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INDONESIA
Scope: Journal of English Language Teaching
Published by Universitas Indraprasta PGRI
ISSN : 25410326     EISSN : 25410334     DOI : https://doi.org/10.30998/wk7k7f96
Core Subject :
Scope: Journal of English Language focused to publish high-quality articles dedicated to all aspects of the latest outstanding research and developments in the fields of English Education. The scope of this journal encompasses to study of Curriculum, Technology, Media, and Innovation in Learning, Instructional Design, Educational Management, and Psychology of Education of English.
Arjuna Subject : -
Articles 31 Documents
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PTSD in Marrowbone Movie Directed by Sergio G. Sanchez Through Psychoanalysis Perspective Putri Zhafira Zahra; Unpris Yastanti; Ahmad Yasin; Wiruma Titian Adi; Bobby Octavia Yuskar
Scope : Journal of English Language Teaching Vol. 10 No. 2 (2026): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v10i2.812

Abstract

The film Marrowbone (2017), directed by Sergio G. Sánchez, presents a profound psychological narrative centered on trauma and its aftermath. This study aims to analyze the symptoms and causes of Post-Traumatic Stress Disorder (PTSD) exhibited by the main character, Jack Marrowbone, through a psychoanalytic lens. Employing a qualitative descriptive method, the research examines key scenes and dialogues from the film. The analysis is guided by the diagnostic criteria of the DSM-5 American Psychiatric Association (2013) to identify PTSD symptoms and Rosenberg &Kosslyn (2010) theory to explore the causative psychological and social factors. Furthermore, Freud (1989) structural model of the psyche (id, ego, superego) is applied to interpret Jack's internal conflicts and defense mechanisms. The findings reveal that Jack exhibits the four core symptom clusters of PTSD: intrusion, avoidance, negative alterations in mood and cognition, and hyperarousal. These symptoms are determined to be a direct result of both pre-existing psychological vulnerabilities stemming from childhood abuse and severe social factors, including poverty, isolation, and overwhelming responsibility. The psychoanalytic perspective reveals how Jack's psyche fractures under the pressure of his superego's moral imperative, leading his ego to construct survivalist fictions and his id to seek immediate escape from pain, culminating in a dissociative response to unbearable trauma.
Level Up Your Listening Skills: Senior High School Students’ Perceptions of Their Busuu Learning Experience Shofiatus Zahro; Rusfandi Rusfandi; Andy Andy
Scope : Journal of English Language Teaching Vol. 10 No. 2 (2026): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/2s4bet67

Abstract

Effective teaching media play an important role in the success of teaching English as a foreign language. A web-based application like Busuu can serve as an engaging tool for teachers to enhance students' language learning experiences. By employing a qualitative descriptive method, this study aims to identify students' perceptions of the Busuu application in developing their English listening skills and to examine the benefits and challenges they encounter while using it. The study involved classroom instruction with the Busuu application, questionnaires distributed to 35 participants, and interviews with six randomly selected participants. Results show that students responded positively to Busuu, noting improvements in their English listening skills through interactive practice, exposure to English speakers (native and non-native), and a broad vocabulary range. They described Busuu as an effective, user-friendly, enjoyable, and engaging learning tool. However, students faced challenges including limitations on premium features, internet connectivity issues, audio quality of materials, and difficulties understanding various English accents. Schools and educators should provide alternative offline resources, ensure reliable infrastructure, and advocate for support to access premium features. Additionally, scaffolding strategies like pre-listening activities and accent training can help students overcome difficulties with unfamiliar accents and unclear audio. Overall, while Busuu offers significant advantages for language learning, its instructional use should be carefully planned to address both educational opportunities and access-related limitations. This study contributes to EFL research by offering insights into students' perceptions of the Busuu application for listening practice. It highlights the pedagogical benefits and practical challenges of its use and provides implications for integrating web-based language applications into classroom practice, particularly concerning accessibility and technological limitations.
Analysis Of The Translation Strategies For Swear Words In The Subtle Art Of Not Giving A F*Ck Into Indonesian And Their Impact On The Quality Of Acceptability Zulfatun Ni'mah; Andri Purwanto
Scope : Journal of English Language Teaching Vol. 10 No. 2 (2026): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/00125h73

