Script Journal: Journal of Linguistic and English Teaching
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The Effect of Gamefied Instruction on Vocabulary and Motivation on Students at South Nias
Full text linkBackground:
Gamified instruction is a challenging solution to problems in students’ vocabulary and motivation in rural areas like South Nias. This study aims to determine the effect of gamified instruction on students’ vocabulary ability and motivation.
Methodology:
The aims of this study were achieved by implementing a mixed research method (qualitative and quantitative). The experimental research design was used to determine the effect of treatment on vocabulary ability; however, a questionnaire and semi-structured interview were delivered to the experimental students. The sample of this study is 60 students.
Findings:
After analyzing the data, it is shown that the experimental group positively affects students’ motivation. The control group has a higher motivation but is not significant in their vocabulary achievement. In addition to that significant effect on experimental vocabulary achievement. Gamified instruction can be concluded as an efficient strategy to achieve learning goals.
Conclusion:
Gamified instruction can be an alternative solution for English teachers to improve student vocabulary and motivation to learn English as a foreign language.
Originality:
Most of the current studies focus on online media (platforms) and less research investigates vocabulary and students' motivation.
Collaborative Online Writing: Students’ Perspectives and Their Actual Writing Performance
Full text linkBackground:
This study explores a topic that has not received enough attention in the literature: the relationship between EFL students' perceptions of online collaborative writing and their actual writing performance. Few studies have specifically looked at how learners' self-assessments match quantifiable writing outcomes, despite prior research emphasizing the advantages of collaborative writing for language development.
Methodology:
91 Indonesian EFL undergraduate students took part in this study by working together to write an argumentative essay while receiving online instruction. Open-ended surveys, self-perception questionnaires, documentation of online collaborative interactions, and student essays were used to gather data.
Findings:
According to both quantitative and qualitative analyses, the majority of students had favorable opinions about collaborative writing and thought it improved their speaking and writing confidence. Statistical analysis, however, revealed no meaningful relationship between students' assessments of themselves and their actual writing abilities.
Conclusion:
These results underline the need for more reflective and feedback-rich writing instruction in EFL contexts by indicating that students may misjudge their own writing abilities.
Originality:
The originality of this study lies in its dual focus on EFL students' self-perceptions and their actual writing performance within an online collaborative writing context. Unlike previous research that typically examines these aspects separately, this study uniquely correlates self-assessment with quantifiable writing outcomes, particularly in the demanding genre of argumentative writing. Conducted in an Indonesian EFL setting during remote learning, it highlights important cultural and technological influences often overlooked in similar studies. Thus, it provides a novel perspective on the gap between students' perceived and actual writing abilities in online collaborative environments
Insights on TPACK Implementation by Preservice English Teachers: Challenges and Solutions
Full text linkBackground: A crucial issue in teacher education today is ensuring that PTs are well prepared to integrate technology into their future classrooms. This study examines the implementation of Technological Pedagogical Content Knowledge (TPACK) among preservice English teachers in planning and implementing learning, as well as the barriers they face and their solutions.Methodology: This study used a case study research design to explore in depth how PTs apply the TPACK framework in real classroom situations. The participants in this study consisted of five PTs from teacher education programs at four universities in Indonesia.Findings: PTs generally show good alignment between technology use, pedagogical strategies, and content in their lesson plans, but are often not optimally integrated during implementation. The main barriers identified include limited access to and technology resources, differences in technology skill levels between students and teachers, students' difficulties in adapting to technology-based learning, and time management issues. The solutions are to provide device assistance to students in need, provide basic technology training and plan carefully and provide realistic time for students to adapt to technology and complete assignmentsConclusion: To enhance technology integration in education, universities must prioritize providing device assistance and basic tech training for PTs. By addressing these barriers, educators can better support effective technology use in the classroom, ultimately improving student learning outcomes.Originality: How pre-service teachers, who are the next generation of educators, develop and implement TPACK during their preparation and learning phases. In particular, there is very little research that specifically explores the implementation of TPACK in the classroom by PTs, as well as a lack of exploration of the challenges faced by them and the strategies used in the TPACK integration process
Unpacking English Writing Anxiety in Indonesian EFL Learners: A Mixed-Methods Study of Cognitive Strain, Gender, and Academic Level
Full text linkBackground:
Writing anxiety became a tenacious factor hindering EFL students’ proficiency, specifically at the higher education level. In the Indonesian context, undergraduate and graduate students face a high demand to complete their studies. Writing a thesis is one of the requirements for graduation at the undergraduate level. Meanwhile, the graduate students must write a research article for publication as another requirement. Those things become a contributing factor to students feeling anxious in writing. A bulk of studies investigated the writing anxiety around the world. However, a few studies examine how gender and academic level differentiate the English language education study program students’ writing anxiety in Indonesia. This present study uncovers: 1) types and levels of writing anxiety among the groups, 2) variation of writing anxiety based on gender and academic levels, and 3) reasons affecting writing anxiety.
