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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 20 Documents
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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 Savitri, Rahmanicka Bella; 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.
Mapping the intellectual landscape of VR-supported English learning: trends, gaps, and research frontiers Ulzhan N. Urazaliyeva; Gulzhaina K. Kassymova; Meiramgul Yesbossyn
Scientific English Vol. 2 No. 2 (2026): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/se.v2i2.139

Abstract

Despite the growing body of literature and the increasing interest in virtual reality-assisted English learning, a comprehensive understanding of the key research clusters, influential studies, and existing gaps within this field remains scarce. This study aims to map the scholarly landscape of VR-supported English learning through a bibliometric co-citation analysis of publications indexed in the Scopus database between 2020 and 2026. Using the PRISMA framework, 56 relevant studies were selected and analyzed with VOSviewer and Litmaps to identify influential authors, collaboration patterns, keyword co-occurrences, and thematic clusters. The results revealed major themes related to higher education, learner motivation, willingness to communicate, intercultural competence, vocabulary acquisition, and immersive experiences. However, there are insufficient longitudinal studies, limited research on the inclusive aspects of VR-assisted language learning, and underexplored new VR types, such as XR, the Metaverse, and AI-enhanced VR applications. The study provides a roadmap for researchers and English instructors seeking to integrate VR technology into teaching.
Local culture-based English language teaching for young learners: A systematic literature review Eko Heriyanto; Sri Wuli Fitriati; Zulfa Sakhiyya
Scientific English Vol. 2 No. 2 (2026): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/m6kt9p68

Abstract

This study examines the integration of local culture into English language teaching (ELT) for young learners through a systematic literature review (SLR). Following the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) framework, peer-reviewed studies published between 2013 and 2023 were identified from Scopus, ERIC, and Google Scholar databases. The initial search yielded 37 articles, of which 10 met the inclusion criteria and were selected for in-depth analysis. The selected studies were analyzed thematically using Braun and Clarke’s framework to identify recurring patterns in the implementation of local culture integration in ELT. The thematic synthesis revealed five major themes: pedagogical benefits, culturally responsive teaching practices, cultural identity and intercultural awareness, teacher readiness and professional challenges, and curriculum and policy implications. Across the reviewed studies, integrating local culture into ELT was found to support students’ motivation, engagement, communicative competence, and classroom participation by connecting language learning to familiar socio-cultural contexts. The findings further showed that contextual teaching practices, including the use of local stories, games, and culturally relevant materials, contributed to more meaningful learning experiences while fostering cultural identity and intercultural awareness. However, several challenges emerged, including limited teacher preparedness, difficulties in designing culturally responsive learning activities, insufficient contextual teaching resources, and the continued dominance of foreign cultural content in ELT materials. Overall, the review highlights the importance of teacher professional development, contextualized learning resources, and curriculum support in promoting culturally responsive ELT practices for young learners.
The influence of interpersonal relationships on Mary’s psychological transformation: A Freudian personality dynamic in The Secret Garden (1911) Alysa Marchelin; Leni Marlina
Scientific English Vol. 2 No. 2 (2026): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/xbw6zz67

Abstract

This study investigates how Mary Lennox’s interactions with other characters influence the dynamics of the id, ego, and superego in Frances Hodgson Burnett’s The Secret Garden (1911), drawing on Sigmund Freud’s psychoanalytic theory. Previous studies on The Secret Garden have primarily emphasized ecocritical, pastoral, and socio-cultural perspectives, while limited attention has been paid to the role of interpersonal relationships in shaping Mary’s psychological transformation through Freudian personality dynamics. Addressing this gap, the present study employs a qualitative descriptive approach using close reading to examine textual evidence related to Mary’s interactions with Martha, Dickon, and Colin. The analysis was conducted systematically through textual identification, coding, categorization, and thematic interpretation based on Freud’s concepts of the id, ego, and superego. The findings reveal that Mary’s early behavior is predominantly driven by the id, reflected in her selfishness, impulsiveness, and emotional instability. However, continuous interactions with supportive characters gradually strengthen the ego, enabling her to balance instinctive desires with social reality. Simultaneously, the superego develops through her increasing empathy, moral awareness, and sense of responsibility toward others. The study demonstrates that personality transformation occurs through the dynamic interaction of psychic structures rather than through isolated psychological change. Ultimately, Burnett’s novel illustrates how emotional growth and moral development emerge through social interaction, environmental influence, and the reconciliation of instinct, reason, and morality.
Dialect variation in Indonesian students’ English speech: The role of regional background and language exposure Suci Pole Mappaita; Muhammad Rifqi Syamsuddin
Scientific English Vol. 2 No. 2 (2026): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/bjywgg93

Abstract

Dialect variation in English speech among English as a Foreign Language (EFL) learners is often shaped by learners’ linguistic backgrounds and experiences with English exposure. In multilingual contexts such as Indonesia, regional language influence may contribute to variation in pronunciation, intonation, and spoken language performance. This study investigates dialect variation in Indonesian students’ English speech by examining the influence of regional background and language exposure on spoken English performance. Employing a descriptive qualitative approach, this study involved seven university students from South Sulawesi and West Sulawesi, Indonesia, selected through purposive sampling to represent diverse linguistic backgrounds and levels of English exposure. Data were collected through semi-structured interviews and spontaneous speaking tasks and analyzed using thematic qualitative analysis. The findings reveal that students’ English speech varied in pronunciation, intonation, fluency, and confidence in speaking, influenced by multiple interconnected factors. Regional background contributed to pronunciation differences through phonological transfer, while greater exposure to English through academic activities, digital media, peer interaction, and self-directed learning supported stronger fluency and more consistent pronunciation. Educational experiences encouraging active English use also positively influenced spoken performance. In addition, speaking anxiety emerged as a factor affecting learners’ oral communication. The study highlights that variation in students’ English speech should be understood as a reflection of multilingual experiences and linguistic diversity rather than solely as a pronunciation deficiency. These findings contribute to more inclusive English language teaching practices that recognize diverse linguistic backgrounds in EFL learning contexts.
Students' emotional experiences in writing English essays: A thematic narrative analysis Harnita Rosalia; Andi Nurul Annisa Budiman
Scientific English Vol. 2 No. 2 (2026): Regular Issue
Publisher : Researcher and Lecturer Society

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58712/se.v2i2.142

Abstract

This study explores students’ emotional experiences during the process of writing English essays in an EFL context. The study investigates the emotions students encounter, how these emotions influence their writing engagement and performance, and how students construct meaning from their emotional experiences. This qualitative study employed thematic narrative analysis involving five undergraduate students from the English Department at Universitas Negeri Makassar, selected through purposive sampling. Data were collected through semi-structured interviews and four-week reflective journals and analyzed by identifying recurring emotional themes while preserving participants’ narrative experiences and reflections. The findings reveal that students experienced anxiety, self-doubt, motivation, relief, and emotional responses to feedback throughout different stages of writing. These emotions significantly influenced students’ confidence, engagement, and writing performance. The study further found that emotional experiences operated as an interconnected emotional system in which anxiety, confidence, motivation, and feedback responses continuously influenced one another throughout the writing process. In addition, students interpreted anxiety as evidence of linguistic limitations while perceiving improvement and supportive feedback as sources of confidence and motivation. This study contributes to EFL writing research by highlighting the dynamic and interconnected nature of emotional experiences and demonstrating the value of thematic narrative analysis in exploring students’ emotional journeys and meaning-making processes in EFL writing contexts.

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