Abbreviation :Scripta DOI Prefix :10.37729/scripta ISSN :(e) 2746-2706, (p) 2302-6677 (p) Type of review :Single Blind Frequency :Twice a year (June and October) Editor in Chief :Edi Sunjayanto Masykuri Indexing :Garuda, Google scholar, Dimension, SINTA 3 Focus & Scope :Linguistics, Literature and English Education
Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia
Exploring the Effect of Technology Supported Suggestopedia Method on Reading Skill and Self Efficacy
This study employed a classroom action research design to investigate whether the Suggestopedia method could improve students’ reading skills in recount texts and their self-efficacy. The participants were 16 junior high school students in Indonesia. Data were collected using reading tests, questionnaires, interviews, and classroom observations. The study was conducted in two cycles, with two meetings in each cycle. Students’ reading performance was assessed at the pre-cycle stage, at the end of Cycle I, and at the end of Cycle II to monitor their progress. The results showed a substantial improvement in students’ reading skills. The mean score increased from 51 in the pre-cycle to 65 at the end of Cycle I and further improved to 81 at the end of Cycle II. Regarding self-efficacy, the questionnaire results indicated that 74% of the students demonstrated a high level of confidence in their ability to succeed and overcome challenges in completing English reading tasks. These findings suggest that the Suggestopedia method improved students’ reading skills in recount texts while also enhancing their self-efficacy. Therefore, the Suggestopedia method can be considered an effective alternative for teaching reading, particularly recount texts, in junior high school classrooms.
Copyright (c) 2026 Scripta : English Department Journal
The Analysis of Character, Intercultural Points, and Its Implication in Teaching Reading
This study explores the characterization of the principal characters in The Huntsman: Winter’s War and examines its pedagogical implications for teaching reading. Adopting a descriptive qualitative approach, the research analyzes the characters’ verbal expressions, nonverbal communication, and actions to identify their dominant traits. The findings reveal that Eric is characterized by courage, physical strength, and a strong sense of honor, whereas Freya exhibits selfishness, manipulation, and cruelty. The intercultural points found are Leadership Style, Love vs. Cultural Rules, Trust and Betrayal, Power Distance, and Communication Style. The study concludes that the movie offers valuable opportunities for reading instruction by providing an engaging narrative that promotes students’ comprehension and motivation. Reading-based activities, including summarizing and discussing the film’s plot, can be incorporated into classroom practice to enrich students’ reading experiences. The analysis of The Huntsman: Winter's War demonstrates that the film contains numerous intercultural elements that can be used to promote intercultural awareness in English language learning. Although the story is set in a fantasy world, the interactions among the characters reflect universal cultural values and communication practices that are relevant to intercultural communication. These include leadership styles, loyalty, trust, love, power relations, gender roles, conflict resolution, and moral decision-making.
The Implementation of Phonetic Transcription Strategy in Teaching Pronunciation to Students with Hearing Impairment
This research explores the use of phonetic transcription as a method for teaching English pronunciation to Grade 9 students with hearing disabilities at a Sekolah Luar Biasa (SLB) in North Sumatra, Indonesia, along with the difficulties encountered by the classroom teacher during this implementation. Using a descriptive qualitative approach, data were gathered via classroom observation, a semi-structured interview, and documentation, then analyzed following Braun and Clarke's six-phase thematic analysis framework. The results indicate that the educator utilized phonetic transcription via three main practices: independent preparation with digital tools, structured repetition paired with visual aids like IPA charts and vocabulary images, and a multimodal feedback strategy that included hand signals and clear mouth and tongue demonstrations. Two primary challenges were identified: students' struggles with recognizing and producing IPA symbols, especially for phonemes involving invisible articulators like /r/, and the diversity of students' residual hearing capabilities, leading to inconsistent learning results within the same classroom. These results suggest that phonetic transcription can serve as a visually based pronunciation aid for learners with hearing impairments, yet it necessitates additional tactile approaches and focused professional training for SLB teachers to enhance its efficacy.
