Script Journal: Journal of Linguistic and English Teaching
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Cross-Cultural Politeness in Indonesian and Uzbek Communication: A Linguo-Pragmatic Perspective
Full text linkBackground
Politeness is a key element of communication that reflects cultural identity, social values, and interpersonal ethics. In both Indonesia and Uzbekistan, politeness plays a crucial role in maintaining harmony and respect, yet it is realized differently due to variations in cultural norms and interactional styles.
Methodology
This study employs a linguo-pragmatic comparative approach based on Brown and Levinson’s politeness theory and Goffman’s concept of face. Data were collected through natural observations, recorded conversations, and questionnaires with 120 participants from Indonesia and Uzbekistan. The analysis focused on verbal and nonverbal expressions of politeness in daily communication, marketplace interactions, and hospitality situations.
Findings
The results show that Indonesian speakers tend to use negative politeness strategies emphasizing moderation, indirectness, and hierarchical respect. In contrast, Uzbek speakers prefer positive politeness strategies characterized by expressiveness, warmth, and repeated offers. Both cultures regard politeness as a reflection of communal and moral values, although they differ in the pragmatic realization and social intensity of politeness.
Conclusion
Politeness in both societies serves as a tool for sustaining harmony and social cohesion. The study confirms that Brown and Levinson’s theory remains relevant but must be contextualized within Asian collectivist pragmatics to fully capture the moral and relational dimensions of politeness in Muslim-majority societies.
Originality
This research offers one of the first comparative linguo-pragmatic analyses of Indonesian and Uzbek politeness, contributing new insights into intercultural Communication, pragmatic competence, and culturally responsive language education
Bridging the Gap: The Reality of Digital Technology Integration by Indonesian Pre-service EFL Teachers
Full text linkBackground:
This research investigates the integration of digital technology into teaching practices among pre-service English as a Foreign Language (EFL) teachers in Indonesia, using the Technological Pedagogical Content Knowledge (TPACK) framework. The exploration focuses on the contextual challenges and limited technological infrastructure that hinder effective technology use during teaching practicums.
Methodology:
Employing a qualitative case study design, the research involved six pre-service teachers from three junior high schools in Indonesia. Data were collected through Video-Stimulated Recall (VSR) interviews, direct observations, and analysis of teaching materials, including lesson plans and multimedia resources used in classroom settings.
Findings:
The findings reveal that while pre-service teachers were theoretically prepared for integrating technology into education, practical implementation was often compromised by infrastructural deficiencies. Teachers frequently encountered issues such as insufficient internet access and lack of support from supervisory staff, which forced them to rely on basic and offline technological tools despite their preparedness to employ more sophisticated resources.
Conclusion:
The research underscores a significant gap between the theoretical training provided by teacher education programs and the practical realities in Indonesian schools. It suggests that enhancing technological infrastructure and mentorship in these settings is crucial to effectively translate pedagogical and content knowledge into technology-integrated teaching practices.
Originality:
This research contributes to the field by highlighting the specific challenges faced by pre-service teachers in developing countries like Indonesia and provides empirical evidence on the discrepancies between their training and actual teaching experiences. The study advocates for an integrated approach in teacher education that aligns theoretical knowledge with practical abilities to navigate technological constraint
Exploring Project-Based Learning in the SVVR Environment: An Epistemic Network Analysis of Pre-service EFL Teachers
Full text linkBackground:The goal is to explore how pre-service EFL teachers develop spherical video virtual reality (SVVR) projects, applying technological (TK), pedagogical (PK), and content knowledge (CK).
Methodology:
The data was collected from artifacts of pre-service EFL teachers' SVVR, and then analyzed using epistemic network analysis, a quantitative ethnography analysis.
Findings:
The pre-service EFL teachers primarily utilized TK features when designing virtual reality projects. These projects incorporated text-to-speech (TTS) to offer authentic speakers.
Conclusion:
This study showcased the extent to which pre-service EFL teachers developed their virtual reality projects and the features they used.
Originality:
Our study, utilizing epistemic network analysis, adds a layer to the common analysis, enriching the understanding of pre-service teachers' SVVR projects
Promoting Intercultural Communication in CCU Classroom of EFL students by Using VCT
Full text linkBackground
Adapting to diverse communication practices prevents conflicts and promotes smoother interactions. It necessitates innovations like Virtual Culture Tour (VCT) in CCU learning. VCT provides real-world and interactive cultural learning. This research explores VCT's implementation in EFL CCU classrooms to enhance intercultural communication and surveys student responses.
Methodology
The research uses a mixed-method approach, combining qualitative data from CCU classroom observations and interviews at UIN Raden Mas Said Surakarta and Maritim Class of Global English Course, and quantitative data from questionnaires surveying the students' responses.
Findings
The use of VCT in CCU classrooms has effectively promoted intercultural communication for EFL students. In formal classes at PBI UIN Raden Mas Said Surakarta, VCT followed a structured process, including guided tours and virtual interactions with native speakers. Non-formal classes offered more flexibility, allowing students to explore at their own pace and engage in follow-up communication activities. Students responded positively, with 95.82% strongly agreeing on VCT's effectiveness. These findings highlight VCT's success in enhancing intercultural communication.
