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
87 Documents
<![CDATA[Students’ Perception of Online Assessment and Its Influence on Their Learning Achievement ]]>
<![CDATA[Reza Faizaturrohmah]]>;
<![CDATA[Semi Sukarni]]>;
<![CDATA[Abdul Ngafif]]>
<![CDATA[ Scripta : English Department Journal Vol. 9 No. 1 (2022) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v9i1.1439
<![CDATA[This research aimed at knowing the students’ perception on online assessment of English subject during Covid-19 pandemic and the influence of online assesment on learning achievment of the students at grade X Mechanical Engineering at SMK N 2 Kebumen. This research uses mixed method. The population of this study is 108 students, and the researcher used purposive sampling to select 72 students as the sample.Research data obtained with the interview, questionnaire and documentation. The result of the mean score of students’ perception of online assessment in tenth grade students of SMK N 2 Kebumen was 74.53 which is categorized as “good”, whereas the mean score of students’ English achievement was 81.81 which is categorized as “excellent. Based on the calculation the value of r is lower than r table (0.059) < (0.235). It means that the students’ perception of online assessment does not influence on students’ achievement of English subject during Covid-19 pandemic in X grade students of SMK N 2 Kebumen. The coefficient determination R2 is 0.000. It implied that students’ perception does not contribute to the students’ English achievement (0%).]]>
<![CDATA[The Analysis of Difficulties in Pronouncing English Vowels (Monophthongs) in Singing English Song ]]>
<![CDATA[Billy Fernanda Kurniawan Billy]]>;
<![CDATA[Juita Triana]]>;
<![CDATA[Andrian Nuriza Johan]]>
<![CDATA[ Scripta : English Department Journal Vol. 9 No. 1 (2022) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v9i1.1455
<![CDATA[The aims of this study are to find out the English Vowel (Monopthongs) in Singing English Song which is difficult to pronounce, and to find out the problem that causes the difficulties faced by the students of UKM Surya Sagitta Choir Purworejo Muhammadiyah University. This research is descriptive qualitative research. Then, the researchers take 15 students as a sample of this research, they used pronunciation tests and questionnaires to collect the data. The students’ pronunciations are recorded then analyzed by transcribing the students’ pronunciation into phonetic transcription. Based on the finding and data analysis the researchers find 401 mispronounced English vowels, including 279 mispronounced of English short vowel monophthongs [ɪ], [ɛ], [æ], [ɒ], [ʌ], [ʊ], [ə], and 122 English long vowel monophthongs [i:], [ɑː], [u:], [ɔ:], [ɜ:]. The most vowels that are difficult to pronounce by students are (1) Short vowels [ɪ] which are 143 times (79,4 %) of 12 words analyzed. (2) long vowel [ɜ:] 19 times (63%) of 2 words analyzed. (3) long vowel [ɔ:] 33 times (55%) of 4 words analyzes. Therefore, students have difficulty pronouncing English vowels [ɪ], [ɜ:] and [ɔ:].The factors that cause students’ difficulties in pronouncing English vowels in singing English songs are they rarely listen to English songs, confuse about pronounces, and don’t understand the meaning and lyrics of the song.]]>
<![CDATA[A Comparative Study between Extrovert and Introvert Personality on Speaking Achievement ]]>
<![CDATA[Sinta Dewi Anggraeni]]>;
<![CDATA[Semi Sukarni]]>;
<![CDATA[Ismawati Ike Nugraeni]]>
<![CDATA[ Scripta : English Department Journal Vol. 9 No. 2 (2022) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v9i2.1458
<![CDATA[The research's goals are to compare speaking achievement between extrovert and introvert personalities, and to see if there is a significant difference in speaking achievement between extrovert and introvert personality on the tenth grade at Senior High School 1 Pejagoan in the academic year 2020/2021. This study is classified as quantitative research with a non-experimental design. The population of this study is the tenth-grade students of SMA N 1 Pejagoan in the academic year 2020/2021. The researcher used a purposive selection strategy to select 60 students as her sample. The data was collected using a questionnaire, and the teacher provided the researchers with a copy of the student's speaking achievement as a document. There are 24 Yes/No questions in the form. To answer the issue and hypothesis statements, descriptive and inferential analysis techniques are used to analyze the data. The results of this study demonstrate that extrovert students' speaking achievement is in the "good" category, with a mean of 79.34, while introvert students' speaking achievement is also in the "good" category, with a mean of 77.50. Extroverts have higher English speaking scores at Senior High School 1 Pejagoan of the tenth grade. The result of hypothesis testing showed that the z-value (2526) computation result is higher than the ztable (1.96). Because Sig (2- tailed) is less than 0.05 (0.0070.05), Ha is accepted and Ho is rejected. Furthermore, it can be concluded that there is a significant difference in speaking achievement between extrovert and introvert students in the tenth grade of SMA N 1 Pejagoan in the academic year 2020/2021.]]>
<![CDATA[Analysis of English Abbreviations Found in The Jakarta Post's Articles Published in January 2021 ]]>
<![CDATA[Ira Dwi Rahmawati]]>;