Learning Profile of Narrative Text Reading Comprehension Using DRTA Strategy in Seventh Grade Students
Reading comprehension at SMP Negeri 1 Nanggulan remains critically low, with an average score of 58.3 against a minimum standard of 75. This reflects a substantial gap between current instructional methods and student needs. This study details the actual learning profile of narrative text reading comprehension and analyzes the need for implementing the Directed Reading Thinking Activity (DRTA) strategy among seventh-grade students. Using a qualitative descriptive approach, the research involved 30 students and 2 Indonesian Language teachers, with data collected through interviews, observations, and document analysis, analyzed through Miles and Huberman's model. The findings show that existing teaching modules rely solely on a single narrative textbook, without involving process guidance, print-only media, and literal assessment. Classroom instruction lacks strategic reading phases, and teachers face limited training, time constraints, and a lack of DRTA-based materials. Needs analysis indicates that most students struggle with inferential comprehension, few have received structured reading-strategy instruction, and nearly all strongly require DRTA-based instructional materials. The pronounced gap between existing conditions and student needs underscores the immediate necessity for DRTA-based narrative reading comprehension materials.
Utilization of Song-Based Learning to Improve Speech Sound Disorders Student Pronunciation: Shadow Teacher's Experience
This study explores how a shadow teacher utilizes song-based learning to support the pronunciation development of a student with speech sound disorders in an inclusive classroom setting. A descriptive qualitative case study design was employed, with data gathered through semi-structured interviews, classroom observations, and teachers' documents, analyzed through thematic analysis. Three themes were identified: the shadow teacher's strategies in implementing song-based learning, the challenges encountered, and the students' pronunciation development and progress. The findings reveal three principal strategies: aligning song selection with classroom material, applying non-corrective feedback during pronunciation modeling, and delivering input at a deliberate pace. Challenges, including pronunciation regression, limited English proficiency, word repetition patterns, and inconsistent attendance, accompanied the implementation. Despite these obstacles, the student demonstrated discernible progress in vocabulary retention and classroom engagement. These findings suggest that song-based learning, when implemented through an individualized, contextually responsive approach, holds considerable potential as a practical instructional strategy for students with speech-sound disorders in inclusive educational settings.
Teachers’ and Students’ Perspectives on Jigsaw in EFL Classrooms: A Qualitative Study
Cooperative learning has been widely recognized as an effective approach to supporting language learning; however, its contribution to students’ motivation and social interaction remains underexplored in many EFL contexts. This study investigates how the Jigsaw method shapes English language learning beyond academic achievement by examining teachers’ and students’ perspectives. The study was conducted at an Islamic junior secondary school in Indonesia and involved 56 eighth-grade students and three English teachers who had previously implemented the Jigsaw method in teaching descriptive texts. A qualitative descriptive approach was employed, with data collected through questionnaires, semi-structured interviews, and classroom observations. The findings indicate that the Jigsaw method created a more engaging learning environment by encouraging active participation, peer collaboration, and shared responsibility among learners. Students reported increased confidence and willingness to communicate, while teachers observed stronger classroom interaction and greater learner involvement. In addition, the method was perceived to contribute positively to students’ academic performance through collaborative knowledge construction. These findings suggest that the Jigsaw method supports meaningful EFL learning by fostering motivation and social interaction, highlighting its value as a learner-centered instructional approach in secondary school English classrooms.
