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[Kahoot! In English Classroom to Improve Reading Students in Madrasah Aliyah Jamiat Kheir ]]>
<![CDATA[Ardini, Fauziah]]>;
<![CDATA[Burhayani, Burhayani]]>
<![CDATA[ Scripta : English Department Journal Vol. 11 No. 2 (2024) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v11i2.5303
<![CDATA[This research presents the results of a small survey study involving 22 high school students at an international educational institution, regarding their experiences in learning languages using Kahoot!, an online quiz game platform. The research sample consisted of 22 students (13 female and 9 male) from Madrasah Aliyah Jamiat Kheir, Central Jakarta, in the period November 2023 to July 2024. This research used quantitative and experimental methods for data collection. The collected quantitative data was analyzed statistically using descriptive statistical methods. Analysis shows that the majority of students responded positively to the use of Information and Communication Technology in classroom learning, especially in the use of Kahoot! Most students felt that Kahoot! increasing their motivation and involvement in the learning process, as well as helping them understand the material better through an interactive and fun approach. This research also emphasizes the important role of teachers in preparing and implementing learning technology effectively. Teachers need to prepare well and use appropriate practices based on their experience and knowledge. Understanding effective reading methods is very important to improve the quality of learning in Indonesia. The results of this research show that implementing appropriate learning technology, such as Kahoot!, can significantly improve students' reading abilities. Additionally, this research highlights the importance of training and professional development for teachers in the use of educational technology. With adequate training, teachers can be more effective in integrating ICT into the curriculum, creating a more dynamic and productive learning environment. This research provides evidence that the use of technology tools such as Kahoot! can be an effective strategy for improving the quality of education, especially in teaching English in Indonesia.]]>
<![CDATA[EFL Students’ Perceptions Towards the Use of Grammarly Application in Learning Writing Skills ]]>
<![CDATA[Khonirin, Fara Anandita]]>;
<![CDATA[Roslaini, Roslaini]]>
<![CDATA[ Scripta : English Department Journal Vol. 11 No. 2 (2024) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v11i2.5370
<![CDATA[This study explores the perceptions of English as a Foreign Language (EFL) students towards the use of the Grammarly application in improving their writing skills. Conducted at the University of Muhammadiyah Prof. Dr. Hamka Jakarta, the research involved 120 students. A quantitative approach was used with survey administered a closed-ended questionnaire with 20 items. Data were collected using Google Forms and the analysis was carried out using a 5-Likert Scale, with averages generated in Microsoft Excel. The study eval____uates a students' views regarding the efficacy, usability, and overall impact of Grammarly on their writing. The findings indicate that while Grammarly is perceived as a useful tool for identifying grammatical errors and enhancing writing quality, students also highlighted concerns about over-reliance on the tool, which could affect their attentiveness to writing without the software. Despite these concerns, the majority of participants reported improved writing confidence and skills. The study concludes that Grammarly can be an effective supplementary tool in EFL writing instruction, provided its limitations are addressed and it is used in conjunction with traditional teacher feedback]]>
<![CDATA[The Impact of Project Based Learning Using Podcast on Student Speaking Skill ]]>
<![CDATA[Pratiwi, Selvy Amylia Ayu]]>;
<![CDATA[Rukminingsih , Rukminingsih]]>;
<![CDATA[Dwi Mumtazah , Livia]]>
<![CDATA[ Scripta : English Department Journal Vol. 11 No. 2 (2024) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v11i2.5442
<![CDATA[This research aims to find out whether students who were given the PjBL method using podcasts achieved better speaking skills compared to students who were given the conventional method. The population in this study was 70 students devided into experimental class and control class from one of the senior high schools in Jombang, East Java. The sample was taken by using proposive sample which consisted of 2 science classes with 35 students for each class. The researcher used purposive sampling to select 2 classes from the population that would be used as the experimental class and the control class. This research uses a quantitative experimental design method. Based on the result of inferential statistic, it can be seen that sig. (2 tailed) value 0.00 <0.05, so it can be seen that was significant different effect. In the experimental class the teacher provides a project-based learning method in students' learning of speaking skills, students are more interested and more effective in the learning process. It can be seen that the PjBL method is very good for use in the teaching and learning process. researchers suggest using other skills in teaching.]]>
