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Journal : Scripta-English Department Journal

Enhancing Students' Writing Skills on Short Functional Text Problem-Based Learning through Canva Pujiyanti, Aminudin; Rokhayati, Titi; Widiyono, Yuli
Scripta : English Department Journal Vol. 11 No. 2 (2024)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/scripta.v11i2.3183

Abstract

Writing is one of the skills that is quite challenging for students, especially middle school students. The aim of this study is to enhance the students` wiritng skill on Short Functional Text; Invitation Card. This study employed Classroom Action Research (CAR). The participants were students of class VIII D SMP N 1 Sukoharjo. The instruments used were observation, writing test, and questionnaires about students` responses. The results of this study showed that student’s ability in wiriting an invitation card still low before the application of Problem-Based Learning (PBL) method and Canva Application learning media and increase after the use of PBL and Canva application. Students also experience improvement in their ability to write invitation cards that is shown by the result of 96% percentage of achievement of learning objectives.
Personal Pronoun Errors in Seventh Grade Descriptive Texts: A Purworejo Case Study Purnomo, Edi; Rokhayati, Titi; Tusino, Tusino
Scripta : English Department Journal Vol. 11 No. 2 (2024)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/scripta.v11i2.5625

Abstract

This study examines personal pronoun errors in descriptive texts written by seventh-grade students in Purworejo, Indonesia. A sample of 16 students, comprising 8 males and 8 females, was analyzed to identify common error patterns. Errors were categorized into four types: omission, addition, misformation, and misordering. Results showed that omission errors were the most frequent, constituting 43% of the total, followed by misformation errors at 37%, addition errors at 14%, and misordering errors at 7%. The study highlights specific challenges these learners face in using personal pronouns correctly in English. Understanding these error patterns is essential for educators aiming to develop targeted teaching strategies. Findings suggest that focused interventions on personal pronouns can significantly improve students' writing skills. Future research should explore effective teaching methods to address these errors and enhance ESL learners' proficiency in English writing. This study contributes to the limited research on personal pronoun errors among Indonesian ESL students and emphasizes the need for tailored educational approaches.