Special Needs English Teacher’s Strategies for ADHD Student in Vocabulary Mastery Focus
Vocabulary mastery is important in English learning, especially for students with Attention Deficit Hyperactivity Disorder (ADHD), who often struggle to maintain attention, remember new words, and participate actively in class. This study explored how a shadow teacher supported English vocabulary learning for a student with ADHD in an inclusive senior high school classroom in North Sumatera, Indonesia. A qualitative case study design was used, with data gathered through interviews with the shadow teacher and English teacher, classroom observations, and document analysis of lesson plans and vocabulary records. The shadow teacher served as primary informant, given three years of daily engagement with the student. Thematic analysis revealed two areas: (1) strategies supporting vocabulary learning, including individualized assistance, repeated practice, emotional guidance, reinforcement, and audio-visual media; and (2) challenges including sustaining attention, limited collaboration, and absent ADHD training. Document analysis corroborated these findings, showing strong vocabulary performance alongside lesson plans with no curricular adaptation. The shadow teacher's role extended beyond academic assistance to include emotional and motivational support, with effectiveness depending on combined strategies rather than a single approach. These findings highlight the need for stronger collaboration, flexible support, and professional development to help shadow teachers work effectively with ADHD students.
A Comparative Analysis of Freedom of Expression in Blue Hair and Aku: A Sartrean Perspective
This study analyzes freedom of expression in the song lyrics Blue Hair by TV Girl and the poem Aku by Chairil Anwar through Jean-Paul Sartre's existentialism as elaborated in Existentialism is a Humanism and Stuart Hall's concept of identity and representation. This study employs a descriptive qualitative and comparative literature approach to explore how each work negotiates freedom of expression differently. The analysis reveals that Aku presents an authenticity where the lyrical subject reclaims a socially imposed identity "aku adalah binatang jalang / dari kumpulannya terbuang" as a bold assertion of selfhood and reflecting Sartre's concepts of condemned to be free, anguish, and authentic existence. In contrast, Blue Hair exemplifies a gradual abandonment of authentic self-expression under social pressure, wherein the female character's act of cutting her blue hair symbolizes capitulation to externally defined norms, a condition Sartre identifies as bad faith (mauvaise foi). The comparison demonstrates that freedom of expression is not determined by the intensity of external pressure, but by whether the subject is willing to bear the anguish accompanying full awareness of their freedom. This study contributes to comparative literary research at the intersection of existentialist philosophy and contemporary cultural expression across different languages and historical contexts.
The Implementation of Picture Description to Encourage Writing Participation of Deaf Students in Special School
This study aims to examine how picture description is implemented in writing instruction for deaf students and its impact on student participation during writing activities at a special education school. This study employs a qualitative descriptive approach, involving one English teacher and seven deaf 10th-grade students at a special education school in Medan. Research data were collected through classroom observations, semi-structured interviews, and documentation, and were then analysed using thematic analysis. The results indicate that picture description activities were implemented through the use of simple, easily understandable images, vocabulary introduction, the construction of simple sentences, and the provision of assistance and corrections by the teacher during the learning process. Furthermore, the findings indicate that the use of picture description enhances students’ engagement, motivation, self-confidence, and cognitive involvement in writing activities. This strategy also helps students produce writing at the sentence level and fosters a more active, engaging, and supportive learning environment for deaf students.
Correlation Between Students’ Perceptions of English Teachers’ Instructional Methods and Critical-Creative Thinking Skills
This study employed a quantitative correlational design to investigate the relationship between students’ perceptions of English teachers’ teaching methods and their critical and creative thinking skills at SMK Negeri 1 Guguk. The participants of this study were twelfth-grade students (Grade XII). Data were collected from 80 students through questionnaires and tests using a quantitative approach. Data analysis using the Pearson product-moment correlation test revealed a positive correlation between students' perceptions of teachers' teaching methods with students’ critical thinking skills, with a correlation value of 0.600 and significance of 0.007, a negative correlation between students' perceptions of teachers' teaching methods with students’ creative thinking skills, with a Pearson value of -0.170 and a significance level of 0.048 (<0.05), and a positive correlation between students' perceptions of teachers' teaching methods with students’ critical and creative thinking skills, with a Pearson value of 0.273 and a significance level of 0.014 (<0.05). These findings suggest that innovative and creative teaching methods play an important role in developing students’ critical and creative thinking skills. The results indicate that active, student-centered teaching approaches can help students improve their abilities in analysis, evaluation, and problem-solving. Therefore, the study highlights the importance of effective teaching methods in promoting higher-order thinking skills and improving students’ learning outcomes.