<![CDATA[Ismawati Ike Nugraeni]]>;
<![CDATA[Sri Widodo]]>
<![CDATA[ Scripta : English Department Journal Vol. 9 No. 1 (2022) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v9i1.1461
<![CDATA[This research deals with the types and meaning of abbreviation found in the Jakarta Post’s articles published in January 2021 and its application in teaching vocabulary. The aims of this research are to identify the classifications of the type abbreviation found in the Jakarta Post’s articles and to describe the application of abbreviation found in the Jakarta Post’s articles in teaching vocabulary. This research is a descriptive qualitative research. In this research, the data source is taken from the Jakarta Post’s articles. In analyzing the data, the researcher was identified the abbreviation, classifying the data into types of abbreviation, giving code of each data, counting the data, applied the result of the analysis to teach vocabulary, and draw conclusion and suggestion. The result this study shows that there are 25 initialisms which contains 45%, 8 of unit abbreviation (15%), 1 of unit of measurement (2%), 5 of acronym (9%), 16 of contractions (29%), 0 suspensions (0%). This research can be applied in teaching vocabulary for the twelfth-grade students of senior high school.]]>
<![CDATA[Teacher’s Strategies of English Online Learning during COVID-19 Pandemic in SMA N 8 Purworejo ]]>
<![CDATA[Selly Shintiani]]>;
<![CDATA[Semi Sukarni]]>;
<![CDATA[Edi Sunjayanto Masykuri]]>
<![CDATA[ Scripta : English Department Journal Vol. 9 No. 2 (2022) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v9i2.1470
<![CDATA[This research aimed to describe the teaching strategies in online English class and to know the extent of the strategies help the students in learning English during the COVID-19 pandemic at SMA Negeri 8 Purworejo in the academic year of 2020/2021. This type of research was field research with descriptive qualitative research because it described the strategies used by the teachers in SMA Negeri 8 Purworejo when teaching English. Data collection techniques in this study were interview, observation, and documentation. The results of the study shows that the two teachers used five strategies for teaching English during the COVID-19 pandemic namely using methods, approach, using media of online learning, grouping students, and measuring of competence. Both teachers used the same media through WhatsApp group. Secondly, some of the teachers’ strategies in teaching English of online classes could help students, especially practicing speaking and reading by recording videos.]]>
<![CDATA[The Analysis of Parallelism in Joe Biden’s Speech and Its Application in Teaching Speaking ]]>
<![CDATA[Sasti Febianti]]>;
<![CDATA[Sri Widodo]]>;
<![CDATA[Juita Triana]]>
<![CDATA[ Scripta : English Department Journal Vol. 9 No. 1 (2022) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v9i1.1473
<![CDATA[This research aims to find out the type of parallelism Joe Biden speech in the national democratic convention and to describe the application in teaching speaking. The research methods are descriptive qualitative. The data source is Joe Biden’s speech transcript. The research subject is parallelism in the form of words, phrases and utterances. The research instrument is the researcher herself. The result shows that there are 10 types of parallelism; in detail, lexical parallelism: 2 data of epanalepsis (4%), 29 data of anaphora (55%), 3 data of medial (5%), 3 data of epistrophe (5%), and 1 data of anadiplosis (2%); syntactic parallelism: 5 data of sentence parallelism (9%), 1 data of phrase parallelism (2%), and 7 data of word parallelism (13%); semantic parallelism: 2 data of antithesis (4%); and phonological parallelism: 1 data of assonance (2%). The application of the parallelism found from the script in teaching speaking can be applied in grade XII of senior high school.]]>
<![CDATA[Students’ Perception toward EFL College Teacher Pedagogical Competence in Teaching Writing ]]>
<![CDATA[Neng Annisa Nurhidayah]]>;
<![CDATA[Tusino Tusino]]>;
<![CDATA[Edi Sunjayanto Masykuri]]>
<![CDATA[ Scripta : English Department Journal Vol. 9 No. 2 (2022) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v9i2.1475
<![CDATA[The research aims at knowing the pedagogic competence in teaching writing to the second-semester English students at Universitas Muhammadiyah Purworejo and analyzing the students’ perspectives of the college teacher pedagogic competence in teaching writing. Besides, this research is also to find out and to solve students’ problems in teaching and learning activities. This research used descriptive qualitative in acquiring the result of questionnaires which was used to find out the college teacher pedagogic competence. The instruments of this research used close-response questionnaires and open-response questionnaires to describe the college teacher pedagogic competence in teaching writing in class and to describe the students’ perspectives of the college teacher pedagogic competence. The research subject was 35 English students of Universitas Muhammadiyah Purworejo. The thematic analysis was to analyze the research data. The result of this research showed that the students gave their positive perspective to the college teacher pedagogic competence in teaching writing. The students answered that the colege teacher had good ability in teaching writing in the class. The college teacher has a good score from the students. The college teacher get 94% Agree and 6% disagree for the college teacher pedagogical competence in teaching writing. The college teacher also get positive perspectives from the student’s answers about their open-response participants. This research also revealed that the college teacher pedagogic competence in teaching writing of Universitas Muhammadiyah Purworejo was a very good category. The college teacher also used good methods to teach their material in the class. The students felt comfortable and interested in learning in the class. In addition, become more active and responsible.]]>
