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
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<![CDATA[Communication Strategies Used in Bahasa Inggris Textbook for Grade Twelfth of Senior High School ]]>
<![CDATA[Andrian Nuriza Johan]]>
<![CDATA[ Scripta : English Department Journal Vol. 6 No. 1 (2019) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v6i1.661
<![CDATA[This article is based on a study which aims at the finding out components ofcommmunicaton stratedies and sufficiency of strategic competence in Bahasa Inggristextbook. The data analyzed are the models of speaking text taken from Bahasa Inggristextbook. There are 5 texts in the textbook. The finding of the study reveals there is nocommunication strategies used in the textbook.]]>
<![CDATA[The Analysis of Prepositional Phrases Found in Song Lyrics of Fool’s Garden’s Album Dish of the Day and Its Application in Teaching Writing Recount Text ]]>
<![CDATA[Edy Prasetyo]]>
<![CDATA[ Scripta : English Department Journal Vol. 6 No. 1 (2019) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v6i1.664
<![CDATA[This study uses descriptive qualitative because the researcher would like todescribe about the structures and the function of prepositional phrases found in thesong lyrics of Fool’s Garden’s Album Dish of the Day and its application in teachingwriting recount text. The researcher used documentation method to collect the data.The researcher did some steps such as listening, searching, reading, finding, collectingdata and coding the data.The result of this study shows that there are three structures of prepositionalphrases. They are 96 Preposition + Noun / Noun Phrase (95. 5%), 4 Preposition + NounClause (3. 9 %), and 1 Preposition + ing Phrase (0. 9 %). Whereas, based on thefunctions, there are three functions of prepositional phrases. They are 17 post-modifierof a noun (20.4%), 5 post-modifier of an adjective (6.0%), and 61 adverbial (73.4 %). Inaddition, the prepositional phrases found in Song Lyrics of Fool’s Garden’s Album Dish ofthe Day can be applied in teaching writing at the tenth grade students of Senior HighSchool particularly in recount text.]]>
<![CDATA[The Effectiveness of Using Bingo Game in Teaching Vocabulary of the Eighth Grade Students at the SMP N 15 Purworejo in the Academic Year 2016/2017 ]]>
<![CDATA[Erna Watiningsih]]>
<![CDATA[ Scripta : English Department Journal Vol. 6 No. 1 (2019) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v6i1.665
<![CDATA[Vocabulary is one of English components that must be taught to the students becausevocabulary has an important role for all language skills. But in teaching vocabulary, thestudents have difficulties in memorizing new words; so they lack of vocabulary. Theobjective of this research is to find out whether there is any effectiveness of using bingogame in teaching vocabulary to eight grade students of SMP N 15 Purworejo in academicyear 2016/2017.This research belongs to experimental research. This research wascarried out at SMP N 15 Purworejo. The total number of the population is 160 students.This research used 64 sample. To collect the data, the researcher used pre-test and posttest as the treatment. Then, the data result analyzed by using t-test formula.The resultof the mean of score of post test of experimental group is higher than control group(80.31 > 66.88). In addition, the result of t-value is 5.57. Then, the researcher conslutsthe critical value on the t-table using 5% (0.05) alpha level significance and the degree offreedom is 1.697. It means that that the use of bingo game in teaching vocabulary of atthe grade at the eighth grade students of SMP N 15 Purworejo in the academic year of2016/2017 is effective.]]>
<![CDATA[The Analysis on the Elements of Fitzgerald’s Novel the Great Gatsby and Its Application in Teaching Reading ]]>
<![CDATA[Juita Triana]]>
<![CDATA[ Scripta : English Department Journal Vol. 6 No. 1 (2019) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v6i1.666
<![CDATA[This writing is based on the research of analyzing the elements of fitzgerald’s novelthe great Gatsby. This research is included in descriptive qualitative research. Theresearcher chooses the novel since it is about American, the English nativespeaker, for its application to English educational interests, especially teachingreading. The findings tell us that the story takes place at some parts of America.Since its theme is about love, it will inspire everybody in his/her era. Through thefirst person point of view, the author conveys the plot nicely.]]>
<![CDATA[An Analysis of Illocutionary Act Made by the Main Character of Super 8 Movie and Its Application in Teaching Speaking to Eleventh Grade Students of Senior High School ]]>
<![CDATA[Resti Amalia]]>
<![CDATA[ Scripta : English Department Journal Vol. 6 No. 1 (2019) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v6i1.668
