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Scripta-English Department Journal
Published by Universitas Muhammadiyah Purworejo
ISSN : 23026677     EISSN : 27462706     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 4 Documents
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Search results for , issue "vol. 13 no. 2 (2026)" : 4 Documents clear
Utilization of English Song Based Digital Application to Improve Students' Writing Skill Nabilla Nabilla; Ilham Ilham; Asbah Asbah; Hudri Hudri
Scripta : English Department Journal Vol. 13 No. 2 (2026)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/x2n45p79

Abstract

The advancement of digital technology has profoundly influenced English as a Foreign Language (EFL) instruction, particularly in the development of writing skills. This study investigates students' perceptions of YouTube-based English songs as a structured instructional intervention to enhance eleventh-grade students’ descriptive writing performance. The study employed a quantitative survey design involving 11 participants. Data were collected through a questionnaire consisting of 10 statements using a Likert scale. The results indicate that students show positive perceptions of vocabulary utilization, sentence construction, idea development, and overall writing proficiency compared to the control group. Furthermore, participants reported improved motivation and engagement when learning through English songs on YouTube. These findings suggest that integrating authentic musical content via digital platforms constitutes an effective pedagogical strategy for EFL writing instruction. Implications for teaching practice and curriculum design are discussed.
The Effect of the Students as School Guide Program on the Improvement of English Speaking Ability of Muhammadiyah Mataram Junior High School Students Muslimin Muslimin; Ilham Ilham; Sarif Hidayat
Scripta : English Department Journal Vol. 13 No. 2 (2026)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/4hdmap35

Abstract

The low speaking ability of students is characterized by limited vocabulary, low self-confidence, and a lack of opportunities to practice English communication in real-life situations. The Students as School Guide program is an experiential learning model that gives students the chance to act as school guides and use English in authentic communication contexts. This study aims to analyze the effect of the Students as School Guide program on students' English-speaking skills. This study used a quantitative quasi-experimental pretest-post-test design. The research subjects consisted of 11 eighth-grade students at SMP Muhammadiyah Mataram. The research instruments included a speaking test, observation, and documentation. Data were analyzed using descriptive statistics and a t-test. The study results showed that the average pretest score was 15.73, or 26.22% of the maximum score, while the average post-test score increased to 33.91, or 56.52%. The average increase was 18.18 points. The t-test results showed that the calculated t-value of 12.27 was greater than the t-table value of 2.228 at a significance level of 0.05, so the hypothesis was accepted. Thus, it can be concluded that the Students as School Guide program has been shown to have a significant effect on students' English speaking ability.
Teachers' Strategies and Challenges in Integrating Religious Moderation Values into English Language Learning Classrooms Angelia Cipta Riska Nabella; Mashlihatul Umami; Nur Hasanah
Scripta : English Department Journal Vol. 13 No. 2 (2026)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/y9awbw24

Abstract

This study examines the strategies and challenges faced by English teachers in integrating religious moderation values into English language learning at Islamic Junior High Schools in Salatiga. Religious moderation, encompassing tolerance, justice, balance, and respect for diversity, serves as a crucial solution to addressing intolerance and extremism within educational settings. The study has the aims to understand the strategies employed by teachers, the challenges encountered, and the solutions implemented during the learning process. Employing a qualitative research methodology, data were collected through interviews, observations, and document analysis involving teachers from various madrasas. The findings indicate that teachers incorporate moderation values into teaching through the integration of learning objectives, the selection of relevant materials, and the use of participatory methods such as group discussions and text analysis. The strategies encompass planning, implementation, and evaluation stages. However, significant challenges arise, including time constraints, inflexible curriculum, and diverse student backgrounds. Proposed solutions include intensive teacher training, the development of moderation-based curricula, and the creation of inclusive school environments. This research contributes both practically and theoretically to advance the application of religious moderation values in educational contexts. It offers valuable insights for teachers, policymakers, and curriculum developers in fostering balanced and harmonious learning environments.
Augmented Reality-Based Besemah Local Wisdom to Improve EFL Descriptive Text Reading Umi Kalsum; Fadilaturrahmah Fadilaturrahmah; Neni Lismareni
Scripta : English Department Journal Vol. 13 No. 2 (2026)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/y80cga19

Abstract

This study examined the use of Augmented Reality (AR) integrated with Besemah local wisdom in descriptive-text reading instruction and learning engagement among university EFL students. A quantitative quasi-experimental approach with a non-equivalent control group pretest–posttest design was used. The final analyzable sample consisted of 32 students, with 16 in the experimental group and 16 in the control group. The experimental group received descriptive-text instruction supported by AR-based visual representations of Besemah cultural objects, whereas the control group received conventional instruction without AR. Reading comprehension was assessed across vocabulary, detail information, main idea, inference, and sequence. Learning engagement was measured using a 15-item five-point Likert questionnaire covering behavioral, emotional, and cognitive dimensions. The experimental group increased from 50.00 to 70.00, while the control group increased from 48.00 to 60.00. Between-group differences were significant for both posttest and gain scores, with large effect sizes. Learning engagement was also significantly higher in the experimental group. The findings indicate that culturally contextualized AR was associated with stronger reading outcomes and higher learning engagement in this setting.

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