Teachers' Perceptions on Word Matching Game-Based Learning to Enrich Hearing-Impaired Students' Vocabulary
This study aims to find out the teachers’ perceptions of word-matching game-based English vocabulary instruction for students with hearing impairments in a Special School (SLB) in Medan, North Sumatra, Indonesia. Data were collected through semi-structured interviews, field notes, and document analysis with one experienced English teacher using a qualitative case study design. The findings revealed four primary themes related to perceived effectiveness: visual alignment with students’ learning styles, increased motivation and enthusiasm, improved vocabulary retention, and fostering peer interaction and collaboration. The teacher also mentioned four problems of implementation: the difficulty of understanding the initial instruction, the management of students’ attention and focus, the difference in students’ capability, and the extensive preparation of materials and facility’s support.These findings provide evidence that the word matching game is an extremely effective, visually-based vocabulary strategy that meets the learning needs of students with hearing impairment, while also revealing the need for systemic institutional support for its sustainable implementation.
The Integration of ChatGPT in English Language Learning: Students’ and Lecturers’ Perceptions
The rapid development of artificial intelligence (AI) technology has significantly transformed English language learning in higher education. In many English Foreign Language (EFL) learning contexts, students frequently experience difficulties related to grammar understanding, vocabulary mastery, writing development, speaking confidence, and independent English practice. The emergence of ChatGPT as an AI-assisted learning tool has provided new opportunities for students to access flexible, interactive, and personalized learning support anytime and anywhere. Therefore, this study aimed to investigate students’ and lecturers’ perceptions regarding the integration of ChatGPT in English language learning at STIE Rajawali Purworejo. This study employed a qualitative descriptive research design involving twenty students and one English lecturer. The research was conducted from November to December 2025. Data were collected through questionnaires and in-depth interviews and analyzed using thematic analysis. The findings revealed substantial differences in students’ learning experiences before and after the implementation of ChatGPT. Before using ChatGPT, students experienced difficulties in generating ideas, understanding grammar, developing vocabulary, and practicing English independently. However, after the integration of ChatGPT, students perceived English learning as more interactive, flexible, motivating, and accessible. The findings also indicated that ChatGPT positively influenced students’ motivation, engagement, confidence, writing development, and autonomous learning. Furthermore, the lecturer perceived ChatGPT as an effective educational tool that supports students’ participation, language development, and independent learning. Nevertheless, concerns regarding students’ overdependence on AI-generated responses, reduced critical thinking skills, and academic integrity were also identified. Therefore, the study concludes that ChatGPT has considerable potential to enhance English language learning when implemented responsibly through proper pedagogical supervision and ethical guidance.
Discourse Analysis on Semantic on Wake Me Up When September Ends Song Lyric by Green Day
Discourse analysis serves as a vital tool for examining how language constructs meaning within cultural and social contexts. Semantic is part of discourse analysis. In the realm of music, song lyrics are particularly rich in semantic content, allowing for deep exploration of themes, emotions, and societal issues. This article aims to conduct a discourse analysis of the song's lyrics, focusing on both lexical and contextual meanings. A descriptive qualitative m1ethod was employed, utilizing documentation techniques to collect data from the song's lyrics. The analysis of the lyrics from "Wake Me Up When September Ends" by Green Day has uncovered 15 contextual and lexical meanings that enhance the emotional resonance of the song. These meanings reflect both personal experiences and broader societal themes related to grief and loss. Ultimately, this analysis not only sheds light on artistic expression but also emphasizes the importance of delving beyond surface meanings in song lyrics to uncover richer emotional narratives. The implications of this study extend to broader applications in understanding and interpreting lyrical content across various musical genres.