Abstract

Swear words or taboo language are linguistic expressions that reflect the emotions, attitudes, and social identity of the speaker. In translation, the differences in cultural norms between English and Indonesian make translating swear words a challenge in itself. This study aims to analyze the translation strategies used in translating swear words in the novel The Subtle Art of Not Giving a F*ck into the Indonesian version, Sebuah Seni untuk Bersikap Bodo Amat, as well as to evaluate their effect on the quality of translation acceptability. The findings show that the most frequently applied strategy was euphemism with 15 data points (37,5%), followed by modulation with 9 data points (22,5%), and adaptation with 6 data points (15%). Other strategies identified include paraphrasing with 4 data points (10%), literal translation with 3 data points (7,5%), equivalents with 2 data points (5%), and omission with 1 data (2,5%). The results indicate a strong tendency toward softening and cultural adaptation rather than literal translation. This demonstrates the translator’s awareness of cultural norms and the need to maintain politeness while preserving emotional nuance in the target language. This research uses a descriptive quantitative method by analyzing data in the form of swear words in the source text and their equivalents in the target text. The results of the analysis show that the most commonly used strategy is euphemism, followed by modulation, adaptation, and omission. The euphemism strategy is used to adjust the meaning to Indonesian politeness norms, while modulation and omission tend to reduce the expressive power of the source text. In conclusion, the success of translating swear words in this novel depends largely on the translator's cultural sensitivity and their ability to balance meaning faithfulness and social acceptability for readers.
The Ideology in Broken-Heart Songs: A Functional Perspective Marsandi Manar; Retno Wulan; Unpris Yastanti
Scope : Journal of English Language Teaching Vol. 10 No. 2 (2026): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v10i2.1396

Abstract

To the present time, it has been known that song lyrics bring certain values even ideologies. The ideology can be also found in song lyrics about broken heart. The ideology needs to be disclosed as a way to increase the level of critical literacy. The present study aims to reveal the hidden ideology behind song lyrics about broken heart by investigating how the word ‘love’ in relation to ‘kill’ is represented in song lyrics. As the data sources, one Korean pop song entitled “Let’s Kill this Love’ and one Indonesian pop song “Cinta ini Membunuhku” translated as “This Love Is Killing Me” were selected. They were selected purposively due to their similarity in topic. Then their clauses were analyzed using the Hallidayan transitivity system. The finding reveals that love in the first data tends to be represented as the goals with humans as the actors. In the second data, love is inclined to be represented as the actors with humans as the goal. The different findings reflect that a broken-heart lover in the Korean song is seen as the controller of his/her feeling. On the other hand, a broken-heart lover in the Indonesian song is viewed as a powerless and fragile person controlled by his/her feeling. Based on the former, a broken-heart lover is portrayed as a creature that has a freewill to choose whether to be happy or not. It is inferred that the perspective of “Let’s Kill this Love” song lyrics tends to give emphasis on the power of logic. In comparison, the song of “This Love Is Killing Me” tends to emphasize the trait of being emotionally dependent. As we are living in the advanced literate society, public awareness of song lyrics needs to be increased. In the context of language education, selected song lyrics can be used as the literary work to be assessed by students, as way of improving their critical literacy
The Use of Digital Storytelling in the Learning of English Vocabulary Novita Diana; Liza Febriyani; Fauziah; Zaiturrahmi
Scope : Journal of English Language Teaching Vol. 10 No. 1 (2025): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/taacwp87

