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[Exploring EFL Students’ Writing Strategies in Composing Classroom Action Research (CAR) Proposals ]]>
<![CDATA[Afdalia, Tiara]]>;
<![CDATA[Fauzan, Akhmad]]>;
<![CDATA[Bahing, Bahing]]>
<![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.v11i2.5689
<![CDATA[This study explored the writing strategies employed by EFL students when composing Classroom Action Research (CAR) proposals, focusing on the frequency of strategy use. Using a quantitative research design, data were collected through a structured questionnaire administered to 48 undergraduate students in the English Language Education Study Program at the University of Palangka Raya. The questionnaire measured the frequency of pre-writing, while-writing, and revising strategies. The findings reveal that students frequently engaged with while-writing strategies, particularly translation from Indonesian to English. The pre-writing stage showed moderate engagement, with students commonly reviewing examples of well-written proposals but less frequently using formal outlining techniques. In the revising stage, feedback from lecturers was highly valued, with students actively using it to improve their proposals. However, self-editing strategies were less emphasized, indicating a reliance on external feedback for revisions. The study concludes that while students benefit from translation and feedback-driven revision, there is a need for more significant support in developing independent revision skills and expanding academic vocabulary.]]>
<![CDATA[Improving Students’ Speaking Skills Through Contextual Teaching and Learning Model of Students' 21st Century ]]>
<![CDATA[Astuti, Tri Puji]]>;
<![CDATA[Sudar, Sudar]]>;
<![CDATA[Sukarni, Semi]]>
<![CDATA[ Scripta : English Department Journal Vol. 12 No. 2 (2025) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v12i2.5282
<![CDATA[This classroom action research aimed to improve the speaking ability of first-year students at SMP Negeri 1 Kebumen through the Contextual Teaching and Learning (CTL) model, targeting the enhancement of student’s 21st century skills. The study was conducted in class VII A, involving 30 students as the sample. The research was implemented in two cycles, each consisting of planning, action, observation, and reflection stages. Data were collected using both qualitative and quantitative methods, including speaking tests, observation sheets, and student interviews. The instruments employed for data collection were validated for reliability and consistency. The implementation of the Contextual Teaching and Learning (CTL) model can significantly improve students’ speaking skill as well as foster their 21st century skills, such as engagement, critical thinking, and communication. The results indicated a significant improvement in the students' speaking skill, as evidenced by the increased mean scores from the pre-test to the post-test in both cycles. Additionally, the students demonstrated enhanced engagement, critical thinking, and communication skills. Findings confirm that the CTL model is effective in improving student’s speaking skill and simultaneously strengthening their 21st century skills. Therefore, the CTL model can be recommended as a valuable strategy for enhancing both linguistic proficiency and essential competencies in junior high school students.]]>
<![CDATA[Role Play as Pedagogical Tool to Enhance Speaking Skills: Students’ and Lecturer’s Perception ]]>
<![CDATA[Widyani, Annisa Fitri]]>;
<![CDATA[Ngafif, Abdul]]>;
<![CDATA[Basuki, Basuki]]>
<![CDATA[ Scripta : English Department Journal Vol. 12 No. 2 (2025) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v12i2.6414
<![CDATA[The research aims to explore the students’ perception and to know the lecturer’s perception of role play as a pedagogical tool to enhance English speaking skills. Then, it explores the perceptions of the third-semester students and a Public Speaking course lecturer as its respondents. The use of role-play as a pedagogical tool to enhance English speaking skills in the Public Speaking course at Universitas Muhammadiyah Purworejo is the main topic of this research. Employing a qualitative descriptive design, data were collected through questionnaires and in-depth interviews involving 50 students and one lecturer. The results revealed that both students and the lecturer viewed role play positively, highlighting its effectiveness in improving speaking fluency, boosting confidence, and increasing engagement. Role play provided realistic and interactive contexts for students to apply language skills while reducing anxiety and promoting active participation. However, challenges such as nervousness and lack of preparation were noted, indicating the need for supportive learning environments. These findings suggest that role play should be integrated more frequently into speaking classes to foster communicative competence and real-life speaking readiness.]]>
<![CDATA[English Teachers’s Readiness in Implementing Deep Learning Approach at the Elementary School Level ]]>
<![CDATA[Ivan Ananta Luckita]]>;
<![CDATA[Dewi, Puspa]]>;
<![CDATA[Triana, Juita]]>
<![CDATA[ Scripta : English Department Journal Vol. 12 No. 2 (2025) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v12i2.6595