Comparing Total Physical Response and Digital Storytelling in Teaching Vocabulary to Young Learners
Vocabulary development is a fundamental component of English language learning in early childhood because it provides the basis for communication and comprehension. However, despite the importance of vocabulary, research in the Indonesian PAUD context still pays limited attention to how different instructional methods compare in effectiveness. This study seeks to fill this gap by investigating the use of Total Physical Response (TPR) and Digital Storytelling (DST) as strategies for teaching English vocabulary to young learners. Employing a quasi-experimental design, 40 children aged 5–6 from two PAUD institutions in Surabaya were purposively sampled and divided into two groups: one taught with TPR and the other with DST. Data were collected through pre-tests, post-tests, classroom observations, and teacher interviews. Quantitative data were analyzed using paired t-tests and ANOVA, while qualitative data were thematically analyzed to capture engagement and learning experiences. The findings indicate that both TPR and DST significantly improved vocabulary mastery, but with distinct advantages: TPR enhanced immediate recall and kinesthetic engagement, whereas DST promoted contextual understanding and long-term retention. Teacher reflections further revealed that TPR stimulated motivation yet posed classroom management challenges, while DST enriched learning but required greater preparation and technological access. These results suggest that integrating TPR and DST offers a balanced and effective approach to vocabulary instruction in PAUD classrooms, providing valuable pedagogical implications for teachers and policymakers in early childhood English education.
Unlocking Opportunities: Positive Impacts of English Language Imperialism in Indonesian Higher Education
English, as a global lingua franca, plays a crucial role in intercultural communication and has significantly influenced educational systems. English-language imperialism often carries negative connotations; this research highlights its benefits in enhancing educational opportunities and international engagement. The study delves into linguistic imperialism, in which English usually dominates other languages, thereby conferring higher status and preference. It uses the SLR (Systematic Literature Review) method to collect data, concluding that while English-language imperialism presents particular challenges, it also unlocks significant opportunities for personal and national development in Indonesia's higher education landscape. This study identifies several key advantages: increased global competitiveness of Indonesian graduates, facilitated international academic collaborations, improved access to worldwide knowledge resources, and the cultivation of diverse perspectives in academic discourse. The research also addresses the delicate balance required between advancing English proficiency and preserving Indonesia's rich linguistic heritage.
Bridging Gaps in ESP: A Need Analysis for AI-Integrated Food and Beverage Service Module
This study investigates the needs underlying the development of an English for Specific Purposes (ESP) module for Food and Beverage Service (FBS) integrated with AI-generated listening audio in vocational education. Although ESP materials are expected to reflect workplace communication demands, preliminary observations reveal a mismatch between instructional content and industry-relevant language use, particularly in listening competence. This study employed a mixed-method approach, collecting data through document analysis of lesson plans and syllabi, questionnaires with closed and open-ended items completed by vocational students, and interviews with instructors and industry practitioners. The analysis focuses on learners’ necessities, lacks, and wants. The findings indicate that students require authentic, workplace-oriented materials, especially those supporting listening and speaking in real hospitality contexts. However, significant gaps persist, including limited exposure to authentic listening input, insufficient practice opportunities, and low confidence in interacting with international guests. Students also prefer structured, flexible, and context-specific materials incorporating dialogue-based audio and diverse accents. These findings highlight a mismatch between learners’ needs and existing instructional practices. The study concludes that AI-generated audio offers a promising solution by providing customizable and authentic listening input, although its effectiveness depends on alignment with pedagogical principles and learner needs.
