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[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.]]>