Conclusion
The use of VCT in CCU classrooms has promoted EFL students’ intercultural communication in both formal and non-formal learning contexts because of its flexible steps of implementation. It encouraged students to respond positively to the use of VCT in CCU classrooms.
Originality
This study highlights the novelty of using VCT as a digital tool to overcome space, time, and financial barriers in promoting intercultural communication in CCU classrooms. It also explores VCT's implementation in formal and non-formal learning settings and surveys students' responses
The Needs of Teaching English Using Brain-Based Learning in 21st Century Era
Full text linkBackground: In the context of 21st-century learning, effective engagement of students and accommodation of many learning styles depend on brain-based learning (BBL). This approach improves understanding, memory, and adaptability by matching instruction with cognitive science and educational needs. Therefore, BBL emphasizes matching teaching approaches to how the brain processes and remembers information, which improves language acquisition, as teaching English entails employing tactics that address cognitive skills such as memory, attention, and motivation. Methodology: This quantitative study involved 50 English teachers in Yogyakarta, Indonesia, aim to reveal the teachers’ needs to teach English using BBL in this 21st-century era. The instrument of data collection was a questionnaire designed using the 5-Likert Scale that was interpreted using mean scores for each statement.Findings: The finding of this study revealed teachers need BBL in applying teaching scenarios, as well as the BBL represents Project-Based learning supported by audiovisual and critical thinking integration during the learning process. All those components are fitted with the characteristics of the balance of the right and left-brain sides.Conclusion: It is deemed essential since it directly affects the instructors' ability to effectively nurture student engagement and achievement, and the teachers should be consulted regarding the need for BBL. Incorporating educators into this conversation also guarantees that the tactics used are realistic and adapted to actual classroom situations. The knowledge and expertise of educators are crucial for improving brain-based learning strategies.Originality: This study can be a pioneer in exploring more opportunities for the needs of BBL and its relationship with learning success. Moreover, knowing brain balance contributes to a more inclusive and effective learning environment by accommodating different learning styles and boosting overall student well-being and academic achievement
Developing E-worksheet-based TPACK model for Junior High School Students in English Language Learning Context
Full text linkBackground:The goal of this study is at developing an E-Worksheet based on TPACK Model by using Adobe Animate CC and AI Voice. This research was conducted to overcome the students’ problem, the teacher’s problem, and instructional problem that occurred in Language classroom.
Methodology:This study is a research and development project that used of the 4D development methodology. The four steps of this model's development are defining, designing, developing, and distributing. Observations, tests, interviews, and questionnaires are examples of research instruments. The e-worksheet was validated by 5 validators, including 2 material and language expert lecturers and 3 media expert lecturers.
Findings:The percent formula is used to determine its practicality. The electronic worksheet is classified as very valid with the level of 84.2 % in material or content of product and very valid with the level of 85.9% in media of product. The result of the practicality of the electronic words indicated that the total mean score for all the items in the questioner was 4.5 with a percentage of 90 falling into the category of very practical. The results of the effectiveness test were obtained with a value of 0.81 in the high category.
Conclusion:Based on the results of the study it can be concluded that developing an E-Worksheet in Describing words material based on the TPACK Model by using Adobe Animate CC and AI Voice for seventh grade students of Junior Islamic High School is valid, practical, and effective.
Originality:The use of TPACK as a resource for creating teaching materials is quite effective
Quantitative Analysis within Language Studies: An Analytical Views Based on the Bibliometrics Method
Full text linkAbstract
Background: While qualitative research methods have provided insights into linguistic structures and processes, the recent decades have witnessed a growing emphasis on quantitative approaches.
Methodology: This study utilizes a bibliometric analysis based on the PRISMA guidelines to explore research trends in “Quantitative Analysis within Language Studies” from 2014 to 2024 by analyzing the metadata of 53,575 journal articles retrieved from a reputable database, i.e., Dimensions.
Findings: The findings show that (1) there was a steady rise in publications throughout the period; (2) the total citations increased by over 113,000, representing a nearly 100-fold growth (1,141 citations in 2014 compared to 41,203 citations in 2024); (3) according to the ANZSRC 2020 classification, the field of Language, Communication and Culture has the highest number of publications (53,575), followed by Linguistics (32,121) and Language Studies (18,272); (4) there was the top 10 journals from 2014 to 2024; (5) there was a detail into the publication productivity and citation impact of 20 leading researchers; and (6) it has been extracted 1,028 terms concerning the examined query that classified into eight clusters.
Conclusion: By integrating the insights gleaned from publication trends, citation analysis, leading authors, journal distribution, map-based visualizations, and cluster analysis of terms, this study provides a comprehensive and detailed picture of research trends within the search query.