Picture-Based Vocabulary Cards for Enriching Students' Vocabulary with Mild Intellectual Disability
This study explores the use of picture-based vocabulary cards in teaching English vocabulary to students with mild intellectual disabilities in Sekolah Luar Biasa (SLB), a special education school in Indonesia that provides educational services for students with various disabilities. This study aims to investigate how teachers implement picture-based vocabulary cards and identify the challenges they face in the teaching process. A qualitative descriptive research design was employed, involving two teachers with different educational backgrounds. Data were collected through semi-structured interviews and classroom observations, then analyzed thematically. The findings revealed that picture-based vocabulary cards are used as one of the instructional media; however, their use is not dominant, as teachers tend to combine them with other media such as real objects and videos to support students’ understanding. Students showed varied responses depending on their individual abilities, with some actively engaging while others required more repetition and guidance. Several challenges were also identified, including differences in students’ abilities, limited attention span, and difficulties in vocabulary retention. Thus, while picture-based vocabulary cards are useful, their effectiveness depends on how they are integrated with other instructional strategies and adapted to students’ needs. This study contributes to English language teaching in special education by providing insights into teachers’ practices in SLB contexts.
Improving Critical Reading of English Exposition Texts through Problem-Based Learning and Picture Media
This study investigates the implementation of the Problem-Based Learning (PBL) model assisted by picture media to enhance students’ critical reading skills in English exposition texts. It addresses the decline in literacy observed during the COVID-19 pandemic and emphasizes the need for innovative teaching strategies to improve student engagement and outcomes. Conducted with class XI-D students at SMA Negeri 1 Purworejo, the research utilized a Classroom Action Research approach over two cycles. The findings revealed a significant improvement in students’ critical reading performance, demonstrating the effectiveness of integrating PBL with picture media. The findings highlight the potential of this method for fostering critical thinking and literacy, particularly in underperforming students. This study contributes to the development of innovative reading instruction strategies that integrate visual media and problem-based approaches to foster students’ critical literacy.
English Teachers’ Perceptions of Deep Learning Implementation in Project-Based Learning
This study aims to analyze English teachers’ perceptions of implementing deep learning within Project-Based Learning (PjBL) at Muhammadiyah educational institutions in Pagaralam. The rapid development of 21st-century education demands learning approaches that promote critical thinking, creativity, collaboration, and meaningful understanding. Deep learning, combined with PjBL, is considered an effective strategy to achieve these goals. This research employed a qualitative descriptive design involving 17 English teachers from SMA and SMK Muhammadiyah Pagaralam as participants. Data were collected through semi-structured interviews and questionnaires and analyzed using data reduction, data display, and conclusion drawing techniques. The findings reveal that most teachers have a basic understanding of deep learning, perceiving it as a learning approach that emphasizes conceptual understanding and critical thinking rather than memorization. Teachers also demonstrate positive perceptions of PjBL, recognizing its role in enhancing student engagement and real-life application of knowledge. However, the implementation of deep learning within PjBL is not yet optimal, as students often focus more on completing projects than achieving deep understanding. Supporting factors include school facilities, teacher collaboration, and institutional support, while inhibiting factors include limited instructional time, students’ readiness, and lack of training. This study concludes that although teachers show positive perceptions, effective implementation requires continuous professional development and stronger institutional support.
An Analysis of Thailand Students: Perception of Difficulties in English Vowel Production
This study investigates the difficulties experienced by upper secondary students at Phanowittayakom School, Thailand, in producing English vowels. Employing a qualitative descriptive design, the research involved 29 students from Grade 5 and Grade 6 who participated in a reading aloud test based on a 158-word narrative text. The students’ oral performances were recorded and analyzed to identify patterns of vowel production errors. The findings reveal persistent difficulties in vowel quality, and vowel length distinction. Common error patterns include vowel substitution influenced by first language interference, simplification of diphthongs, and instability in maintaining long and short vowel contrasts. In addition, questionnaire data indicate that students perceive pronunciation as challenging due to prosodic complexity, cognitive demands, and affective factors such as low confidence. The study highlights that vowel production difficulties are multidimensional, involving linguistic and psychological aspects. These findings suggest the need for explicit phonological instruction, increased phonological awareness, and supportive speaking practice to improve vowel accuracy among EFL learners.