Methodology:
A sequential explanatory mixed-methods design was deployed in this study. The sample was 112 students, including 58 undergraduates and 54 graduates, of the English language education study program at a state university in Bengkulu, Indonesia. Two different data collection methods were implemented: an online survey and an on-site focus-group discussion (FGD). The second language writing anxiety inventory (SLWAI) and the second language writing reason inventory (SLWARI) were derived into fifty-eight items of a questionnaire utilized to obtain quantitative data. Meanwhile, the qualitative data were assembled using four main leading questions to probe students’ thoughts in identifying the factors contributing to anxiety. Quantitative data analysis was preceded by applying SPSS23, including descriptive and inferential statistical analyses. The qualitative data were analyzed through a directed qualitative content analysis (DQCA). Validity and reliability of data were ensured using methodological triangulation.
Findings:
Statistical analysis revealed that the majority of students, 92%, were at a moderate level of writing anxiety. Besides, cognitive anxiety became the first order of anxiety type experienced by the students. Moreover, the statistical findings presented that there is no significant difference in anxiety based on gender and academic level ( < 0.1). The qualitative analysis elucidated four patterns as contributing factors to the students’ writing anxiety, such as: time constraints, lack of ideas and knowledge, teachers’ teaching methods, and coursebook complexity.
Conclusion:
Both quantitative and qualitative analyses discovered that cognitive-affective aspects are more challenging for Indonesian students than demographic ones. Moreover, the personal challenges and instructional methods became noteworthy issues that contribute a lot to the emergence of anxiety when writing. Writing teachers need to design engaging and supportive learning environments in their instructional activities, for instance, by adapting a process-oriented writing approach and affording constructive feedback on students’ papers. These efforts can reduce students’ cognitive loads, thereby enhancing their self-efficacy in writing.
Originality:
The symptom-based SLWAI and the cause-based SLWARI are integrated simultaneously to disclose the writing anxiety experienced by undergraduate and graduate students in the Indonesian context. Additionally, this study implements a mixed-method approach to obtain plentiful, comprehensive data. Accordingly, a more vivid understanding of students’ anxiety in writing can be attained
Unveiling the Ideological Construction of Prabowo's First Presidential State Address a Critical Discourse Analytical Approach
Full text linkBackground:
Prabowo Subianto's 2025 First State Address, a speech that has not been previously examined in academic literature. This study seeks to identify and analyse the linguistic and rhetorical strategies utilized in Prabowo’s speech to unmask his political legitimacy, presidential identity, ideological stance within the Indonesian context.
Methodology:
Using Teun A. van Dijk’s socio-cognitive model of Critical Discourse Analysis (CDA), the study analyzed both the transcript and video recording. Data were coded across macro, super, and micro levels to uncover thematic organization, argumentation patterns, and linguistic devices. Qualitative coding and multimodal cue analysis were employed by identifying recurring linguistic patterns (e.g., pronouns, metaphors, repetition) and correlating them with non-verbal features such as gestures, facial expressions and tone, to interpret how verbal and visual elements jointly construct ideological meaning.
Findings:
The analysis reveals that Prabowo frames his leadership as a moral and protective force against corrupt elites and economic exploitation. Nationalist appeals such as food self-sufficiency, poverty reduction, and empowerment of the wong cilik reinforce a paternalistic model of governance portraying the state as the guardian of the people. Toward the conclusion, he emphasizes democratic transition, international cooperation, and Indonesia’s global standing, invoking pride and collective dignity. Microstructural analysis of pronoun use, presuppositions, and metaphors demonstrates how rhetorical strategies align with broader ideological positioning.
Conclusion:
Prabowo’s first state speech address gives some theoretical contributions as the role of historical narratives in constructing collective cognition and sustaining political legitimacy.