Abstract

This study investigated the effectiveness of digital storytelling (DST) in improving junior high school students' vocabulary mastery in an English as a Foreign Language (EFL) classroom. Facing challenges in vocabulary acquisition due to limited exposure and unengaging materials, this research addressed a gap in the application of DST for vocabulary mastery in Indonesian junior high schools. A mixed Methode explanatory sequential design was employed, utilizing a pretest-posttest control group approach. The study involved 54 eighth-grade students from Madrasah Ulumul Qur’an (MUQ) Pidie, divided into an experimental group (receiving DST-based instruction) and a control group (receiving conventional instruction), selected through intact group sampling. Data were collected using a validated and reliable multiple-choice vocabulary test and also interview. The findings indicated that both digital storytelling and conventional teaching methods were effective in improving students' vocabulary mastery, as evidenced by significant differences between pre-test and post-test scores within both groups. The control group showed a slightly higher average N-Gain score (0.55) compared to the experimental group (0.49), suggesting a marginally greater effectiveness of the conventional method in this specific context. However, the study concluded that there was no statistically significant difference in vocabulary improvement between students taught using digital storytelling and those taught using conventional methods. This non-significant statistical outcome might be attributed to the limited study duration (three weeks with five meetings) and the students' adaptation period to the digital media.
Representation of the Gapura Panca Waluya in the Textbook of the Gapura Basa Phase D Grade VII Dini Yulia Silvia Santi; Usep Kuswari; Ade Sutisna
Scope : Journal of English Language Teaching Vol. 10 No. 2 (2026): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/wbrb0a37

Abstract

This study aims to analyze the representation of the 5 values of the Gapura Panca Waluya in the Phase D Phase VII Gapura Basa. Textbooks have a strategic role as a learning medium as well as a means of internalizing character values that are in line with the goals of the Independent Curriculum. This study uses a descriptive qualitative approach with a content analysis method, focusing on the five dimensions of Gapura Panca Waluya (1) Cageur (2) Bageur (3) Bener (4) Pinter (5) Singer.  This research is mainly sourced from the Gapura Basa Phase D Class VII textbook. Data were analyzed by categorization techniques and interpretation of meaning in texts, images, and learning activities. Based on the analysis in the book, the representation of the values ​​singer, bageur, and pinter has a very high intensity of appearance, while the values ​​cageur and bener have a lower intensity of appearance.This finding recommends the need to strengthen the integration of the values of Gapura Panca Waluya in the learning process in order to produce students who are qualified and have superior personalities. The representation reflects efforts to strengthen character and preserve local culture in accordance with the spirit of the Independent Curriculum. Thus, the Gapura Basa Phase D book not only functions as a learning medium for Sundanese language subjects, but also as a means of internalizing Sundanese cultural values based on the concept of Gapura Panca Waluya
Editing Linguistic Aspects in Academic Writing: A Case Study of History of Literature Papers at UNINDRA Maguna Eliastuti; Andri Purwanto; Mildan Arsdan Fidinillah; Retna Ningsih; Febrina Zahra Suri; Ninin Herlina
Scope : Journal of English Language Teaching Vol. 10 No. 2 (2026): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/73z32m52

Abstract

This study investigates linguistic aspects in student paper writing through systematic error analysis in the History of Literature course. The research employed a qualitative descriptive approach with document analysis as the primary data collection method. Student papers were systematically examined to identify and categorise linguistic errors across multiple dimensions of academic writing. The analysis revealed a total of 649 linguistic errors distributed across nine categories. Spelling errors dominated with 295 occurrences (45.45%), indicating significant challenges in orthographic accuracy. Word choice errors ranked second with 70 instances (10.79%), followed by grammar errors with 63 occurrences (9.71%) and punctuation errors with 61 instances (9.40%). Sentence structure problems appeared 57 times (8.78%), whilst terminology errors occurred 40 times (6.16%). Affixation errors were identified 29 times (4.47%), cohesion and coherence issues 28 times (4.31%), and politeness/register errors only 6 times (0.92%). The findings demonstrate that surface-level linguistic features, particularly spelling and lexical selection, present the greatest challenges for students writing academic papers in literary studies. The high frequency of spelling errors despite available technological support suggests insufficient proofreading strategies and limited awareness of common orthographic patterns. Word choice and grammar errors indicate ongoing development in academic vocabulary and syntactic control. The relatively low occurrence of cohesion and register errors suggests reasonable competence in discourse organisation and rhetorical awareness. These findings have important pedagogical implications, highlighting the need for explicit instruction in orthographic conventions, strategic vocabulary development, and systematic editing practices. The study contributes valuable insights for designing targeted interventions to support students' academic writing development in literature courses.
Exploring the Implementation of the Direct Method in Teaching Speaking Skills at a Junior High School in Batu Ampar Dewi Sarina Dewi; Ildi Kurniawan; Wiwik Yully Widyawati
Scope : Journal of English Language Teaching Vol. 10 No. 2 (2026): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/f0g3sp40

