Scripta-English Department Journal
Scripta-English Department Journal is Journal that publishes academic articles that recognize successful engaged learning depends on effective partnerships between students, faculty, community agencies, administrators, disciplines, and more. The journal invites submission of 1) Research that emanates from or informs campus-community partnerships; 2) Studies co-authored by faculty, students, and/or community partners; 3) Literature, Teaching English as Foreign Language and Technology; and 4) Commentary on emerging trends, developments, and/or challenges. The publication of this journal aims to spread conceptual thinking or ideas and the research findings obtained in the field of English Education and Literature. This journal will publish twice a year; May and November. The scope of Scripta-Journal of English Language Education is on Research on English linguistics and literature. We focus on: 1) LANGUAGE SCIENCE (phonology, morphology, syntax, semantics, pragmatics, psycholinguistics, sociolinguistics, mother tongue, language acquisition, ethnolinguistics, Critical Discourse Analysis/CDA, forensic linguistics). 2) LITERATURE SCIENCE (Oral literature and written literature with various approaches to structuralism, literary psychology, sociology of literature, post colonial. 4) Teaching English as a second or foreign language. The journal welcomes contributions in such areas of current analysis in: Teaching English as a foreign / second language Curriculum and material development Multimodality in language learning Teaching Englsih to Young Learners Literature in language education Systemic functional linguistics in language education Critical discourse analysis Critical narrative inquiry in language learning English for specific purposes. 5) educational technology that contains literature review, action research, case study research, and empirical findings in scientific disciplines of educational technology. Study in related articles: · The foundation and philosophy of educational technology, ·Design and Implementation, · Assessment and evaluation, · Strategies and models of general and specific learning, ·Research and development methods, · Emerging technologies, and ·Integration of technology in learning · Development learning media · Smart learning environment · Online learning ·Adaptive learning · Mobile learning · Digital classroom · Hypermedia in learning · Quality assurance of learning
Articles
4 Documents
Search results for
, issue
"Vol. 10 No. 2 (2023)"
:
4 Documents
clear
<![CDATA[The Implementation of Brain-Writing Strategy to Enhance Hortatory Essay in High School Students’ Writing ]]>
<![CDATA[Nahdah Mardhiyyatussa‘diyah]]>;
<![CDATA[Sueb Sueb]]>
<![CDATA[ Scripta : English Department Journal Vol. 10 No. 2 (2023) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37729/scripta.v10i2.3662
<![CDATA[This research explores the implementation of the brain-writing strategy as an instructional approach to address the writing challenges encountered by students of secondary school level. Writing difficulties often arise due to incomplete involvement in the different stages of the writing process, especially a pre-writing stage. The aim of this study is to overcome the issues by utilizing the brain-writing strategy on the teaching of hortatory writing, while evaluating its impact on both student performance and perception. A triangulation mixed method was employed as the research design, integrating multiple data collection techniques from an observation, tests, and a classroom survey on perception. The study took place in a public high school, with a purposive sampling technique utilized to select 36 eleventh-grade students as participants. This sampling method ensured the deliberate selection of participants based on specific criteria pertinent to the research objectives. The findings that was collected from some observations illuminated the implementation of brain-writing strategy as an instructional strategy to enhance students’ writing skills, especially in the content and structure. Through the analysis of data collected via various methods, the researchers gained insights into the improvements in students’ performance and their perceptions of the strategy. This research contributes to the existing knowledge on effective writing instruction and offers valuable information for educators seeking innovative strategies to enhance students’ hortatory writing abilities. Ultimately, the findings aim to inform educational practices and assist students in overcoming writing challenges.]]>
<![CDATA[Undergraduate Students‘ Perceptions on Quillbot Paraphrasing Tool ]]>
<![CDATA[Eka Fajar Rahmani]]>
<![CDATA[ Scripta : English Department Journal Vol. 10 No. 2 (2023) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37729/scripta.v10i2.3674
<![CDATA[The purpose is to investigate the students' perceptions of QuillBot utilization in writing class based on the framework of TAM 3. The problems include the students' perceptions of QuillBot in terms of usefulness, ease of use, and behavioral intention. The methodology is a descriptive study using a closed-ended questionnaire in the form of a Likert scale with five scales from strongly disagree to strongly agree. The questionnaire consists of 11 items covering three aspects: perceived usefulness, perceived ease of use, and behavioral intention to use QuillBot. The responses were then analyzed through a descriptive statistics framework, including frequency, percentage, and mean score. All aspects of TAM are perceived positively by the students. The perceived usefulness reaches 81.6%, categorized as positive perception, with a mean value of 4.26. The perceived ease of use reaches 90.75%, with a mean value of 4.34 categorized as strongly positive. The behavioral intention reaches 100% with a mean value of 4.82, categorized as strongly positive. This study has presented the result of an investigation of students'' perceptions of three aspects of TAM, including PU, PEU, and BI, towards QuillBot utilization. Therefore, QuillBot can be recommended as an alternative paraphrasing tool for EFL learners, especially in writing class.]]>
<![CDATA[Quizizz Media to Improve Students' Motivation and Storytelling Ability at SD Muhammadiyah Purworejo ]]>
<![CDATA[Puspa Dewi]]>;
<![CDATA[Arum Ratnaningsih]]>
<![CDATA[ Scripta : English Department Journal Vol. 10 No. 2 (2023) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37729/scripta.v10i2.3716
<![CDATA[This research aims to determine the increase in students' motivation in participating in learning and language skills, especially telling stories using Quizizz media at Muhammadiyah Elementary School, Purworejo. This type of research uses mixed research methods, namely using qualitative methods to measure motivation and using quantitative methods to measure the increase in students‘ storytelling abilities. The subjects in this research were students at SD Muhammadiyah Purworejo. Data collection uses interview, observation, and test related to the Quizizz media learning process. Data analysis techniques use descriptive statistics and inferential statistics. This media improved the students‘ storytelling ability and their motivation in learning. It received a positive response for its use in the learning process so it is suitable as a solution to problems that arise for students. They become more enthusiastic and enthusiastic, so they can eliminate feelings of boredom and laziness while learning from home because it provides a feeling of fun, comfort, and humor in learning. So that their intellectual intelligence can develop well.]]>
<![CDATA[GBA and JOSS for Enhancing Students’ Writing Proficiency ]]>
<![CDATA[Dwi Hastuti]]>;
<![CDATA[Setia Rini]]>
<![CDATA[ Scripta : English Department Journal Vol. 10 No. 2 (2023) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.37729/scripta.v10i2.3417
<![CDATA[This research was conducted to examine whether Genre Based Approach can improve students' descriptive text writing skills. A quantitative research design was adopted in this study using a pre-test and post-test control design. The research sample was 70 students of grade X Mechatronics of SMKN 3 Salatiga. The instrument is a written test. Data were analyzed using SPSS. The results showed that the average value of the pre-test was 65.56 (SD = 9.92672) and the average value of the post-test was 77.69 (SD = 6.56754). Based on the t-test, the sig. is 0.00. It is less than 0.05, so that there is a significant difference before and after the treatment. study of Genre-based Approach had a positive effect on students' writing skills in descriptive text. The study provides valuable insights and contributes to the broader field of research on the relationship between Genre-Based Approach, Jigsaw Online Searching Strategy and students’ writing proficiency.]]>