<![CDATA[Character’s Analysis in Ego Defense Mechanism due to Trauma and Revenge on Hannibal Rising ]]>
<![CDATA[Anggraeni, Demarmega Galuh]]>;
<![CDATA[Widyaningrum, Agnes]]>
<![CDATA[ Scripta : English Department Journal Vol. 11 No. 2 (2024) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v11i2.5462
<![CDATA[This study explores the ego defense mechanisms exhibited by the main character in Peter Webber’s film Hannibal Rising, particularly in response to trauma and revenge. Rooted in psychoanalytic theory, the analysis focuses on how the protagonist, Hannibal Lecter, employs various defense mechanisms such as repression, denial, and sublimation to cope with the traumatic events of his past. These mechanisms help him channel his psychological distress into acts of revenge. The study delves deeper into the implications of these defense mechanisms on Hannibal's personality development, examining how trauma shapes his moral descent and fuels his violent tendencies. Additionally, the complex interplay between trauma, psychological defenses, and the protagonist’s relentless drive for retribution is explored, offering a nuanced understanding of his transformation into a morally ambiguous figure. The analysis aims to shed light on how trauma influences not only behavior but also deep psychological processes.]]>
<![CDATA[The Impact of Reading Habit of Jakarta Post Towards Students’ Linguistic Features ]]>
<![CDATA[Waskito, Syifa Aulia Putri]]>;
<![CDATA[Sudar, Sudar]]>;
<![CDATA[Chasanah, Zulia]]>
<![CDATA[ Scripta : English Department Journal Vol. 11 No. 2 (2024) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v11i2.5537
<![CDATA[The purpose of this research aims to determine the student’s reading habits of Jakarta Post, their linguistic features of comprehension focusing on words and morphemes, and the impact of these habits on their linguistic features of comprehension focusing on words and morphemes. A mixed method was used in this research. The statistical population of this study was 45 students from the third semester of English language education. The sample of this research class B was 20 students.The result of the research revealed that the mean scores of pre-tests was 71.95, while the mean scores of post-tests was 83. The result of the two-sided significance value is 0.000. Compared to the significance level of 5% (0.05), the statistic shows that the two-fold significance level is lower than the significance level of 5% (0.00 < 0.05). In addition, the results of the interview also showed that students had a good answer about reading habit of Jakarta Post. This study’s result indicated that reading habit of Jakarta Post has a significant effect. It positively impacts students’ linguistic features comprehension, focusing on word & morpheme.]]>
<![CDATA[Analysis of Sentence Types Found in Stephen Crane’s Short Story A Dark Brown Dog ]]>
<![CDATA[Febrianti, Marsela]]>;
<![CDATA[Sudar, Sudar]]>;
<![CDATA[Widodo, Sri]]>
<![CDATA[ Scripta : English Department Journal Vol. 11 No. 2 (2024) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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<![CDATA[English is a global language for communication, and it's essential to develop four critical skills: listening, speaking, reading, and writing. In writing, using the right words and sentence structure is crucial. This research analyzed the sentence structures in Stephen Crane's short story A Dark Brown Dog. The study employs a descriptive and qualitative approach to explore the roles of different sentence types within the narrative and their potential applications in writing instruction. The data for this analysis was derived from Stephen Crane's short story A Dark Brown Dog. The results showed that there are four types of sentences in the story. Out of 144 sentences, 69 are simple (47.22%), 11 are compound (7.64%), 51 are complex (35.41%), and 14 are compound-complex (9.72%). These sentence types can help teach writing.]]>
<![CDATA[Figurative Languages and Their Meaning Found in the Rachael Lippincott’s Novel Five Feet Apart ]]>
<![CDATA[Salsabila, RR Tahta Ni'mah]]>;
<![CDATA[Sudar, Sudar]]>;
<![CDATA[Nugraeni, Ismawati Ike]]>
<![CDATA[ Scripta : English Department Journal Vol. 11 No. 2 (2024) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v11i2.5552
