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
84 Documents
<![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[Reading Aloud and Small Group Discussion: A Comparative Study of Reading Strategies ]]>
<![CDATA[Dyah Esti Handayani]]>;
<![CDATA[Abdul Ngafif]]>;
<![CDATA[Sri Widodo]]>
<![CDATA[ Scripta : English Department Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v7i2.676
<![CDATA[One of the fundamental problems in teaching is closely related to teaching strategy. This basic problem comes to almost all subjects in senior high school included English in which more to teaching reading than other language skill. This fundamental problem then leads the researchers to do research which goal is to find out whether reading aloud or small group discussion more effective in teaching reading for senior high school. By applying causal-comparative research, the researchers did research in SMAN 7 Purworejo. Employing Class XI MIPA 5 taught using reading aloud strategy and Class XI MIPA 6 taught using small group discussion, the researchers then give 25 questions of a multiple-choice test to evaluate the result of teaching reading. The result of this research shows that the mean score of XI MIPA 5 is 88.97 and the mean of XI MIPA 6 is 89.14 which means that both of the classes have similar competencies in reading. Then, from the computation of inferential analysis, it shows that the result of Zvalue (1.503) is lower than Ztable (1.96). From the result, it can be concluded that both of the strategies have equal power to be used in teaching reading.]]>
<![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[The Correlation between Students' Habit in Watching Western-Movie and Listening Skill ]]>
<![CDATA[Muhammad Fajar Sudrajat]]>;
<![CDATA[Abdul Ngafif]]>;
<![CDATA[Edi Sunjayanto Masykuri]]>
<![CDATA[ Scripta : English Department Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v7i2.699
<![CDATA[This research attempts to analyze whether or not there is a positive and significant correlation between students’ habit in watching Western-movie and listening skill. The population of this research is the sixth semester students of English Language Education of Universitas Muhammadiyah Purworejo, with the total number of sample 31 students. This research uses quantitative correlation design. The instruments used are questionnaire and listening test. Based on the computation manually and using SPSS 25.0, the coefficient correlation score is 0.845, and after being compared with r table with degree of significance 5% (0.355), it can be inferred that is higher than () that is 0.845 > 0.355. Based on the interpretation table proposed by Sugiyono, that score belongs to the very high correlation.]]>
<![CDATA[The Students’ Perception of Google Classroom in English Phonology Class ]]>
<![CDATA[Much Deiniatur]]>
<![CDATA[ Scripta : English Department Journal Vol. 7 No. 2 (2020) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v7i2.705
<![CDATA[The study aims to investigate students’ perceptions on the use of Google Classroom in English Phonology Class, English Department in an Islamic College, Indonesia. This research used a survey study. The participant of this research was 48 students enrolled in the English Phonology Class. They were asked to fill out an online survey through the Google Forms at the end of the course to investigate their perceptions on the use of Google Classroom. The result shows that students have a positive perception of the use of Google Classroom in English Phonology Class. Future studies are expected to conduct research and development on the content of the material used for google classroom.]]>
<![CDATA[The Effectiveness of Context Structure Sound Dictionary Strategy to Improve Vocabulary Mastery at the Eighth Grade Students of SMP Negeri 1 Alian Kebumen in the Academic Year of 2015/2016 ]]>
<![CDATA[Eva Meilina]]>
<![CDATA[ Scripta : English Department Journal Vol. 6 No. 2 (2019) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v6i2.706
<![CDATA[The aim of this research is to know whether context structure sound dictionary strategy is effective or not to improve vocabulary mastery at the eighth grade students of SMP Negeri 1 AlianKebumen in the academic year of 2015/2016. This experimental research was being carried out at SMP Negeri 1 AlianKebumen from 29 July to 19 August 2015. Here, the researcher took the data from the eighth grade students VIII A and VIII B as the sample of the research. VIII A class is as a control group that consists of 32 students, and VIII B class is as an experimental group consists of 32 students. The researcher has collected the data by giving pre-test and posttest to the sample. The result of the test has been analyzed by using SPSS. The result of this research shows that using context structure sound dictionary strategy is effective for improving vocabulary mastery. It is proven that the result of t-value based on the critical value of t-table by using 5% (0.05) significance level, the value of t-table 2.00. It means that t-value is higher than t-table (2.44 > 2.00). It can be seen from gain score control group and experimental group. The experimental group is higher than control group. Based on the result above, it can be concluded that context structure sound dictionary is effective to improve vocabulary mastery at the eighth grade students of SMP Negeri 1 AlianKebumen in the Academic Year of 2015/2016.]]>
<![CDATA[The Effectiveness of Using Documentary Film in Teaching Writing Report Text at the Eleventh Grade Students of SMA N 1 Prembun in the Academic Year of 2015/2016 ]]>
<![CDATA[Sari Sri Lestari]]>
<![CDATA[ Scripta : English Department Journal Vol. 6 No. 2 (2019) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v6i2.707
<![CDATA[The objectives of this study were to know the students’ ability in writing report text and to find out whether the use of documentary film is effective or not in teaching writing report text at the eleventh grade students of SMA N 1 Prembun in the academic year of 2015/2016. This study was classified as a quasiexperimental research with a pre-test and post-test. The subject of this study was the eleventh grade students of SMA N 1 Prembun in the academic year of 2015/2016. The researcher took 56 students as the samples. They were 28 students of XI MIA 1 as the experimental group and 28 students of XI MIA 2 as the control group. The experimental group was taught using documentary film and the control group was taught using picture. In collecting the data, theresearcher used written test to get the data concerning the students’ writing ability. The result of the test was analyzed using t-test formula and SPSS. The result of the test showed that there was a significant difference between the experimental group and the control groups’ ability in writing report text after getting the treatment. The mean score of the experimental group post-test was 78.79 belonging to good level. Meanwhile, the mean score of the control group was 71.61 belonging to good level. Moreover, based on the calculation of t-test formula, it was found that the t-value was higher than the t-table by using 5% alpha of significance (6. 275 > 2.005). Based on the result above, it can be concluded that the use of documentary film is effective in teaching writing report text, particularly at the eleventh grade students of SMA N 1 Prembun in the academic year of 2015/2016.]]>
<![CDATA[The Effectiveness of Using The Goat’s Secret; Illustrated English Short Stories to Improve Grammar Ability of The Second Grade of SMPN 20 Purworejo in The Academic Year of 2015/2016 ]]>
<![CDATA[Fuad Syaifudin]]>
<![CDATA[ Scripta : English Department Journal Vol. 6 No. 2 (2019) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v6i2.717
<![CDATA[This study is aimed to describe whether or not there is any the effectiveness of using The Goat’s Secret; illustrated English short stories to improve grammar ability of the second grade of SMPN 20 Purworejo n the academic year of 2015/2016. In order to master English well, the elements of the language such as vocabulary, grammar, and sound system must also be taught to the students as the basic knowledge to words the English use and skill. Through the study of grammar, students would become more familiar with the grammar of their native language and that this familiarity would help them understand, so they can speak and write better. The result of the research revealed that the mean score of control group is 76.27 fell in good category. The mean score of experimental group is 81.93 fell in excellent category. Besides, to know whether Ha is accepted or rejected the researcher consulted to the t-test. The t-value was consulted to the t-table at the 5% significance level. It shows that t table is 2.000 and the t value is 14.275. It means that t value is higher than t table. Therefore, it can be concluded that the use of illustrated English short stories in improving students’ grammar ability at the second grade students of SMPN 20 Purworejo in the academic year of 2015/2016 is effective.]]>