Abstract

This study examines the implementation of the Direct Method in English language teaching at a junior high school in Batu Ampar District. The Direct Method emphasizes direct use of the target language, excluding translation, working to improve speaking skills and student confidence. The using a descriptive qualitative approach, the data were collected through semi-structured interviews with five. Students’ and one English teacher, and participatory classroom observation. After that, the data were analyzed by transcription, codification and reduction. These results show that the direct method is effective in improving vocabulary retention, pronunciation fluency and students’ confidence in speaking English. However, the challenges persist, including limited vocabulary mastery, reliance on mother tongue and insufficient pupil engagement. The teacher addressed these problems by integrating technology, multimedia and group discussion activities. This study recommends careful selection of situationally appropriate teaching techniques and spotlights the Direct Method as a viable approach for improving speaking skills in EFL junior high school contexts.
Contemporary Methods of Indonesian Research in Improving Students Writing Skills Through Extensive Reading Method Muhammad Aldino Putra Difa; Nur Mukminatien; Francisca Maria Ivone
Scope : Journal of English Language Teaching Vol. 10 No. 2 (2026): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/qjhtvg89

Abstract

Extensive Reading (ER) has been widely recognized as an effective approach for improving English as Foreign Language (EFL) students’ writing skills. However, variations in ER implementation and contextual factors have produced differing findings, particularly in Indonesian EFL settings. This study aims to examine contemporary Indonesian research on the use of ER in enhancing students’ writing skills and to identify the outcomes, differences, and challenges across studies. The study employed a Secondary Data Analysis design using the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) framework to collect and analyze relevant studies. Five experimental studies conducted in Indonesian contexts were selected and compared based on ER implementation, writing assessment subscales, descriptive statistics, and effect sizes. The findings showed that ER generally contributed positively to students’ writing performance, with treatment groups outperforming control groups in most studies. The greatest improvements were found in content and language use, indicating that ER supports idea development and grammatical competence through continuous exposure to meaningful reading materials. Effect size analysis also revealed medium to large impacts in several studies, confirming the pedagogical effectiveness of ER in Indonesian EFL classrooms. Nevertheless, one study reported non-significant results due to limited reading resources, low reading engagement, and insufficient literacy environments. Overall, ER is a promising approach for improving writing proficiency among Indonesian EFL students, although successful implementation requires adequate resources, sustained reading habits, and supportive instructional practices.
Understanding Novice Teachers’ Beliefs in Primary English Education Rahmasari; Utami Dewi; Ahmad Amin Dalimunthe
Scope : Journal of English Language Teaching Vol. 10 No. 2 (2026): Scope: Journal of English Language Teaching
Publisher : Universitas Indraprasta PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/sm70t389

Abstract

This study examined the beliefs of novice English teachers regarding English language teaching in primary schools in North Sumatra, Indonesia, with a focus on how those beliefs shape instructional practice and professional development. A qualitative research design was employed. Three novice primary school English teachers were selected through purposive sampling and data were gathered via semi-structured interviews over a two-week period. Data were analysed using a six-step thematic analysis procedure. Four themes emerged: (1) teachers hold strong beliefs that early English instruction is foundational for future language development. (2) intrinsic motivation rooted in personal language-learning histories shapes their commitment to teaching. (3) despite curriculum constraints, teachers adapt materials and employ interactive strategies such as games, songs, and real-life contextualisation, to address students’ vocabulary gaps. (4) teachers differentiate their approaches by grade level, drawing on scaffolding and repetition to support retention. The findings suggest that novice teachers’ beliefs directly inform their pedagogical decisions. Supporting these teachers through flexible curriculum policy and structured professional development programmes may enhance instructional quality in primary English education.

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