Script Journal: Journal of Linguistic and English Teaching
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Patterns of Conjunctive Relation (CR) in Phases and Stages of Narratives in Year Three Junior High School English Books and Their Pedagogical Implication
Full text linkBackground:
This study is intended to find out the patterns of CR used in developing phases and stages of narrative and their implication in the genre-based model of language teaching of narratives. The study uses 15 different narratives from two nationally recognized Junior High School English books published by Intan Pariwara and Tiga Serangkai as data sources.
Methodology:
The narratives are analysed based on their functional engagements of phases and rhetorical functions of stages. Then, the patterns of CR in each phase and stage of the narratives are identified in terms of their types, meanings and roles to develop the phases and stages of narratives.
Findings:
The findings indicate that the logic of space of external addition and internal similar comparison are used in describing Character, Setting, and Activity in Orientation. Meanwhile, the combination of logic of space and time of external different comparison, external successive time and cause consequence are mainly used to develop phases of Introducing Problem, Developing Problems to Climax in Complication, Evaluation, and phases of Effort 1 to N, Problem Solved in Resolution. Coda, finally, applies internal similar comparison and external successive time to make comments and extract the value of the story.
Conclusion:
The intricate patterns of CR used in different phases and stages of narrative should be taught delicately in guided and scaffolded instructions through four stages of genre-based model of teaching, namely, BKOF, Modelling, JCT and ICT.
Originality:
This area of research is under widespread scrutiny and investigation especially conjunctive relationship in each step and phase, as well as the instructional implications of narrative texts
Dubbing Translation Technique in the Animated Film of Frozen: Party is Over
Full text linkBackground:
Dubbing is an interesting translation for movie viewers because viewers do not need to be constrained by reading the subtitling on the monitor. However, with all its limitations dubbing is a challenge for a translator. Frozen: Party is over is an intriguing film to investigate.
Methodology:
All utterances of the characters in the film are becoming the research data. The numbers of data were 62 for words, phrases and sentences and analyzed using Molina & Albir's translation theory. The interactive model of Miles and Huberman analyzed all the data.
Findings:
The result of the research is that the translation techniques used by the translator were modulation, established equivalent and literal. The most dominant technique used by the translator was literal. This is because children consume the film, so most of the sentences are simple sentences.
Conclusion:
The translation techniques used by the translator were modulation, established equivalent and literal.
Originality:
This research focused on the dubbing translation technique for the animated film Frozen: Party is over. In comparison, other research with the same object discussed topics such as deixis, language styles, illocutionary act and subtitling
The Challenges of Learning Loss in English Language Learning at Islamic Higher Education in the Post Pandemic
Full text linkBackground:
The occurrence of the Covid-19 pandemic forced educational institutions to change learning methods and techniques, especially at Islamic universities in Indonesia. Learning loss is a separate obstacle that must be faced after the COVID-19 pandemic. This study aims to describe lecturers' factors, strategies, and roles in dealing with learning loss in learning English at Islamic universities in Indonesia.
Methodology:
This study examines or interprets written materials based on the context of published records, textbooks, newspapers, periodicals, and articles. This paper's method guided the writing of research-based conclusions. These conclusions defined "learning loss" and examined the English learning problems at Islamic universities in Indonesia following the pandemic. Descriptive-qualitative methods get facts and interpretations. This method studies deductive and inductive reasoning up to the level of description.
Findings:
This study finds some factors of learning loss in English learning at Islamic universities, such as internet access, the quality of their distance education program, families, and engagement.
Conclusion:
This research concludes that in overcoming learning loss after the COVID-19 pandemic, learning recovery is carried out by all parties, including the university, lecturers, the entire campus academic community, and local and central governments, by designing the Independent Learning Curriculum.
