Script Journal: Journal of Linguistic and English Teaching
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The Gender Discrimination in Indonesian Literature Works: A Case Study of Translation
No full textBackground:
Although many kinds of research on gender discrimination have been made, empirical research on this matter under the perspective of translation technique is still rare. Therefore, this present research aimed to study gender discrimination in three novels authored by Pramoedya Ananta Toer and how gender discrimination is translated into English.
Methodology:
This case study was applied in three novels written by Pramoedya Ananta Toer, Anak Semua Bangsa, Rumah Kaca, and Jejak Langkah. The data were collected through observations and Focus Group Discussion (FGD). The data were analyzed using thematic analysis.
Findings:
The results showed that gender discrimination in the three novels was subordination, stereotype, marginalization, workload, and violence. Gender discrimination is translated using established equivalence, explicitation, modulation, paraphrase, implicitation, addition, transposition, reduction, compensation, discursive creation, pure borrowing, deletion, generalization, and particularization.
Conclusion:
This research reveals that gender discrimination is a phenomenon that commonly occurs in the world community. The research implications are also discussed either empirically or practically at the end of this article.
 
"Story Time!": Coping with Low-Motivated Students using Big Book
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Reading the picture book provides students with numerous positive effects, especially young students, such as attracting students' interest, boosting creativity, providing a pleasant, relaxed vibe, and creating fun and meaningful learning. This research seeks to investigate whether the reading comprehension of low-motivated students who are taught with the big book or with the daily storybook varies significantly.
Methodology:
This study used quasi-experiments, and each group received treatment eight times. The participants were 44 students recruited to become the sample of this study, consisting of experiment and control groups.
Findings:
This study revealed that students with low motivation who taught with Big Book as a platform are better than students with low motivation taught on traditional media. Several factors have made a big book an instrument that has a more significant impact on students' perception of reading than conventional media. Secondly, students engaged more in-class reading than in conventional media. Thirdly, the book sparked the interest of students and inspired them to learn more. Fourthly, the Big Book helped students create the meaning of the text and appreciate the text more thoroughly.
Conclusion:
English oral books such as Big-Book are more effective than traditional content in the second year. This study and published data support this conclusion that using large books as a tool for second years' reading understanding affects students' understanding of lectures significantly. The statistical study has found that the total student readership in the test group is higher than the average student score in the control group.
Keywords: reading comprehension; low motivation; pupils; picture book
Oral Communication Strategies Training: The Case of Pre-Service English Teachers in Indonesia
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Many researches on pre-service English teachers have been carried out in various aspects, from teaching techniques to psychology. However, research on oral communication strategies of pre-service English teachers is still little done. This study delved into the effect of oral communication strategies training on pre-service English teachers’ speaking performance. In addition, it revealed the relationship between gender and types of oral communication strategies.
Methodology:
This study involved 27 students who joined in Speaking 3 course. The OCSI as the instrument in this study consisted of eight categories of strategies for coping with speaking problems and seven types for dealing with listening problems
Findings:
Results from descriptive statistics showed that before the training, message reduction mainly was used while social affective and attempt to think in English was the least often employed strategy for resolving speaking difficulties. Meanwhile, after the training, a Non-verbal strategy while speaking was frequently used by the students. Message abandonment became the least used strategy after training was implemented. In dealing with listening problems, before the training, Non-Verbal strategies while listening was mostly used while the least used strategy was getting the gist. After the training, Word oriented became the most often employed technique Meanwhile, strategies for preserving fluency were the least frequently adopted.
Conclusion:
The MANOVA results of data analysis revealed that female students significantly performed better in speaking English than male students. However, there was no significant difference in Oral Communication Strategy used between male and female students
An In-depth Qualitative Analysis of Situated Learning Instruction in Situation Awareness for Military English Course
Full text link While situated learning (SL) instruction has been adopted for educational purposes in many fields, an SL environment for military English has not been considered. Situation awareness (SA) is an important theme in the military English course, SL instruction can be a suitable method to enhance cadets’ learning performance in SA operation. This study investigated the SA concept formation and operation as the effects of conducting SL instruction.