<![CDATA[The Analysis of Communication Strategies in Lady Gaga Talk Show ]]>
<![CDATA[Ratna Kumalasari]]>;
<![CDATA[Basuki Basuki]]>;
<![CDATA[Zulia Chasanah]]>
<![CDATA[ Scripta : English Department Journal Vol. 9 No. 1 (2022) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v9i1.1476
<![CDATA[The purpose of this study was to examine the different sorts of communication methods used in Lady Gaga's talk show and to discuss how these strategies are used in teaching speaking. The descriptive qualitative method was used in the study. The researcher conducts research on communication strategy theory, focusing on the Dornyei et al theory (1995). The information is gathered from the participant's discussions on the talk program. The researcher performed some steps when it came to data analysis. The first step is to download a video from YouTube. The second step is to download the transcription. Third, double-checking both the video and the transcription to ensure accuracy. Identifying the many types of communication methods used in Lady Gaga's talk show is the fourth step. The findings of this study revealed that there were 23 communication methods, including 1 avoidance strategies (4%), 2 achievement or compensatory strategies (9%), 17 stalling or time gaining strategies (74%), 2 self-monitoring strategies (9%), and 1 interactional strategies (4% ). Based on the results of each strategy, it can be stated that the majority of communication strategies involve stalling or time gaining . The researcher hopes that this thesis will contribute to the advancement of communication knowledge, particularly communication strategies for teachers, students, and other researchers involved in teaching speaking.]]>
<![CDATA[The Analysis of Prepositional Phrases Found in the Carlo's Short Story Pinocchio and Its Application in Teaching Writing ]]>
<![CDATA[Dwi Putri Amaliya Putri]]>;
<![CDATA[Sri Widodo]]>;
<![CDATA[Zulia Chasanah]]>
<![CDATA[ Scripta : English Department Journal Vol. 9 No. 1 (2022) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v9i1.1478
<![CDATA[Abstract. As English learners in today’s world, people must master the four skills in language learning. There are listening, speaking, reading, and writing. Writing is one of the most difficult aspects of language learning. Almost every student faces this issue. This problem prompts the researchers to conduct this study. This research is to analyze of prepositional phrases in Carlo’s short story Pinocchio. This research belongs to descriptive qualitative research. The aims of this research to find out the functions of prepositional phrases found in the Carlo’s short story Pinocchio and to describe the application of prepositional phrases in the Carlo’s short story Pinocchio in teaching writing. The data source of this research is short story of Pinocchio by Carlo Collodi. The result of the analysis shows that there are two functions of prepositional phrases found in Carlo’s short story Pinocchio. Of the 27 data found, there are 21 prepositional phrases in function as adverb (77.78%) and 6 prepositional phrases in function as adjective (22.22%). This research can be applied in teaching writing. Keywords: Prepositional Phrase, Short Story, Teaching Writing.]]>
<![CDATA[Students’ Perception on Using Blended Learning Method During Covid-19 Pandemic in Public Listening Subject ]]>
<![CDATA[Dewi Chintia Kolbuniah]]>;
<![CDATA[Abdul Ngafif]]>;
<![CDATA[Basuki Basuki]]>
<![CDATA[ Scripta : English Department Journal Vol. 9 No. 1 (2022) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v9i1.1484
<![CDATA[This research aims to know how the students’ perception of blended learning toward Public Listening subject during Covid-19 pandemic. The researchers collected the data through a questionnaires. There were 38 students from the 4th semester of English Language Education participated in this research. This research used descriptive qualitative research. From the data analisis, it is found that the students gave positive perceptions in following Public Listening subject by using Blended Learning method. From the computation, the highest average was 4.37 and the lowest average was 2.68. Moreover, there were 18 of 38 students felt excited during learning process. Furthermore, the students agreed with Blended Learning Method (combining online and offline) in Public Listening subject because it can improve their communication better than using offline or online method only with the procentage of satisfaction level 44.5% in which belongs to medium level. This study also found that the Blended Learning method benefited them and piqued their interest in learning. It also encourages student to be more active and responsible.]]>