<![CDATA[This research seeks to identify the forms of figurative language present in Rachael Lippincott’s novel Five Feet Apart and to explain the meanings of the identified figurative language. This research employed a qualitative methodology. The primary instrument was the researcher herself. The researcher employed the content analysis methodology. The study indicates that five forms of figurative language exist out of twelve, according to Perrine’s theory. The figures of speech include personification, metaphor, exaggeration, metonymy, and simile. Personification constitutes the predominant form of figurative language, appearing in 27 of the 69 phrases. The preval___ent sort of figurative language in the novel is personification, which plays a crucial role in expressing the meanings of various figurative expressions. The novel explores the emotions (fear, anxiety, pain, anger, joy) experienced by the characters in the novel.]]>
<![CDATA[Improving English Reading Comprehension Through Readable Applications in SMA Negeri 1 Purworejo ]]>
<![CDATA[Jannah, Wardah Nuur]]>;
<![CDATA[Dewi, Puspa]]>;
<![CDATA[Johan, Andrian Nuriza]]>
<![CDATA[ Scripta : English Department Journal Vol. 11 No. 2 (2024) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v11i2.5579
<![CDATA[The Readable application is a digital platform to improve English language learning by providing simplified stories across various genres, supported by audio and word translation features. This research investigates the effectiveness of teaching reading comprehension through the Readable application and examines students' perceptions of its utility in learning. The study was conducted among eleventh-grade students at SMA Negeri 1 Purworejo during the 2024/2025 academic year, with a total sample of 72 students. A quasi-experimental design was used, with 36 students in the experimental (XI-I) and 36 in the control (XI-K) class. Findings showed a significant improvement in reading comprehension for the experimental group, with mean pre-test and post-test scores of 51.64 and 71.22, respectively. The two-tailed significance value was 0.00, below the 0.05 threshold, supporting the alternative hypothesis. Additionally, students provided positive feedback on the app, expressing that it made learning English more enjoyable and accessible. These results suggest that the Readable application is valuable for enhancing reading comprehension skills.]]>
<![CDATA[Personal Pronoun Errors in Seventh Grade Descriptive Texts: A Purworejo Case Study ]]>
<![CDATA[Purnomo, Edi]]>;
<![CDATA[Rokhayati, Titi]]>;
<![CDATA[Tusino, Tusino]]>
<![CDATA[ Scripta : English Department Journal Vol. 11 No. 2 (2024) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v11i2.5625
<![CDATA[This study examines personal pronoun errors in descriptive texts written by seventh-grade students in Purworejo, Indonesia. A sample of 16 students, comprising 8 males and 8 females, was analyzed to identify common error patterns. Errors were categorized into four types: omission, addition, misformation, and misordering. Results showed that omission errors were the most frequent, constituting 43% of the total, followed by misformation errors at 37%, addition errors at 14%, and misordering errors at 7%. The study highlights specific challenges these learners face in using personal pronouns correctly in English. Understanding these error patterns is essential for educators aiming to develop targeted teaching strategies. Findings suggest that focused interventions on personal pronouns can significantly improve students' writing skills. Future research should explore effective teaching methods to address these errors and enhance ESL learners' proficiency in English writing. This study contributes to the limited research on personal pronoun errors among Indonesian ESL students and emphasizes the need for tailored educational approaches.]]>
<![CDATA[Development of Context-Based English Learning Materials for Automotive Vocational High School Students ]]>
<![CDATA[Arfiansyah, Aditya]]>;
<![CDATA[Tyas Alhim Mubarok]]>;
<![CDATA[Widiarini, Widiarini]]>
<![CDATA[ Scripta : English Department Journal Vol. 11 No. 2 (2024) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v11i2.5680
<![CDATA[This study examined the development of context-based English learning materials for Grade 11 automotive students at SMKN 1 Nglegok, addressing the need for vocationally relevant English resources within the Merdeka Curriculum framework. Using a Research and Development approach, the study created five units focused on automotive language needs, such as workshop communication and customer interaction, employing Context-Based Learning (CBL) principles to enhance real-world applicability. Feedback from teachers and students indicated high satisfaction with the materials’ relevance, comprehensive language components, and engaging, interactive elements. Positive responses highlighted the materials' role in improving job readiness, though some feedback suggested the need for refinements, such as adjusting language complexity and incorporating more multimedia support to address diverse proficiency levels. Overall, this research highlights the importance of context-specific English materials in vocational education, providing foundational insights for future enhancements to better equip students with practical language skills for industry applications.]]>
