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Scientific English
Published by Researcher and Lecturer Society
ISSN : -     EISSN : 31090427     DOI : https://doi.org/10.58712/se
Core Subject : Education,
Languange, Linguistic, Communication & Media
Scientific English aims to provide a dedicated platform for researchers, academics, and practitioners to disseminate high-quality, original research and scholarly contributions on English education, linguistics, and literature. The journal seeks to promote innovative research methodologies, and advance knowledge on English language studies. It encourages explorations of both theoretical and practical implications, contributing to the enrichment of pedagogical practices, linguistic understanding, literary appreciation, and other applications of scientific English across diverse academic and professional settings.
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 10 Documents
 1 
Behind the words: Exploring speech acts in “The Aesop for Children” Naela Hidayatul Mukaromah; Amalia Rosaline; Rika Setyawati
Scientific English Vol. 1 No. 1 (2025): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/se.v1i1.1

Abstract

This study analyzed speech acts in selected fables from the website “The Aesop for Children” to explore how utterances convey meaning and moral values. Utilizing the speech act theories of John L. Austin and John R. Searle, the research examined locutionary, illocutionary, and perlocutionary acts within four fables: “The Gnat and The Bull”, “The Plane Tree”, “The Fox and The Goat”, and “The Cock and The Fox”. The findings reveal that most speech acts are directive, emphasizing the influence of utterances on the interlocutors. The moral lessons derived from these fables highlight the importance of humility, gratitude, caution, and the consequences of deception. This research underscores the significance of understanding speech acts in children’s literature, providing insights for parents and educators in guiding children’s reading experiences. Future studies could expand the scope by analyzing a larger corpus of fables from diverse cultural backgrounds to compare how speech acts function across different storytelling traditions. Incorporating multimodal elements such as illustrations and audio-visual adaptations could also offer deeper insights into how various modes of communication contribute to meaning-making and ethical development in children’s literature.
Narratives of resistance: Women’s defiance against gender oppression in Bonnie Garmus’ novel “Lessons in Chemistry” Salwa Felisa Syafitri; Zhyldyz Tunguchbaevna Takenova
Scientific English Vol. 1 No. 1 (2025): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/se.v1i1.2

Abstract

This article examines the multifaceted nature of women’s resistance to gender oppression as depicted in Bonnie Garmus’ novel “Lessons in Chemistry”. Through a qualitative feminist literary criticism approach, the study analyzes the protagonist Elizabeth Zott’s journey, highlighting her defiance against patriarchal norms in 1950s in America. Drawing on Simone De Beauvoir’s existentialist feminist theory and James C. Scott’s concepts of open and close resistance, the research uncovers how Elizabeth’s actions-ranging from public advocacy on her television show to private assertions of identity-challenge both overt and subtle forms of societal control. The findings reveal that resistance in the novel is both individual and collective, manifesting as visible protest and everyday acts of empowerment. By foregrounding these diverse strategies, the article demonstrates how literature can reflect and inspire ongoing struggles for gender equality, positioning resistance as a dynamic force that redefines women’s roles and catalyzes social change. Therefore, such studies on different literatures are recommended to conduct to ensure the writing quality and present moral values which are beneficial to adapt by the readers.
Stylistic differences in male and female undergraduate narratives: A content analysis in an EFL context Muhammad Alif Rizkiawan; Abu Bakar Razali; Mohammad Owen
Scientific English Vol. 1 No. 1 (2025): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/se.v1i1.3

Abstract

Writing skills are important for EFL learners, especially those in tertiary education where they are required to engage in English writing throughout their studies. While most English writing in tertiary education tends to be academic in nature, there are also narrative writings that are done by these students especially those who are majoring in English education or English literature. While there are many studies done on academic writing, there are few done on narrative writing. Therein the question lies as to if there are variations between male and female EFL students’ styles in narrative writing, which might influence how these writings are perceived or even evaluated. Therefore, this study is conducted to probe into stylistic variations between male and female undergraduate learners in their EFL character-based narrative writing. It employed descriptive qualitative methodology by way of document-based analysis. The stylistic features framework introduced by Rubin and Greene (1992) was used to distinguish writing styles between male and female undergraduate EFL students. It was found that female students applied majority of 13 stylistic features while writing which consisted of different connectives and pronouns with intensifiers alongside de-intensifiers and proximals and auxiliaries of possibility plus demonstratives. This led to more coherent and expressive writing style. The expressions of moral lessons from male students appeared shorter and indirect while female students' responses were both thorough and clear conclusions. The study proves that gendered language patterns in EFL writing tasks remain dominant thus generating implications for teaching approaches which support different writing approaches.
Investigating the perceived impact of multimedia-based children’s literature on autonomous English learning among Indonesian EFL students Zhafira Ramadhani.F; Leni Marlina
Scientific English Vol. 1 No. 1 (2025): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/se.v1i1.4

