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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 5 Documents
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Search results for , issue "Vol. 1 No. 1 (2025): Regular Issue" : 5 Documents clear
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.

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