Exploring Teacher’s Beliefs and Practices in Incorporating Literary Text at a Senior High School
The aims of this research are investigation of teachers’ beliefs, Classroom practices in using literary text, and the factors influenced teacher’s beliefs and practices. This research used descriptive qualitative design. The researcher also used semi-structured interview, Classroom observation, and document analysis as the instrument. The data of the research was the result of the instruments that used in this research. In the results of this research, the researcher found some beliefs based on those categories such as literary text as a valuable tool for language enrichment, selecting appropriate literary text and method based on students’ needs, interest and relevant, students as the actor in learning activity, students’ background knowledge is necessary, teacher must be creative in creating and conducting lesson plan. In incorporating literary text in the Classroom, teacher implemented her beliefs in teaching such as selective use of short story in literary genres, language focused pedagogical strategies, students actively engaged in Classroom activity. However, behind those beliefs and practices, there are some challenges that teacher faced that make it as the factors influenced teacher’s beliefs and practices in teaching. These findings emphasize teacher’s belief and practices and what influenced those beliefs and practices in teaching.
The Implementation of Wordwall Anagram Game to Improve Students Vocabulary Mastery
This study aimed to determine whether students' vocabulary mastery at SD Aisyiyah 1 Pagaralam's fourth grade was considerably enhanced by the use of the Wordwall Anagram Game. Because it helps students comprehend and utilize English successfully in communication, vocabulary mastery is regarded as a crucial part of language learning. Nonetheless, a lot of elementary school pupils still struggle with learning, pronouncing, and comprehending English terminology. Thus, to increase students' motivation and vocabulary achievement, interactive and game-based learning materials are required. This study used a quasi-experimental design with a quantitative approach. There were 78 fourth-graders in the population, and 53 kids in the sample were split into two groups: class class IV.B as the control group and class IV.A as the experimental group. The Wordwall Anagram Game was used to instruct the experimental group, while traditional teaching techniques were used to instruct the control group. A vocabulary test with thirty multiple-choice questions that was given as a pre-test and post-test served as the study's instrument. Using SPSS version 25, descriptive statistics, the paired sample t-test, and the independent sample t-test were used to eval_uate the data. The results demonstrated that the experimental group outperformed the control group in terms of improvement. Thus, it can be said that using the Wordwall Anagram Game helped pupils become more proficient in vocabulary.
Students’ Perceptions of AI-Powered Writing Assistants for Enhancing Writing Skills
This study aims to examine students’ perceptions of AI-Powered Writing Assistants, namely Grammarly, ChatGPT, and QuillBot, regarding their ability to enhance writing skills at STKIP Muhammadiyah Pagar Alam. The rapid development of Artificial Intelligence has significantly influenced educational practices, particularly in academic writing, by providing tools that support grammar correction, idea generation, and paraphrasing. This study employed a descriptive quantitative research design. The participants consisted of 112 students from the English Education Study program, selected using a total sampling. Data were collected through a structured questionnaire using a four-point Likert scale and analyzed using descriptive statistics. The findings indicate that students generally have positive perceptions of AI-powered writing assistants. These tools are considered helpful in improving grammar accuracy, generating ideas, organizing writing, and enhancing overall writing quality. However, the results also reveal concerns regarding students’ dependence on AI tools, a potential reduction in critical thinking, and academic risk related to misuse. Despite these concerns, students demonstrate awareness of academic ethics and the importance of responsible use. In conclusion, an AI-Powered Writing Assistant plays a significant role in supporting students’ writing development when used appropriately. Therefore, balanced and ethical use of these tools is essential to maximize their benefits while minimizing potential risk in academic writing.