Originality:
This research demonstrates that the COVID-19 pandemic significantly impacts English learning. In addition, this study identifies the causes of student learning loss at Islamic universities
Evaluating Activities in English Textbooks: Genre-Based Approach in Indonesian Contexts
Full text linkThe objective of this research is to evaluate whether the activities of two nationally-recognized English textbooks satisfy the GBA (Genre-Based Approach) and the three aspects of national curriculum, involving knowledge, skills, and attitudes. The data of the research rely on the learning-teaching activities in the two English textbooks used in Class VII, VIII, and IX of Junior High Schools in Indonesia. The sources of data are taken purposively to find five different genres involving description, recount, procedure, narrative, and report. The bases of the evaluation of the book activities are derived from GBA teaching and learning processes which include the completeness, appropriate sequence, and the ampleness of the activities in satisfying the integrations of the three aspects of the national curriculum, GBA activities and language levels activities as realized in general activities. The findings indicate that the activities in the two books can be classified into two patterns. Pattern 1, in general, satisfies the completeness of the GBA and three language levels activities. However, they lack of the appropriate sequences and ampleness of the GBA and language levels and therefore, they miss the integration of the three aspects of curriculum. Pattern 2 do not satisfy all of the three bases of evaluation including completeness, appropriate sequence and ampleness of GBA and language levels activities. Therefore, the activities of the two textbooks need to be redesigned according to the integration of the three aspects of the national curriculum and the completeness, appropriate sequence, and ampleness of the GBA and language levels activities
Scales of Online Learning Readiness: Empirical Validation of Factors Affecting EFL Learners in Online Learning during Covid-19 Pandemic
Full text linkAlthough extensive research has been carried out on university students’ online learning readiness, very little attention has been paid to online learning readiness of foreign language learners. Examining the learners' readiness get involved in online learning becomes more fundamental to conduct in this current Covid-19 pandemic since online learning is the only alternative to run educational programs at every level. This study set out to investigate the construct validity of a scale to measure EFL learners' readiness in online learning during covid-19 pandemic. The scale was construdted based on the theories underlying students readiness in online learning. Both exploratory and confirmatory factor analyses were used to empirically validate the scale. A total of 682 undergraduate students from seven universities in Indonesia participated in the study by completing in the google form-based scale. The results of the study showed that the scale comprised of 24 items that converged into a five-latent factor with an acceptable fit. These results are expected to be a consideration basis in planning, implementing, and evaluating EFL online learning programs in the Indonesia context
The Use of WhatsApp for Speaking Activities: Teacher’s Voices at Islamic Junior High School
Full text linkBackground:
The form of information technology development that can be used as a learning medium during Covid 19 Pandemic is WhatsApp. This WhatsApp is widely used to communicate, both interpersonal communication and group communication. That’s why teachers’ perceptions on the use of WhatsApp in speaking activities needed to be revealed.
Methodology:
The qualitative method with a case study research design was used in this study. The participants of this study were two teachers of English taken by using total sampling technique. The data obtained from interview were analysed by using thematic analysis.
Findings:
It was found that (a) WhatsApp could build the students’ interest towards English; (b) WhatsApp made the teachers easier to share speaking materials by using WhatsApp; (c) WhatsApp made the teachers easier to control the class. Meanwhile, the limitations were found that (d) WhatsApp did not build the students’ confidence in speaking English; (e) WhatsApp did not promote students’ independence in learning speaking; (f) WhatsApp did not create enthusiast atmosphere among students; (g) WhatsApp made the students became less active in learning English; (h) WhatsApp did not make the students pay attention to learning English; and (i) WhatsApp persuaded the students to copy-paste the task.
Conclusions:
Both benefits and limitations were found on the use WhatsApp in speaking activities of as perceived by the teachers.
Originality:
This study tries to find out teachers’ perceptions on the use of WhatsApp in speaking activities during COVID-19 Pandemic as never been conducted.
Keywords : Teachers’ Perceptions, WhatsApp, Speaking Activitie
Tourist Attractions in Campursari Lyrics: Analysis of Figurative Language and of Meaning
Full text linkBackground:
Many of Didi Kempot’s campursari songs have the themes of tourist attractions. In the Javanese song lyrics and carry the sadness of a man who lost his lover, they contain various figurative languages and meanings related to the ethics and attitudes of Javanese people in using language in their lives by showing language and figurative languages when talking to certain people at a certain place and at a certain time. However, not many people know the figurative languages and meanings expressed in the lyrics of tourist attraction themed songs.
Methodology:
The campursari songs with the themes of tourist attractions were first studied. The lyrics taken from the seven songs were analyzed based on Gibbs’ types of figurative language and Leech’s types of meaning. Three expert raters who are fluent in Javanese, Indonesian and English were asked to review the accuracy and clarity. In using content analysis, the primary data were gathered from the Didi Kempot & Sobat Ambyar Orchestra-YouTube video.
Findings:
The types of figurative language in the lyrics of campursari songs with the themes of tourist attractions are personification, hyperbole, litotes, simile and repetition. The types of meaning contained in the lyrics of campursari songs are conceptual, connotative, social, affective, reflective, collocative and thematic meanings. The meanings related to Javanese ethics and attitudes include the attitudes of narima ‘receptiveness’, sabar ‘patient’, tepa slira ‘tolerance’, aja ngaya ‘don’t push yourself’ and aja srakah ‘don’t be greedy’.