Originality: While current several research in quantitative language studies tends to delve into specific subfields, offering piecemeal understandings of the overall landscape, this study takes a distinct approach. By examining 53,575 articles content and metadata, this study aims to provide a more comprehensive perspective compare to previous fragmented insights
Indonesian Teachers’ Perspectives on Gender Representation in EFL Textbook Visual Images for Elementary Schools
Full text linkBackground: The use of gendered visual imagery in English as a Foreign Language (EFL) textbooks has raised concerns about perpetuating gender stereotypes and the potential effect on students' conceptions of gender roles. Despite the widespread use of mandated textbooks in primary classrooms in Indonesia, less is known about instructors' perceptions of gendered visual imagery.
Methodology: This qualitative research employed a mixed-methods approach, incorporating quantitative and qualitative data collection and analytic methodologies. An investigation was conducted in Samarinda East Kalimantan to collect the perspectives of 41 teachers who teach English in elementary school regarding the gendered visual representations present in the mandatory EFL textbooks. Furthermore, 12 teachers were chosen to partake in exhaustive interviews to present more informed and profound perspectives.
Findings: They merely focused on how to teach the materials rather than scrutinizing the gender bias represented through texts and visual images. The study revealed that a significant proportion of teachers (80%) believed that gendered visual imagery in textbooks was not impartial and could influence the gender roles of pupils. Furthermore, a significant majority (75%) said they often adjusted or avoided using these pictures in their teaching methods. The interviews highlighted the teachers' concern about the possible negative impact of these pictures on students' social relationships and self-image. However, they merely focused on how to teach the materials rather than scrutinizing the gender bias represented through texts and visual images
Conclusion: The findings suggest that elementary school teachers in Indonesia know the potential negative repercussions of gendered visual images in EFL textbooks and have implemented measures to mitigate these effects. The study underscores the importance of incorporating diverse and inclusive visual materials into educational resources to promote gender equality and positive gender representations. This concept is new to them. They agree that gender equality needs to be addressed and discussed as part of the content in classroom practices to raise students’ awareness of gender bias.
Originality: Previous studies have investigated the frequency and occurrence of gender bias in textbooks, found in images and texts. However, there is a lack of investigation into teachers' awareness of gender stereotypes in textbooks. This study enhances the existing corpus of literature by examining the perspectives of teachers on the use of gendered visual images in EFL textbooks in elementary schools in Indonesia. It emphasizes the importance of teachers and policymakers advocating for more inclusive educational resources and considering the impact of visual materials on students' gender perception
Evaluating the Effectiveness of the SQ3R Method in Enhancing Students' Reading Proficiency
Full text linkBackground: Reading proficiency plays a pivotal role in language acquisition, influencing comprehension levels. However, while the SQ3R method has been identified as a tool for enhancing reading skills, its practical application and effectiveness in high school English settings are insufficiently studied, revealing a significant research gap.
Methodology: This research employs a mixed-methods approach utilizing the Quan-qual model to address this gap comprehensively. Quantitative methods entail a true experimental design involving control and experimental groups, with 54 class X students purposively sampled. Additionally, qualitative data were collected through interviews with four representative students.
Findings: The findings reveal the effectiveness of the SQ3R method in improving reading achievement, supported by significant score enhancements in reading tests. Interviews with students also indicate positive attitudes toward SQ3R, boosting their motivation for reading. These results emphasize SQ3R's potential to elevate high school students' reading skills and enhance engagement in English language learning.
Conclusion: This study underscores the effectiveness of the SQ3R method in enhancing reading achievement among high school students. Utilizing a mixed-methods approach, it reveals substantial score enhancements in reading tests and positive student perceptions, indicating increased motivation for reading. These findings highlight SQ3R's potential to elevate reading proficiency and engagement in English language learning, offering valuable insights for educators and curriculum development.
Originality: The research identifies a gap in the exploration of the SQ3R method's application in high school English language learning, particularly regarding its effectiveness and students' perceptions. Further investigation is necessary to delve into qualitative aspects and involve diverse samples for a comprehensive understanding of English language learning in high school contexts
Bibliometric Analysis of Oral Presentations with Mobile Technology in Tertiary Education
Full text linkBackground: Oral presentations, vital for assessing student understanding and communication skills in higher education, are enhanced by peer feedback and video recording. However, language anxieties necessitate supportive strategies. This study explores mobile technology's role in presentations via a bibliometric analysis.Methodology: This study uses bibliometric analysis to track research trends in mobile technology use in higher education oral presentations from 2014 to 2023. Data was gathered from the Dimensions database and analyzed with Excel and VOSviewer, revealing publication and citation trends, top researchers, thematic clusters, and research categories.Findings: Research output rose steadily until 2017, then surged in 2020 due to the Covid-19 pandemic. Rising citations reflect enduring impact. The focus is on education, with contributions from various disciplines. Global collaboration is evident among top researchers.Conclusion: The study finds that mobile tech-based oral presentations are crucial in higher education, promoting learning and skills. It underscores research resilience and adaptability to global challenges like the Covid-19 pandemic, providing valuable insights for future research and teaching practices.Originality: This study explores trends in oral presentations with mobile technology in higher education via a detailed bibliometric analysis. It provides insights into research output, citation impact, and thematic clusters, contributing to the dialogue on effective teaching and assessment practices