Teaching English Vocabulary Through Picture Cards to Students with Intellectual Disabilities: A Qualitative Case Study
Teaching English vocabulary to students with intellectual disabilities remains challenging because they need concrete visual support, repeated exposure, and teacher guidance to understand and remember new words. Picture cards are often used as visual instructional media, but their pedagogical value depends on how teachers implement them in classroom practice. This study aims to explore how picture cards are implemented in teaching English vocabulary to students with intellectual disabilities in a special school context. This research used a qualitative case study design involving one English teacher and one eighth-grade classroom at a special junior high school in North Sumatra, Indonesia. Data were collected through non-participant observation, semi-structured interview, document analysis of two lesson plans, and were analyzed using inductive thematic analysis. The findings reveal that picture cards supported meaning-making, attention building, guided practice, differentiated support, and repeated vocabulary use. The study concludes that picture cards functioned not merely as visual aids, but as flexible pedagogical tools for organizing meaningful, structured, and adaptive vocabulary instruction.
Cultural Themes in “English For Nusantara” Series of Textbook for Junior High School
This study investigates the representation of cultural themes in the English for Nusantara textbook series for Indonesian junior high schools (Grades VII–IX). Using a qualitative descriptive design, the research applies content analysis based on Chen’s (2004) framework, which categorizes culture into big “C” (e.g., history, geography, politics, art, economy, traditions) and small “c” (e.g., daily routines, customs, food, values). The findings reveal a nearly balanced distribution between small “c” (51%) and big “C” (49%) cultural themes across the series. However, the emphasis varies by grade level. Grade VII predominantly features small “c” themes, especially food and daily routines, reflecting students’ everyday experiences. Grade VIII maintains a focus on small “c” culture while gradually introducing more big “C” elements such as literature and history. In contrast, Grade IX shows a clear shift toward big “C” themes, particularly geography and economy, indicating increased abstraction and global orientation. Overall, the series demonstrates a structured progression in cultural representation aligned with students’ cognitive and linguistic development.
Challenging Gender Norms: The Representation of Princess Merida in Movie Brave
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.
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The Role Creative Writing in Paragraph Writing Class
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.
Artificial Intelligence (AI) Chatbot in EFL Writing: Exploring Students’ Perspectives
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.
Influence of Physical and Environmental Factors on Students‘ Learning Environment Quality in EFL Classroom
This study investigates how classroom physical conditions and environmental arrangements influence the quality of learning, particularly in English as a Foreign Language (EFL) contexts. Conducted at SMA Negeri 1 Tirawuta, a semi-urban public high school in Indonesia, the Research focuses on how factors such as seating layout, lighting, ventilation, and acoustics affect student engagement and learning outcomes. Using a qualitative descriptive approach, data were collected through interviews, observations, and documentation involving teachers from various disciplines and the school principal. The findings indicate that while teachers implement interactive and student-centred instructional strategies, their effectiveness is often limited by inadequate facilities and inflexible classroom layouts. Poor ventilation, insufficient lighting, and overcrowded seating arrangements were found to reduce students' comfort, concentration, and participation. The study highlights the importance of integrating pedagogical improvement with infrastructural development to create a more conducive learning environment. Effective English teaching requires not only innovative teaching strategies but also supportive physical spaces that facilitate meaningful classroom interaction.
Effectiveness Duolingo in Improving Student Motivation in Speaking Skills
This study aims to eval__uate the effectiveness of the treatment in improving participants' learning outcomes. The research design used pretest and posttest, involving 20 participants as samples. Data analysis was conducted using descriptive statistics, correlation tests, and paired t-tests. The study showed a significant increase in posttest scores, from an average of 290.75 to 502.75, indicating that the treatment effectively improved learning outcomes. However, the high standard deviation in both conditions (pretest and posttest) indicates a significant variation in results among participants. The correlation between pretest and posttest scores showed a very weak relationship, with a correlation value of 0.050 and a significance level of 0.834, indicating that participants' initial results before treatment were not significantly related to the results after treatment. The t-test showed a significant difference between the pretest and posttest, with a t-value of -2.102 and a 95% confidence interval that did not include zero, confirming the positive impact of the treatment on learning outcomes. Nonetheless, the variation in results among participants indicates the need for further research to identify other factors influencing the effectiveness of the treatment, as well as to explore the elements that contributed most to the improvement in learning outcomes.