A film acted as an authentic military context, which sixteen cadets in Taiwan, R.O.C. accessed to perform SA. On the basis of Blooms’ six cognition levels, the researchers gave an in-depth qualitative analysis over their learning performance of SA. The research tools include worksheets, English role-plays, and concept maps. Worksheets were designed to observe their SA concept formation in four film situations during Endsley’s three steps of SA: perception, comprehension, and projection. The researchers used English role plays to judge whether they actively operated SA and concept maps to see if they formed new SA concepts
Pedagogical Perspectives on Teaching Materials of Translation in English Language Teaching
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This research paper attempts to analyze the vocational English instructors’ view point on the cultivation of teaching material of Pedagogical Translation in the Subject of Translation in English Language Teaching (ELT).
Methodology:
The qualitative design was used to collect the data. Utilizing the questionnaire with Likert Scale, the quantitative data were gained from 30 vocational English teachers in Sumatera Utara Province.
Findings:
Data obtained revealed that 52.45 % of respondents agreed with the teaching material, and 43.10 % strongly agreed with those. Only 4.45 % of respondents strongly disagreed with those topics. Data analysis showed that the 58 elements in the Subject of Translation in ELT have covered the teaching materials in Vocational school.
Conclusion:
It was concluded, within nine areas questioned to the vocational English teachers, most of them (92%) agree with the statements. Furthermore, all the respondents 100% are in the opinion that there should be English for vocational school materials included within the translation materials studied in the Subject on Translation in ELT
Disney Movie Soundtrack: Does It Give Effect to Students’ Speaking Skill?
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The implementation of media in the learning process can be a crucial thing to support students’ competence. Meanwhile, teacher also has a role to utilize creative media in honing students’ English skill especially in speaking. This study showed that the use of song media especially Disney movies soundtrack has a significant effect for eleventh grade students’ speaking skill. However, there are several steps which should be done before applied the treatment.
Methodology:
This study used quasi-experimental with non-equivalent control group design. The object of this study was two classes which divided as experimental group and control group on the eleventh grade at Islamic boarding school. Furthermore, the data were collected from students’ pre-test and post-test scores. The score of test in the experimental group showed the results based on the implementation of treatment using Disney movies soundtrack, while the control group only used conventional learning.
Findings:
The report of finding in this study revealed that there is a significant effect toward students’ speaking skill after the researcher applied the use of English song especially Disney movies soundtrack as the media during the learning activities. Moreover, it also showed the difference between score of students in experimental group which increased than the results of students’ scores in control group. In addition, the learners still have to practice their speaking skill in daily life.
Conclusion:
The effect of Disney movies soundtrack becomes an effective media for eleventh grade students’ speaking skill at Islamic boarding school.
Keywords: Speaking Skill, English Song, Disney Son
Examining the Relationship between EFL Students' OSEL and Their Achievement
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The purpose of this study is to examine the correlation between EFL student’s online self-regulated (OSEL) and the achievements of senior high school students in Malang, Indonesia. The subject of this study were 136 EFL students of a senior high school in Malang, Indonesia with the use of two instruments: the online self-regulated learning questionnaire (containing five dimensions of OSEL; Goal Making, Environmental Construct, Task Approach & Time Management, Help-Seek, Self - Evaluation) and the mid-term test scores.
Methodology:
The Pearson product-moment correlation is used to analyze the data and further verifies that students OSEL strongly correlates to their achievements while undertaking online learning.
Findings:
It was reported that the higher the OSEL, the better they achieve. For example, students who have high achievement test scores agree that finding someone knowledgeable in online learning is an excellent solution to solve online learning difficulties. However, since technical and individual obstacles that students encounter could be the challenge, the role of teachers are essential in helping students overcoming them.