Originality:
The originality of this research lies in its integrated application of van Dijk’s socio-cognitive framework to Prabowo Subianto’s 2025 State of the Nation Address which hasn’t been analyzed before, it combines textual and multimodal analysis to show how linguistic structures, visual cues, and rhetorical strategies work together to create political legitimacy and national identity
Sipintar: A MOOC-Based Platform to Improve Reading Learning Outcomes
Full text linkBackground: This study is motivated by the pressing challenge of improving reading skills among elementary school students in rural areas, particularly in Penukal Utara, where access to quality educational resources is limited. The aim of this research is to assess the effectiveness of the "Sipintar" MOOC-based platform in enhancing students' reading abilities, addressing a critical need in these underserved regions.
Methodology: The study employed a quasi-experimental design, specifically a one-group pretest-posttest format. The sample comprised 72 fourth-grade students from four different elementary schools. Reading ability data was collected through standardized reading tests conducted both before and after the intervention, and the results were analyzed using paired t-tests to determine the significance of any improvements.
Findings: The results demonstrated a significant enhancement in students' reading abilities following their use of the Sipintar platform. The majority of students exhibited marked progress, providing strong evidence of the platform’s efficacy in boosting reading performance among elementary students in rural settings..
Conclusion: The Sipintar platform has proven to be an effective tool for improving reading skills among elementary school students in Penukal Utara. Given its success, the platform holds promise for broader implementation in other remote regions facing similar challenges in access to quality educational materials.
Originality: This study fills a critical gap by offering empirical evidence on the effectiveness of a MOOC-based platform for enhancing reading skills in rural areas, where educational resources are frequently inadequate
Aligning Sustainable Development Goals into English for Journalism: A Case Study of Practical Application in ELT
Full text linkBackground:
This study explores the integration of Sustainable Development Goals (SDGs) into an English for Journalism course as a means to enrich language learning with socially meaningful content.
Methodology:
This research addresses that gap through a qualitative case study involving 18 undergraduate students at UIN Antasari Banjarmasin. Data were collected from teaching resources, student outputs, and reflective journals, and analyzed thematically. The research examined the design and implementation of SDG-based mind-mapping, writing broadcast news scripts on local issues, and recording news readings, aiming to connect journalistic tasks with global concerns.
Findings:
The findings revealed that these tasks not only improved students’ language proficiency and media literacy but also deepened their critical thinking and awareness of sustainability issues such as gender equality, clean water, and public health. Students were able to contextualize global goals through local narratives and developed confidence in using English for real-world communication.
Conclusion:
This study offers a replicable model for embedding socially meaningful content into English for Specific Purposes (ESP) courses, particularly in English for Journalism context, and proposes pedagogical strategies that educators can adapt in diverse contexts.
Originality:
While previous research has explored the theoretical potential of SDGs in fostering critical thinking and global awareness, there is limited evidence of how these goals can be applied in teaching activities. By documenting and reflecting on the teaching process and student responses, this study can enhance both language learning outcomes and student awareness of global issues
Optimizing the Use of Instagram Captions as a Teaching Medium to Enhance Students' Descriptive Writing Skills
Full text linkBackground: Instagram captions play an important role in digital communication and can be used as an innovative tool in writing instruction. By encouraging creativity and clarity, captions help students practice meaningful writing through a familiar platform. This study aims to examine the implementation of Instagram captions in teaching descriptive texts and assess their impact on students' writing skills and motivation.Methodology:This research employed classroom action research (CAR) design, conducted in two cycles, each consisting of five meetings, with the aim of improving tenth-grade students' descriptive writing skills using Instagram as a teaching media. In the planning phase, lesson plans were developed incorporating Instagram post caption activities. During the implementation phase, students were engaged in writing descriptive texts by creating captions for photos on Instagram. Observations were made throughout the teaching process, with field notes documenting the students' participation and enthusiasm. Data were collected through pre-test and post-test assessments to measure students' writing skills, and qualitative data from observations were analyzed to assess classroom dynamics. Findings:The findings of this research indicate a significant improvement in students' descriptive writing skills after the implementation of Instagram post captions as a teaching media. In the pre-test, the mean score was 75.94, with only 50% of students meeting the minimum achievement criteria (KKM). However, after the intervention, the post-test mean score increased to 80.16, with 100% of students achieving the KKM. This demonstrates a 55.57% improvement in students' writing abilities. Additionally, observations during the lessons revealed that students were more engaged and enthusiastic throughout the process, suggesting that Instagram captions effectively captured their interest and contributed to a more active and interactive classroom environment. Conclusion:In conclusion, the use of Instagram post captions as a teaching media has proven to be an effective strategy for improving students' descriptive writing skills in the tenth grade at SMAN 3 Kuningan. The research demonstrated a significant improvement in students' writing performance, with all students meeting the minimum achievement criteria by the end of the study. The integration of Instagram into the learning process not only enhanced students' writing skills but also increased their engagement and enthusiasm during lessons. Therefore, Instagram post captioning can be considered a valuable and innovative tool for teaching writing, particularly in descriptive text, and can be applied in similar educational settings to foster student creativity and motivation in writing.Originality:This study offers an original approach by utilizing Instagram post captions to improve students' descriptive writing skills, integrating social media as an effective tool in enhancing language learning outcomes
Reframing EFL Pedagogy via Student Voices: A Reflexive Thematic Study of Non-Cognitive Dimension
Full text linkBackground:
Learner autonomy and engagement are central to English as a Foreign Language (EFL) instruction. However, relational, emotional, and pedagogical factors shaping students’ experiences remain underexplored in Southeast Asian higher education. This study investigates how second-year undergraduate EFL learners experience and interpret emotionally responsive, participatory, and relationally grounded teaching practices, and how these practices shape learners’ engagement, psychological safety, and agency in English learning.
