles of CDA form Fairclough point of view. The present article uses a descriptive qualitative approach from reputable references which is relevant to the topics. ]]>
<![CDATA[Stakeholder Perspective toward English Language Teaching in Pesantren ]]>
<![CDATA[M. Zuhri Fakhruddin]]>;
<![CDATA[Fika Megawati]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 3 No. 1 (2018): April ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v3i1.200
<![CDATA[In the teaching and learning activity, condusivity and effectivity are determined by various factors, such teacher and students’ behavior, teaching instrument, methodology and material structure. Each stakeholder may have different perspective upon these various aspects and –perhaps- will significantly influence their behavior toward the activity of teaching and learning. In a premise that a positive behavior and constructive collaboration is built on a linier perspective among stakeholders, this small scale research intends to investigate stakeholders’ perspective upon English Language Teaching in Pesantren Bilingual Al Amanah, Junwangi, Krian. Through a direct structured interview with stakeholders (teacher, head of language enforcement, and some representative students), researcher collects the data to be analyzed, interpreted and presented in an analytical descriptive report. The finding will be significant toward the foundation of stakeholders’ harmonization, enhancement of teaching method, development of English Language Teaching program in Pesantren as well as a milestone of further research and innovation.]]>
<![CDATA[Representation of Communicative Competence in English Language Textbooks in Indonesia ]]>
<![CDATA[Ezis Japar Sidik]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 3 No. 2 (2018): October ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v3i2.201
<![CDATA[English textbooks play a paramount role in teaching process, and are expected to contain appropriate contents that can support students to acquire required competences for effective communication. The expected contents should contain different aspects of language abilities or competences well-known as communicative competence. Thus, the present study is aimed to explicate the representation of communicative competence aspects in the spoken dialogue instances contained in Indonesian EFL textbooks. Three English textbooks, prepared and designed under the auspices of the Indonesian Ministry of Education and Culture, are selected for the analysis. The findings suggest the textbooks have not provided sufficient dialogues that give useful models for students to use in communication. Amid the scarcity of the models, the available dialogues also do not much reflect how authentic spoken dialogues occur in real-life communication due to inadequacy to reflect real-life communication as insufficient representation of the communicative competence particularly in contained dialogue models.]]>
<![CDATA[Teachers’ Use of Code Switching in An English as a Foreign Language Context in Indonesia ]]>
<![CDATA[Lingga Agustina Suganda]]>;
<![CDATA[Bambang A Loeneto]]>;
<![CDATA[Zuraida Zuraida]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 3 No. 2 (2018): October ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v3i2.202
<![CDATA[This study proposed to investigate the phenomena of code switching which refers to the use of English and Indonesian as a medium of instruction used by the English as a Foreign Language (EFL) teachers in their classroom discourse. It depicted the attitudes of EFL teachers and their students towards the patterns, functions, and influence of code switching in two EFL classes in Indonesia. The data were collected from classroom observation, interview, and questionnaire which explored the occurrence of code switching during the teaching and learning process as well as the teachers and students’ perception on its use in the classroom context. The results indicated that the switching between English and Indonesian in the EFL classrooms was very natural since it also became a tool to show the cultural, social, and communicative aspects of each language despite the amount of its use which varied greatly from teacher to teacher due to their students’ English competence.]]>
<![CDATA[Pair Taping for Undergraduate EFL Students’ Speaking Fluency and Self Confidence ]]>
<![CDATA[Syamdianita Syamdianita]]>;
<![CDATA[Nurhijrah Ismail]]>;
<![CDATA[Dedi Rahman Nur]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 3 No. 2 (2018): October ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v3i2.203
<![CDATA[The need for speaking mastery in English has been dramatically increasing because of the confirmed position of English as a language for international communication. Unfortunately, most of students get less of appreciation in classroom speaking activities. Therefore, to establish a natural approach where students could develop L2 fluency more effectively than what has occurred inside the classroom, the researchers tried Pair Taping (PT) in their Speaking Class. A number of studies have indicated that using PT facilitate students’ fluency and confidence (Washburn & Christianson: 1996, Kubo: 2009, Kluge & Taylor: 2000, and Nguyen: 2012). This current study attempted at answering the questions related to: 1) the potential benefit of PT upon the students’ speaking fluency, 2) the students’ perspectives on their English speaking performance, and 3) the students’ attitudes toward PT. The findings revealed that pair taping could be conducive to promote students’ speaking fluency along with developing their knowledge of language. It also advances our understanding of how pair taping makes contribution to foreign language learning and provide useful insight to teachers, lecturers or course designers in designing speaking course. The implementation of this study was found to be helpful in building up students’ speaking skills by offering innovative learning experience to students.]]>
<![CDATA[EDMODO AS EDUCATIONAL SOCIAL NETWORK IN TEACHING COURSE DESIGN OF EYL ]]>
<![CDATA[Nina Puspitaloka]]>;
<![CDATA[Indah Rahmawati]]>;
<![CDATA[Derinda Octaviyenty Sonjaya]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 3 No. 2 (2018): October ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v3i2.212
<![CDATA[This research is conducted to find out Edmodo can increase student’s ability in learning course design of EYL and student’s perception in learning course design of EYL by using Edmodo. A mixed method was used to collect quantitative and qualitative data. In answering those two research questions, the researcher used test (pre-test and post-test) to collect quantitative data and also used interview as data gathering technique to collect qualitative data. The findings of the research showed that: (1) Edmodo can increase student’s ability in learning course design of EYL. It is proven by the score of Independent T-test -0,741 and sig (2 tailed) was higher than degree of significance (0,462 < 0,05). (2) Student’s perception in learning course design of EYL by using Edmodo showed that Edmodo in learning course design of EYL can help students more understand the materials because they can get more information about materials of EYL especially course design of EYL; they can discuss the materials each other anywhere and anytime; they felt more interesting and happy; they are more confident to express their ideas, therefore they can be more active in learning course design of EYL.]]>
<![CDATA[DEVELOPING A SUPPLEMENTARY MATERIAL OF MALAY TOURISM FOR VOCATIONAL STUDENTS IN PONTIANAK WEST KALIMANTAN ]]>
<![CDATA[Nur Rahmiani]]>;
<![CDATA[Urai Salam]]>;
<![CDATA[Iwan Supardi]]>
<![CDATA[ Script Journal: Journal of Linguistics and English Teaching Vol. 3 No. 2 (2018): October ]]>
Publisher : <![CDATA[Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University ]]>
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DOI: 10.24903/sj.v3i2.232
<![CDATA[This study develops a supplementary material of Malay Tourism suitable for vocational tourism students (VTS) in Pontianak, Indonesia. The study focuses on the specific product phases consisting of analysis, design, development, and evaluation. The need analysis reveals that VTS need a particular material supporting tourism industry that can cover the skills of English and enhance their motivation and activities of learning English. Based on the design and development process, the product provides five units of learning materials namely introduction; cultural sites; festivals and attractions; arts and crafts; and transportation and accommodation that those parts are covering the content of Malay tourism and supporting facilitation. All of the components represent the findings of the analysis process. The product also provides appropriate pictures, instructional guides, maps, grammar guide, and words of wisdom in which packed in a travel guidebook. The evaluation is conducted to secure the suitability and the responses of the participants using the validator, the teacher and students questionnaire that this supplementary material meets the need for the tenth-year students at SMK Pariwisata CBK Pontianak. The evaluation also provides the feedback from the participants in the revision process.]]>