Abstract

This study explores the perceptions of EFL students at Universitas Negeri Padang toward the use of digital children’s literature—specifically Storynory and Storybooks Canada—as a tool for autonomous English language learning. Drawing on a descriptive quantitative design, the research collected data from 27 students who had used these platforms during their Introduction to Literature course. A structured questionnaire assessed both physical (visual and auditory) and psychological (emotional engagement, motivation, and self-confidence) aspects of digital storytelling. The results revealed consistently positive perceptions across both dimensions, with an overall mean score of 3.44 on a four-point Likert scale. Students reported that the multimedia features of digital stories enhanced their comprehension, motivation, and enjoyment, while also supporting independent learning. However, slightly lower scores related to linguistic self-confidence suggest a need for additional pedagogical support. These findings highlight the potential of digital children’s literature to foster learner autonomy and engagement in EFL contexts and offer insights for educators and curriculum designers seeking to integrate such tools into higher education language instruction.
Bridging cultures: An evaluation of the Chinese translation of O. Henry’s “The Last Leaf” Ei Khine Zune; Yang Li; Zin Nandar Win
Scientific English Vol. 1 No. 1 (2025): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/se.v1i1.5

Abstract

The study examines the difficulty of effectively translating the stylistic and cultural subtleties of O. Henry’s “The Last Leaf” into Chinese, considering the language and cultural differences between English and Chinese. This study seeks to examine the translation strategies employed by Huang Yuan Shen in the Chinese version of “The Last Leaf” utilizing Bell’s framework, determining the prevalence and efficacy of each strategy. A line-by-line qualitative and quantitative comparison analysis was performed between the English source text and the Chinese target text, utilizing Bell’s nine translation strategies as the coding framework. The study revealed that all nine tactics were utilized, with domestication (32.7%) being the most prevalent and speech act alteration (3.32%) the least adopted, hence improving the clarity, appeal, and cultural accessibility of the translation. These findings emphasize the significance of strategy selection in literary translation, illustrating how the proper use of domestication and other approaches can maintain narrative intent while aligning with the cultural context of the target audience.
Integrating online dynamic assessment and active learning to mitigate speaking anxiety in EFL contexts: A conceptual framework Ikma Wati; Anisa Nurjanah; Zhyldyz Tunguchbaevna Takenova; Dinara Asanova
Scientific English Vol. 1 No. 2 (2025): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/se.v1i2.110

Abstract

Speaking anxiety remains a persistent challenge for learners of English as a Foreign Language (EFL), particularly in online learning environments where limited interaction, delayed feedback, and concerns about performance visibility may intensify emotional discomfort. Such anxiety often leads to reduced participation, diminished confidence, and slower speaking development. While previous research has examined Online Dynamic Assessment (ODA) and Active Learning (AL) independently, limited attention has been paid to their pedagogical integration as a unified framework for reducing anxiety. Drawing on sociocultural theory and recent empirical studies published between 2021 and 2025, this conceptual paper proposes an integrative ODA-AL framework designed to address both the cognitive and affective dimensions of EFL speaking. ODA emphasizes mediated feedback and scaffolding to support learners’ developmental potential, while AL promotes engagement, enjoyment, and social interaction through participatory speaking activities. The proposed framework conceptualizes speaking anxiety reduction as an outcome of pedagogical design that aligns assessment with instruction and emotional support. This study contributes to theoretical discussions on affective variables in language education and offers practical implications for EFL instructors. Directions for future empirical research are also discussed.
Suggestopedia: The effect in teaching vocabulary for elementary students Yenita Sarwoningtyas; Testiana Deni Wijayatiningsih; Diana Hardiyanti
Scientific English Vol. 1 No. 2 (2025): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/se.v1i2.118

Abstract

This study aims to examine the effectiveness of the Suggestopedia method combined with the traditional game “Engklek” in improving the English vocabulary mastery of fifth-grade students at SD IT At-Taqwa Grabag, Magelang. The research design used a quasi-experimental approach with two groups: an experimental class that received treatment using the game-based Suggestopedia method and a control class that was taught using conventional methods. Data were collected through pre-tests, post-tests, and student engagement questionnaires covering behavioural, cognitive, emotional, and affective dimensions. Data analysis used paired sample t-tests, independent t-tests, and descriptive analysis. The results showed that the experimental group experienced a significant increase in vocabulary scores (M = 81.21) compared to the control group (M = 74.48). The t-test confirmed a significant difference (p < 0.05). In addition, students in the experimental class showed high engagement: they actively participated, were focused, enjoyed the learning process, and felt happy and interested. The integration of the traditional game “Engklek” not only made learning more enjoyable but also fostered cultural attachment and reduced dependence on gadgets. This study confirms that Suggestopedia, when combined with local game media, is effective in improving vocabulary mastery while building student engagement. These findings provide practical contributions for English teachers, curriculum designers, and primary education institutions seeking innovative, contextual, and relevant approaches to the needs of Generation Alpha.
Words, Bitter Meanings: A Pragmatic Study of Implicature in Melanie Martinez’s Gingerbread Man Suci Pole Mappaita; Fadillah Pole Mappaita; Bayan Okenova
Scientific English Vol. 1 No. 2 (2025): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/se.v1i2.119

