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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. 2 No. 1 (2026): Regular Issue" : 5 Documents clear
Enhancing EFL students’ descriptive writing through the four-square method: A quasi-experimental study Zaswita, Hermi; Sari, Hesti Leviana; Kassymova, Gulzhaina Kuralbayevna
Scientific English Vol. 2 No. 1 (2026): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/se.v2i1.127

Abstract

This study investigates the effectiveness of the Four-Square Writing Method (FSWM) in enhancing junior high school students’ ability to write descriptive texts. The FSWM is a structured graphic organizer strategy that helps students organize their ideas during the prewriting stage. A quasi-experimental design was employed, involving two groups of eighth-grade students: the experimental group received instruction using FSWM, while the control group was taught using conventional methods. Data were collected through pre-tests and post-tests to assess students’ writing performance. The results revealed a significant improvement in the experimental group, particularly in organizing ideas, maintaining coherence, and enriching vocabulary. Statistical analysis using an independent samples t-test via SPSS version 26 showed a significance value of 0.026 (p < 0.05) and a t-value of 12.146, exceeding the critical value of 1.713. These findings confirm that FSWM has a statistically significant impact on students’ writing skills and is therefore recommended as an effective strategy in English language instruction, especially for teaching descriptive texts.
An analysis of the functions of illocutionary acts used by the main characters in The Little Mermaid (2023) movie Rahmanicka Bella Savitri; Nurjanah, Anisa; Weclawski, Dorota
Scientific English Vol. 2 No. 1 (2026): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/se.v2i1.132

Abstract

This study analyzes the functions of illocutionary acts used by the main characters, Ariel, Eric, and Ursula, in The Little Mermaid (2023) using Leech’s (1983) pragmatic theory. A qualitative descriptive method was applied, and the data were taken from the movie script, focusing on utterances that contain illocutionary meanings. The analysis identifies four functions of illocutionary functions: competitive, convivial, collaborative, and conflictive. Among these, the collaborative function is the most dominant. This indicates that most conversations in the movie are used to share information, explain intentions, give guidance, and build mutual understanding between characters. Competitive and conflictive functions appear in scenes that involve disagreement, pressure, or open conflict, especially in interactions related to power, authority, or manipulation. Meanwhile, convivial functions are found in polite and friendly expressions such as greetings, offers, congratulations, and expressions of gratitude. The dominance of the collaborative function shows that communication in The Little Mermaid (2023) mainly supports cooperation and helps move the storyline forward. In addition, this pattern highlights how language is used to clarify intentions, reduce misunderstanding, and support character development. Overall, this study demonstrates that illocutionary functions play an important role in shaping character relationships, conveying meaning, and supporting narrative development, while cooperative communication becomes a key pragmatic feature that strengthens the central themes presented.
Gendered patterns of academic writing strategy use in undergraduate EFL thesis writing Shabirah, Wynneke Putri; Volkotrubova, Albina; Kalykovna, Satarova Zamira
Scientific English Vol. 2 No. 1 (2026): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/se.v2i1.134

Abstract

Academic writing strategies play a crucial role in supporting undergraduate EFL students during thesis writing; however, gender-based differences in strategy use remain underexplored. This study examines gender differences in academic writing strategies employed by undergraduate EFL students when completing their thesis, drawing on Oxford’s Language Learning Strategies framework. Using a quantitative descriptive design, data were collected from 44 undergraduate students (21 male and 23 female) in the Department of English Language and Literature at Universitas Negeri Padang. A 42-item questionnaire was administered to assess six categories of academic writing strategies: memory, cognitive, compensation, metacognitive, affective, and social. The results indicate that while both male and female students employed all six categories, distinct gender-related patterns emerged. Female students reported using metacognitive and affective strategies more frequently, reflecting stronger engagement in planning, monitoring, evaluation, and emotional regulation during thesis writing. Male students, in contrast, demonstrated slightly greater reliance on social strategies, particularly in seeking feedback and external support. No substantial gender differences were observed in memory and compensation strategies. These findings suggest that gender influences how EFL students regulate and support their academic writing during thesis completion. The study highlights the importance of incorporating gender-sensitive approaches in academic writing instruction and thesis supervision to better accommodate students’ strategic preferences.
Empowering mothers, enhancing English: A family-centered community-based intervention for primary EFL learners Yulianti, Fitri; Beishekeevna, Bodbaeva Cholpon; Asanova, Dinara
Scientific English Vol. 2 No. 1 (2026): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/se.v2i1.135

Abstract

This study investigates the effectiveness of a community-based English coaching program for mothers, named English Mommies Club, in improving both maternal English competency and primary students’ English acquisition. The participants were 30 mothers of primary school learners and their 30 children, enrolled in Grades 4 to 6 at state and private primary schools in Indonesia, representing diverse educational backgrounds and family contexts. Grounded in the premise that parents, particularly mothers, play a central role in children’s academic development, the study employed a dominant quantitative experimental design with a supportive qualitative component. Pre- and post-tests were administered to both mothers and students to measure changes in English proficiency, while questionnaires were distributed to capture shifts in parental involvement and learning behaviors. The findings indicate significant improvements in mothers’ English competency following participation in the program, accompanied by measurable gains in students’ English performance. A positive relationship was also identified between maternal English proficiency and students’ English acquisition. Overall, the study highlights the importance of empowering mothers linguistically as a strategic approach to strengthening English learning outcomes in primary education contexts.
The less prominent types in figurative language by motionless in white’s reincarnate (2014) Ramadhani, Khaira Fadhlika; Marlina, Leni; Elizabeth, G. Nancy
Scientific English Vol. 2 No. 1 (2026): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/se.v2i1.136

Abstract

This study aims to identify and analyze the less prominent types of figurative language in three selected songs from Motionless in White’s Reincarnate (2014) album. Using a qualitative research design, the study explores how personification, hyperbole, simile, and onomatopoeia function to express emotion, intensity, and atmosphere in the lyrics. The data were collected from the songs Reincarnate, Puppets 3 (The Grand Finale), and Break the Cycle. The analysis applies theories from Abrams and Harpham (2015), Perrine (1982), and Leech (1981) to classify and interpret figurative expressions. The results show that while metaphor remains the dominant device in the album, other figures play crucial roles in enriching the lyrical meaning and enhancing emotional depth. Personification humanizes abstract concepts, hyperbole amplifies emotional power, simile clarifies abstract imagery, and onomatopoeia strengthens the auditory texture of the songs. The study concludes that these less prominent types serve as complementary linguistic tools that reinforce the album’s dark yet poetic tone.

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