Methodology:
A qualitative approach was employed with 95 law undergraduate students in a compulsory English course at Universitas Borneo Tarakan. Data were collected through reflective journals, interviews, and classroom observations. Reflexive thematic analysis explored how learners experienced and interpreted emotionally responsive, participatory, and relationally grounded teaching practices.
Findings:
Six interrelated pedagogical dimensions emerged: Voice, Simplicity, Experience, Upliftment, Objectivity, and Accessibility. Across all dimensions, the lecturer’s consistent reinforcement of expectations, encouragement, and responsiveness was pivotal, fostering trust, predictability, and psychological safety. This consistency empowered students to engage confidently, take ownership of their learning, and experience a fair and inclusive classroom. Novel concepts such as pedagogical upliftment, instructional simplicity, and relational accessibility capture the affective and relational qualities of teaching most valued by learners.
Conclusion:
Non-cognitive dimensions, enacted through consistent pedagogical practice, are foundational to effective EFL instruction. Pedagogical consistency reinforces emotional presence, learner agency, and relational trust, creating classrooms where students feel safe, supported, and actively engaged.
Originality:
The study offers a student-informed, empirically grounded framework of non-cognitive EFL pedagogy, bridging theory and practice. By articulating six instructional dimensions and highlighting the role of pedagogical consistency, it addresses a critical gap in Southeast Asian higher education, providing actionable insights for inclusive, humanizing, and context-responsive teaching
EFL Teacher Agency Across Contexts: A Mixed-Methods Study of Instructional Problem-Solving in Urban and Rural Schools
Full text linkBackground:
EFL teaching in Indonesian urban and rural schools have been experiencing persistent challenges due to linguistic, cultural, geographical and resources differences. However, these conditions have not been portraited from ecological persepctive of agency. Therefore, this study examines EFL teacher agency and instructional problem-solving in urban and rural Indonesian classrooms
Methodology:
This mixed-method study involves 129 EFL instructors (85 from rural schools, 44 from urban schools) who completed a survey, and 35 submitted reflective journals. Quantitative data were assessed using descriptive statistics, and qualitative data were evaluated through thematic analysis.
Findings:
Both urban and rural EFL teachers faced similar classroom issues like low motivation, vocabulary gaps, and speaking anxiety, though rural teachers linked them to limited resources and urban teachers to distractions and pressure. Urban teachers showed stronger and more consistent agency, especially in autonomy, professional growth, and future goals, while rural teachers drew on deep personal motivation but were often hindered by local challenges.
Conclusion:
The study shows that teachers’ ecological past experiences, present conditions, and future goals shaped how they solved problems. Rural teachers relied on local resources and flexible strategies, while urban teachers used creative, student-centered methods to build autonomy and global skills, pointing to the need for context-specific support and policies that empower teacher-led innovation.
Originality:
This study offers how teacher agency is lived out in the everyday problem-solving of EFL classrooms, not just in teachers’ beliefs or intentions. By comparing rural and urban contexts in Indonesia, it reveals how agency looks different across settings and highlights the creativity and resilience of teachers, especially in resource-challenged schools