<![CDATA[English education in elementary schools is crucial for equiping students with early communication skills in the global era. The Indonesian education curriculum continues to develop, including the implementation of a deep learning approach that is believed to improve students' critical thinking, problem-solving, and collaboration skills. This study analyzes the readiness of elementary school English teachers on the southern coast of Central Java and Yogyakarta to implement deep learning in learning activities. The instrument in this study was an interview containing eighteen questions that had to be answered by fourteen elementary school English teachers. The results show that teachers have a positive understanding of this approach and implement it through methods that are relevant to student conditions, interesting media, and the use of technology. However, increasing the English teachers’ readiness is still needed through training and workshops, especially for teachers without an English education background.]]>
<![CDATA[Artificial Intelligence (AI) Chatbot in EFL Writing: Exploring Students’ Perspectives ]]>
<![CDATA[Janah, Rohmatul]]>;
<![CDATA[Tusino, Tusino]]>;
<![CDATA[Dewi, Puspa]]>
<![CDATA[ Scripta : English Department Journal Vol. 12 No. 2 (2025) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v12i2.6811
<![CDATA[This study aims to investigate students‘ perceptions of the usefulness of AI Chatbot (ChatGPT) in improving writing skills and identifying perceived weaknesses in writing classes. The study employed a qualitative case study method at Muhammadiyah University of Purworejo, using questionnaires and interviews with fourth-semester English education students in the 2024/2025 academic year. The results revealed that students generally had positive perceptions of AI Chatbots in enhancing their writing skills, especially in idea generation, structure organization, and confidence building. Questionnaire data showed high agreement percentages and mean scores, particularly on statements about the value of AI in expressing ideas and improving writing skills. However, interviews uncovered challenges such as generic and shallow responses, inaccurate or fabricated references, over-reliance that reduces critical thinking, informal language styles, and misinterpretation of prompts. These findings highlight both the benefits and limitations of AI Chatbots in academic writing and underline the need for critical AI literacy and human guidance in educational contexts.]]>
<![CDATA[The Role Creative Writing in Paragraph Writing Class ]]>
<![CDATA[Lutfiah, Asti]]>;
<![CDATA[Ilham, Ilham]]>;
<![CDATA[Hudri, M.]]>;
<![CDATA[Aryani, Etika]]>
<![CDATA[ Scripta : English Department Journal Vol. 12 No. 2 (2025) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v12i2.7110
<![CDATA[This study employed a systematic literature review design to examine the role of creative writing in enhancing paragraph writing instruction. By analyzing relevant quantitative research published between 2010 and 2025, the study explores how creative writing influences essential aspects of paragraph development, including organization, coherence, clarity, and overall writing competence. Findings indicate that creative writing activities enable students to generate ideas more effectively, refine structural elements, and apply critical thinking in their writing. Beyond technical improvement, creative writing also fosters engagement, motivation, and self-expression, allowing students to overcome challenges such as writer’s block and to write with greater fluency and confidence. Importantly, the review reveals that creative writing not only strengthens linguistic accuracy but also cultivates creativity, which is vital for producing meaningful and impactful compositions. These outcomes highlight the dual cognitive and emotional benefits of integrating creative writing into the curriculum. The implications emphasize the need for educators to adopt creative strategies that balance skill development with imaginative exploration, thereby offering a holistic approach to improving writing instruction in educational settings.]]>
<![CDATA[Challenging Gender Norms: The Representation of Princess Merida in Movie Brave ]]>
<![CDATA[Putri, Maya Oktaviani]]>;
<![CDATA[Prastiwi, Yeni]]>
<![CDATA[ Scripta : English Department Journal Vol. 12 No. 2 (2025) ]]>
Publisher : <![CDATA[Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia ]]>
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DOI: 10.37729/scripta.v12i2.7112
<![CDATA[Women in social structures are often depicted as feminime, as seen in Disney movies. However in the early 2010s, Disney cartoons like Brave showed a shift in the image of women. Women previously depicted in Disney movies have been portrayed as submissive, dependent and passive. Female characters in the Brave movies are portrayed as individuals in their own right, capable of leading, active and not needing men. This research aims to analyze how the film Brave challenges traditional gender roles through its portrayal of a female protagonist with traits typically associated with masculinity. This study used liberal feminism. The results of this research construct women as protagonists in the Brave movie (Princess Merida), resulting in portrayal of male characteristics, such as being strong, rational, brave, independent fighter, and able to negotiate. It is hoped that the thesis of this research will explain the importance of media for women and reference gender studies.]]>