Conclusion:
The results of this study are expected to make the public better know and understand the figurative languages and of meanings contained in the lyrics of campursari songs with the themes of tourist attractions.
Originality:
This study attempts to analyze the figurative languages and the meanings of the lyrics of campursari songs with the themes of tourist attractions, as never been previously done, and make the public better know and understand them. This research also intends to analyze the meanings associated with the ethics and attitudes of the Javanese in using figurative languages in their lives.
Keywords: tourist attractions; campursari lyrics; figurative language; meaning 
Problems of the Online-Based Curriculum of Language Learning in Higher Education in the post-Pandemic
Full text linkBackground:
Universities must design post-pandemic online learning strategies and pay attention to the characteristics of students and lecturers in their learning. The learning process in higher education is also expected not only to hone students' abilities academically or vocationally but also to be able to produce students who have digital skills.
Methodology:
The method used in this study is the Confirmatory Factor Analysis method with 135 respondents and analyzed using the Structural Equation Model using Lisrel.
Findings:
The research findings illustrate that all the independent factors studied to determine the success of learning Indonesian.
Conclusion:
This research recommends that stakeholders are expected to evaluate the obstacles or obstacles faced so that all online learning activities innovate by producing better learning applications. For further research, it is advisable to use a mixed-method approach to triangulate the results using quantitative and qualitative methods and use a wider sample so that the results can be more generalized.
Originality:
This study examines post-pandemic language learning, as opposed to online language learning mentioned in earlier research. This research focuses mostly on significant topics such internet network, infrastructure, and lecturer quality
Optimizing Teacher Questioning Strategies for Enhanced Reading Comprehension in EFL Classrooms
Full text linkBackground:
Recent developments in reading theory emphasize the significance of an interactive approach to reading comprehension in EFL contexts. This study investigates the role of teacher questioning strategies in promoting effective reading comprehension in EFL classrooms.
Methodology:
This qualitative classroom research studied teacher questioning and students' responses in reading comprehension classes using non-participant observation and interviews to assess the effectiveness of EFL teacher questioning.
Findings:
EFL teachers in reading classes used closed and open forms of display and referential questions. They employed questioning strategies such as translation, repetition, and pausing. Modifications included probing and rephrasing to improve students' engagement and comprehension.
Conclusion:
In conclusion, the study found that EFL teachers in reading comprehension courses used a range of effective questioning techniques, including translation, repetition, pausing, probing, and rephrasing, to enhance student engagement and comprehension. However, the use of complex or punishing questions can impede effective questioning.
Originality:
The novelty of this study lies in investigating the types of questions and strategies employed by EFL teachers in reading comprehension courses. Additionally, the study provides insight into the relationships among the different types of questions and strategies, and their effects on student engagement and comprehension
Dialogic Reading to Promote the Underprivileged Pre-School Children's Expressive Language Ability
Full text linkBackground:
Children from low socioeconomic backgrounds in Indonesia have been facing challenges in terms of their literacy and language development. One of the possible reasons is that they are not used to receiving meaningful early reading interventions such as shared reading during their pre-school attendance. This phenomenon has brought to light the urgency of having an early intervention, which can accommodate the very diverse linguistic and cultural context of Indonesia- a multilingual and multicultural country.
Methodology:
This study employed an explanatory sequential mixed-method research design. The first phase was conducted in a quantitative one-group pre-experiment with pre-and post-test design. The second phase of this research was carried out in a qualitative case study through classroom observation and informal interviews with the teacher and the children.
Findings:
The findings of MLU calculation showed that for the pre-test, the mean score was 2.35, the median was 2.20 and the standard deviation was 0.53. Meanwhile, for the post-test, the mean score was 3.72, the median was 3.18 and the standard deviation was 1.38. The qualitative phase explored two main aspects, namely the implementation of dialogic reading activity by the teacher and the teacher as well as children’s opinions regarding the dialogic reading activity.
Conclusion:
This current study has offered an insight that dialogic reading activity could be well implemented by the teacher in a typical Indonesian pre-school setting. The dialogic reading activity was also found to contribute significantly to the development of children’s expressive language ability.
Originality:
The findings of this study have indicated dialogic reading potentials in terms of promoting children’s language development and just as importantly, sparking children’s joy of reading since their early years of formal education. Therefore, it is suggested that early childhood educators and parents work hand in hand to incorporate dialogic reading activity into their daily literacy practices at schools as well as at home