<![CDATA[This study is aimed at finding out illocutionary act made by the main character of Super 8 movie and itsapplication in teaching speaking to eleventh grade students of senior high school. This study usesspeaking and the part descriptive research. The data collected by documentation. The primary data istaken from the Super 8 movie as the main source data. The secondary data is analyzed the spoken andgesture of main Super 8 movie. The procedure of analyzing the data begins by analyzing the types ofillocutionary acts of main character utterance’s. The researcher find there are four types ofillocutionary acts made by main character in Super 8 movie. Those are representative 28 utterances(33.7%), commisive 14 utterances (16.9%), directive 21 utterances (25.3%), expressive 20 utterances(24.1%). The application of the result, it is focused on teaching of speech materials in senior highschool.]]>
<![CDATA[The Teacher’s Strategies in Teaching Reading: A Classroom Observation Research at the Eleventh Grade of MA N Purworejo in the Academic Year of 2016/2017 ]]>
<![CDATA[Reyval Galih Trisnawan]]>;
<![CDATA[Tusino Tusino]]>
<![CDATA[ Scripta : English Department Journal Vol. 6 No. 1 (2019) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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<![CDATA[The objective of this research is to describe whether are the strategy in teachingreading at eleventh grade students of MA N Purworejo in academic year 2016/2017. Inthis research, the researcher took 2 teachers as the subject of the research. In the ofobservation research, the research tried to analyze the teacher’s teaching strategy inreading conducted by the teacher in the classroom to find out whether strategies wereused or not by the teacher.The population of this research is the English teacher at MA N Purworejo. Thesample of this research is the English teachers of eleventh grade student at MA NPurworejo. This is qualitative research, because the purpose is to get a picture andinformation about the strategies used in the English language teacher especially aboutreading skills. The writer uses two instruments, there are observation and interview. Theobservation to get the data by closely watching and noticing classroom events and theinterview to support the observation, because the interview is a dialogue conducted byinformation to get information from interviewed.The researcher concluded: Teacher teach in IPS class. Teacher use three types,there are guessing, scan the text and analyze vocabulary. Teacher combine threestrategies to teach in the classroom. Strategy often used is drilling and chants. Teacheruse type because many students are often difficult. Their vocabulary is limited.Therefore the teacher uses this method for imitating and repeating word. Example : Thestudents repeated teacher after said the vocabulary. The teacher says one word andmeaning then the student repeated that word. Teacher teach in IPS class. Teacher usethree types, there are guessing, scan the text and analyze vocabulary. Teacher combinesthree strategies to teach in the classroom. Strategy often used is scan the text. Teacheruse this strategy because to improve the vocabulary. Their pronunciation are low, somake the student difficult to find the meaning of the text .Therefore the teacher use thismethod to make the student improve their vocabulary. Example: teacher give text to thestudent and the student find the meaning of the text and translate to Indonesian word.]]>
<![CDATA[A Case Study of Students’ Difficulties in Learning Conditional Sentence at the Eleventh Grade Students’ of SMA N 4 Purworejo in the Academic Year of 2016/2017 ]]>
<![CDATA[Satmoko Puji Laksana]]>
<![CDATA[ Scripta : English Department Journal Vol. 6 No. 1 (2019) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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<![CDATA[Conditional sentence becomes one of materials in grammar that is complex and difficultto be used by the students especially in senior high school. Identifying the difficulties ofconditional sentence is essential to know how well the students master the materials.The objectives of this research are to describe the most difficult types of conditionalsentence used by the students and to identify why the students get difficulties in learningconditional sentence. This research uses descriptive qualitative research. The subject ofthis research is the eleventh grade students (Class XI Bahasa) of SMA N 4 Purworejo.From the findings that the researcher has done, conditional sentence type 3 became themost difficult one. Based on the test, for each type of conditional sentence, type 3 is thehighest with the total number of wrong answer are 116 (47.5%), then type 2 with thetotal number of wrong answer are 84 (34.4%), while type 1 is the lowest with the totalnumber of wrong answer are 44 (18.1%). Added by the result of questionnaire assupporting instruments, the most difficult type of conditional sentence is conditionalsentence type 3. The result shows that three students strongly agree and twentystudents agree