Conclusion:
The results of this correlation provide prediction towards pedagogical implications related to successful teaching-learning process, teacher professionalism, and maintaining a high quality school
Do I Speak Anxiously? A Correlation of Self-Efficacy, Foreign Language Learning Anxiety and Speaking Performance of Indonesian EFL Learners
No full textBackground:
Self-efficacy and foreign language learning anxiety are already known as two importantly affective variables in learning a foreign language. However, little is known about the relationships between the two affective variables with learners’ speaking performance. Therefore, this present study seeks to figure out: the EFL learners’ self-efficacy, foreign language learning anxiety (FLLA), speaking performance, and the correlation between their speaking performance and self-efficacy, speaking performance and FLLA, and self-efficacy and FLLA.
Methodology:
A correlational design was selected to answer the research questions. Seventy students of the sixth semester got involved in this study. Three research instruments were applied, namely: a self-efficacy questionnaire, a FLLA questionnaire, and one speaking test used to measure students’ speaking performance.
Findings:
Based on these results, it can be concluded that the null hypothesis (Ho) was rejected, while the alternative hypothesis (Ha) was accepted. Therefore, there was a significantly positive correlation between speaking performance and self-efficacy and a negative correlation between speaking performance and FLLA, and between self-efficacy and FLLA. It means that student with high-level speaking performance will have high-level of self-efficacy. Then, the higher students’ speaking performance is, the lower their FLLA becomes. It is in line with the correlation between students’ self-efficacy and FLLA, that student with high-level of self-efficacy would has low FLLA
Challenging Neo-Colonialism in Language Testing: The Development and Impact of Indonesia's Test of Academic English Proficiency (TAEP)
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In today's globalized world, neo-colonialism exerts significant influence, particularly in political and economic spheres. This influence extends to English Language Teaching (ELT) in Indonesia, where the hegemony of a specific language test system has resulted in its overuse for multiple purposes.
Methodology:
This research employs a quantitative approach to design the Test of Academic English Proficiency (TAEP) for Indonesian non-native speakers, focusing on academic, business, and general settings. The four-step process includes participant selection, data collection, expert judgment, and test try-outs.
Findings:
The study results indicate that TAEP items are acceptable, with a high validity of .98 and reliability of .93. Four poor items require revision, while others effectively distinguish between good and poor test-takers. TAEP's content is balanced and relevant for assessing proficiency in academic, business, and general English.
Conclusion:
TAEP, meeting language test criteria and legally certified, has been utilized nationally and internationally, including by Bank of Indonesia, the Financial Service Authority of Indonesia (OJK), and Erasmus Mundus. This contributes to Indonesia's pursuit of independence from modern colonization.
Originality:
This study innovatively explores the underexamined relationship between neo-colonialism and language testing, addressing issues such as overdependence on specific tests, national spending burdens, and neglect of local linguistic and cultural contexts
Students’ Readiness in Implementing Mobile Learning for English Language Learning Purposes
Full text linkBackground:
The application of mobile learning (m-learning), especially in the area of language learning, has gained interest in the last several years due to the benefits offered by mobile devices. However, to maximize the effectiveness of m-learning, students are required to be ready. Thus, it is crucial to assess students’ readiness before implementing m-learning. By focusing on rural schools, this quantitative study aims to examine students’ readiness in implementing m-learning in their English language learning.
Methodology:
This study employed a survey design to measure m-learning readiness of senior high school students by investigating three factors, namely mobile self-efficacy, optimism, and self-directed learning. Through an online questionnaire, 140 responses were successfully collected from students in two public senior high schools (one high school and one vocational high school) located in a rural area in Soppeng, Indonesia. The data collected were subsequently analyzed using SPSS Statistics ver. 25.
Findings:
The results revealed that senior high school students from a rural area in Soppeng, Indonesia, had a high level of self-efficacy and optimism in implementing m-learning in their English language learning. However, their self-directed learning was still at a moderate level. Moreover, further analysis showed that type of school significantly affected students’ mobile self-efficacy and optimism, while self-directed learning was not affected.
Conclusion:
Students from rural senior high schools in Soppeng, Indonesia, showed readiness in implementing m-learning for English language learning purposes