Abstract

This study provides a pragmatic analysis of conversational implicature in Melanie Martinez’s song Gingerbread Man, focusing on how meaning is constructed beyond literal interpretation through linguistic choices. Each lyrical line was examined using Grice’s theory of implicature to determine how the four cooperative maxims, including Quantity, Quality, Relation, and Manner, are adhered to, violated, or intentionally flouted. The analysis reveals that flouting predominantly occurs in the maxims of Manner, Quality, and Quantity, indicating intentional ambiguity, exaggeration, and symbolic indirection throughout the lyrics. Such patterns demonstrate Martinez’s creative strategy of using metaphor, sensual imagery, and emotionally charged symbolism to communicate deeper messages surrounding desire, vulnerability, power imbalance, and nontraditional perceptions of romantic relationships. These findings highlight implicature as a poetic mechanism that enriches the narrative, enabling multilayered interpretation and emotional resonance beyond explicit meaning. The study further emphasizes the value of pragmatic theory in analyzing artistic texts, showing how linguistic inference uncovers nuanced meaning embedded in contemporary music. This research contributes to the growing intersection between linguistics and literary discourse and encourages future studies to explore implicature in Martinez’s broader body of work or compare multiple musical genres to better understand how artists employ pragmatic devices to express identity, social messages, and psychological complexity.
When Lyrics Speak Beyond Words: Figurative Language in Meghan Trainor’s Songs Rizki Fauzi; Suci Pole Mappaita; Svetlana Urazgaliyeva
Scientific English Vol. 1 No. 2 (2025): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/se.v1i2.121

Abstract

This study examines the use of figurative language in three selected songs by Meghan Trainor—Me Too, Watch Me Do, and Just a Friend to You—to explore how non-literal meaning contributes to emotional expression and identity construction in contemporary pop music. Using a qualitative descriptive method, the lyrics were analyzed to identify figurative forms and interpret their functions. The findings reveal six types of figurative language: hyperbole, metaphor, simile, repetition, generalization, and irony, with hyperbole appearing most frequently across the data. This dominance suggests that Trainor strategically employs exaggeration as a linguistic device to highlight empowerment, humor, confidence, and self-worth. Metaphor and simile further strengthen imagery and cultural association, enabling listeners to visualize meaning more vividly, while irony and generalization emerge particularly in relational contexts to convey emotional tension implicitly. Repetition is used to reinforce lyrical messages, create emphasis, and improve memorability, supporting both poetic and persuasive effects. Overall, the analysis shows that figurative language in Trainor’s lyrics functions not merely as decoration, but as a pragmatic tool that generates implicature, enhances thematic depth, and engages listeners in inferential interpretation. This research contributes to applied linguistics by demonstrating how song lyrics operate as meaningful discourse reflecting social values and personal identity. Future studies are recommended to expand data coverage and integrate multimodal or corpus-based approaches.
The relevance of Tremaine McDowell's "Time and the Colleges" and "The Minnesota Program": Indonesian academics’ commentary on American studies education model Rifka Pratama; Fajrul Falah; Eko Heriyanto; Pramod Kumar Singh
Scientific English Vol. 1 No. 2 (2025): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/se.v1i2.124

Abstract

American Studies has historically emphasized interdisciplinary inquiry as a means of integrating cultural, social, and historical perspectives within higher education. One of the foundational contributions to this tradition is Tremaine McDowell’s American Studies (1948), particularly the chapters “Time and the Colleges” and “The Minnesota Program,” which propose the integration of past, present, and future as a core educational principle. This article presents a qualitative conceptual analysis of McDowell’s pedagogical framework, examining its relevance and adaptability within the context of Indonesian American Studies education. Drawing on close textual analysis of McDowell’s writings and selected foundational literature in American Studies, the study identifies key themes including temporal integration, interdisciplinarity, experiential learning, and curriculum flexibility. The findings indicate that McDowell’s framework remains conceptually valuable for promoting holistic learning and interdisciplinary collaboration, while also revealing limitations related to contextual differences between mid-twentieth-century American higher education and contemporary Indonesian academic settings. This study suggests that future research may extend this conceptual analysis through empirical investigation of curriculum implementation, classroom practices, and student learning outcomes, as well as comparative studies across non-Western American Studies programs. Such research would further clarify the applicability of classical American Studies frameworks in diverse educational contexts.

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