that conditional sentence type 3 is difficult. Then, one student stronglyagrees and fourteen students agree that conditional sentence type 2 is difficult. While,just nine students agree that conditional type 1 is difficult. Morever, from the result ofthe interview and questionnaire, the researcher identifies the students’ difficulties inlearning conditional sentence, they are the highest graduation is students are lack ofvocabulary (66.67%), the second is having to eagerness to master the material (62.34%),the third is having negative attitude toward teaching and learning process (56.79%), thefourth is environment impact to learn English (55.55%), the fifth is not paying attentionto the material (50.93%), the sixth is having negative attitude towards English andgrammar (54.32%), and the last is the condition of the facilities is not good (22.22%).]]>
<![CDATA[The Analysis of Complaint Expressions Used by the Eighth Semester Students of English Education Program of Purworejo Muhammadiyah University in the Academic Year of 2016/2017 ]]>
<![CDATA[Yanuar Dwi Cahyo]]>
<![CDATA[ Scripta : English Department Journal Vol. 6 No. 1 (2019) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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<![CDATA[This research is aimed to describe the complaint strategies and to discover what the dominantcomplaint strategy used by the eighth semester students of English Education Program ofPurworejo Muhammadiyah University in the academic year of 2016/2017. This research is adescriptive qualitative research, the researcher uses ODCT (Oral Discourse Completion Test) asthe instrument of the research. The research result shows that the participants expressed thespeech act of complaint in eight complaint strategies: Hints, Annoyances, Ill Consequences,Indirect Accusation, Direct Accusation, Modified Blame, Explicit Blame (Behaviour), and ExplicitBlame (Person). In the Situation 1 (Professor Situation), most of the participants frequentlyused the weakest level of complaint strategy namely Hints (50%). In the Situation 2 (Classmatesituation), most of the participants frequently used more aggressive level of complaint strategythan the first situation, namely Direct Accusation (36.7%). In the Situation 3 (Juniors Situation),it is found that the participants highly used Modified Blame (33.3%) which is the strongest levelof complaint strategy. This investigation of speech acts has the potential to improveinterpersonal communication in multicultural societies.]]>
<![CDATA[A Case Study of Students’ Difficulties in Learning Conditional Sentence at the Eleventh Grade Students’ of SMA N 4 Purworejo in the Academic Year of 2016/2017 ]]>
<![CDATA[Satmoko Puji Laksana]]>
<![CDATA[ Scripta : English Department Journal Vol. 6 No. 1 (2019) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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<![CDATA[Conditional sentence becomes one of materials in grammar that is complex and difficult to be used by the students especially in senior high school. Identifying the difficulties of conditional sentence is essential to know how well the students master the materials. The objectives of this research are to describe the most difficult types of conditional sentence used by the students and to identify why the students get difficulties in learningconditional sentence. This research uses descriptive qualitative research. The subject of this research is the eleventh grade students (Class XI Bahasa) of SMA N 4 Purworejo. From the findings that the researcher has done, conditional sentence type 3 became the most difficult one. Based on the test, for each type of conditional sentence, type 3 is the highest with the total number of wrong answer are 116 (47.5%), then type 2 with thetotal number of wrong answer are 84 (34.4%), while type 1 is the lowest with the total number of wrong answer are 44 (18.1%). Added by the result of questionnaire as supporting instruments, the most difficult type of conditional sentence is conditional sentence type 3. The result shows that three students strongly agree and twenty students agree that conditional sentence type 3 is difficult. Then, one student strongly agrees and fourteen students agree that conditional sentence type 2 is difficult. While, just nine students agree that conditional type 1 is difficult. Morever, from the result of the interview and questionnaire, the researcher identifies the students’ difficulties in learning conditional sentence, they are the highest graduation is students are lack of vocabulary (66.67%), the second is having to eagerness to master the material (62.34%), the third is having negative attitude toward teaching and learning process (56.79%), the fourth is environment impact to learn English (55.55%), the fifth is not paying attention to the material (50.93%), the sixth is having negative attitude towards English and grammar (54.32%), and the last is the condition of the facilities is not good (22.22%).]]>
